Tài liệu Excellent 2 tg

Teocher's Guide k,..,',*. x\n ,.W R * Mystery Trqin DionoWebster ondAnneWorroll Courseconsultonts: {w (MNS *t---+ NNN points Mointeoching Present continuws likesond dislikes Expressing hovegot -s Possesslve Fomilymembers ColoursClothes Doysof the week this,thot therewos/were Co ny o u. . . ? Yes,I con.No,I con't. Thereis/ ore... ls/ Arethere. . .? W h e r eo r e . . . ? for personqlinformqtion. Asking Postsimple Rooms in o house, Describing whereyaulive theres,thereore wqs,were Revisionof longuoge from Units 1-3 Possessive -s people Describing Tellingthe time:o'clock Present simple wos,were Postsim ple,interrogotive D i dy ou...? Y esl,di d.N o,l d id n t . wontto ... Doysof the week Postsim ple,offirmotive Postsimple,negotive hod....di dn'thq v e. . . this,thot,these,those Pastsimple,interrogotive toll,short,old,young,fot,thin Howold/tqllis ...? Lorgenumbers permission; Asking Con| ...? Months Imperotive;Don't... NWW-$S$SN$ I {Nffiffiffi -*-'..',ftr.- {W NW -hr---+.- M o inr e vision points Mointeoching Revision of longuogefrom Units5-7 Postsimple wo n t o . . . Roomsin o house forms Question goingto TolkingoboutFilmsqnd TV Whotsortof ... Whottimedoes...? Verbsof action Tellingthetime (o'clock) W hy ?/B ec ous e. . . Lets... it, him,her,them Objectpronouns: Tolking oboutecologicolrssues Present continuous Present simple Animolnomes = i \ , ls * n1. , , W Moinrevision Telling thetime:holf/quorterpost,/to There's Whottimedid ...? ... Youmust/mustn't nextto,behind,in frontof Prepositions; Possessive odjectives: our,their,his,her W of longuogefrom Units9-11 Revision Tolkingobout buildings snd cities goingto youmust/mustn't... Possessive -'s Tellingthe time. ('.'4.q SW some,qny Tolkingobout prehistoricqnimols Foodond drink 'Wh'guesfions of ... bottle/bowl/cup/gloss/piece Howdo you cometo school? By troin/bus/bike/cor. onybody,nobody somebody, Clothes Ordering in o restouront W Revision of longuagefrom 2 Excelfent! Level Tolkingoboutthe seriolstory Postsimple Presentsimple Prepositions of ploce Tellingthe time "[,. lsts$u R r s S$SN Intrsduction The aim of this courseis to prepareand encouragepupils to achievea good standardof English in their first years of learning at primary level.Ercellenf/is intendedto stretch pupils and to developtheir ability to understandand use basicEnglish through the skills of listening,speaking,reading and writing. It is basedon the premisethat children learn most effectivelywhen the languageand activities are motivating, stimulating and firmly linked to their own world and experiences. so they can becomeawareof ri -\ :: :-::.-: .''::rgapproachis thenrecommended, wherebvp:;..= .i-- -- :::-: j lo deduce meaningand,/ordraw comparis,.:=r ..-.:r ',.:-Ianguage. Finally,pupils are encouraged tr, l-x rr.: r: i ::ucture in guided activities.Seepage 6 for further dr:a-,s Ercelknt! takes accountof childrens natural curiosity,their desireto exceland their huge capacity to absorbnew language. The coursetakes a learning-centredapproachwhich places'a greateremphasison the needto maximiselearning and provide both support and challengein learning' (Tke Prtmary English Teacher'sGuide,J Brewster& G Ellis with D Girard, Penguin Books,PearsonEducation2002). CourseComponenG The courseis basedon the following principles: P u p ils ' B o o k The 80 page,full-colourPupils'B-r-rk::csc:.:. the main teaching paLnvorksand material.It containsa cartoonston'.c:a..',,g::rs. otherlanguagepracticeactivities.gamcs s',ngsand poems.A summaryof grammarappearsat the ra.ck,'l the Pupils'Book. Activity Book . The developmentof the receptiveskills - reading and listening - precedesthe developmentof the productiveskills of writing and speaking.Every lessonincludesan Actiue presentation stage,which allows the teacherto introduce new languagein context,drawing upon the pupils'receptive skills and developingtheir ability to deducemeaning.(See lessonnotes,p. 13-140.) The 80-pageblack-and-rvhite-{ctivirl Bcir,rk containswriting exercises and activities,listeningrasks.survrvs.puzzlesand games,designedto extendand practiselanguagetrom the Pupils'Book.A grammarrevisionquiz appearsat the back of the Activity Book. . In the primary years,children are developingcognitively and socially.Thereforethe contentof the lessonsis designedto reflectthe pupils' knowledgeof the world and their cognitive level.The storiesand activities encouragepupils to bring their own experiencesto the classroom,and to participateactively in talking about their lives, expressingtheir preferences,etc. Pair and group work is a regular featureof the courseand developspupils' ability to shareand co-operatewith each other. At the centreof the Activity Book,pupils will find a pull-out revision supplement,My Excellent!WordBook Each of the fifteen pagesfeaturesactivities relating to vocabularyand structurespresentedin the correspondingcore unit. There are prompt words in the margins.Pupils use theseto fill in the gaps on the main part of the page. . Pupils of this age are developingtheir attention span. Consequently,eachlessonhas a variety of activities designed to capturethe pupils' attention,so that the languagecan be practisedthrough differentapproaches. . Childrenlearn by doing.ExcelLent! encouragespupils to participate actively,allowing them truly to experienceEnglish through pair work, role play, songs,rhymesand movement. The languagesyllabushas beenselectedon the basis of what is relevantto children of this age group, and what will help them to expressthemselves.Grammaticalstructuresare embeddedin motivating and meaningfulcontexts.Excellent!encouragesa 'noticing and discovery'approachto grammar learning.This meansfocusing the pupils' attention on the new languageform, 4 Regularrecyclingand revisionhas :te:- ':r-: urio the syllabusto meetchildren'sneedfor repetitrona:-c .::.r-:Lt. reinforcement. My Excellent! Word Book There are also two colour stickersrelating to eachpage.Students haveto find the reievantstickerson the sticker page and put them in position. Each page also featuresapuzzle activig for which no prompts are given.Instead,pupils must use their own reasoningand knowledgeof the languageto work out the answersfor themselves. Oncethe text and thepuzzle are complete,studentscan go on to colour the pictures. When they have completedeachpage,they should turn to the Quiz pageat the back of the Word Book and answerthe 'Canyou remember?'question.Oncethey havecheckedthat their answer is correct (by turning back to the appropriatepage),they can find the Excellznt!sticker and put it in position. Eodrer's Guide -'- lessonnotes, - - :. -.-.::s (luide containsclear,step-by-step l-:- .>- r -: - :re recording,extra gamesand activities,noteson , :. .::.1:age.pronunciationand many otherpractical Cossette :.: :'ccc)rdings of the cartoonserialstory,songs, ,r-::rEnglish-speaking children,listeningexercises .-' i - ,r:.:: ,: gamesand practiceactivitiesin both the Pupils' :, - ,i - ::.t -\ctivitv Book. Floshcords -': + --::.-::ds hare beencreatedfor usewith the Starterlevelof - -rc l'rth I-erelsI and2. The lessonnotesin this Teacher's --r I :i - :--:r:rmanl'usefulsuggestions for their use.Youcanfind on page9 of this Teacher'sGuide. - -"-- , . . ::e t'lashcards Fosters ':: - -i : -,sierscorrespondthematicallyto the four unit cycles -;- :-;---: :p the book. They can be usedat any point in the :r , --. :he relevantlanguagehas beentaught. Instructionsfor *:'r. .--.:?ilstersappearon pages9 12 0f this Teacher's Guide. knguin Young Reqders ' : -:- :r::rend three PenguinYoungReadersfor use with :-: " : Level 2: Dick Whittington, and Anderella andAladdtn readingfor pleasure.Pupilscan readthese ",. . ,:.: encourage - -:: .:: part of the lesson,or as homework.For example,you - : .,. ''ri' five or ten minutesat the beginningor the end of a -* - - : : quiet.independent reading.Alternatively,try reading :': .- li i,r the classyourself,or playingthe audioor video --.:.gs.u'hiiepupils follow in their own copies. ' '. -:.:eet for eachReader,with moreexploitationideasand : " - , :lable worksheets,appearsat the end of this Tbacher's ' :. 'llides on using the PenguinReadersare availableat iiiii :r:guinreaders.comand can be downloadedfree of charge. Orgonisotionof the Course --= l:pils'Book containsfifteen units. There are fifteen --:,,nding units in the Activity Book.Eachunit consistsof -- :ssons,eachintendedto last approximateiy50 minutes. -.+ :. 1 presentsmost of the new langrrageitemsin the contextof ; r---.-irrloonstory which runs throughoutthe book.In this lesson, . . '-,'-.rp activitiesaremoreconcernedwith comprehension and .,..:::.ation of new languagethan with production. --s r 2 extendsthe new languageitems and provideslanguage : -: --r-.ce activities. -::s ,ns3 and 4 developthis languageand may introducean - - - - 'rn mre o p i fcm Llnits 4, 8, 12 and 15 are devotedto recyclinglanguageitems trom the previousthree units, presentingthem in new contexts. Units 1 and 2 includeextensiverecyclingof languagetaught in Exccllent.tLevel 1. After every secondunit thereare two supplementarylessons, eachwith its own pagein the Pupils'Book and the Activity Book. First comesTalk Time, which presentsfunctionalphrasesas a starting point for role pla-v.Then the Fact File gives extended readingpracticeon a topic connectedto the precedingunits. The number of lessonsprovidedby Excellent!is flexible. The lessonnotesin this Teacher'sGuideinclude many ideasfor optional extra activities.Additionally, a pageof extra gamesand activities appearsin the Teacher'sGuideafter every secondunit. Theseallow the teacherto extendunits to five ]essonsif desired. If not, the additional suggestionscan be usedas a resourcebank of ideasfor sparemomentsor revisionpurposes. Teochingwith Excellent! Pupils needthe security of familiar routinesand patterns. Thereforethe teachingproceduresare repeatedover the units and are clearly indicatedin the lessonnotes. In the main column of thesenotes,the recommended approachfor eachstageof the lessonis set out. The right-handcolumngives key English languagephrasesthat can be usedat that stageof the lesson. Stogesof the lesson Worm-ups Begin lessonswith a warm-up activity. This can be the recycling of languagetaught in the previouslessonthrough the repetition a favourite song or game Active presentotion In the teachingnotes,eachlessonbegins with the Active presentation'stage.This stageof the lessonprovidesa suggestionfor presentingthe new languagestructure or vocabularyin a contextwhich will attract the children'sattention and involve their active participation right from the beginningof the lesson.The Active presentationdoesnot refer to activities in the Pupil s Book,and is an important stagein the lesson,as it encourageschildren to make senseof new languagein an authenticand fun language-learningenvironment. The Active presentationstageforms an important aspectof the 'noticing and discovery'approachto teachinggrammar.In some cases,the Active presentationstagemay focus on introducing a new themeor topic The coftoon story The I']upils'Book featuresa cartoonstory which is presentedin Lesson1 of eachunit. Eachepisodeof the story builds on knou,n languageand introducesnew key languageitems for the unit. The main focus of this lessonis on the receptiveskills of 5 7 reading and listening.The lessonnotesprovide suggestionsfor using the visuals in the story, and questioningtechniques,to help children understandand assimilatenew languagewithin a fictional context.The way in which children will becomeaware of new language,through understandingand role-playingthe story, forms an integral part of the'noticing and discovery' approachto learning new structuresand vocabulary.The following procedureis recommended: 1 Pupils are introducedto relevantnew vocabularyitems through flashcards,realia,pictures,mime, etc. 2 Pupils are preparedfor the context of the story, possibly in their own language. 3 Pupils read and listen to the recording.Suggestionsfor comprehensionquestionsappearin the lessonnotes. 4 Pupils may listen and read again for enjoyment. Role ploy Roleplay can be usedas a follow-up activity to the story. Role play supports the pupils'enjoy.rnentof the narrative and allows them to practisenew languageitems in a meaningfulway. Procedurefor role play could be as follows: 1 Divide the classinto groups and allocatethe role of one of the charactersin the story to eachgroup. 2 Play the recordingand ask the groups to repeatthe dialogue in chorus. 3 Divide the classinto groups accordingto the numberof charactersin the story. They practiseacting out the story. Circulateand assistthem with pronunciationand intonation. Encouragea dramatic performance! 4 Invite one or two groups to perform the episodefor the class, either from memory or using role cards.They may want to make simple props. 'Noticing ond discovery' grommer Ieorning Excellent!encouragesa 'noticing and discovery'approachto grammar learing.Childrenneedto be surroundedby - and actively participate in - activities that havemeaningand purposefor them, and which are at the sametime enjoyable. For this reason,the first stagein the 'noticing and discovery' approachis often the Active presentation,when children can be encouragedto guessthe meaningof new strucfureswhich occur in the stories,gamesand songs,and, whererelevant,to draw comparisonswith their own language. 6 Psirwork ond longuoge proctice octivities Pairwork activities frequentlyappear in the secondlessonof eachunit. Models of thesepainvork acdr-itiesare always provided on the recording.Theseactivities may be organisedin a variety of ways, oncethe pupils haveread the modeland listened to it on the recording: 1 The teachermay take role A and the rvholeclassprovide the responseas B. 2 The teachermay take role A and an individual pupil may take role B. 3 A pair may volunteerto perform the activity in front of the class,taking on rolesA and B. 4 The pupils may immediateiywork in pairs, assumingthe roles of A and B. They can then changeroles. You may use one or a variety of the abovesuggestions.When pupils are working in pairs, circulateand model correct pronunciationand intonation.Ensurethat all pupils are actively involvedand provide lots of encouragement. Orgonising poirwork BeforeLesson1 of eachunit, organisethe pupils in pairs. Make it clear that they will be working in thosepairs until the end of the unit. Experiencehas shown that it is best to usea randommethod of creatingpairs. That way,pupils will seethat you, the teacher, have no say in the matter, so there can be no room for argument. Thereare many ways of creatingrandompairs.For instance,you can divide the classinto two equalgroups.On slips of paper,write the namesof all the childrenin one group,thenask childrenin the other group to pick the namesout of a hat. The pupil whosename they havepicked is their partner.Next time, it will be the other groups turn to pick out names.Alternatively,write numbersin word form and in numeralson separateslips of paperand hand them out. Pupils circulate,matchingnumeralsand words,thus establishingpairs.Colouredblobs and colourwords canbe matchedin the sameway,as can word cardsand corresponding picture cards,so long as you keepto known language. Acti vity B oo k o cti vi ti es A variety of activitiesareprovidedin the Activity Book to help pupils practisethe new languageitems through all four skills. Listeningactivitiesare includedon the recording.The readingand writing activitiescan be doneas homework.It is recommended that the pupils do the homeworkactivitiesorally in classbefore they wnte them at home.In this inay,pupils can achievegood resultswhich will add to motivationfrom an eariy stage. Developingcuriosity and supportingguessworkleadsto a dynamic classroomwherechildrenfeel safe,can take risks and learn through experimentingwith language.Ercellent!pays attentionto grammaticalform and accuracyby subsequently presentingpresentingeachstructure for practiceand repetition through stimulating pair/group work activities,gamesand songs. The Test Time pagesfeatureactivities of the type usedin the CambridgeYoung Learners(C\LET) Mouerstest. As an extensionof the'noticingand discovery'approach to grammar learning,teachersmay wish to help children develop simple metalanguagelike uerb,tnun and acljectiueto talk about language.The appropriatenessand degreeto which this is desirablewill often dependon the extent to which metalang-rage has usedto developthe mother tongue. Excellentt Kids Excellznt!Kids is a regular featureof the course.Interviews with English-speakingchildren help pupils developthe skill of listening for information.Pupils are not expectedto understand every word in this activity. Later in the year,theseinterviews may be usedas modelsfor pupils to createand recordtheir own interviews. 5o.l9rs -: > :-.iSin eachPupils'Bookunit can be exploitedat any stage - ---: .::.:t.Thev play an importantrole in familiansingchildren . - - -: r ..,rurdsand rhythms of Englishand they help to makethe : - ----- --,assrocm a fun placeto be.Short following materialon. -' - .rpect pupilsto learn a songline by line beforeyou start. - -... .: res, songsmay containunknown vocabularyor ::, :-:es. but thereis no needto teach this langr.rage in a formal -{::r ?re a few possibleapproachesto using songs: . - --::.r-iarise yourselfwith the wordsof the songand any r - -- :tpan]:ing actionswhich are suggestedin the ::S ,:l llotes. . -.-r aboutthe illustrationsin the Pupils'Book,in Englishor . ,-e pupils'own language(L1).Pupilscan try to guesswhat i,-.:Srrogis about. r -"r,'.1q1.i plavinga songfor the first time,let the pupilssimply >.;:r Encouragethem to clap,tap or hum along.Demonstrate :,-.:actionsas they listen. . - -.-- :he song again.Encouragethe pupils to join in with the : ---rni rn d qinoino . -:-. -Cethe classinto groupsto sing differentlinesor verses.Two .: -:pscouldsing alternateverses,or onegroup couldsing .-.:-e the otherdoesthe actions.As pupils becomeaccustomed - ::e songthey will morereadilyjoin in, so it's important to ..-.g the songsin as many differentways as possible. and chantscan be usedat any stageof a lesson,to change - a. - : r3ie. providephysical movement,and add enjoyment. The basic teachingapproachis always the same:discussionof the scenariospresentedin the photographs,followed by listening; practicein pairs, leading on to role play.The lessonnotesexplain the procedurein detail and suggestvariations. Roleplay doesnot suit all teachersand may not be appropriateto your teachingsituation.If you do wish to set up role plays, rememberthat props - eventhe simplest- wiil help bring the activity to life and motivate your class.Keep the props hidden until they are needed.Let the children try miming first, then give the activity new impetusby producingsomesurprise prop. Foct File Use the Fact Files for readingpractice,as describedin the lesson notes.Rememberthat unknown words are part of the challenge of reading in a foreign language.Pre-teacha few unknown words - perhapsthree or four in eachFact File - but do not try to forestallevery difficulty. Encouragepupils to deducemeaning, beforeyou provide an explanationor a translation. The notebook We recommendthat pupils createtheir own individual notebooks in which they can personalisethe languagethey havelearnt. The notebookcan be any ordinary exercisebook with ruled pages.Its purposeis to extendwriting practicebeyondthe exercisesand activities included in the Activity Book. In the notebook,pupils make the langrragethey are learning their own. Encouragethem to recordfacts,opinionsand information as it relatesto them and their lives,their families,communities,pets,etc. (*mes -- : -.:::berof languageactivities throughout the courseare -: :rd to gameswhich can be playedin pairs or smal1groups. --. --.'-11 as being enjoyabiein themselves,languagegameshelp : -:r,s ro co-operatewith eachother and to follow a set of rules. - - :gh games,children can experimentwith languagein an -- ;rtic and meaningfulway. They are a natural part of :ng up and learning. . gamesinclude guessinggames,team games,card games roard games.Theseare presentedin the Pupils'Book or in --.. -essonnotesas extra activities. sure the pupils understandthe gamesbeforethey start. -.:e - ::r,rnstratethe gameswith a pair or group of childrenfirst. :.-..ure that pupils haveall the languagethey needto play the :-.:res Move around the classroomwhile they are playing, ::.--ruraging them to use English and modellingthe correct :: ,nunciation. -: .s in.rportantnot to play a gamefor too long.Differentchildren .ate differentattention spans,so monitor pupils carefully. TalkTime Thesepagespresentsimple,functionalphrases.They provide .'anetywithin the unfolding grammar syllabus:herethe emphasis :s more on fluency than on the manipulationof structures. Pupils could draw and stick picturesin their notebooks,and make up their own versionsof puzzlesand games.The notebookcould also containa sectionfor pupils to record'personal'vocabulary, namely,those words which they need for their own transfer work and which you supply on an individual basis.This sectioncould be organisedalphabeticallyor thematically.For eachnew word, pupils could write an L1 translation,draw a picture or write a simpledefinition.Making personalword bookshelpspupils developorganisationalskills and learner independence. The notebookcan also be usedfor homework,of course. Encouragepupils to show their notebookto their parentsand to take a pride in the presentationof their work. Clqssroomdisploy Pupils love to seetheir work on show If possible,find a place wherethe materialswhich pupils producecan be easily displayed. For example,if the walls may not be used,can you usea corner of the room to display or savework in a giant classroomdisplay book?Decoratethe work using attractivecard and titles. Change the displaysregularly to maintain pupils' interest. Displaying pupils' work gives it stafus and createsan atmosphereof positive learning.Be sure to ask the pupils to sign their work. It will give them a senseof pride and ownership. Clossroomlonguoge Using English for organisingthe pupils and establishing classroomroutinesis a natural way of introducing and practising language.We recommendthat you use simple English structuresfor giving insfuctions, playing gamesand giving support and encouragement. The following expressionsare useful in the classroom.Pupils will developa passiveunderstandinginitially, and will be able to produce many of them themselvesby the end of the first year. There is no needto teach theseexpressionsovertly: pupils will gradually assimilatethem if you use them on a regular basis. Greetings Goodmorning, (children). Goodafternoon,(children). Hello, ftoys and girls). Is everybodyhere? Who is away today? Orgonisotion Let's start. Get your books and pencilsout. Put down your pencils,please. Comehere,please. Sit down./Standup. Put your hand up/down,please. Give this/theseout please. Put it here/there,please. Give it to me, please. Hold up your (picture)./Showme your (picture). Let's read a story. Dradcolour/cut out/stick the picture. Hurry up. Comein. Wait a minute, please. During the lesson Open your books at page (10). Look at number 1. Write it in your notebooks. Can you read this, please? All together. Say it after me. This row/group, can you repeat? Sorry, I don't understand. Can you repeat that, please? What's (Ll) in English? I What is it in L1)? Who knows the answer? Let's checkthe homework. How do you spell it? Who wants to write on the board? Volunteers,please. Is that right? Keeping dlsclpllne Pleasestop talking now ... Thanli vou. Settledown and listen.Well done. Is everyonesitting quietly?Goodl And now we'rewaiting for ... Could you sit down like the others.please? Poirwork Work with your partner. Has everyonegot a partner? Who's your partner? Sit back-to-back. Don't show your partner. Changeplaceswith (Anna),piease. Changeyour partner. OK, you be (ohn)'s partner. Now you ask your partner. Ending the lesson That's all for today. Collectthe (books),please. Make a line, children,and say goodbye. It's break time. Line up quietly,please. OK, just one more time and then we stopl Put your books/thingsaway,please. OK, you can go now. Seeyou on Friday). Have a nice weekend/holidav. Goodbye. Hereare someuseful phrasesfor pupils. You can make a poster of thesefor pupils to refer to: Can I havethe (scissors),please? Here you are. I don't know. Can I go to the toilet, please? It's my/your turn. Sorry. Thank you. Finished. fuhcords I : 4 ; \kgan Ri-k B€n SalhCraiC t I-r-- - \Lss \Iumpkin red bhrc Lrorrn p{nk 5lack rrhire -.rEilorv 'i,range purple green doc cat ?mster i"h bird Poster 1 The funfoir 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 4I 42 43 44 45 :TOUS€ :rnke .-hicken 46 47 burger sausages fish chips pizza ice cream salad milk orangejuice lemonade cabbage apple cheese bread cereal wash the car goshopping cleanthe house wash the dishes do my homework cut the grass hippo 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 crocodile giratre eiephant lion penguin kitchen hall living room diningroom toilet bedroom bathroom teacher mechanic film star doctor policeofficer football player plane train bus car bike hsters T-itr:r Ercellcnt! poslers provide vocabulary extension around m $snes of the Pupils'Book. Each posteralso incorporatesa amber of 'Find and say'activities which tie in with the language *r{*us For example,NkWozz from the Pupils'Book cartoon mq Lshidden somewherein each poster.Pupils must find him .tr sal' what he is doing,using the presentcontinuoustense. k vnall pictureson either side of the main picture provide uryplementary vocabulary.A few pointers for using these: . -\lszys model the pronunciation of unknown words. Do not -earepupils to try and read the words themselves. . \Iodel the word, then ask pupils to find the item in the main pKrure. . Encpuragepupils to choosefive words that they like or that frev think will be useful.They should write them in their rotebooks.They can includetheseitems in their own drawings of a funfair, a castle,etc.,and label them in English. -\k them to write English sentencesincorporating eachof their chosenwords. te suggestthat the posters could be used for early finishers. If ro or three pupils finish a writing activity before the rest of the -hss. give them one of the'Find and say'tasks describedbelow md ask them to go and work on the poster. (You might consider ryiting a simple instruction sheet,in English and/or in the Ll.) Tell the group that you will be joining them in five minutes to ?ar the resultsof the task. Use Poster1 from Unit 2 onwardsto revisestructurestaught in Excellpnt!Level 1. In small groups,pupils can carry out the following tasks. 1 To pradise the present contlnuous tense Pupils find NkWozz and say what he is doing.Answer: .tle's reading a book. (sitting by the dodgems) NOTE - Text given here in brackets is intended to help teachers locate items on the posters.It doesnot form part of the language to be taught. 2 To practise prepositlons in, on, under Tell pupils to find five cats hidden in the picture.They must point to them and tell you where they are. Answers: a lt's und,erthe table.(wherethe grl and boy are sitting having a drink) b lt's on thB chair. (next to the caravan) c lt's in the bag ftottom left, next to the roundabout) d lt's under the bike. (next to the dodgems) e lt's on the roundabouf.(i.e.on top of the roundabout) 3 To proctlse He's/She's got... Tell the pupils to look for five children in yellow T-shirts. Pupils must tell you what eachchild is carrying, using lle 's got a or She'sgot a ... a He's got a skateboard.@oyin the foregroundnear the roundabout) b She'sgot a lion. (girl by the bottom of the water ride) c He's got a guitar (boy by the slide) d She'sgot a football(girl near the dodgems) e He's got a spider (boy closeto the dodgems) 4 To revlse the doys of the week The sevendays of the week are written in various places in the poster.Pupils must find them Monday - (on the front of the burger van) Tuesday- (at the bottom of the slide) Wednesday- (on the edgeof the roundabout) Thursday- (on the side of the water slide) Friday - (on the surround of the dodgem ring) Saturday- (on the stairs leading to the slide) Sunday- (on the edgeof the hauntedhouse) 9 5 To revise words for clothes Hiddenin the fairgroundarefive picturesof identicaltwins. They aredressedexactlythe same,but they arenot together. Pupilsmustfind the pairs and saywhat they'rewearing. (scmterat the foot of the left-hand d Theydidn't hauescooters. tower) e Theyd:idn'thauewatches(manin the foreground,to the left of drawbridge,wearinga wristwatch) a They'rewearingbluetrousers/green sweaters/white shoes (1- Boy with glasses,walking bottomright-handcorner. 2 -Boy with glasses, standingby thedodgems.) b They'rewearingred shorts/wbiteT-shirts/blae shoes/white socfts.(1-Boy walking towardsburgervan.2 -Boy standing next to roundabout.) c Thzy'rewearingbluedresses(1- Girl eatingcandyfloss, betweenthe dodgemsand thehooplastall. 2 - Girl eating candyflossin theforeground,to theright of themanselling puppets.) jackets.(I - Girl with white d They'rewearingpink trousers/blae shoulderpurse,walkingby doorof caravan.2 - Girl with white shoulderpurse,in foreground,to the left of theman sellingpuppets.) e They'rewearinggreenshirts/bfue T-shirts(1- Girl with heartshapedballoon,in foreground,nearroundabout.2- Girl with heart-shaped balloonwalkingpastdoorof caravan.) 3 To prodlse.osklng for ond giving meosuremen6 Pupilscantry this activity oncethey havelearnedhow to expressheights(Unit 7, Activity 3). Poster2 The costle Tell pupils to look for five verticaldouble-arrows, showingthe heightsof things.They usetheseto practiseaskingand answering: a b c d e How tall is thecastlz/tower? - It's 20 metrestall How tall is thz statue?- k's 3 metrestall How tall is thpcupboard2 - k's 2 metrestall How tall is tlw tree?- It's 12 metrestall How tall is thBboy?- He's1 metres10. 4 To prodise givlng negatlve commonds, using Dont. Pupilscando this activity oncethey havelearnedto formulate imperativeswith Don't (Unit 7, Activity 4).They shouldlook for five speechbubblesin the picture,eachcontainingan exclamationmark,and decidewhat eachof thosefive speakers is saying.In eachinstance,pupilswill needto look carefullyand find a secondcharacterwho is doingsomethingwrong. All fivephrasesbeginwith Don't ... . a Don't touchthzfl.owers.(twopeopleon the battlements) b Don't throwthe ball (in the dining room,boy aboutto throw a ball) c Don't climbon thechnir (in the right-handbedroom,child aboutto climb on a chair) d Don't swimin tlw riuer/ruoaf.(at the foot of left-handtower, two boysaboutto jump in the moat) e Don't o/en thecupboard.(in theground-floorroom,boy openinga cupboardfulI of armour) UsePoster2 while you areworking on Units G8. In small groups,pupils cancarry out thefollowingtasks. 1 To prodlse the present contlnuous tense Pupilsfind ll4rWozzand saywhat he is doing.Answer:Ile's climbinga tree(to the right of thecastle.) 2 To prodise the phrose They didnt hove when tolklng oboutthe lives of people ln the post Oncepupilshavelearnedthe negativeform of hnuepupils' Book,Unit 6, Activity 3),they cantry this 'Find and say' exercise.Ask themto find five thingsin thepicturewhich people didn't havein thepast.They shouldpoint to themand make as shownbelow Youcouldhelp themby telling them sentences, thefive itemsin advance,sothat they knowwhat they are lookingfor. a Theydidn't haueplanes(Sianein the top left-handcornerof the picture) b Theydidn't hnuecars.(ar on the left-handsideof the castle) c Theydidn't hnue77s (TV in the ground-floorroom) 10 5 To revlse the months of the yeor Pupilscantry this activity oncethey havelearnedthe namesof the monthsin English(Llnit7, Activity 5).The twelvemonthsare written in variousplacesin the poster.Pupilsmustfind them. January(onthe right-handtowerof the castle) February(bottomright-handcornerof the picture) March(onthe front of the drawbridge) April (nearthe top of the left-handtower) May (onthe front of the battlements) June(ontheright-handendof the dining table) July (at thefoot of the interior staircase) August(in the dining hall, behindtheQueen) (onthe sideof the moat,to the left of the drawbridge) September October(onthe extremeleft-handsideof the picture,by the tree) November(abovethe mainentranceto the castle) (to the left of the castle,on the treefoliage) December Er 3 The country 'litz cesnt 4 To practise telling the time Pupils can try this activity oncethey have learnedhow to tell the time (Unit 11,Activity 2). They must find five little clocks hidden in the picture,and say what time is shown. a b c d e -* ?-ss'3 while -vouare working on Units 9-12. In small grs. p,.pils can carry out the following tasks. , b prcctise the present contlnuous tense l::at-:. :rd \1r Wozz and say what he is doing. Answer: I1e's ri:2.- ry nhbish. (behind the big tree, more or less in the centre r =c :irlure) 2 b proctise going to -c -::: 9. -\ctivity 3, pupils are shown how to say that something s :tr -jr€ point of happening,rcing He's/She'sgoing /o ... They rnaT -iren be ready to try this activity. Ask them to look for five =-r"en in orange T-shirts, dotted around the picture. Each is jr--;:r on the point of doing something.Pupils should make iF:es about these children, using going to. half past two (on the tree,left-handside of the picture) a quarter to eight (in the cloud, top right-hand corner) eleueno'clock(onthe bundle of hay,top right-hand corner) a quarter past fiue (on the schoolbag centre foreground) ten past nine (on the right-hand bottle bank) 5 To proctlse preposltlons behlnd, next to, on, in front of, between Pupils can try this activity oncethey have begun work on Unit 12. By then, they will have encounteredall of thesepreposifions. Tell them to look for five chickens in the picture. They must point at the chickensand tell you where they are, in English. a b c d e behindtheflowers (moreor lessin the middle of the picture) next to the dog (in front of the farmhouse, approximately) on the bottlebank (bottomleft-handcorner) tn front of the tractor (near the farmhouse) betueen thz bags (in the middle foreground) Poster4 The town i ::i -.goittg to fall in thz riuer (boy by the river in the middle of ::e picrure) : -ii, ,. going to climb thp tree (gtrl on the far left-hand side of =e picture) : ji -. going to tahe a photo. (boy just to the right of the tractor) : -.v'*--.going to fick up thc egg.(girl to the right of the bottle --> r ah, -1. * ---i -.going to throw a frisbea (boy on the far left-handside of ::e picture) 3 b pradlse osking snd onswering questions using wiry ond becouse. ---10, Activities 2 and3, focuson why and because. When they :a.e s'orked on these,pupils may like to try this activify. Tell :-*qrr to look for the five little questionmarks on the poster.Each =r an arrow,pointing to one of the people.Pupils must ask why :i person is doing what they are doing (e.5.Wlzyis he runn'ingl, =d grvean answerbeginningBecausethere'sa ... = Wty is he running? - Becausethere's a bull. (man in the field behind the farmhouse) 5 W is he shouting/pointing? - Becausethere'sa snake.$oy bottom right) : Wlzyis she taking a phnto? - Becausethere's a butterfly. @1rl bottom right) d Why is shejumping? - Becausethere's a spidzr (girl under the tree in the middle of the picture) e Wlry is tt Jlying? - Becausethere's a scarecrow(bird top right) In UsePoster4 whileyouareworkingon Units12onwards. smallgroups,pupilscancarryout thefollowingtasks. 1 To prodise tlre present continuous tense Pupilsfind MrWozzandsaywhathe is doing.Answer:112's riding a bike.@ehindthe bus) 2 To prodlse uslng somebody In Unit 14,Activity 4, pupilsmakestatements beginning got a/an ... Thefollowingactivityprovidesfurther Somebody's practice. Dottedaroundthe town picture,differentpeoplearecarrying differentobjects, e.g.themanwith theTV in thebottomleft-hand corner.Workingin pairs,pupilsusethesedetailsto createtheir for theirfriends.PupilA couldsaySomebody's ownchallenges got a TV PupilB mustthentry andfind thepersonwith theTV. 3 To prodise the present continuous tense Dottedaroundthetown arefive pairs of identicaltwins.They aredressedexactlythe same,but they arenot togetherandthey 11 aredoingdifferentthings.Pupilsmust find the twins and say what they aredoing. a (1- womanon the cornerby the school)Sln's listenirryto musir"(2- womanon the right-handedgeof the picture, halfwayup) Sftz'swashingthecar b (1- manoppositethe school)He'spichinguf rubbislt"(2man on the ladder,bottom risht) He's clirnbingthz lndder c (1- boy leaningon the bench,bottomleft) He'ssingins Q boy in front of the FineFoodsshop)He's eatinga bannna. d (1- girl sitting on the bench,bottomleft) She'sreadinga book.(2- girl oppositethe school)She'seatingan iceueam. e (1 - grrl next to the bench,bottomleft) Slz's tahinga fhoto. (2 - ctrl in front of the post office)Sftz'sstandingon her hzad. 4 To prodlse soying lorge numberc Tell pupils to look for five numbershiddenaroundthe picture. They must point to themand readthemout to you in English. a b c d e (outsidethe petrol station)78 - seaenty-eight (onthe lorry in the background)33 - thirty-three (onthe StyleIMachineshop)41 - forfi-one (onthe front of the bus)59 - fi.fty-nine (onthe boy'sT-shirt, bottomleft) 25 - twenty-fiue 5 To proctlse some phroses for the Talk Tlme poges While they areworking on the last unit of the book,pupils can test their memorieswith this activity.Tell themtherearefive peoplein the pichrrecarrying a greenumbrella.Eachof these pmple is sayinga phrasefrom oneof the Talk Time pagesin Pupils'Book2. Pupilsmustfind thepeopleanddecidewhatthey aresaying. a (Cirlgettingup from the bench,on the cornerby the pefol station)Wouldyou kke to sit down? b (mangettinginto his car,to the right of the petol station) Wouldyoulike a ffi? (woman on the corneroppositethe schooD1rn sorry.I hnaen't c got time. d (customerat the souvenirstall, in the foregrovnd)Hon much is this,flzase? e (womanto the right of the souvenirstall)Are you going to takea photo? 12 Lesson1 Main teaching points 1,Recydingof Leuel1 lnnguage New vocabulary funfair takea photo Main recycling Presentcont'inuous Days of the tueeh likes.doesn'tlike Your pupils will ... . readand understanda story New expressions Fantastic! Comeon! This is fun! Needs . Excellent!Characterflashcards . Excellent!Poster The funfair . prompts and envelopesfor the Mime game Active presentotion . If pupils havenot asedExcellent!Leuell, showthemthe flashcardsof Sally,Ben,Rick and Megan.Teachthe characters'names and ask simple questionsaboutthem: . Showthe classtheExcellpnt!poster of The funfair.Describethings that are happeningin the poster.Invite pupils to comeand find the correctpeople in the poster: . Ask which days are good days to go to a funfair. Chainthe daysof the weekroundthe class. T: What's shewearing? What colouris his hair? T: A girl is eatingice cream. PB1:1 The funfoir IEJ . Look at page4 and ask questionsaboutthe pictures: . Ask pupils to find out which day the childrengo to the funfair. ' Play the recording.Pupilslistenand follow in their books. . Ask pupils somecomprehension questions: . Play the recordingagainif necessary. . Try role-playingthe story. T: Who canyou see?What arethey doing?etc. T: What's Ben'sfavourite ice cream?DoesMeganlike water?What'sRick doing? M i me g o me . Youwill needfour envelopes, eachcontainingslips of paperwith verbs pupilsknow written on them. . Dividethe classinto four groups.Distributean envelopeto eachgroup. Pupilstaketurns to takeout a slip.They mimethe actionon the slip for the othersto guess: AB 1:A Key P: You'reeatingan ice cream! . Pupilsreferto the chart and completethe sentences at the bottomof the page. . In their notebooks, pupils createa similar chart aboutthemselves. They write sentences sayinghow old they are,and what they like and don't like. AB 1:A 1 Rickisnine. 2 Meganis eight. 3 Sally likes clothes. 4 Ben doesn'tllke spid.ers. 5 Ricftlikes ice cream. 6 Sallydoesn't/r&esnakes. I MeganLikescats. 13 Main teaching points Recyclingof lzuel l lnnguage Main recycling Present continuous Colours andAoflus havegot Tbys Your pupils will ... . talk aboutwhatpeoplearewearing . listenfor information New vocabulary frisbee spaceship New expressions Needs Active presentqtion . Revisewotds for clothesby poinfing to different items of clothing which you or your pupils are wearing: . Divide classinto groups.Allocate one item of clothing to eachgroup. They make a note of the word. . Draw three stick figures on the board and give each onea name:Mary, John and Paul. . Describewhat the figures are wearing: . A memberof the relevantgroup comesto the board and draws the item of clothing onto the correct figure. Ask the rest of the class if the drawing is correcl T: What's this? What colour is it? T: Mary's wearing shoes, Paul's wearing trousers, etc. T: Yes?No? PB 122 Funny photos . Pupils look at the pictures at the top of page 5. Ask them to describewhat the charactersare wearing now . Chooseone characterand describehim or her: . Pupils guessthe characteryou are describing (Ben). Listen and point [E] T: He'swearing a red coat and brown housers. . Pupils listen to the recording and point to the characterbeing described. Checkby asking them to grve you the namesof the characters. . Pupils work in pairs. One of them describesa characterand the other sayg H Pairwork the character'sname.Play the recordedmodel dialoguefirst. Pupils take guessing game turns describingand guessing. PB 1:3 Ben'sprize Listen and pracllqe lFl . Ask pupils what prizes they can see.Revisevocabularyas necessary.Ask . Pupils choosethree prizes and write them down. They then play a guessinggame.Eachmust guessthe others'prizes.Play the recorded modeldialoguefirst. Pupils listen and repeat. . Pupils play in pairs: Pupil 1 is allowed three guesses.He or she wins a point for eachcorrect prize.They then changeroles.The winner is the pupil with most points. T: What's Ben'sprize? P: A skateboard. Pl: Haveyou got a spaceship? P2:No, I haven't. Guessinggome . Divide the classinto groups of four. Onepupil in eachgroup choosesa photo from page5 of the Pupils'Book.The othersask questionsto guess which oneit is: rt t 14 Pl:Is shewearinga red hat? P2:Yes.sheis. AB 1:B AB 1:C Key AB 1:B AB l:C This activity providespracticefor the Cambridge Young Learners Starters test. Pupils look at the picture and decidewhetheror not the sentencesare correct.They write Yesor No as appropriate. . Pupilswrite a captionundereachpicture,using//z's got, Slu's got or They'uegot and choosingthe correctnounfrom the word bank. PB 1:2 Tapescript Narrator: This child is wearinga greenhat, orangeand blue trousers,a yellowshirt and purpleshoes. Rick. Child: Narrator: This child is wearing a black hat, a red coat,brown trousersand brown shoes. Ben. Chill: Narrator: This child is wearing a pink hat, a blue and yellow sweater,a greenand red skirt and black shoes. Child.: Sally. A: She'swearinga pink hat. B: Sally. lyes 2no 3yes 4no 5no 6yes 7no gotapizza. 1 She's 2 He'sgot a cat. 3 She'sgot a parrot. 4 They'vegot a fish. 5 He'sgot a spaceship. 6 They'vegot a bike. Lesson3 lfain teaching points fu -^dtnqof kuel l lnnguage Main recycling Family members How many brothers/sistershaveyou got? I've got [two] brothers. -'s Possessiue Your pupils will ... . ask questionsaboutthe family . listen for inJormation \ew vocabulary New expressions Needs . picturesfrom magazinesto representfamily members.Or use photosof your own family. Active presentqtion . Draw a family tree on the board: . Usea photoof yourself if possibleand placein the middleof the bottom row. T: This is me. 15 . Hold up the other pictures.Pupils identify which membersof your family they are and help you placethem in the correctposition on the family tee. . Invite individrnl pupils to comeand write the namesof the family membersunder eachpicture. PB 1:4 Fomily photos Listen and point E . Pupils look at David'sfamily photos.Ask them to find the picture of David. Then look at the other photos.Readout the captionswith the pupils, revising family vocabulary. . Pupils listen to David describrngthe photosand say what numberphoto he is talking about. PB 1:5 Whot ore they doing? Make sentences . Working individually or in pairs, pupils make sentencesabout the pictures: P: This is David'sfather. He'sreadinga book. Ploy o gome (optionol) . Divide the classinto groups of six. Onepupil is the scorekeeper. . Disfribute ten piecesof card to eachgroup. Pupils write the numbers1 to 10 on the piecesof card. They then shufflethem and placein a pile. . In turns, pupilsask the pupil to their righL . Pupil2 takesa card from the pile and answers: They return the card to the pile. The next pupil continues. . lf a pupil makesa mistakewith the numberor sentence,the scorekeeper awardsa red point. The pupil with the leastred points is the winner. AB l : D E AB l:E Key . Pupils listen to the mime chant then join in, doing the actions. . Pupils completethe sentencesby looking for the information in the picture. Go through the activity orally in class,then ask pupils to write the activity for homework. PB 1:4 Tapescript Dauid,: Hello,my name'sDavid. Theseare my photos.This is my brother. Narrator: Number4. Daui.d: This is my grandmotherand grandfather. Narrator: Number6. Dauid: This is me and my sister. Narrator: Number5. Dauid: This is my father. Narrator: Number 3. Dauid: This is my mother. Narrator: Number2. AB l:E I Dauid,'sfatlur is playingtennis. 2 Daui.d'smotlwr is washing the car. 3 Dauil's brothzr is riding a bike. 4 Dauid.'ssister is eating an ice cream. 5 Daui.d'sgrandmotlwr is readinga book. 6 Dauid'sgrandfatlpr is playing the guitar. 16 Pl:How manybrothershave you got? P2zl've got (two) brothers. How many sistershave you got? Key AB l:F 1 Tom -3, 2Paula- 2, 3 Klunk - 4, 4 Wendy- 1 Tapescript Child,A: Number 1. This child is wearing white socks.She'sgot fair hair. And she'swearing a blue skirt. Who is it? ChildB: It's Wendy. Chill. C: Number2. This child has got black hair. She'swearing an orange T-shirt. She'sgot glasses.Who is it? Chilt.B: It's Paula. Child.D: Number 3. This child has short, curly hair. And he'swearingjeans. Who is it? ChildB: It's Tom. ChildE: Number4. This child isn't wearing glasses.He'swearing yellow shoesand he'sgreen.Who is it? Child,B: It's Klunk. Extro gomes ond octivities Spiders . To revisenumbers,colours,Haueyou got? Yes,I hnae,No,I hauen't. . In pairs pupils draw two grids 10by 10 and label with letters A-J across the top and 1-10 down the side. . In secret,eachpupil draws a spider in six of the squaresin oneof the grids. . Pupils take it in hrns to ask questionsand mark the position of their partner'sspider in the other grid: . The first to find all six spidersis the winner. P: Ilave you got a spider in C6? Musicoloctions . Tb revisethe presentcontinuous. . Find a large spacefor the pupils to movearound in. Play somelively music or use a percussioninstrument.Stop the music and give an instruction: . Pupils mime the action. T: You'reriding a bike. You'rereadinga book,etc. Numbercfioin . To revisenumbers . Start a number chain.The first pupil saysone, two, threeand the second pupil says/our.The third pupil saysfiue, six,seuenand the fourth pupil sayseight,and so on. Continueto one hundred. . Then start two chainsat the sametime - oneat the back of the classand oneat the front . The first pupil to reachonehundredshoutsout Sfoll and is the winner. Crossword . . . . To revisevocabularyfrom Level 1. The pupils play in groups of four, onepair against the other pair. Each pair makesone 10by 10 grid. The pairs use different colouredpens. Each pair write any word they know in their grid vertically or horizontally. They scorea point for eachletter. . The grids are exchanged.Each pair must write anotherword in the grid, using a letter from the existing word. They scorea point for eachletter. . When no morewords can be enteredthe gameis over.The pair with the most points wins. 18 b T: Go!