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Young Explorers 1 Teachers Book PDF
Young Explorers 1 Teachers Book PDF
Teacher’s Book 1
OXFORD
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EXPL O RERS Teacher’s Book
Hi, I’m Mike.
Hello, I’m Sam.
Hi, I’m Carla.
Hi, I’m Sophie.
OXFORD
1
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1
Great Clarendon Street, Oxford, ox2 6dp, United Kingdom
Oxford University Press is a department of the University of Oxford.
It furthers the University’s objective of excellence in research, scholarship,
and education by publishing worldwide. Oxford is a registered trade
mark of Oxford University Press in the UK and in certain other countries
© Oxford University Press 2012
The moral rights of the author have been asserted
First published in 2012
2016 2015 2014 2013
10 9 8 7 6 5 4 3 2
No unauthorized photocopying
All rights reserved. No part of this publication may be reproduced, stored
in a retrieval system, or transmitted, in any form or by any means, without
the prior permission in writing of Oxford University Press, or as expressly
permitted by law, by licence or under terms agreed with the appropriate
reprographics rights organization. Enquiries concerning reproduction outside
the scope of the above should be sent to the ELT Rights Department, Oxford
University Press, at the address above
You must not circulate this work in any other form and you must impose
this same condition on any acquirer
Links to third party websites are provided by Oxford in good faith and for
information only. Oxford disclaims any responsibility for the materials
contained in any third party website referenced in this work
Printed in China
This book is printed on paper from certified and well-managed sources
acknowledgements
Author: Mary Charrington.
Cover illustrations by: Gary Swift.
OXFORD
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Contents Page
Letter to parents 4
About Explorers 5
Components 6
Introduction 8
Tour of a unit 12
Come and explore! 22
Hello! 24
Unit 1 32
The ant and the grasshopper 50
Unit 1 Read more! 54
2 Unit 2 56
Space Explorers 1 74
Unit 2 Read more! 78
3 Unit 3 80
The emperor’s new clothes 98
Unit 3 Read more! 102
4 Unit 4 104
Space Explorers 2 122
Unit 4 Read more! 126
5 Unit 5 128
The magic tree 146
Unit 5 Read more! 150
6 Unit 6 152
Space Explorers 3 170
Unit 6 Read more! 174
Cambridge Young Learners English test practice 176
Christmas Eve 180
Ideas bank 183
Syllabus OXFORD
Flashcards and wordcards
186
195
Classroom language 196
Wordlist 197
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EXPL O RERS
Dear Parents,
This year your son/daughter will continue to learn English with the coursebook Young
Explorers 1. As the title suggests, this will involve exploring and discovering new things in
each lesson that will help develop their English language learning. Through stories, songs,
motivating topics and texts, your child will not only develop their knowledge of English,
but also their knowledge of British culture and the wider world.
Parental support and encouragement are invaluable to every child, helping to inspire
and motivate them in their school life. Please do encourage your child to share what
they have learnt each day in their English lesson with you, whether that is showing
you their completed work in the Class Book and Activity Book, or telling you about the
stories or songs they have learnt. There is also the new Oxford Parents website, where
you can find more information on helping your child with their English language
learning (www.oup.com/elt/oxfordparents).
During the course this year, your child will cover topics that include the outdoors, sports,
clothes, rooms in a house, animals, camping and many more. They will learn new grammar
and vocabulary related to these topics, and will also expand their learning through
motivational cross-curricular subjects, such as science, music and geography.
At home or on trips, encourage your child to look for English in the world around them,
and collect objects that are English or have English on them, for example stamps or food
labels. These will help motivate them to see English as a real means of communication.
Please do not hesitate to contact me if you have any queries or questions about your
child’s progress this year.
With thanks in advance for your collaboration and all good wishes,
English teacher
OXFORD
5
Photocopiable © Oxford University Press
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EXPL O RERS
About Explorers
First Explorers, Young Explorers and World Explorers is a six-level
course for students from first to sixth level of Primary.
The theme of the course is ‘exploring’ and this is exactly what
the pupils will be doing as they follow the adventures of the
main characters for each level. In turn, the pupils themselves
will be encouraged to explore language and learn to express
themselves in English. Explorers has the perfect balance
of controlled, solid presentation and practice, as well as
innovative and motivating content, and opportunities for
personal expression and development. Every page is an
opportunity to explore and learn something new or review
language the pupils already know.
A key feature of Explorers is the amalgamation of imaginative
and real-world features within one central theme per unit.
The theme is explored in many different ways, enabling the
pupils to gain confidence in their ability to understand and
communicate about the topic. Stories, cross-curricular pages,
DVD lessons, dialogues, games, vocabulary and grammar
presentations and more provide a wealth of information,
stimulation and opportunity.
The DVD material draws the pupils into the worlds of real
English children via an innovative Class Book–DVD link, and
provides pupils with the opportunity to use relevant and
attractive material that enhances their language learning.
It is the aim of Explorers that you will be able to use the
experiences shown in the series to develop the pupils’
all-round globalized skills and to work on values and attitudes.
Real-world contexts provide the pupils with realistic scenarios
and age-appropriate issues to explore, and photocopiable
material is provided on the course website to further explore
these issues with the class. There is a strong sense of British
culture, as well as information about the whole world.
There is also an appropriate and creative approach to
learning content across the curriculum. Each unit includes a
cross-curricular focus that is supported by extra presentation
and support material, including a DVD episode. These
cross-curricular lessons focus on topics that appeal to
the pupils, and connect with content they are learning in
their own language. Attractive and stimulating flashcards
allow teachers and pupils to anticipate and discuss the
topic before the Class Book presentation. There are also a
multitude of worksheets to support the pupils and enable
extensive further exploration of the topic.
The children will also be able to practise for the Cambridge
Young Learners English test with Young Explorers. The
activities are intended to help the children start to familiarize
themselves with the test in a non-intimidating way, enhancing
their confidence.
OXFORD
Explorers gives you all the support a teacher could possibly
need with tests, evaluation grids and self-evaluation material
for the pupils also available in the Evaluation booklet, and
with further materials available to download from the course
website. This includes extra worksheets for reinforcement,
extension, DVD and cross-curricular lessons … for much
more language exploration!
About Explorers 5
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Components
Class Book
• a starter unit introducing the course characters
• 6 teaching units providing the core material
• 3 extension stories
• 3 episodes of the revision story Space Explorers
• 6 sections of Read more! material
• 8 pages of Cambridge Young Learners English
test practice
• 1 festival unit (Christmas Eve)
Activity Book
• 8 pages of activities per core unit
• follow-up to the cross-curricular lessons
• follow-up to the extension stories
• follow-up to the Space Explorers revision
story episodes
• follow-up to the festival unit
• 7 Picture Dictionary pages with stickers
• 6 pages of cut-outs for pairwork activities
• self-evaluation sections
• fast finisher activities
Teacher’s Book
• an introductory section including descriptions of the
methodology and concept behind the course
• an annotated Tour of a unit
• clear, succinct teaching notes for each lesson
• reinforcement and extension ideas
• teaching tips
• culture notes
• full answer keys for Activity Book, reinforcement and
extension worksheets
• tapescript for each lesson
• teaching notes for the DVD lessons
• teaching notes and tapescripts for the Cambridge
Young Learners practice tests
• an Ideas bank with games, activities and ideas for
how to further exploit the extra resources (flashcards,
posters, etc.)
• a full description of the syllabus, including objectives
• a list of the unit flashcards and wordcards
• useful classroom language and a wordlist
Audio CDs
• recording of all the songs, stories and listening activities,
as well as the Cambridge Young Learners and course
tests listening tracks
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• 99 flashcards for presenting the key unit vocabulary (see
the end of this Teacher’s Book for the list of flashcards)
• Flashcards Set 1 – photographic flashcards f
set of unit vocabulary
• Flashcards Set 2 – illustrated flashcards for the second
set of unit vocabulary
6 Components
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Components
Cross-curricular cards
• A set of cards with pictures, accompanied by questions and
answers, which introduce the cross-curricular content
Posters
• Quest poster – a poster used as part of the Explorer’s Quest routine
• Classroom language poster – useful language for the classroom
• Vocabulary poster – a poster covering the vocabulary from Units 1–3
on one side, and the vocabulary from Units 4–6 on the other
DVD
• Let’s explore! clips that support the Class Book lessons
• cross-curricular clips that extend the cross-curricular topic
Website
A wide range of teacher resources and interactive content
is available from the Explorers website:
www.oup.com/elt/teacher/explorers
Wordcards
• 99 wordcards for the key unit vocabulary (see the end of this
Teacher’s Book for the list of wordcards)
Worksheets
• 3 reinforcement worksheets per unit
• 3 extension worksheets per unit
• 1 support worksheet per unit
• 8 catch-up worksheets for support in key grammar areas
• festival worksheets
• story worksheets
• 6 cross-curricular worksheets
• 12 DVD worksheets (2 per episode)
• 6 DVD cross-curricular worksheets
Components 7
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Introduction
Explorer’s Quest
The Explorer’s Quest adds an extra revision strand to the
course in a fun context.
In each unit, at the bottom of the Class Book pages, the two
Explorers give the pupils a grid reference for the Come and
explore! pages at the start of the Class Book or for the Quest
poster. The pupils use the grid reference to find an object,
and write the first letter of that object in a Quest puzzle
at the back of their Activity Book. By the end of the unit, a
Course concept secret word is revealed. Finally, at the end of the course, the
Explorers is a six-level Primary English course with a strong pupils can work out the Young Explorers 1 secret message.
emphasis on learning language through stories, dialogues,
songs, values and content from across the curriculum. As Stories
the course progresses from First Explorers to Young Explorers As in the earlier levels, stories are an important feature.
and finally World Explorers, the pupils are continually offered The unit stories in Young Explorers 1 involve the main
the opportunity to learn and use language in real‑world course characters and are an opportunity to practise new
situations. As the title highlights, the concept driving the vocabulary and structures further, through situations and
course is exploring and making discoveries. The pupils experiences that will be familiar to the pupils.
themselves become explorers as they learn a new language The three extension stories (The ant and the grasshopper,
and discover more about the world around them. The emperor’s new clothes and The magic tree) extend
language and give the pupils the opportunity to discuss
A flexible approach their reaction to the stories.
Explorers is designed to be flexible in order to meet the The three-part comic story Space Explorers, which appears
individual needs of pupils of all abilities. The Class Book after every two units, revises language in a fun context.
is supported by an Activity Book and a DVD, which is
fully integrated with the main teaching content, as well Exploration of the real world
as a wide range of differentiated worksheets available to Young Explorers 1 continues the strong real-world focus
download from the course website (covering support, of the series. This is reflected in the DVD content, which
catch-up, reinforcement and extension levels and extending is integrated with the Class Book material.
DVD, festival and cross-curricular core content). The notes The topic of the unit is further explored in Lesson 7, where
throughout this Teacher’s Book also contain ideas for quick the pupils follow the experiences of a group of British
reinforcement and extension activities, as well as tasks for children as they explore their world, visiting locations
fast finishers and an Ideas bank to dip in to at any time. and interacting with people around them. The pupils are
Characters and context provided with opportunities to make comparisons with
their own experiences, practise functional expressions and
In Young Explorers 1 the pupils meet four sets of characters.
dialogues and explore social values and cultural issues.
The first set is the main course characters: Sophie and her
brothers Mike and Nick, and Sam and his sisters Carla and In addition, the DVD provides real-world material to support
Lucy. Sam and Sophie are friends, and their experiences in the the cross‑curricular topic in Lesson 6. Attractive and relevant
unit stories reflect the lives and interests of pupils of this age. episodes support the pupils’ understanding of the topic
and provide opportunities for teachers to further exploit
The second set of characters are real British children (Oscar,
the subject matter.
Jack, Holly, Sanjay, Keisha and Grace), shown in real‑world
settings in the Class Book and the accompanying DVD Furthermore, the Read more! pages after each unit enable
episodes. The children take part in excursions and activities, the pupils to hear from their peers from around the world.
showing aspects of British culture that invite comparison Children from a wide variety of countries talk about topics
OXFORD
with the pupils’ own country. relevant to the units and to the pupils themselves.
8 Introduction
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Introduction
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• DVD lesson First-hand experience of British culture
through the course DVD with optional worksheets.
Introduction 9
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Introduction
The Class Book and Activity Book contain writing tasks at Classroom management
word and sentence level, building up to short paragraphs The pupils learn best in an ordered, relaxed and happy
and summaries. The main writing task in Lesson 7 provides environment. They can be encouraged to lose inhibitions
a model for the pupils, so they are guided to produce their about speaking another language through a positive and
own text, and encouraged to edit and check their own work. encouraging atmosphere. This can be achieved in various ways.
Learning to learn • Clear rules The pupils need to know what is expected of
them and how they should behave towards one another.
Young Explorers also focuses on introducing the pupils to
Set clear rules of behaviour and establish routines, such as
strategies that will help them become better learners, and
sitting quietly while others are talking, putting up hands
this happens in a variety of ways throughout the course.
to answer questions.
A ‘Learn to learn’ icon in each unit of the Activity Book draws
the pupils’ attention to a learning strategy, which is fully • Positive feedback Ensure that the pupils are not
explained in the teaching notes for that activity. afraid of making mistakes by praising their efforts and
demonstrating how we all learn from mistakes. Always
In addition, numerous Learn to learn tips throughout this
focus on the positive when correcting errors, using
Teacher’s Book highlight additional means of developing
expressions such as Very good try or Not quite, try again.
the pupils’ learning strategies.
• Classroom language From the beginning, encourage
Evaluation the pupils to use as much classroom English as possible,
Young Explorers 1 Evaluation booklet contains a range of enthusiastically praising their efforts when they do.
course tests. These tests cover all the target language and • Good preparation The teaching notes will help you
are divided into six Unit, three Term and one End of year test. prepare for each lesson in advance, guiding you through
The evaluation grids and self-evaluation material in the the lesson content and giving plenty of ideas for extra
Evaluation booklet also allow you to continuously assess activities. The notes also outline which materials you’ll
your pupils’ progress and feed back to them and their need to prepare before the activity.
parents, as well as gradually introducing the pupils to the
concept of self-evaluation. There is further information on
Mixed-ability classes
how to use these in the Introduction section in the booklet. The pupils have different needs, reflecting different interests,
like/dislikes, speeds and styles of learning, and in some
There is also an eight-page section at the end of the Class
classrooms, different cultural backgrounds. Some will require
Book that contains material based on the Cambridge
extra support, while the more-able will benefit from extra
Young Learners English test (Starters level). The four tests are
activities to extend their skills.
presented in two stages: practice and test preparation, and are
intended to be used after Units 2, 4 and 6, and at the end of This can present a challenge for the teacher. For this
the year. You will find more notes on how to use these pages reason, Young Explorers offers strategies and materials to
in the introduction to the Cambridge Young Learners English help teachers adapt their lessons to meet the needs of the
test practice section on page 176 of this Teacher's Book. pupils as individuals.
Reinforcement activities to consolidate learning and
Values extension activities for more-able pupils are suggested in
Young Explorers provides an opportunity to work on values every lesson. The Activity Book also provides additional
and to encourage the pupils to become responsible for their tasks for fast finishers. As more-able pupils work on these,
social behaviour and attitude to learning. In this level, the the teacher has the flexibility to devote time to the pupils
pupils will encounter the following themes: needing help. Speaking and pairwork tasks in the Class
• learning about and respecting nature Book provide the teacher with the opportunity to monitor
• behaving in a way that does not upset other people learning and offer assistance where it is most needed.
• being a good friend The pupils should be grouped together with others of a
• being polite similar ability to work on activities, worksheets or games that
suit their level. It is also important, however, to help all of the
• protecting animals
pupils feel part of the group during the lesson. The teaching
• being aware of a healthy diet. notes contain ideas for group games that are very useful in
achieving this. Singing along and/or doing actions to songs
and chants and story-telling allow even those pupils with
the lowest level of English to participate without feeling
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Introduction
Parental involvement
The support of parents and family members is a key
motivating factor for learners of all subjects. The pupils will
enjoy sharing what they have learnt with their parents.
Encourage them to take home and share songs, stories and
the work they have completed in their course books. At the
beginning of this Teacher’s Book there is a photocopiable
letter for parents with ideas on how they can help their
child’s English language learning through the year.
OXFORD
Introduction 11
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Tour of a unit
Young Explorers 1 is organized into six core units, an introductory Unit 1 Lesson 1
unit, three extension stories, three episodes of a revision story
(Space Explorers), six Read more! sections and one festival section Lesson 1 introduces the topic of the unit, presents and
(Christmas Eve). Each main unit is comprised of eight lessons practises eight new items of vocabulary and combines the
and an optional DVD lesson. The Activity Book contains new vocabulary with a revised structure. It always features
follow-up practice activities for all the target language. the main characters in the context of the unit: Sophie and
Each lesson also comes with reinforcement or extension her brothers Mike and Nick, and Sam and his sisters Carla
ideas to further practise the language, ideas for activities to and Lucy.
start and finish the lesson and references to other resources
for the teacher.
Listening activity
providing practice
of new vocabulary
and a revised
structure in context
New language
contextualized in a
setting with the main
characters
Activity Book
Class Book
An activity for fast finishers
Pairwork game providing keeps all pupils involved
speaking practice
Class Book • The revised structure and new vocabulary are then
• The topic of the unit is introduced via the Explorer actively practised through a pairwork game.
figure and rucksack, which can then be used as a
Activity Book
device to present the first set of vocabulary flashcards
for the unit. Each card is drawn out of the rucksack one • This provides written practice at word level of the new
by one, engaging the pupils and maintaining their vocabulary. The first activity requires the pupils to read
attention. The pupils listen to the words on the audio and recognize the new words, and the second activity
CD as each flashcard appears. requires the pupils to write them.
• With books open, the pupils then listen and repeat a Optional
vocabulary chant, guided by the photographic images
• Fast finishers: Lesson 1 has an extra activity at the
•
on the page.
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The new vocabulary and a revised structure are
contextualized in short dialogues between the course
bottom of the Activity Book page.
A reinforcement and extension activity is pro
in the lesson notes.
characters. The pupils identify which character is speaking.
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Tour of a unit
Unit 1 Lesson 2
Reinforcement worksheet 1
Lesson 2 introduces a new grammar structure through a
listening activity. The new structure is then actively practised
through a pairwork game.
Controlled
practice of the
new structure
through a
pairwork game
Extension worksheet 1
Class Book
At-a-glance reminder of the new
grammar structure
The Remember! box,
with its clear use of
colour, provides extra Activity Book
support
Class Book This activity can be done at the end of every lesson,
• The new grammar structure of the unit is introduced or it can be done all in one go at the end of the unit.
through a cartoon sketch featuring the main
Activity Book
characters. The pupils listen the first time to focus on
the meaning, then listen and repeat. • The pupils become more familiar with the new
structure in a listening activity.
• The pupils then practise the structure in a pairwork
elimination game. • Finally, the pupils have the opportunity to write the
new structure with new vocabulary from Lesson 1.
• At the end of the lesson, the Explorer’s Quest recycles
A Remember! box at the foot of the page focuses
known vocabulary in a fun way. The pupils go to the
attention on how the new structure is formed,
Come and explore! pages at the front of their Class
providing extra support for those who need it.
Books, and locate the item in the given grid reference.
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They write the first letter of the item in the Quest puzzle
at the back of their Activity Books. By the end of the
unit, the secret word for the unit is revealed. The pupils
Optional
• Reinforcement worksheet 1: an optional wor
is available to download from the Explorers website.
can carry out the Explorer’s Quest individually, using
their Class Book, or as a group using the Quest poster. • Extension worksheet 1: an optional worksheet is
available to download from the Explorers website.
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Tour of a unit
Unit 1 Lesson 3
Lesson 3 is the story lesson. The story allows the pupils to
focus on vocabulary and grammar structures in context,
as well as providing an enjoyable and memorable way
to reinforce language. The pupils have the opportunity
to act out part of the story, which is an important way of
internalizing new language.
Story contextualizes
vocabulary and grammar
Acting out the story gives the pupils the
from the unit
chance to internalize language
Story worksheet
Activity Book
A Remember? feature
recycles previously
Class Book
learned vocabulary
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teaching notes.
• The pupils are encouraged to listen to the story several • Fast finishers: Lesson 3 has an extra activity at the bottom
times to become fully familiar with the language. They of the Activity Book page.
then act out the story in groups. • Reinforcement: an optional Story worksheet is available t
• At the end of the lesson, or at the end of the unit, the download from the Explorers website.
pupils complete the Explorer’s Quest activity. • An extension activity is provided in the lesson notes.
14 Tour of a unit
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Tour of a unit
Unit 1 Lesson 4
Lesson 4 presents and practises a second set of new
vocabulary items in a song. A second grammar structure
from a previous level is also revised. The pupils practise both
the new vocabulary and revised structure in a speaking
cut-out activity.
Presentation of second
vocabulary set
Unit 1 cut-out
Presentation of a revised
grammar structure
through a song
Activity Book
Practice of new vocabulary
Class Book and revised structure in a
pairwork game
Class Book and use it to practise the new vocabulary and revised
• The second vocabulary set of the unit is presented structure in a pairwork game.
by taking the flashcards out of the Explorer figure’s • At the end of the lesson, or at the end of the unit, the
rucksack one by one, while the pupils listen to the pupils complete the Explorer’s Quest activity.
words on the audio CD.
• With books open, the pupils point to the new words
Activity Book
and repeat them. • This provides a further activity to practise the
OXFORD
language in the song, and written practice at word
• The pupils sing the song, which contextualizes the
level of the second vocabulary set.
new vocabulary and revised structure. Suggestions
for actions in the teaching notes make the song more Optional
memorable and fun.
• Reinforcement and extension activities are provided
• The pupils make the cut-out in their Activity Book, in the lesson notes.
Tour of a unit 15
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Tour of a unit
Unit 1 Lesson 5
Lesson 5 offers the pupils an opportunity to consolidate the
key language and structures from Lessons 1–4 through a
variety of activities that practise all four language skills.
Reinforcement worksheet 2
Extension worksheet 2
Class Book
Pronunciation focus
Activity Book
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pairs of sounds.
• At the end of the lesson, or at the end of the unit, the • Reinforcement worksheet 2: an optional worksheet
pupils complete the Explorer’s Quest activity. is available to download from the Explorers website.
• Extension worksheet 2: an optional worksheet is
available to download from the Explorers website.
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Tour of a unit
Unit 1 Lesson 6
Lesson 6 is the cross-curricular lesson. A range of subjects
is represented across the course as a whole. The focus is Presentation of
on understanding a concept from another subject, rather the topic through a
than the active use of new vocabulary. A wealth of optional cross-curricular card
materials is provided for further exploration of the topic.
Photos and
pictures with
labels help to
support meaning
Class Book
Activity Book
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Tour of a unit
Unit 1 Lesson 7
Activity Book
Lesson 7 brings the exploring into the ‘real world’ so that
the pupils can discover aspects of life in the UK and make
comparisons with their own life. It also gives the pupils the
opportunity to discuss broader educational values.
The setting
for the lesson
provides some
real-world
exploring
Class Book
Class Book DVD can be further exploited and used as the basis of
• The pupils read and listen to the text, focusing first on a complete lesson at the end of the unit.
answering general gist questions, followed by more
Activity Book
detailed questions that require a closer reading of
the text. • The Activity Book provides a further activity to check
comprehension of the text.
• The pupils are encouraged to talk about their own
experiences in relation to the experiences of the • The main writing activity of the unit takes place in this
children in the Class Book, and also to explore cultural lesson. The pupils are given a model text to read and
similarities and differences between their lives and the follow, drawing together the key language of the unit.
lives of children in the UK. The pupils then produce their own personalized piece
of writing based on the model.
• The ‘good explorer’ feature encourages the pupils to
discuss a particular value related to the topic, helping Optional
them to become better citizens.
• Fast finishers: Lesson 7 has an extra activity at the
• This is the ideal moment to let the pupils watch the bottom of the Activity Book page.
corresponding DVD episode – an extended version
• Reinforcement and extension activities are provided
of the photo-story in the Class Book. Alternatively, the
in the lesson notes.
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Tour of a unit
Unit 1 Lesson 8
Reinforcement worksheet 3
After a quick review of the Lesson 7 photos, Lesson 8 starts
with a speaking activity. The pupils work in pairs and practise
and then manipulate useful everyday expressions from
the DVD. The next stage of the lesson is a review of the
key language the pupils have learnt in the unit. Finally, the
pupils are encouraged to reflect upon and assess their own
learning and performance.
Extension worksheet 3
Activity Book
The pupils
review learning
from the unit
Class Book
Class Book activities check that the pupils have remembered and
• The pairwork speaking activity, with a substitution can use the grammar structures from the unit. Finally,
element, gives the pupils confidence in practising and there is a self-evaluation activity in which the pupils
manipulating useful everyday expressions. assess their effort and achievements. This helps them
to identify areas they need to work on in the next unit.
Activity Book
• The Activity Book provides a review of the language Optional
the pupils have learnt in the unit. The pupils first • Reinforcement worksheet 3: an optional worksheet
complete their Picture Dictionary with the stickers is available to download from the Explorers website.
provided. This allows them to build up their own useful • Extension worksheet 3: an optional worksheet is
reference of the key vocabulary in the course. Further available to download from the Explorers website.
Tour of a unit 19
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Tour of a unit
DVD worksheet 1
DVD worksheet 2
• This lesson exploits the DVD content in more detail • On-screen comprehension questions check general
than is possible within Lesson 7, with a variety of understanding. Worksheet 1 and worksheet 2 practise
activities and worksheets. the language further, and develop observational skills.
Worksheet 2 also focuses on a particular value relevant
to the episode.
20 Tour of a unit
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Tour of a unit
Stories, Read more! and festival pages The revision story (Space Explorers) features the entertaining
exploits of a team of explorers who roam the galaxy.
In addition to the main units, there are further materials The Read more! pages feature children from around
that can be used as the basis for separate lessons or the world. They help develop reading skills and offer
supplementary tasks: three extension stories (after Units 1, opportunities for supported writing.
3 and 5), three revision stories (after Units 2, 4 and 6), six
The festival pages (for Christmas Eve) offer a detailed look
Read more! sections (after each unit) and festival pages
at an aspect of culture. These are supported by optional
(Class Book page 88 and Activity Book page 85).
worksheets available to download from the Explorers website,
The extension stories (The ant and the grasshopper, The which contain creative ideas for developing the topic.
emperor’s new clothes and The magic tree) are both enjoyable
in their own right and offer rich opportunities for discussion.
Key language
Further language
consolidated and
practice and reactions
extended through
to the story in the
a story context
Activity Book
Activity Book
Class Book
Further language
practice activities
in the Activity Book
Activity Book
Class Book
Expands the
Class Book
pupils’ horizons
presentation of new
by focusing on
words, supported by
children in other
photos
parts of the world
Develops reading
skills
Activity Book
Class Book Book
Class Tour of a unit 21
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Come and explore!
Class Book
Objectives Class Book
Welcome the pupils into the world of Young Explorers.
Learn the Young Explorers 1 Explorers song.
1 Listen and sing. $ 1•1
Come and explore! pages, CD1 track 1
Review vocabulary from First Explorers 1 and 2.
Use the English alphabet in a grid review activity.
• Explain to the pupils that they are going to listen to and
sing a song about explorers. Play the Explorers song while
Language the pupils follow in their books.
Active: The alphabet • Ask the pupils to read the lines of the song and ensure
Revised: explorers, plane, tent, ball, chicken, bananas, fox, everyone understands any new words and expressions,
T-shirt, Numbers 1–12 such as have fun, come with us, lots we can do, learn English.
Passive: Let’s explore / learn English. Come with us. There’s • Play the song again and encourage everyone to sing along.
lots we can do!
2 Listen. What’s missing? $ 1•2
Goodbye
• Pretend to leave the class, wave and elicit the word
Goodbye from the pupils.
• Ask a few individuals to pretend to leave, to wave, and say
Goodbye!
• Finally say Goodbye! to everyone. They all reply Goodbye!
Activity Book
Starting the lesson
CD1 track 1
• Say Hello! to the class and to individuals. They reply Hello!
• Play the Explorers song and encourage everyone to sing along.
Class Book
Class Book
$ 1•5
1 tree 2 apple 3 cat 4 bird 5 ball
6 pencil case 7 bag 8 book 9 orange 10 flower
24 Hello! • Lesson 1
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3 Listen and repeat the colour. $ 1•6 Goodbye
Class Book page 4, CD1 track 6, Hello! wordcards Set 1
• Go around the class and ask everyone to say a colour
• The wordcards for Young Explorers 1 are available to (there will be some repetition).
download from the Explorers website (see page 11
for details). • Finally say Goodbye! The class replies Goodbye!
• Point to the colour words. Play the recording. The pupils
listen, point to the word and repeat each time.
More activities
• Divide the class into eleven groups and give each group
a colour wordcard. Reinforcement
Units 1–3 Vocabulary poster
• Play the recording. The class listens and repeats. When
they hear their word, each group stands up, holding up • Display the poster. Ask the class to look carefully and
their card. name as many things as they can on the poster, such as
boys, girls, ball, trees, flowers.
4 Listen and repeat. $ 1•7 • Point to different items and ask What colour’s (the ball)?
Class Book page 4, CD1 track 7 The class answers (Orange.)
• Explain that the pupils are going to play an identification
game. One pupil chooses an item on the page and Extension
describes it by colour. The other pupil tries to identify Class Book pages 4 and 5
what it is. • Ask the pupils to choose four items from the picture on
• Play the recording. The pupils listen, repeat and point to the Class Book pages and write sentences. Demonstrate
the red flower. by writing an example on the board, such as The bag is
brown. or The car is red.
5 Play I see.
Class Book page 4
Fast finishers
Activity Book page 2, sheets of paper
• Play the game in Activity 4, with one pupil choosing an
item and the class guessing, using the model. • Help the pupils to read the task at the bottom of the page,
• Do this a few times, then let the pupils work in pairs. then ask the pupils to complete the task.
Hello! • Lesson 1 25
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Hello! Lesson 2 Starting the lesson
Objectives • Say Hello! to the class and to individuals.
Learn the Hello! song. • Ask the class How are you? They reply I’m fine, thanks.
Practise and extend greetings and introductions. • Ask one pupil to greet another pupil. The first pupil says
Hello, (James)! How are you? The other pupil replies Hi,
Review family members language.
(Louise)! I’m fine, thanks.
Practise numbers 11–20.
• Continue, involving as many pupils as possible.
Language
Revised: Hello!, brother, sister, How are you? I’m fine, Class Book
thanks. What’s your name? How old are you? I’m (eight).
Numbers 1–20 1 Listen and sing. Then sing about you. $ 1•8
Class Book page 5, CD1 track 8
• With books open, ask the class to read the lines of
the song.
• Play the first version. The pupils listen and follow in
their books.
• Play the song again. This time, the pupils join in.
• Explain that you are going to play the second version of
the song, which is the same except that there is a gap for
the answers to the questions. The pupils sing their own
answers in the gaps.
• Play the second version again. Ask one pupil to sing the
answer to each question. Repeat with other pupils.
$ 1•10
She’s thirteen. Who is she?
Sophie is his little sister. Who is he?
He’s six. Who is he?
Sam is her big brother. Who is she?
He’s twelve. Who is he?
Hello! • Lesson 2 27
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Hello! Lesson 3 Starting the lesson
CD1 track 8
Objectives
Listen to and act out a story. • Say Hello! to the class and to individuals. They reply Hello!
Sequence the events of a story. • Ask individuals How are you? They reply I’m fine, thanks.
Ask and answer questions using Is it (a pen)? • Sing the Hello! song. Then play the second version of the
song. Ask one of the pupils to sing the answer to each
Language question. Repeat with different pupils.
Active: My birthday is in (May). What’s (in the box)?
Revised: big, box, name, present, bike, dog, pen, cat, ball, Class Book
flower, apple, Is it (a bike)? Yes, it is. / No, it isn’t. It’s (big).
Passive: noise, Surprise!, I don’t know. 1 Listen and read. $ 1•13
Class Book page 6, CD1 track 13
• With books open, ask a volunteer to read the title of the
story. Ask Who can you see? (Mike, Sophie and Sam.) Then
ask What can you see? (A box.)
• Ask the class who they think is in the box. Tell them that
they can find the answer by listening and reading.
• Play the story recording. The pupils listen and follow in
their books.
• Elicit the answer to the question.
answer
Nick and Lucy
• Ask questions to check comprehension, such as Is the box
big or small? (Big.) What’s the name on the box? (Mike.) Is it
Mike’s birthday? (No.)
• Play the story again, pausing after each line for the class
to repeat.
• Play the recording once more with the boys repeating
Class Book
2 Act.
Class Book page 6, CD1 track 13, props: a very large box / a table and sheet
• Ask five pupils to take the roles of Sam, Sophie, Mike, Nick
and Lucy.
• Play the recording. The five pupils at the front act out the
lines, joining in with the words as much as possible. If
possible, Nick and Lucy should hide in a very large box, or
hide under a table covered by a sheet.
• Divide the class into groups of five. Each group acts out
the story. Nick and Lucy can rustle in the ‘box’ before
Mike asks What’s that noise? Encourage the pupils to use
gestures and expressions.
• If time allows, each group acts out the story with the CD
for the rest of the class.
28 Hello! • Lesson 3
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Activity Book Hello! Lesson 4
1 Listen and order. $ 1•14 Objectives
Activity Book page 4, CD1 track 14 Present and practise the months of the year.
• With books open, focus on the story pictures. Explain Ask and answer questions about birthdays.
that you are going to play the recording. The class must Language
listen, look at the pictures and write the number for each
Active: My birthday is in (May). When’s your birthday?
exchange next to the correct picture.
In (October). Months
• Demonstrate by playing the first exchange. Pause and ask
Revised: What’s your name? How old are you?
the class to point to the correct picture (f). Write number 1
in the circle, over the example.
• Continue, pausing the recording as necessary.
ANSWERS
a 5 b 2 c 6 d 3 e 4 f 1
2 Write.
Activity Book page 4
• The pupils look carefully at the jigsaw pieces.
• Ask a volunteer to read the questions. The class answers
Yes, it is. / No, it isn’t. It’s (a dog).
ANSWERS
1 Yes, it is. 2 No, it isn’t. It’s a dog. 3 Yes, it is.
4 Yes, it is. 5 No, it isn’t. It’s a cat. 6 No, it isn’t. It’s a flower.
Goodbye
• Review numbers 1–20 by counting around the class with
each pupil saying a number. When they reach 20, start
Class Book
again at 1. Then say Goodbye!
More activities
Reinforcement
Classroom language poster
• Focus on the poster. Read the instructions listen, sing,
write, point, read and draw. Ask the class to point to the
corresponding photos on the poster. Continue with
Stand up! Sit down! Open your book! Close your book!
and Quiet, please!
• Say the instructions again. The pupils now do the actions
or mime each one.
• Clap three times and then give an instruction. The class
does the action or mime. Continue, with everyone
clapping and doing the actions or miming. Gather speed
and vary the order as the pupils become more confident.
Extension
Activity Book
sheets of paper
• Ask the class to look carefully around the classroom and
write a list on their sheets of paper of all the things they
can see and say in English.
• Go around the class and ask some pupils to read out
their lists.
Fast finishers
Activity Book page 4, sheets of paper
• Help the pupils to read the task at the bottom of the page,
then ask the pupils to complete the task.
30 Hello! • Lesson 4
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3 Ask your friends. Write the answers.
Activity Book page 5
• Point to the table and ask different pupils the questions in
the table. They answer accordingly.
• The pupils now ask the same questions for two friends
and complete the table with the information.
Goodbye
• Chant from January to December and then say Goodbye!
More activities
Reinforcement
Quest poster
• Display the poster.
• Say a grid reference, such as G5 and ask an individual to
find and name the item. (Scooter.)
• Repeat the procedure, focusing on items that the class
knows from First Explorers.
Extension
sheets of paper
• Ask the pupils to think about their own birthday and the
birthdays of members of their family and their friends.
Ask them to write a list of these birthdays, for example My
birthday is in (July). (Hector’s) birthday is in (October). (You
may need to help with the possessive ’s.)
Picture Dictionary
Activity Book page 66, Hello! wordcards Set 1
• Display the wordcards and write the words for numbers
one to twenty and the months of the year on the board.
• Show the Picture Dictionary to the class. Remind the pupils
to use the wordcards for support while they are working.
• Draw attention to the first items, completed as examples in
each task. The pupils complete the activity.
Hello! • Lesson 4 31
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1 In the country
Starting the lesson
Lesson 1
CD1 track 8, weather flashcards (First Explorers)
Objectives • Greet the class and sing the Hello! song.
Present and practise the first new set of vocabulary. • Look out of the window and ask What’s the weather like
Practise the new vocabulary in the context of a chant. today? Answer the question saying It’s (sunny). Display the
Revise the structure I’ve got (a rucksack). / I haven’t got weather flashcards. Point to each one and encourage the
(a watch). pupils to say It’s sunny/raining/windy, etc.
Practise the new vocabulary and revised structure in • Now ask What day is it today? Elicit It’s (Tuesday). Revise
a pairwork activity. the days of the week with the class.
Language
Vocabulary presentation
Active: rucksack, watch, compass, torch, camera, notebook,
binoculars, map Explorer figure, Rucksack: Unit 1 flashcards Set 1, CD1 track 18
Revised: I’ve got (a rucksack). / I haven’t got (a watch). • Show the Explorer figure and say Our Explorer is in the
countryside. Let’s look at the pictures in his/her rucksack.
• In L1, ask what the pupils might take with them if they
were going exploring in the countryside.
• Ask a pupil to hold up the Explorer figure. Play the
recording, pulling the relevant flashcard out of the
rucksack each time. The pupils look, listen and repeat.
• Display the flashcards. Play the recording again. The
pupils point to the flashcards and repeat the words.
Class Book
1 Chant. $ 1•19
Class Book page 8, CD1 track 19, Unit 1 flashcards Set 1
• With books open, play the vocabulary chant.
• The pupils look at the items in the left-hand column and
point to each one as they hear it.
• Play the chant again and encourage the class to join in.
• Check everyone understands I’m ready. and encourage
everyone to jump up and answer Yes! to the question at
the end of the chant.
• Distribute the flashcards to small groups or individuals.
The pupils join in again with the chant. The pupils with
flashcards stand up when their word is mentioned.
Activity Book
32 Unit 1 • Lesson 1
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$ 1•19 2 Find, circle and write.
Rucksack, watch, Activity Book page 6, Unit 1 wordcards Set 1
Compass, torch,
Camera and notebook too. • Say the numbers for items 1–8. Ask a volunteer to name
I’ve got my binoculars, the pictures and another to identify and hold up the
And my map. correct wordcard.
I’m ready now. • The pupils circle the words in the grid and label
Are you? each picture.
Unit 1 • Lesson 1 33
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Unit 1 Lesson 2 Starting the lesson
CD1 track 19, Unit 1 flashcards Set 1, Unit 1 wordcards Set 1
Objectives
Present and practise the first new grammar structure: • Greet the class and distribute the flashcards and
questions and short answers with Have you got (a compass)? wordcards. Play the vocabulary chant. The pupils with
cards hold them up and everyone chants and mimes.
Practise the new structure through repeating a dialogue.
Practise the structure in an elimination game. Class Book
Use a grid reference to complete the Quest puzzle.
Language 1 Listen and read. Then listen and repeat. $ 1•22
Active: compass, map, torch, notebook, rucksack, Class Book page 9, CD1 track 22, a map (or a piece of paper to represent a map)
binoculars, camera, Have you got (a compass)? Yes, I have. / • With books open, play the recording. The pupils listen
No, I haven’t. and follow.
• Play the second version of the recording, pausing
after each line for the class to repeat. Check that they
understand why Sam hasn’t got the map in picture 3.
Ask What’s the weather like? (It’s windy.)
• Play the second version of the recording again. This time, the
girls repeat Sophie’s lines and the boys repeat Sam’s lines.
• Ask two pupils to come to the front to act out the
dialogue. They bring a map or use a piece of paper to
represent a map. The pupils act out the lines, looking
at the compass then racing after the map.
• Repeat with different pupils.
Activity Book
34 Unit 1 • Lesson 2
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$ 1•23 • At the end of the unit they can find the secret word
1 Adult 1 Have you got a notebook? for the unit. At the end of the year, when the puzzle is
Adult 2 Yes, I have. completed, the pupils will be able to decipher the secret
Adult 1 Have you got binoculars? message using the symbols in the puzzle.
Adult 2 No, I haven’t. ANSWER
Adult 1 Have you got a camera? g (guitar)
Adult 2 Yes, I have.
2 Adult 1 Have you got binoculars?
Adult 2 Yes, I have.
Goodbye
Adult 1 Have you got a notebook? • Say a sentence, for example, I’ve got a watch. Choose
Adult 2 No, I haven’t. a volunteer to add another sentence, such as I’ve got a
Adult 1 Have you got a compass and a map? watch. I’ve got (a compass). The pupils continue adding
Adult 2 Yes, I have. sentences and seeing if they can remember all of the
3 Adult 1 Have you got a notebook? items in the correct order.
Adult 2 Yes, I have. • Then say Goodbye!
Adult 1 Have you got a camera?
Adult 2 No, I haven’t. More activities
Adult 1 Have you got binoculars?
Adult 2 Yes, I have.
Reinforcement
2 Write. Then tick ✓or cross ✗. Ask a friend and Unit 1 reinforcement worksheet 1
tick ✓ or cross ✗. • The reinforcement worksheets 1, 2 and 3 can be accessed
Activity Book page 7 via the Explorers website (see page 11 for details).
• The pupils complete the questions, then tick or cross as Activity 1 Answers
appropriate in the Me column. 1 compass 2 torch 3 watch 4 binoculars 5 rucksack
• They ask and answer the questions in pairs, using Yes, I 6 camera 7 map 8 notebook
have. / No, I haven’t. Each pupil puts a tick or cross in the
Activity 2 Answers
My friend column for their partner’s answers.
1 Have you got a map? Yes, I have. / e
answers 2 Have you got a rucksack? No, I haven’t. / a
1 Have you got a torch? (Pupils’ own answers) 3 Have you got a compass? No, I haven’t. / d
2 Have you got a notebook? (Pupils’ own answers) 4 Have you got a watch? Yes, I have. / b
3 Have you got a compass? (Pupils’ own answers) 5 Have you got binoculars? No, I haven’t. / f
4 Have you got a rucksack? (Pupils’ own answers) 6 Have you got a notebook? Yes, I have. / c
5 Have you got a map? (Pupils’ own answers)
Extension
Remember! Unit 1 extension worksheet 1
Activity Book page 7 • The extension worksheets 1, 2 and 3 can be accessed via
• Draw attention to the Remember! box. The pupils can use it the Explorers website (see page 11 for details).
as a reference for Activity 2. Explain that both have not and
Activity 1 Answers
haven’t are correct, but haven’t is more commonly used as it
1 I’ve got a rucksack. 2 I haven’t got a camera.
is quicker and shorter.
3 I’ve got a watch. 4 I haven’t got binoculars.
5 I’ve got a notebook. 6 I haven’t got a map.
Explorer’s Quest 7 I’ve got a torch. 8 I haven’t got a compass.
Class Book page 9, Come and explore! pages / Quest poster, Quest puzzle Activity 2 Answers
• Point to the cartoon Explorer at the bottom of the Class 1 Have you got a torch? Yes, I have.
Book page. Explain that the letter and number (E1) are 2 Have you got a camera? No, I haven’t.
grid references. They use these with the Come and explore! 3 Have you got binoculars? No, I haven’t.
pages at the beginning of the Class Book or the Quest 4 Have you got a notebook? Yes, I have.
poster. In each lesson they will use the grid reference to 5 Have you got a watch? Yes, I have.
find a secret word for the unit. 6 Have you got a compass? No, I haven’t.
• Complete this example, using the Come and explore! pages
(or the Quest poster) and the Quest puzzle in the Activity
Book. Find row E and then column 1 in the grid. The
picture in this box (guitar) is the secret word. Explain that
the pupils should write the first letter of the secret word
in the correct place in the Quest puzzle. For this example,
they write g in the Unit 1 Lesson 2 square.
Unit 1 • Lesson 2 35
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Unit 1 Lesson 3 Starting the lesson
CD1 track 19, Unit 1 flashcards Set 1, Unit 1 wordcards Set 1
Objectives
Consolidate the new language in the context of a story. • Greet the class and distribute the flashcards and
wordcards. Play the vocabulary chant. The pupils with
Give further practice by acting out a story in groups.
cards hold them up when they hear their words and
Language everyone chants and mimes.
Active: camera, notebook, Have you got (the binoculars)? • Ask individuals Have you got …? questions, using the
Yes, I have. / No, I haven’t. unit vocabulary. Ask Have you got (a watch)? The pupils
Revised: trees, pencil, big, T-shirt, frog, small, jumper, pencil answer Yes, I have. / No, I haven’t.
case, book, What can you see? I can see (a bird). What is it?
This is (fantastic). It’s (a beautiful bird). Class Book
Passive: beautiful, Wow! Look! Over there! I don’t know.
Here you are. 1 Listen and read. $ 1•24
Class Book page 10, CD1 track 24
• With books open, ask a volunteer to read the title of
the story. Point to the page and tell the pupils to look
at the pictures. Ask Who’s this? (Sam, Sophie, Nick and
Lucy.) Remind the class where the characters were in the
previous lesson. (In the country.) What are they doing now?
(Exploring.) What are they looking for? (Birds.)
• Ask the pupils Is the bird big? Tell them that they can
find the answer by listening and reading. Play the story
recording. The pupils listen and follow in their books.
• Elicit the answer to the question.
Answer
Yes, the bird is big!
• Ask questions to check comprehension. Ask Has Sam got
binoculars? (No.) Has Sophie got binoculars? (Yes.) Has
Sophie got a camera? (No.) Has she got a notebook?
(Yes.) What can Sam see? (A bird.) Where’s the bird? (On
the T-shirt.)
Class Book
• Play the recording again, pausing after each line for the
class to repeat.
• Play the story once more, with the boys repeating Sam’s
lines and the girls repeating Sophie’s lines.
2 Act.
Class Book page 10, CD1 track 24, optional props: notebook, pencil, camera, binoculars
• Ask three pupils to take the roles of Sam, Sophie and Nick.
Invite them to the front to demonstrate acting out the
story. They can use a notebook and pencil as props and
can mime using a camera and binoculars, if no props
are available.
• Play the recording. The three pupils at the front act out
the lines, joining in with the words as much as possible.
• Divide the class into groups of three, to represent Sam,
Sophie and Nick. Each group acts out the story. Encourage
the pupils to use gestures and expressions.
• If time allows, each group acts out the story with the CD
for the rest of the class.
Activity Book
36 Unit 1 • Lesson 3
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Activity Book More activities
• To check answers, divide the class into three groups. • Help the pupils to read the task at the bottom of the page,
One asks the questions, one answers for Nick and one then ask the pupils to complete the task.
answers for Lucy.
answers
1 Yes, I have. / No, I haven’t.
2 Yes, I have. / No, I haven’t.
3 No, I haven’t. / Yes, I have.
4 No, I haven’t. / Yes, I have.
5 Have you got a pencil?
6 Have you got a rucksack?
Explorer’s Quest
Class Book page 10, Come and explore! pages / Quest poster, Quest puzzle
• The pupils find the item in the grid reference and write
the first letter in the Unit 1 Lesson 3 Quest puzzle at the
back of their Activity Books.
Answer
a (apple)
Goodbye
Unit 1 flashcards Set 1
• Play Guess (see the Ideas bank) with the class, using the
flashcards.
• Then say Goodbye!
Unit 1 • Lesson 3 37
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Unit 1 Lesson 4 Starting the lesson
CD1 track 6, Hello! flashcards Set 1, Hello! wordcards Set 1
Objectives
Present and practise the second new set of vocabulary. • Greet the class and hand out the colour flashcards and
wordcards. Play the recording. The pupils with cards
Revise the structure I can see (a bee).
hold them up when they hear their colours.
Practise the vocabulary and revised structure in a song.
• Redistribute the cards to individuals or pairs. When
Practise the vocabulary and structure in a game with you say Go! the pupils find the pupil or pair with the
a cut-out. corresponding word or colour. Encourage the pupils
Language to say I’ve got …
Active: insects, grasshopper, bee(s), butterfly, beetle(s), ant(s), • Ask the class What can you see in the country? Elicit
watch, map, notebook some of the vocabulary they know, such as trees, lake,
Revised: park, flowers, goodbye, I can see (the trees). I’ve got river, mountain. Ask What else can you see? Mime insects
(a watch). Colours buzzing. The class suggests some insects, in English if
they can, or in L1.
Passive: lovely
Vocabulary presentation
Explorer figure, Rucksack: Unit 1 flashcards Set 2, CD1 track 25
• Ask a pupil to hold up the Explorer figure. Play the
recording, pulling the relevant flashcard out of the
rucksack each time. The pupils look, listen and repeat.
• Display the flashcards. Play the recording again. The
pupils point to the flashcards and repeat the words.
Class Book
beetle, or do the same but just using finger tips for ants.
For insects they hold their hands high making lots of
finger movements.
38 Unit 1 • Lesson 4
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3 Listen and repeat. $ 1•27 Explorer’s Quest
Class Book page 11, CD1 track 27
Class Book page 11, Come and explore! pages / Quest poster, Quest puzzle
• Focus on Activity 3. Ask the class what they think the
children are doing. Explain that they are playing a game • The pupils find the item in the grid reference and write
in pairs. the first letter in the Unit 1 Lesson 4 Quest puzzle at the
back of their Activity Books.
• Play the recording and ask the pupils to listen and repeat.
Clarify the meaning of They’re the same! by showing two Answer
identical items. r (rabbit)
• Play the recording again. The boys repeat the boy’s lines
and the girls repeat the girl’s lines. Everyone repeats Goodbye
They’re the same! • Say I can see (a butterfly). The pupils mime a butterfly.
4 Cut out and play the game. Do the same for the rest of the insects.
Class Book page 11, Activity Book page 73, scissors, coloured pens/pencils, tack adhesive
• Continue the activity until the pupils have mimed all the
insects from the lesson. Then say Goodbye!
• Show Activity Book page 73 and demonstrate how to
cut out the main picture and the individual insects.
More activities
• The pupils colour the flowers.
• They choose where to position their insects, fixing them
Reinforcement
with tack adhesive, if available.
Unit 1 flashcards Set 2, Unit 1 wordcards Set 2
• Pupil 1 describes to pupil 2 the position of one of the
insects, for example, I can see a bee. It’s on the red flower. • Distribute the flashcards and wordcards to pairs
Pupil 2 looks at their cut-out. They select the correct insect or individuals.
and position it in the correct place to match pupil 1’s • Play Pairs (see the Ideas bank). Encourage the pupils to
instructions. They show each other their cut-outs – they use the structure I’ve got a …
should be the same. Encourage the pupils to use the
phrase They’re the same!
Extension
Unit 1 flashcards Set 2
• The pupils play the game in pairs.
• Place the insect flashcards around the room in places the
Activity Book pupils can describe (on the chair/table/book, in the box/
bag, etc.).
1 Circle. Listen and check. $ 1•26 • Ask individuals to say what they can see, using I can see
(a grasshopper). It’s (on the book).
Activity Book page 9, Class Book page 11, CD1 track 26
• With books open, ask volunteers to read the sentences.
The pupils circle the correct words for the song.
• Play the song to check the answers. The pupils can refer
to the song text in the Class Book, if necessary.
Answers
park, trees, insects, beetles, bees, goodbye, grasshopper,
butterfly
2 Write.
Activity Book page 9, Unit 1 wordcards Set 2
• Say numbers 1–6. The pupils say the corresponding
words for each picture.
• Hand out the wordcards and say numbers 1–6 again.
The class says the words and individuals hold up the
corresponding wordcard each time.
• The pupils now write the words under the pictures.
Display the wordcards as support.
answers
1 grasshopper 2 butterfly 3 ant 4 beetle
5 bee 6 insects
Unit 1 • Lesson 4 39
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Unit 1 Lesson 5 Starting the lesson
Unit 1 flashcards Set 2, Class Book page 11, CD1 track 26
Objectives
Consolidate the new language while developing • Greet the class and hand out the flashcards. Play the
listening and reading skills. song I’m a great explorer! The pupils join in and point to
the flashcards as they sing.
Identify and pronounce /s/ and /k/.
• The pupils refer to the Class Book for the words of the
Language song, if necessary.
Active: map, notebook, rucksack, binoculars, butterfly,
insects, ants, beetles, bee, grasshopper, Have you got Class Book
(a camera)? No, I haven’t. / Yes, I have.
Revised: grandad, pen, granny, Hello!, mum, What can 1 Listen and choose A or B. $ 1•28
you see? I can see (a butterfly). I’ve got (a map). I haven’t Class Book page 12, CD1 track 28
got (a notebook).
• With books open, ask the class What can you see in
Passive: beautiful, Look!, friend, Here’s (a picture). picture A? Elicit camera, flowers, bee, beetle, ants. Repeat
for picture B.
• Focus on picture A and ask Where’s the beetle? (On the
yellow flower.) What has Sophie got? (A camera.)
• Focus on picture B and ask What has Sophie got now?
(A rucksack, a notebook and binoculars.)
• Play the recording. Pause after binoculars and ask Is it
picture A or picture B? (Picture B.)
• Play the rest of the recording, pausing for the class to
identify the picture.
Answers
1 B 2 A 3 A 4 B 5 B
$ 1•28
1 Sophie I’ve got a rucksack and binoculars.
2 Sophie I haven’t got a notebook.
3 Sophie Look, Mum! I can see ants, a beetle and a bee.
4 Mum Have you got a camera, Sophie?
Sophie No, I haven’t.
Class Book
Dear Grandad … 4
Dear Granny … 1
Hello Sarah! … 3
40 Unit 1 • Lesson 5
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3 Listen and repeat. $ 1•30 Goodbye
Class Book page 12, CD1 track 30, red and blue chalk / board pens
• Ask the pupils to say the items an explorer needs in the
• Focus on Activity 3. Ask What can you see? Elicit pencils, country. (Compass, torch, camera, rucksack, etc.) Write the
compass, camera.
words on the board.
• Play the recording. The pupils listen and repeat.
• The class reads the list of words together, then says
• Write pencil and camera on the board. Write the c of pencil Goodbye!
in red and the c of camera in blue. Point to each c and
ask the class to pronounce it. Point out that c in English is More activities
sometimes a soft /s/ and sometimes a hard /k/.
• Write other familiar words containing hard or soft c
Reinforcement
sounds on the board, such as cat, car, pencil case. Ask
Unit 1 reinforcement worksheet 2
volunteers to trace over each soft c in red and each hard
c in blue. activity 1 ANSWERS
1 insects 2 beetle 3 ant 4 butterfly 5 bee
Activity Book 6 grasshopper
e r f
1 Read and write A, B or C. n s m c t s r
Activity Book page 10 g v b e e t l e b
• With books open, ask volunteers to read the questions y u r o i f a s j
and answers. Then ask Is it picture A, B or C? e o a n t t u n m v q
• Go through the activity step by step with the pupils. Ask d i f p p o k s t r i
Has she got a camera? (No.) Has she got a rucksack? (Yes.) g r a s s h o p p e r
So it’s picture B or C. Has she got binoculars? (No.) So it’s l p u t b k d e t
picture C. b u t t e r f l y
Answer i n s e c t s
C r y v
Unit 1 • Lesson 5 41
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Unit 1 Lesson 6 Starting the lesson
Unit 1 cross-curricular cards, Unit 1 flashcard Set 1: grasshopper
Objectives
Understand a cross-curricular text. • Greet the class and tell the pupils that they are going to
learn about insect colours. Hold up the two cross-curricular
Learn about insect colours.
cards. Read the text and questions on the cards, pausing for
Language the pupils to answer.
Cross-curricular: grasshopper, butterfly, beetle, insects, • Hold up the grasshopper flashcard, look at it and ask
grass, leaf, warning, poisonous, important, camouflage, hide Why is it green? Allow the pupils to answer in L1 and
Revised: flowers, What colour are they? Colours discuss how some animals use camouflage to hide from
other animals.
Class Book
42 Unit 1 • Lesson 6
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Activity Book More activities
Explorer’s Quest
Class Book page 13, Come and explore! pages / Quest poster, Quest puzzle
• The pupils find the item in the grid reference and write
the first letter in the Unit 1 Lesson 6 Quest puzzle at the
back of their Activity Books.
Answers
e (eight)
Unit 1 secret word: garden
Goodbye
CD1 track 26, Class Book page 11
• Sing the song I’m a great explorer! The pupils refer to
the Class Book for the words of the song, if necessary.
• Then say Goodbye!
Unit 1 • Lesson 6 43
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Unit 1 Lesson 7
Objectives
Consolidate the language of the unit in a real-world context.
Read for specific information.
Consider the importance of respecting insects.
Complete a writing task, using a model for guidance.
Language
Active: binoculars, camera, notebook, insect, beetle, ants,
rucksack, torch, map, butterflies
Revised: mum, favourite, small, legs, I’ve got (a camera).
I haven’t got (binoculars). Can I have (the camera)? Can you
see (the ants)? I can see (two butterflies). Colours, Numbers
Passive: explorers, leaf insect, antennae, leafcutter ants,
Here you are.
Activity Book
Starting the lesson
CD1 track 1, Unit 1 cross-curricular cards
• Greet the class and start the lesson with the Hello routine
(see the Ideas bank).
• Hold up cross-curricular card 1 and ask the class if they
can remember the name of the insect. (Mantid.) Go
through the questions on both cards and see how much
the class can remember.
• Explain that, in today’s lesson, the class is going to visit a
place called Tropical World with British children, Holly and
Oscar. What do the pupils think they will see there? Elicit
some insect names, and other vocabulary, such as grass,
leaf, tree.
Class Book
Class Book
44 Unit 1 • Lesson 7
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2 Answer the questions. 2 Read. Draw and write.
Class Book pages 14 and 15 Activity Book page 12
• Ask two volunteers to read the questions. Ask the whole • The pupils work in pairs with one pupil reading the text
class or individuals to answer. and the other pupil pointing to the items in the picture.
answers • They draw their own collection of insects and useful
Tropical World equipment for exploring in the country.
Leaf insects, beetles, ants • Tell the pupils that they are going to learn to use an
• Encourage the pupils to study the photos and ask more existing text to help them write their own version.
questions, for example What has Oscar got? (A camera, • The pupils write their own version under their picture.
binoculars, a rucksack.) What has Holly got? (A rucksack, a
learn to learn: Adapting sentences
notebook.) What has Mum got? (A bag.) How many legs
has the leaf insect got? (Six.) How many antennae has Write the model text on the board and talk about the
the beetle got? (Two.) What have the leafcutter ants got? words the pupils might change in their own texts and
(Green leaves.) underline these words in colour. Then collect a list of new
words from the pupils about themselves that can be used
A good explorer to replace the old words. The pupils then write a new
Class Book page 14 paragraph in the empty box in their Activity Books.
• Focus on the A good explorer section. Ask individuals to
read the sentences. Goodbye
• What does the class understand by the word respects?
Ask Why are insects important? Elicit ideas in L1, for example: • Ask the pupils to stand up and secretly choose an insect.
bees make honey, insects pollinate flowers, they improve the Say Goodbye, ants! Everyone who has chosen ant says
quality of the soil, they help control other insects and plant pests, Goodbye! and sits down.
plus they are a source of food for other animals. • Continue until everyone has said Goodbye!
Unit 1 • Lesson 7 45
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Unit 1 Lesson 8 Starting the lesson
Unit 1 flashcards Sets 1 and 2, Unit 1 wordcards Set 1, CD1 track 19
Objectives
Practise a useful everyday dialogue. • Greet the class and hold up the Set 1 flashcards and
wordcards for the pupils to say the words.
Complete the Picture Dictionary page.
• Hand out the flashcards and Set 1 wordcards. Play the
Review the unit language.
vocabulary chant. The pupils chant, and those with cards
Reflect on own learning and performance in this unit. hold them up.
Language • Display all the flashcards (Sets 1 and 2). Describe one of
Let’s talk!: camera, binoculars, torch, notebook, Can I have them, for example It’s an insect. It’s green. It’s got six legs.
(the camera), please? Yes, here you are! It hides in the grass. (Grasshopper.)
Revised: Review of Unit 1 language • The pupils put up their hands when they can identify the
item. Ask a pupil to bring you the correct flashcard.
Class Book
Activity Book
1 Complete.
Activity Book pages 13 and 67, Unit 1 wordcards Sets 1 and 2
• Display the wordcards.
• Show the Picture Dictionary (Activity Book page 67)
and the stickers. Demonstrate sticking the first picture
Activity Book
46 Unit 1 • Lesson 8
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• On the same Picture Dictionary page, ask a pupil to read 5 Colour a face.
the heading next to the Explorer picture (More new Activity Book page 13, coloured pens/pencils
words …). Elicit other words learned in this unit, such as • Explain the meaning of My effort and read the three
grass, leaf, poisonous. The pupils write these. descriptions: OK, Good, Fantastic. Use gestures and facial
teaching tip: Keeping a vocabulary record is a key part of expressions to explain the difference between the terms.
language learning. When the pupils have placed the stickers • The pupils colour the Explorer face that they feel reflects
of the vocabulary of the unit, focus their attention on the their effort during Unit 1.
More new words … section. Ask them to look back through
teaching tip: Reflecting on the work of a unit gives the
the unit and to find three or four more new words that
pupils a sense of progress and helps them identify where
they think are important to remember. Talk about how to
they need to revise or put in more effort. Encourage the
represent the meaning of these new words: encourage them
pupils to take time to think about each point. Initially,
to draw a picture. They may like to add a translation as well.
you may like to discuss their evaluations with them,
asking them to explain their choices. You can also give
2 Listen and number. $ 1•34 them the option of awarding themselves ‘a small tick’
Activity Book page 13, CD1 track 34 and upgrading this to ‘a full tick’ when they feel confident
• Go back to page 13 and look at Activity 2. about the point.
• Point to the pictures and play the recording. The pupils
number the pictures.
Goodbye
Answers
a 2 b 4 c 3 d 1 e 5 CD1 track 26, Class Book page 11
• Play the song I’m a great explorer! Encourage everyone to
$ 1•34 join in and do suitable actions. The pupils refer to the Class
1 Girl Look, there’s a bee! Book for the words of the song, if necessary.
2 Boy Can you see the insect over there? • Then say Goodbye!
Girl Yes, I can. I can see a butterfly.
3 Girl Look at the insects on the flower! More activities
Boy How many insects can you see?
Girl Five.
4 Boy I can see a beetle. Can you see it? Reinforcement
Girl Yes! It’s on the tree. Unit 1 reinforcement worksheet 3
5 Boy Can you see the ant? Activity 1 Answers
Girl Yes, I can see the ant. It’s big! 1 Have you got a torch? Yes, I have.
2 Have you got a notebook? Yes, I have.
3 Write the questions. Answer Yes, I have or 3 Have you got a camera? No, I haven’t.
No, I haven’t. 4 Have you got a compass? No, I haven’t.
Activity Book page 13 5 Have you got a pencil case? No, I haven’t.
• The pupils complete the questions and write the answers Activity 2 Answers
according to the tick or cross on the right.
1 Ben 2 Toby 3 Angela
answers 4 Sally / I’ve got a rucksack and a compass. I can see a beetle
Have you got a watch? No, I haven’t. and a bee.
Have you got a camera? Yes, I have.
Extension
4 Read and tick ✓. Unit 1 extension worksheet 3
Activity Book page 13
Activity 2 Answers
• Explain to the pupils that they are going to think about 1 True 2 False 3 False 4 False 5 True
what they have learnt in Unit 1. Point to the Learn to learn
sign and talk about how useful it is to check your learning, Activity 3 Answers
think about what you enjoy, what you can now do and 1 Insect World. 2 insects. 3 a torch?
what you still find challenging. 4 my notebook. 5 beetles 6 a butterfly.
• Read the sentences and clarify their meanings, if necessary. Unit test
• The pupils tick the things that they feel they can do. • The pupils are now ready to do the Unit 1 test. You will
Congratulate the pupils and talk to them about their work. find the test in the Evaluation booklet.
learn to learn: Reflecting on your work
The pupils reflect on the things they can do in order to
begin a gradual process of assessing where they need
to improve.
Unit 1 • Lesson 8 47
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Unit 1 DVD lesson About the DVD
Objectives The DVD episode for each unit expands on the real-world
photo content from Lesson 7.
Find information through viewing a DVD episode.
You may wish to watch the DVD at the end of Lesson 7. The
Write about an insect. pupils will enjoy following the characters and their activities,
Consider the importance of respecting animals/insects. and there is a series of questions at the end of the clip for
Language the pupils to answer.
If you wish to further exploit the DVD content, the following
Active: insect(s), binoculars, camera, notebook, beetle,
notes and optional worksheets give you the opportunity to
ant, butterfly
do so.
Revised: small, leaf, I’ve got (binoculars). Holly’s got The words to the DVD are transcribed as subtitles that you
(a notebook). Can I have (the camera), please? Can you can turn on or off. You may want to leave these on the
see (the ant)? This is (a millipede). How many (legs)? screen throughout the viewing, or use them to focus on
Colours, Numbers particular words or sections, such as new language and
Passive: antennae, millipede, centipede, sting, interesting, dialogue. Worksheets 1 and 2, available to download from
Be careful! the Explorers website, contain language and observation
activities based on the DVD.
First viewing
DVD Unit 1 Let’s explore!
• Play the DVD. Ask the pupils to put up their hands each
time they see a new insect or animal. Pause the DVD and
say the name of the animal or insect. The pupils repeat. If
DVD worksheet 1
you wish, use the subtitles function so that the pupils can
read the words.
• Read the statements at the end of the DVD for the class to
respond True or False.
Answers
1 True 2 False 3 True 4 False 5 True 6 True
DVD worksheet 1
Activity Book
Starting the lesson
CD1 track 26, Class Book page 11, Unit 1 flashcards Set 2
• Greet the class and play the song I’m a great explorer!
Encourage the pupils to sing and mime. The pupils refer
to the Class Book for the words of the song, if necessary.
• Explain to the class that they are going to listen to a
story about some insects. Ask the pupils to name the
insects that they think will be in the story (for example
grasshopper, bee, butterfly, beetle, ant). Prompt with the
flashcards, if necessary.
Class Book
Class Book
Goodbye
• Review the adjectives happy, sad, hungry, tired, funny, scary
and busy. Say the words and ask the class to mime or do
expressions for each one.
• Do this a few times, then say Goodbye!
Activity Book
Starting the lesson
Class Book pages 14 and 15, CD1 track 35
• Greet the class and remind the pupils of the story from
the previous lesson and where the ant and grasshopper
were. (In the rainforest.) Using the Class Book pages, ask
What’s the weather like? (It’s sunny.) Is the grasshopper
happy? (Yes.) What has the ant got on its back? (A leaf.)
Can the ant play? (No.) Has the grasshopper got food? (No.)
Have the ants got food? (Yes.) Play the recording and the
pupils listen.
• With books open, say lines from the story. The pupils say
Class Book
the picture number. For example It’s sunny and I’m happy!
(Picture 1.) I’ve got a leaf. (Picture 3.)1, 2, 3, 4! (Picture 6.)
Activity Book
Goodbye
• Ask everyone to stand up and choose either Grasshopper
or Ant.
• Say Goodbye, Grasshopper, and the pupils who choose
Grasshopper say Goodbye and sit down. Repeat with Ant
so everyone has said Goodbye and is sat down.
More activities
Reinforcement
Unit 1 wordcards Set 2
• Display the wordcards. Write one of the insect names on
the board with the letters mixed up.
• The pupils put up their hands if they can identify the
word. Invite a pupil to mime the insect. The class names
the insect and the pupil writes the word correctly on
the board.
Extension
Units 1–3 Vocabulary poster
• Display the poster. Ask the pupils to find and name items
that they have learnt in Unit 1 (rucksack, map, compass,
bee, ants, beetle, etc.) plus other revised vocabulary (pencil,
pencil case, ruler, book, rubber, flowers, rabbit, etc.).
• Ask the pupils to choose a character in the poster and say
sentences for them, such as I’ve got a book. The rest of the
class finds and points to the character.
Class Book
3 Write.
Class Book page 19
• Read through the words in the wordpool with the class.
Ask the pupils to look at the pictures and name them.
• They complete the crossword.
Class Book
Answers
1 kangaroo 2 waterfall 3 tail 4 tree 5 fish
6 rainforest 7 lake
Goodbye
• Ask the class to think about what they would take if they
went to Australia.
• Elicit a list of useful items, then say Goodbye!
Class Book
1 Chant. $ 1•39
Class Book page 20, CD1 track 39, Unit 2 flashcards Set 1
• With books open, play the vocabulary chant.
• The pupils look at the items in the left-hand column and
point to each one as they hear it.
•
Class Book
Play the chant again and encourage the class to join in.
• Distribute the flashcards to small groups or individuals.
The pupils join in again with the chant. The pupils with
flashcards stand up when their word is mentioned.
$ 1•39
I can play computer games.
Zap, zap!
I can play football too.
I can play basketball.
Bounce, bounce!
I can play tennis, with you.
I can play the piano.
Plink, plink!
I can play the violin too.
I can play the drums.
Bang, bang!
And the recorder, with you.
Activity Book
56 Unit 2 • Lesson 1
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2 Listen and say the name. $ 1•40 learn to learn: Checking your work is correct
Class Book page 20, CD1 track 40 The pupils check that they’ve matched the pictures and
• Ask the pupils to look at the big picture. Point to the six words correctly by referring to the Class Book Lesson 1
course characters and ask What’s his/her name? Elicit the photo glossary.
sports/activities being played.
• Play the first line of the recording. Ask Who’s speaking? 2 Write.
(Carla.) Everyone points to the picture of Carla playing Activity Book page 16, Unit 2 wordcards Set 1
basketball.
• Say the numbers for items 1–8. Ask a volunteer to name
• Continue, with the pupils pointing to the speaker and the pictures and another to identify and hold up the
saying the name after each line. correct wordcard.
$ 1•40 • The pupils then complete the phrases.
Carla I can play basketball. ANSWERs
Sam I can play the violin. 1 violin 2 recorder 3 piano 4 drums 5 tennis
Sophie I can play the drums. 6 basketball 7 football 8 computer games
Nick I can play computer games.
Lucy I can play football. Goodbye
Mike I can play tennis.
• Say each of the eight new words. The pupils mime the
3 Listen and repeat. $ 1•41 activity each time. Then they say them using I can … /
Class Book page 20, CD1 track 41 I can’t … The pupils mime the activity with I can … , and
• Focus on the photos at the bottom of the page. Play the open out both arms to indicate not being able to do the
recording. The class repeats the exchange. activity for I can’t …
• Repeat the procedure. This time, the pupils pretend to • Continue until it is time to say Goodbye!
play the recorder, then hold out their arms to indicate not
being able to play the violin. More activities
4 Play the mime game. Reinforcement
Class Book page 20
Unit 2 flashcards Set 1, Unit 2 wordcards Set 1
• Say I can … , then mime an activity, for example, play • Distribute the flashcards and wordcards to pairs or individuals.
tennis. Encourage the class or individuals to call out
play tennis. • Play Pairs (see the Ideas bank). Encourage the pupils to use
the structure I can …
• Invite volunteers to do the same, choosing different activities.
• Draw attention to the fact that we use the with the musical Extension
instruments, but not with the sports or computer games. Unit 2 wordcards Set 1
• The pupils play in pairs, miming and naming the activities. • Distribute the wordcards to individuals. Start writing the
key word for one of the activities (piano, football, etc.) on
Good language learners have strategies
teaching tip:
the board, letter by letter.
that enable them to overcome communication
breakdown: mime is a very useful strategy. Discuss what • Anyone who can identify the word and the activity puts
makes a good mime with the pupils. Get them to think up their hand to name it. If they are correct, the pupil with
about finding a gesture that illustrates the word, and the wordcard then brings it to the front.
encourage them to make it clearly. Fast finishers
Activity Book page 16, sheets of paper
Activity Book • Help the pupils to read the task at the bottom of the page,
then ask the pupils to complete the task.
1 Match.
Activity Book page 16, Unit 2 flashcards Set 1, Unit 2 wordcards Set 1
• Distribute the flashcards to individuals and display the
wordcards. Point to and read each wordcard. The pupil
with the corresponding flashcard stands up and places it
next to the wordcard.
• With books open, point to the Learn to learn sign and tell
the pupils that checking their work is important.
• Ask volunteers to read the words for each activity in
Activity 1. The class calls out the picture number.
• The pupils draw lines to join the words to the pictures.
answers
play the violin, 3 / play the recorder, 7 / play the piano, 2 /
play tennis, 6 / play the drums, 1 / play basketball, 8 /
play football, 4 / play computer games, 5
Unit 2 • Lesson 1 57
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Unit 2 Lesson 2 Starting the lesson
CD1 track 39, Unit 2 flashcards Set 1, Unit 2 wordcards Set 1
Objectives
Present and practise the first new grammar structure: • Greet the class and distribute the flashcards and
questions and short answers with Can you (play the piano)? wordcards. Play the vocabulary chant. The pupils with
cards hold them up and everyone chants and mimes.
Practise the new structure through repeating a dialogue.
Practise the structure in an elimination game. Class Book
Use a grid reference to complete the Quest puzzle.
Language 1 Listen and read. Then listen and repeat. $ 1•42
Active: play the violin, play tennis, play the drums, play Class Book page 21, CD1 track 42
basketball, play football, play the recorder, play computer • With books open, play the recording. The pupils listen
games, play the piano, Can you (play the piano)? Yes, I can. / and follow.
No, I can’t. • Play the second version of the recording, pausing
Revised: Hello! after each line for the class to repeat. Check that they
Passive: Sorry! Listen! understand what has happened in picture 3. Ask Can
Carla play tennis? (No, she can’t.)
• Play the second version of the recording again. This time,
the boys repeat Mike’s lines and the girls repeat Carla’s
lines. Everyone repeats Sorry!
• Ask four pupils to come to the front to act out the
dialogue. The pupils act out the lines, with Sam and
Sophie throwing an imaginary ball, and the actors
making the sound of breaking glass.
• Repeat with different pupils.
Activity Book
58 Unit 2 • Lesson 2
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$ 1•43 Goodbye
Narrator Hello, Amy. Can you play football?
Amy Yes, I can. Unit 2 flashcards Set 1
Narrator Can you play tennis? • Hand out the flashcards to individuals. Ask each one to
Amy No, I can’t. stand up in turn and ask their partner the question Can
Narrator Can you play the recorder? you (play the recorder)?
Amy No, I can’t. • Continue until everyone has had a turn to ask or answer,
Narrator Can you play the drums? then say Goodbye!
Amy Yes, I can!
Narrator Hello, Paul. Can you play basketball? More activities
Paul No, I can’t.
Narrator Can you play the violin? Reinforcement
Paul No, I can’t. Unit 2 reinforcement worksheet 1
Narrator Can you play computer games?
Activity 1 Answers
Paul Yes, I can!
1 play the drums 2 play football 3 play the recorder
Narrator Can you play the piano?
4 play the violin 5 play basketball 6 play the piano
Paul Yes, I can!
7 play tennis 8 play computer games
2 Write. Then tick ✓ or cross ✗. Ask a friend and activity 2 answers
tick ✓ or cross ✗. 1 Can you play tennis? Yes, I can.
Activity Book page 17 2 Can you play the drums? No, I can’t.
• The pupils complete the questions, then tick or cross as 3 Can you play computer games? Yes, I can.
appropriate in the Me column. 4 Can you play the violin? No, I can’t.
• They ask and answer the questions in pairs, using Yes, 5 Can you play the piano? No, I can’t.
I can. / No, I can’t. Each pupil puts a tick or cross in the 6 Can you play football? Yes, I can.
My friend column for their partner’s answers. Extension
answers Unit 2 extension worksheet 1
1 Can you play the piano? (Pupils’ own answers)
activity 1 answers
2 Can you play basketball? (Pupils’ own answers)
1 I can play football and I can play the violin, but I can’t play
3 Can you play the drums? (Pupils’ own answers)
the drums.
4 Can you play football? (Pupils’ own answers)
2 I can play the piano and I can play computer games, but I
5 Can you play computer games? (Pupils’ own answers)
can’t play tennis.
teaCHING tip: Independent learners are able to use 3 I can play the recorder and I can play basketball, but I can’t
reference material when they need help. Encourage the play the violin.
pupils to look back at the photo glossary in the Class Book activity 2 answers
if they can’t remember the words they need to complete 1 Can you play the violin? Yes, I can. (Pupil’s own answer)
the activity. As a general rule, insist that the pupils use 2 Can you play football? No, I can’t. (Pupil’s own answer)
their Class Books or Picture Dictionary before turning to 3 Can you play tennis? Yes, I can. (Pupil’s own answer)
you for help. 4 Can you play the drums? Yes, I can. (Pupil’s own answer)
5 Can you play basketball? No, I can’t. (Pupil’s own answer)
Remember! 6 Can you play computer games? Yes, I can. (Pupil’s own answer)
Activity Book page 17
• Draw attention to the Remember! box. The pupils can use
it as a reference for Activity 2. Explain that both cannot
and can’t are correct, but can’t is more commonly used as
it is quicker and shorter.
Explorer’s Quest
Class Book page 21, Come and explore! pages / Quest poster, Quest puzzle
• The pupils find the item in the grid reference and write
the first letter in the Unit 2 Lesson 2 Quest puzzle at the
back of their Activity Books.
AnsweR
s (sausages)
Unit 2 • Lesson 2 59
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Unit 2 Lesson 3 Starting the lesson
Unit 2 flashcards Set 1, Unit 2 wordcards Set 1, CD1 track 39
Objectives
Consolidate the new language in the context of a story. • Greet the class and distribute the flashcards and
wordcards. Play the vocabulary chant. The pupils with
Give further practice by acting out a story in groups.
cards hold them up when they hear their words and
Language everyone chants and mimes.
Active: Can you (skateboard)? Yes, I can. / No, I can’t. • Ask individuals Can you …? questions, using the unit
Revised: Hi!, sing, run, pink, ride a bike, rollerblade, vocabulary and other actions, such as sing, fly, run, play
guitar, bird, What’s this? It’s (my new skateboard). I can (fly). the guitar, skateboard, rollerblade. The pupils answer Yes,
I can’t (stop)! I can. / No, I can’t.
Passive: Watch this! Oh no! Slow down! Listen. Wow! Wait!
Class Book
jump
• Ask questions to check comprehension. Ask Can Sophie
skateboard? (No.) Can Lucy stop? (No.) Can Mike play the
guitar? (Yes.) Can he sing? (No.) Can Lucy run? (Yes.)
• Play the story again, pausing after each line for the class
to repeat.
• Divide the class into groups of six, one for each speaking
character, plus the narrator. Play the recording once more,
with each group repeating their character’s lines.
2 Act.
Activity Book
60 Unit 2 • Lesson 3
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• Divide the class into groups of five or six (the sixth pupil More activities
can take the role of the narrator or the line can be said
by the whole group). Each group acts out the story. Reinforcement
Encourage the pupils to use gestures and expressions.
Unit 2 story worksheet
• If time allows, each group acts out the story with the CD
for the rest of the class. activity 2 ANSWERS
4, 3, 2, 3
Activity Book activity 3 ANSWER
(Pupil’s own answer and drawing)
1 Read and circle True or False. activity 4 ANSWERS
Activity Book page 18, Class Book page 22 1 Wow! You CAN fly, Mike. 2 Can you run, Lucy?
• With books open, ask volunteers to read the sentences. 3 Yes, I can. 4 Good … RUN!
• Ask the pupils to check the story in their Class Books and 5 Wait! I want to talk to you!
then circle True or False for each sentence.
Extension
Answers • Write the text for one of the activities on the board, but
1 True 2 False 3 False 4 True 5 True with the letters mixed up.
2 Write. • The pupils guess what it is. When they guess correctly,
ask a volunteer to write out the activity on the board.
Activity Book page 18
Everyone mimes the activity.
• The pupils complete the short answers for 1–3 and the
questions for 4–6. Point out the Remember? items on Fast finishers
the right. Activity Book page 18, sheets of paper
• Ask a pair of pupils to demonstrate asking and answering • Help the pupils to read the task at the bottom of the page,
the questions in front of the class. then ask the pupils to complete the task.
• The pupils do the same in pairs.
answers
1 Yes, I can. 2 Yes, I can. 3 No, I can’t.
4 Can you sing?
5 Can you rollerblade / ride a bike?
6 Can you rollerblade / ride a bike?
Explorer’s Quest
Class Book page 22, Come and explore! pages / Quest poster, Quest puzzle
• The pupils find the item in the grid reference and write
the first letter in the Unit 2 Lesson 3 Quest puzzle at the
back of their Activity Books.
Answer
c (cat)
Goodbye
• Tell the class that you are thinking about an activity
and write the first letter of one of the key words for
that activity on the board (v for play the violin or s for
skateboard, etc.). The pupils name the activities. When
they guess correctly, choose a few more.
• Then say Goodbye!
Unit 2 • Lesson 3 61
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Unit 2 Lesson 4 Starting the lesson
Unit 2 flashcards Set 1, Unit 2 wordcards Set 1
Objectives
Present and practise the second new set of vocabulary. • Greet the class and ask individual pupils questions using
Can you …? Review the activities learned so far, using the
Revise questions and short answers with Can he/she (skate)?
flashcards or wordcards for support.
Practise the vocabulary and revised structure in a song.
Practise the vocabulary and structure in a game with Vocabulary presentation
a cut-out.
Explorer figure, Rucksack: Unit 2 flashcards Set 2, CD1 track 45
Language
• Ask the class What else can you do? Encourage the pupils
Active: skate, dive, ride a horse, skateboard, paint, draw, to mime the actions they can remember from last year
play the drums, play the violin, Can she (skate)? Yes, she can. (swim, ride a bike, climb, rollerblade, etc.).
Can he dive? No, he can’t.
• Ask a pupil to hold up the Explorer figure. Play the
Revised: sister, run, swim, read, write, rollerblade, She can recording, pulling the relevant flashcard out of the
(skate). She’s my (sister). rucksack each time. The pupils look, listen and repeat.
Passive: super, sporty, clever, Wow!, How about you? • Display the flashcards. Play the recording again. The pupils
point to the flashcards and repeat the words.
Class Book
62 Unit 2 • Lesson 4
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• Demonstrate playing the game with a pupil. Place the Explorer’s Quest
cards picture side up. Pick up one and ask Can (he ride a
horse)? The pupil guesses, saying Yes, he can. / No, he can’t. Class Book page 23, Come and explore! pages / Quest poster, Quest puzzle
Turn over the card. If the pupil has guessed correctly he/ • The pupils find the item in the grid reference and write
she keeps the card. If the pupil is wrong, he/she gives the the first letter in the Unit 2 Lesson 4 Quest puzzle at the
card to the other pupil. Point out the phrases I’m right. It’s back of their Activity Books.
my card. / I’m wrong. It’s your card. Encourage the pupils to Answer
use them as they play. o (one)
• The pupils play the game in pairs.
• Demonstrate writing number 1 in the circle next to the • Ask the pupils to draw their favourite activity and write a
skate picture. The pupils complete the activity. short sentence, such as I can play the piano.
• The pupils show their picture and read their sentence to
Answers
the rest of the class.
a 7 b 4 c 1 d 8 e 6 f 5 g 3 h 11 i 12
j 9 k 2 l 10
3 Write.
Activity Book page 19, Unit 2 wordcards Set 2
• Display the wordcards as support. The pupils look at the
pictures and complete the crossword.
answers
1 ride a horse 2 skate 3 draw 4 dive 5 paint
6 skateboard
Unit 2 • Lesson 4 63
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Unit 2 Lesson 5 Starting the lesson
CD1 track 46, Class Book page 23
Objectives
Consolidate the new language while developing • Greet the class and play the song My super sister.
listening and reading skills. The pupils join in and mime the actions.
Identify and pronounce /v/ and /b/. • The pupils refer to the Class Book for the words of the
song, if necessary.
Language
Active: dive, skateboard, skate, draw, ride a horse, paint, play Class Book
the violin, play basketball, play the piano, play the recorder,
play football, play tennis, play the drums, Can you (skate)? 1 Listen and say the number. $ 1•48
Yes, I can. / No, I can’t.
Class Book page 24, CD1 track 48
Revised: guitar, swim, sing, Can Sam (dive)? Yes, he can. /
• With books open, say a picture number and elicit
No, he can’t. She can (ride a bike). He can’t (play the drums).
comments about that picture, for example, 1. (He can play
Passive: Listen!, picture(s), I love (football). the guitar.) 2. (He can’t skate.)
• Play the recording. Pause after I can’t! and ask Is it picture 1,
2, 3 or 4? (Picture 2.)
• Continue, pausing after each exchange for the class to
identify the picture. Explain that some pictures might
occur more than once.
Answers
2, 4, 2, 1, 3, 4, 1
$ 1•48
Nick Can you skate, Lucy?
Lucy Yes, I can.
Nick I can’t!
Carla Here’s Sophie! She can ride a horse.
Carla He can’t skate.
Adult Listen! He can play the guitar. It’s nice.
Mike Can Sam dive?
Carla Yes, he can.
Class Book
the last part. When they have finished the activity, ask them
if the strategy was useful and how it could be modified.
64 Unit 2 • Lesson 5
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3 Listen and repeat. $ 1•50 Goodbye
Class Book page 24, CD1 track 50, red and blue chalk / board pens
• Play the Chain game (see the Ideas bank), starting with the
• Focus on Activity 3. Ask What can you see? Elicit violins sentence I can play football. Then say Goodbye!
and basketball.
• Play the recording. The pupils listen and repeat. More activities
• Write violin and basketball on the board. Write the v of
violin in red and the bs in basketball in blue. Point to
Reinforcement
the two letters and ask the class to pronounce them.
Unit 2 reinforcement worksheet 2
Encourage them to emphasize the difference between
the sounds: for /b/ they squeeze their lips together, for /v/ Activity 1 Answers
they bite their bottom lip gently with their top teeth and 1 ride a horse 2 dive 3 paint
then push out the sound. 4 skate 5 draw 6 skateboard
• Ask the class to say other English words containing /v/ Activity 2 Answers
and /b/. Write these on the board and ask individuals to 1 She can play the piano. 2 She can’t draw.
read them. 3 She can’t skate. 4 She can dive.
5 He can’t play the drums. 6 He can skateboard.
Activity Book 7 He can’t ride a horse. 8 He can paint.
Remember!
Activity Book page 20
• Draw attention to the Remember! box. Remind the pupils
that they can use it as a reference for Activity 2. Can
anyone remember what can’t is short for? (Cannot.)
Explorer’s Quest
Class Book page 24, Come and explore! pages / Quest poster, Quest puzzle
• The pupils find the item in the grid reference and write
the first letter in the Unit 2 Lesson 5 Quest puzzle at the
back of their Activity Books.
Answer
o (olives)
Unit 2 • Lesson 5 65
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Unit 2 Lesson 6 Starting the lesson
Unit 2 cross-curricular cards, CD1 track 51, Unit 2 flashcards Set 1: play the piano, play the violin,
Objectives
play the drums, play the recorder
Understand a cross-curricular text.
• Show the cross-curricular cards and ask the questions on
Learn about world music.
each. Play the recording on cross-curricular card 2. Ask if
Language any of the pupils can dance Flamenco or play the guitar.
Cross-curricular: India, sitar, Nigeria, shaker, animal skin, • Now ask Do you like music? Say Can you name some
armadillo, sea shells, South America musical instruments? Show the Unit 2 flashcards that
Revised: music, instrument, guitar, drums, wood, plant, show musical instruments and mime others, such as
flute, big, small guitar, trumpet, flute.
Passive: traditional, special • Explain that the pupils are going to listen to and learn
about music from different countries, played on
traditional instruments.
Class Book
66 Unit 2 • Lesson 6
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Explore the Internet with your teacher. Goodbye
Class Book page 25
CD1 track 51
• You may wish to retrieve some websites that would be
suitable for this activity and suggest these to the pupils. • Play the recording and pause after each section of music
for the pupils to name the countries and the instruments.
• Ask a volunteer to read the question Which instruments do
people use to play reggae music? Set the pupils to work to • Then say Goodbye!
find the answer, referring to the websites you’ve suggested.
More activities
possible answer
drums, guitars, keyboards
Reinforcement
teaching tip: The pupils are a knowledge resource: • Tell the class that you are thinking about the different
sharing their knowledge makes them feel valued and instruments from today’s lesson. Write one on the board
respected. Ask the pupils if they have any musical in jumbled letters, such as tarsi (sitar). The class works out
instruments from different countries at home. Encourage which instrument it is. Ask a volunteer to come to the
them to talk about the instrument. Whose is it? What’s front and write out the word.
it made of? Who plays it? You may like to invite them to • The pupils now make jumbled instrument words for
bring in the instruments or to find a picture of them on their partner.
the Internet.
Extension
Unit 2 cross-curricular worksheet
Activity Book
activity 2 Answers
(Pupil’s own answers)
1 Match the instruments with the countries.
Activity Book page 21, Class Book page 25 DVD cross-curricular
• With books open, ask volunteers to read the country/ Unit 2 DVD cross-curricular worksheet, DVD Unit 2 cross-curricular
continent names on the map and the instruments in • There are cross-curricular clips on the DVD, supported
the boxes. by a worksheet available to download from the Explorers
• The pupils draw a line linking the instruments to the website (see page 11), that you may now wish to use with
appropriate country/continent, referring to their Class your pupils.
Books, if needed.
Fast finishers
Answers
Activity Book page 21, sheets of paper
1 India 2 South America 3 Nigeria
• Help the pupils to read the task at the bottom of the page,
2 Find and write the black and the orange words. then ask the pupils to complete the task.
Complete the sentences.
Activity Book page 21
• Look at example 1. Explain that they must write the word
with the black letters and then the word with the orange
letters (animal skin and India) first. They use these to
complete the sentences.
• The pupils continue independently.
Answers
1 India / animal skin 2 drums / wood 3 shakers / plant
4 guitars / armadillos
Explorer’s Quest
Class Book page 25, Come and explore! pages / Quest poster, Quest puzzle
• The pupils find the item in the grid reference and write
the first letter in the Unit 2 Lesson 6 Quest puzzle at the
back of their Activity Books.
Answers
t (train)
Unit 2 secret word: scooter
Unit 2 • Lesson 6 67
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Unit 2 Lesson 7
Objectives
Consolidate the language of the unit in a real-world context.
Read for specific information.
Consider the importance of being a good neighbour.
Complete a writing task, using a model for guidance.
Language
Active: play the drums, play the recorder, play tennis, play
computer games, play the piano, skateboard, paint
Revised: guitar, sing, dance, rollerblade, sister, I’ve got
(a new guitar). I can (play the guitar). I can’t (skateboard).
Passive: practise, singer, band, friends, neighbour, keyboard,
concert, fantastic
Activity Book
Starting the lesson
CD1 track 1
• Greet the class and start the lesson with the Hello routine
(see the Ideas bank).
• Ask the class if they can remember the instruments from
the previous lesson. (Drum, sitar, shaker, etc.) Write them
on the board and read through the list together.
• Explain that, in today’s lesson, the class is going to explore
a musical theme with British children, Jack and Hannah,
and Hannah’s band. What instruments do the pupils think
they will see in the band? Elicit some instrument names.
Class Book
Class Book
68 Unit 2 • Lesson 7
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2 Answer the questions. 2 Read. Draw and write.
Class Book pages 26 and 27 Activity Book page 22
• Ask two volunteers to read the questions. Ask the whole • The pupils work in pairs, with one pupil reading the text
class or individuals to answer. and the other pupil pointing to the items in the picture.
answers • They draw themselves and a friend, with small pictures to
Four represent the activities that they can or can’t do.
Hannah, Harry, Lisa and Dan • Write the text from the example on the board and discuss
• Encourage the pupils to study the photos and ask more which words the pupils might change in their own
questions, for example What has Jack got? (A new guitar.) versions. Underline these in colour.
Can Hannah sing/dance? (Yes, she can.) What can Harry/ • Elicit a list of words that the pupils might use.
Lisa/Dan play? (The guitar. / The keyboard. / The drums.) • The pupils write their own version under their picture.
What is the band’s name? (Hannah and the Heroes.) Where
does it play? (At school concerts.) Goodbye
A good explorer • Ask everyone to stand up and choose an activity to mime.
Class Book page 26 Call out an activity, such as Play the recorder. Everyone
• Focus on the A good explorer section. Ask individuals to who is miming playing the recorder says Goodbye! and
read the sentences. sits down.
• Ask the class why they should not play their music too • Continue until you have guessed all of the instruments and
loudly. Encourage discussion about being considerate everyone has said Goodbye!
towards neighbours.
More activities
teaCHING TIP: Living in a community requires neighbours
to be aware of each other and to treat each other with Reinforcement
respect. Discuss being a good neighbour with the pupils.
Units 1–3 Vocabulary poster
Can they add other suggestions? It may be easier to
identify what bad neighbours do and build the concept • Display the poster. Ask the pupils to name as many
of a good neighbour from there. activities as they can. (Play the recorder, ride a horse, paint,
draw, skateboard, etc.) Point out the posters on the tree.
(Play the drums, dive, etc.)
Activity Book • Ask the pupils to describe characters in the poster and say
sentences, such as She can play the recorder. Other pupils
1 Look at Class Book pages 26 and 27. Tick ✓ Yes point to the characters on the poster.
or No.
Extension
Activity Book page 22, Class Book pages 26 and 27
Come and explore! pages / Quest poster
• With books open, point to the Learn to learn sign and
tell the pupils that they are going to learn how to help • Ask the pupils to look at the Come and explore! pages or
themselves with their reading. the Quest poster and focus on the activities that they can
see. (Play tennis, ride a horse, run, etc.)
• Ask a volunteer to read the first sentence: Jack has got
an electric guitar. Then say Hands up for ‘Yes’. Hands up • Ask the pupils to work in pairs and write a list of these activities.
for ‘No’. Ask a pupil to say the Class Book picture number • When everyone has finished, elicit the activities and write
where we see Jack with his guitar. (1.) them on the board.
• The pupils complete the activity, checking the Class Book Fast finishers
pictures and ticking Yes or No.
Activity Book page 22, sheets of paper
• Check the activity by reading each sentence and saying
Hands up for ‘Yes’. Hands up for ‘No’.
• Help the pupils to read the task at the bottom of the page,
then ask the pupils to complete the task.
Answers
1 No 2 No 3 Yes 4 No 5 Yes 6 Yes
Unit 2 • Lesson 7 69
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Unit 2 Lesson 8 Starting the lesson
Unit 2 flashcards Sets 1 and 2, Unit 2 wordcards Set 1, CD1 track 39
Objectives
Practise a useful everyday dialogue. • Greet the class and hold up the Set 1 flashcards and
wordcards for the pupils to say the words.
Complete the Picture Dictionary page.
• Hand out the flashcards and Set 1 wordcards. Play the
Review the unit language.
vocabulary chant. The pupils chant, and those with cards
Reflect on own learning and performance in this unit. hold them up.
Language • Display all the flashcards. Ask the class or individuals
Let’s talk!: play the guitar, play the recorder, play tennis, questions using Can you …? They reply Yes, I can. /
play computer games, sing, I can (play the guitar). I can’t No, I can’t.
(skateboard). • Ask individuals to take over your role. They can ask the
Revised: Review of Unit 2 language question to you or to other pupils.
Class Book
70 Unit 2 • Lesson 8
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Activity Book Goodbye
CD1 track 46, Class Book page 28
1 Complete.
• Play the song My super sister. Encourage everyone to join
Activity Book pages 23 and 68, Unit 2 wordcards Sets 1 and 2
in and do suitable actions. The pupils refer to the Class
• Display the wordcards. Book for the words of the song, if necessary.
• Show the Picture Dictionary (Activity Book page 68) and • Then say Goodbye!
the stickers. Demonstrate sticking the first picture (play
basketball) and writing the phrase underneath. Remind More activities
the class to use the wordcards for support while they
are working.
Reinforcement
• Now demonstrate sticking the first word sticker (dive) in
Unit 2 reinforcement worksheet 3
the correct place. The pupils complete the rest.
• Elicit other words learned in this unit, such as band, activity 1 ANSWERS
keyboard, practice. The pupils write them in the More new 1 Helen 2 Leo 3 Eva
words … section. 4 I can dive, but I can’t play the recorder.
5 I can skateboard, but I can’t sing.
2 Listen and number. $ 1•55
activity 2 ANSWERS
Activity Book page 23, CD1 track 55 1 b / No, she can’t. 2 a / Yes, he can. 3 c / Yes, she can.
• Go back to page 23 and look at Activity 2. 4 f / No, he can’t. 5 d / Can she paint? No, she can’t.
• Point to the pictures and play the recording. The pupils 6 e / Can he ride a horse? Yes, he can.
number the pictures.
Extension
Answers
Unit 2 extension worksheet 3
a 4 b 2 c 1 d 5 e 3 f 6
activity 2 ANSWERS
$ 1•55 Music Centre: play the drums / play the piano /
1 Adult 1 He can skateboard. play the recorder
2 Adult 1 She can draw. Water Centre: swim / dive
3 Adult 1 He can’t skate. Sports Centre: play football / play basketball / rollerblade
4 Adult 1 She can’t skateboard.
activity 3 ANSWERS
5 Adult 1 Can she play computer games?
1 Friday 2 Wednesday 3 Thursday
Adult 2 Yes, she can.
6 Adult 1 Can she skate? activity 4 ANSWERS
Adult 2 Yes, she can. Sports Centre: ride a bike. / play tennis / tennis classes
every Tuesday.
3 Write the questions. Answer Yes, I can or Arts Centre: you can paint and draw. Can you sing? We have
No, I can’t. singing classes every Monday.
Activity Book page 23
• The pupils complete the questions and write the answers Unit test
according to the tick or cross on the right. • The pupils are now ready to do the Unit 2 test. You will
find the test in the Evaluation booklet.
ANSwers
Can you play basketball? Yes, I can. Term test
Can you play the violin? No, I can’t. • The pupils are now ready to do Term test 1. You will find
the test in the Evaluation booklet.
4 Read and tick ✓.
Activity Book page 23
• Explain to the pupils that they are going to think about
what they have learnt in Unit 2.
• Read the sentences and clarify their meanings, if necessary.
• The pupils tick the things that they feel they can do.
Congratulate the pupils and talk to them about their work.
5 Colour a face.
Activity Book page 23, coloured pens/pencils
• The pupils colour the Explorer face that they feel reflects
their effort during Unit 2.
Unit 2 • Lesson 8 71
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Unit 2 DVD lesson Starting the lesson
Objectives • Explain to the class that in this lesson they are going to
watch a DVD about Jack and Hannah. Ask Who can play
Find information through viewing a DVD episode.
the guitar? (Jack.) Who can sing? (Hannah.) Who is in a
Write about which musical instruments you can/can’t play. band? (Hannah.)
Consider the importance of being a good neighbour. • Play a miming game with the class. Invite a pupil to the
Language front to mime playing a musical instrument for the class
Active: play the drums to guess.
Revised: guitar, dance, sing, sister, school, I’ve got (a new • Repeat with other pupils.
guitar). I can (play the guitar). I can’t. George (plays the First viewing
keyboard). Numbers, Colours
DVD Unit 2 Let’s explore!
Passive: That’s good!, singer, band, friends, pop music,
concerts, fantastic
• Play the DVD. Ask the pupils to put up their hands each
time they see a musical instrument. Pause the DVD for the
pupils to name the instruments.
• Read the statements at the end of the DVD for the class to
respond True or False.
Answers
1 True 2 True 3 False 4 True 5 False 6 True
DVD worksheet 1
Activity Book
Starting the lesson
CD1 track 46, Class Book pages 23, 28 and 29
• Greet the class and play the song My super sister.
Encourage the pupils to sing along and mime. The pupils
refer to the Class Book for the words of the song,
if necessary.
• Explain to the class that they are going to listen to a story
about space explorers who land on another planet and
encounter some aliens. Ask the pupils what they think the
aliens will be able to do.
Class Book
Class Book
Goodbye
• Ask everyone to choose a character from the story.
• Say Goodbye, Mac! The pupils who chose Mac all stand up
and say Goodbye! Continue naming all of the characters
until everyone has said Goodbye!
Activity Book
Starting the lesson
Units 1–3 Vocabulary poster, CD1 track 56
• Greet the class and display the poster. Ask volunteers
to name items that they can see in the classroom or on
posters around the room. The rest of the class points to
the items or pictures.
• Remind the class of the Space Explorers story and elicit the
characters’ names.
• Ask the pupils if they can remember what the characters
took with them to the planet. (A football, a map, binoculars,
a pen, a notebook, a camera.)
Class Book
Activity Book
$ 1•57
1 Kitty Hurrah! Let’s explore! I’ve got a camera, a rucksack and a
skateboard.
2 Jim I’ve got binoculars and rollerblades. Oh, no! Help!
Class Book
Goodbye
• Ask the class if they can remember what Sally says when
it’s time to go, as they are about to enter the spaceship.
(Let’s go!)
• Say Let’s go! The pupils repeat, then say Goodbye!
More activities
Reinforcement
Quest poster
• Focus attention on the poster.
• Say a grid reference, for example G12, and ask a pupil to
find and say the phrase. (Play tennis.)
• Repeat the procedure, focusing on language from Units 1
and 2 and involving as many pupils as possible.
Extension
Class Book pages 28 and 29
• Ask the pupils to choose two characters from the story and
write sentences for them. For example, Kitty: I’ve got a map.
• The pupils swap sheets with their partners, who read the
sentences and find the characters.
Goodbye
• Ask the class to think about what they would do if they
went to the United States.
• Elicit a list of activities, then say Goodbye!
Class Book
1 Chant. $ 1•60
Class Book page 32, CD1 track 60, Unit 3 flashcards Set 1
• With books open, play the vocabulary chant.
Class Book
$ 1•60
I’m wearing sunglasses.
I’m wearing sandals too.
I’m wearing a swimsuit.
I’m wearing jeans. They’re blue.
I’m wearing a scarf.
I’m wearing a raincoat too.
I’m wearing a woolly hat.
I’m wearing gloves. They’re new.
Activity Book
80 Unit 3 • Lesson 1
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2 Listen and say the name. $ 1•61 2 Complete. Then write the mystery word
Class Book page 32, CD1 track 61 and draw.
• Ask the pupils to look at the big picture. Ask What can Activity Book page 26, Unit 3 wordcards Set 1
you see? Elicit the items of clothing and the characters. • Distribute the wordcards to different pupils. Say each
• Play the first line of the recording. Ask Who’s speaking? number. Volunteers name the picture and hold up the
(Sophie.) Everyone points to the picture of Sophie in the correct wordcard.
yellow raincoat. • The pupils write the words in the grid.
• Continue, with the pupils pointing to the speaker and • The pupils find the mystery word by writing the
saying the name after each line. letters from the shaded and numbered boxes on the
dashes below.
$ 1•61 • They draw a picture of the mystery word (sunglasses)
Sophie I’m wearing a yellow raincoat.
in the box.
Sam I’m wearing red gloves.
Nick I’m wearing blue shorts. ANSWERS
Lucy I’m wearing a pink swimsuit. 1 jeans 2 sandals 3 raincoat 4 scarf 5 woolly hat
Carla I’m wearing a green scarf. 6 swimsuit 7 gloves
Mike I’m wearing blue jeans. Mystery word: sunglasses
Unit 3 • Lesson 1 81
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Unit 3 Lesson 2 Starting the lesson
CD1 track 60, Unit 3 flashcards Set 1, Unit 3 wordcards Set 1
Objectives
Present and practise the first new grammar structure: • Greet the class and distribute the flashcards and
What’s he/she (doing/wearing)? He’s/She’s (skating / wearing wordcards. Play the vocabulary chant. The pupils with
a scarf ). cards hold them up and everyone chants and mimes.
Practise the new structure through repeating a dialogue.
Class Book
Practise the structure in an elimination game.
Use a grid reference to complete the Quest puzzle.
1 Listen and read. Then listen and repeat. $ 1•63
Language Class Book page 33, CD1 track 63
Active: scarf, woolly hat, gloves, jeans, swimsuit, sandals, • With books open, play the recording. The pupils listen
sunglasses, raincoat, Lucy is wearing (trousers). What’s he/she and follow.
doing/wearing? He’s/She’s (skating). He’s wearing (a scarf ). • Play the second version of the recording, pausing
Revised: trousers, big, shoes, coat, jumper, umbrella, boots, after each line for the class to repeat. Check that they
skate (skating), play(ing) football, play(ing) the recorder, understand that Sam and Sophie are looking out of the
jump(ing), Is it (a boy or a girl)? It’s (Mike)! Colours window at Lucy.
• Play the second version of the recording again. This time, the
boys repeat Sam’s lines and the girls repeat Sophie’s lines.
• Ask three pupils to come to the front to act out the
dialogue. The pupils act out the lines, with Lucy
pretending to show off her funny trousers and trying
to skate.
• Repeat with different pupils.
Activity Book
82 Unit 3 • Lesson 2
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• Explain that they are now going to listen to a description, Goodbye
which will be of either picture A or picture B. Play the
recording. The pupils tick A or B. Play the recording again Class Book page 33
to check answers. • Ask the pupils to look at the pictures in Activity 2 on
Answers
page 33. Encourage them to pick one of the actions
1 A 2 B 3 B 4 A and mime doing it.
• Explain that you have chosen a boy or a girl in the class
$ 1•64 and the pupils must find out who it is by asking What’s
1 Girl What’s he wearing? he/she doing? (Tell them first whether it’s a boy or a girl.)
Boy He’s wearing a raincoat and a woolly hat. • Encourage individuals to ask What’s he/she doing?
2 Boy What’s he wearing? Answer with an action each time until they can identify
Girl He’s wearing jeans and a scarf. the boy or girl.
Boy What’s he doing? • Continue until it is time to say Goodbye!
Girl He’s skating.
3 Girl What’s she wearing?
Boy She’s wearing a swimsuit and sunglasses.
More activities
4 Boy What’s she wearing?
Girl She’s wearing jeans and a T-shirt. Reinforcement
Boy What’s she doing? Unit 3 reinforcement worksheet 1
Girl She’s playing football. Activity 1 Answers
1 woolly hat 2 raincoat 3 swimsuit 4 sandals
Improve your listening
learn to learn:
5 sunglasses 6 scarf 7 jeans 8 gloves
Ask the pupils to predict the sorts of things that they might
hear in the listening task by looking at the illustrations. o
s r f
2 Follow and write. n j a a n t r
Activity Book page 27
r a i n c o a t d
i t z d c u p t j
• Ask a volunteer to read the first example question.
Demonstrate following the lines, saying the answer as you e i f p a g l o v e s
do so. The pupils complete the answer. s u n g l a s s e s i
s w i m s u i t j e r
• The pupils complete the other questions using What’s
he/she wearing? They follow the lines to find and write l p j e a n s e t
the answer. w o o l l y h a t
• The pupils then ask and answer the questions in pairs. i s c a r f s
r y v
answers j
1 What’s he wearing? He’s wearing a woolly hat, gloves
and a scarf. Activity 2 Answers
2 What’s she wearing? She’s wearing a swimsuit, sandals 1 What’s she wearing? She’s wearing jeans and a scarf.
and sunglasses. 2 What’s he wearing? He’s wearing sunglasses and a
3 What’s he wearing? He’s wearing a scarf, jeans and woolly hat.
a raincoat. 3 What’s he wearing? He’s wearing a raincoat and sandals.
4 What’s she wearing? She’s wearing a swimsuit and gloves.
Remember!
Activity Book page 27 Extension
• Draw attention to the Remember! box. The pupils can use Unit 3 extension worksheet 1
it as a reference for Activity 2. Explain that He is and She is, Activity 1 Answers
and He’s and She’s, are correct, but He’s and She’s are more 1 orange sandals / blue jeans.
commonly used as they are quicker and shorter. 2 a (red) swimsuit / (yellow) sunglasses / (pink) sandals
playing tennis
Explorer’s Quest 3 (Pupil’s own answer)
4 (Pupil’s own answer)
Class Book page 33, Come and explore! pages / Quest poster, Quest puzzle
• The pupils find the item in the grid reference and write Activity 2 Answers
the first letter in the Unit 3 Lesson 2 Quest puzzle at the 1 wearing? / a raincoat.
back of their Activity Books. 2 wearing? / jeans / a scarf
3 What’s she wearing? She’s wearing sandals and a swimsuit.
Answer 4 What’s he wearing? He’s wearing jeans and sunglasses.
d (dog)
Unit 3 • Lesson 2 83
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Unit 3 Lesson 3 Starting the lesson
Unit 3 flashcards Set 1, Unit 3 wordcards Set 1, CD1 track 60
Objectives
Consolidate the new language in the context of a story. • Greet the class and distribute the flashcards and
wordcards. Play the vocabulary chant. The pupils with
Give further practice by acting out a story in groups.
cards hold them up when they hear their words and
Language everyone chants and mimes putting on the clothing item.
Active: swimsuit, sandals, scarf, sunglasses, jeans, gloves, • Invite a volunteer to the front. Ask What’s (Carl) wearing?
woolly hat, What’s (Nick) wearing? He’s/She’s wearing (a Elicit answers using He’s wearing …
raincoat). What are you doing? He’s/She’s (skating).
Revised: hat, hot, cold, rainy, boots, shoes, shorts, jumper, Class Book
T-shirt, play(ing) football, What’s the weather like today?
It’s (sunny). No, he isn’t. He’s got (an umbrella). Colours 1 Listen and read. $ 1•65
Passive: water fight, concert, birthday party, Wait a minute! I Class Book page 34, CD1 track 65
don’t understand. Oh no! Now I understand! • With books open, ask a volunteer to read the title of the
story. Ask the pupils to remind you what the characters
were doing in Lessons 1 and 2. (Dressing up.)
• Tell the pupils to look at the pictures. Ask What’s Nick
wearing? (He’s wearing a raincoat and a hat.) What’s Lucy
wearing? (She’s wearing a raincoat and boots.) What are
Nick and Lucy doing? (Playing with water.) Explain the
meaning of umbrella and, if necessary, clarify the meaning
of water fight.
• Ask the class what weather conditions they think will be
in the story and write their suggestions on the board.
Tell them that they can find the answer by listening and
reading. Play the story recording. The pupils listen and
follow in their books.
• Elicit the answer to the question and compare them
with the words and phrases on the board to see if
they coincide.
answer
It’s sunny. / It’s hot.
Class Book
2 Act.
Class Book page 34, CD1 track 65
• Ask five pupils to take the roles of Sam, Sophie, Mike, Lucy
and Nick. Invite them to the front to demonstrate acting
out the story.
• Play the recording. The five pupils at the front act out the
lines, joining in with the words as much as possible. They
pretend to wear the clothes mentioned in the recording.
• Divide the class into groups of five. Each group acts
out the story. (Lucy and Sam don’t speak, but Lucy can
Activity Book
84 Unit 3 • Lesson 3
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Activity Book Goodbye
Unit 3 flashcards Set 1
1 Read and circle A, B or C.
• Play Can I have the …, please. (see the Ideas bank). Then
Activity Book page 28, Class Book page 34
say Goodbye!
• With books open, ask a volunteer to read the beginning
of sentence 1 and the three options. The class decides More activities
whether they should circle A, B or C.
• Ask the pupils to check the story in their Class Books and
Reinforcement
then circle A, B or C for each sentence.
Unit 3 story worksheet
• Check the activity by asking the pupils to read the
correct sentences. Activity 2 Answers
1 What’s Nick wearing? 2 He’s wearing a raincoat.
answers
3 And he’s wearing a hat.
1 B 2 A 3 A 4 B 5 C
Activity 3 Answers
Multiple-choice questions can be
learn to learn: (Pupil’s own answers and drawing)
challenging for some pupils, as they are sometimes
activity 4 answers
confused by the options. Suggest the following strategy:
1 He’s got an umbrella.
read the three choices and select the one that they think is
2 An umbrella? What are you doing?
correct without looking back at the Class Book. When they
3 It’s hot and sunny today.
have completed them all, tell them to check their answers
against the story. After the activity, discuss the strategy with Extension
the pupils and ask them how they could modify it. • Write one of the clothes items on the board, but with the
letters mixed up.
2 Read and draw. Then write. • The pupils guess what it is. When they guess correctly, ask
Activity Book page 28 a volunteer to write out the word on the board. Everyone
• Ask volunteers to read the questions and answers. The mimes putting on the clothes item.
pupils draw clothes on to the appropriate characters,
according to the answers given. Fast finishers
• Ask individuals to say an extra He’s/She’s wearing … Activity Book page 28, sheets of paper
sentence about each character. Give everyone time to • Help the pupils to read the task at the bottom of the page,
write an extra sentence in the three bubbles. Point out then ask the pupils to complete the task.
the Remember? items on the right.
• Then ask the pupils to identify what activities Lucy and
Nick are doing by asking What’s he/she doing? The pupils
write their answers in each bubble.
• Ask a pair of pupils to ask and answer the questions in
front of the class.
• The pupils do the same in pairs.
possible answers
Sam: He’s wearing boots. He’s wearing a scarf.
Sophie: She’s wearing sunglasses. She’s wearing (a hat /
a jumper / shorts / sandals).
Lucy: She’s wearing jeans. She’s wearing (sunglasses /
a T-shirt / gloves / a woolly hat). She’s skating.
Nick: He’s wearing a woolly hat. He’s wearing (a T-shirt / shorts /
shoes). He’s playing football.
Explorer’s Quest
Class Book page 34, Come and explore! pages / Quest poster, Quest puzzle
• The pupils find the item in the grid reference and write
the first letter in the Unit 3 Lesson 3 Quest puzzle at the
back of their Activity Books.
Answer
r (rucksack)
Unit 3 • Lesson 3 85
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Unit 3 Lesson 4 Starting the lesson
Objectives • Greet the class and draw a sun on the board. Say It’s a …
day. and elicit sunny. Continue saying I’m wearing …
Present and practise the second new set of vocabulary.
and encourage the class to suggest clothes suitable for a
Revise the structure Is it (autumn)? sunny day.
Practise the vocabulary and revised structure in a song. • Repeat for It’s a rainy/snowy/windy day.
Practise the vocabulary in a game with a cut-out.
Language Vocabulary presentation
Active: summer, autumn, winter, spring, sandals, gloves, Explorer figure, Rucksack: Unit 3 flashcards Set 2, CD1 track 66
jeans, I’m (playing). He’s wearing (a scarf ). • Ask a pupil to hold up the Explorer figure. Play the
Revised: in, park, hot, sunny, leaves, windy, snow(y), cold, recording, pulling the relevant flashcard out of the
jump(ing), rain(y), warm, boots, I’m wearing (sandals). Is it rucksack each time. The pupils look, listen and repeat.
(autumn)? It’s (summer). Yes, it is. • Display the flashcards. Play the recording again. The
Passive: all day, puddles, The clothes are the same. pupils point to the flashcards and repeat the words.
• Explain the meaning of the word seasons. Ask Which
season is it now? What’s the weather like in (winter)?
Class Book
Class Book page 35, Activity Book page 77, scissors, coloured pens/pencils, books
• Show Activity Book page 77 and demonstrate how to cut
along the dotted lines to make a selection of cards with
faces, clothes and footwear. The pupils also cut out the
season cards.
• Ask the pupils to colour the cards. As they are working, ask
Is it a boy or girl? What’s he/she wearing? Is it (winter)?
86 Unit 3 • Lesson 4
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• The pupils play in pairs. They place a barrier, such as a book, Goodbye
between them so they cannot see each other’s sheets.
• Pupil 1 forms a character from the cut-outs, by selecting • Say each of the four seasons, in a random order. The pupils
the head, body and feet, as well as a season card. mime a suitable action each time.
• Pupil 2 first establishes whether pupil 1 has formed a • Continue until it is time to say Goodbye!
boy or girl character and then asks questions to identify
how pupil 1 has formed the cut-outs and which season More activities
he/she has chosen. Pupil 2 forms his/her cut-outs
according to pupil 1’s description and shows them to Reinforcement
pupil 1. They compare the two cut-out characters. They Unit 3 flashcards Set 2, Unit 3 wordcards Set 2
should be the same. Encourage the pupils to use the • Distribute the flashcards and wordcards to pairs
phrase The clothes are the same. Then it is pupil 2’s turn or individuals.
to form a character, and pupil 1 asks the questions.
• Play Pairs (see the Ideas bank). Encourage the pupils
to use the structure It’s …
Activity Book
Extension
1 Write. Listen and check. $ 1•67 Unit 3 wordcards Set 2
Activity Book page 29, CD1 track 67, Unit 3 wordcards Set 2 • Hold up one of the seasons wordcards, such as autumn.
• Display the season wordcards and ask volunteers to The class names the season and suggests suitable
read them. clothes and actions. Write the clothes items on the board.
• Distribute the wordcards to groups of pupils. With books Then ask the class to say sentences using It’s (autumn). I’m
open, play the song The seasons again. The groups with wearing (jeans and a jumper). I’m (playing in the park).
wordcards stand up and hold up their card when they • Do the same for the rest of the seasons.
hear their season.
• Now ask the pupils to complete the song text using the
words in the wordpool. When they are ready, play the
song for them to check.
Answers
1 sandals, summer 2 playing, windy 3 gloves, snowy
4 jumping, rainy
Explorer’s Quest
Class Book page 35, Come and explore! pages / Quest poster, Quest puzzle
• The pupils find the item in the grid reference and write
the first letter in the Unit 3 Lesson 4 Quest puzzle at the
back of their Activity Books.
Answer
e (eleven)
Unit 3 • Lesson 4 87
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Unit 3 Lesson 5 Starting the lesson
CD1 track 67, Class Book page 35
Objectives
Consolidate the new language while developing • Greet the class and play the song The seasons. The pupils
listening and reading skills. join in and mime suitable actions.
Identify and pronounce /s/ and /ʃ/. • The pupils refer to the Class Book for the words of the
song, if necessary.
Language
Active: summer, scarf, sunglasses, winter, swimsuit, woolly hat, Class Book
sandals, gloves, jeans, raincoat, He’s (skating). What’s he doing?
Revised: hot, sunny, coat, dress, cold, snowy, skating, playing 1 Listen and choose A or B. $ 1•69
football, jumper, boots, guitar, T-shirt, shorts, sheep, shoes, Class Book page 36, CD1 track 69
It’s (summer). I’m wearing (a green scarf ). Where’s (Nick)? Is it
• With books open, say a picture letter and elicit comments
(summer)? No, it isn’t. / Yes, it is. Colours
about that picture, for example: A (It’s winter/snowy/cold.)
Passive: silly, He’s over there! B (It’s summer/sunny/hot.)
• Play the recording. Pause after It’s hot and sunny. and ask
Is it picture A or B? (Picture B.)
• Continue, pausing after each sentence or exchange for
the class to identify the picture.
Answers
1 B 2 A 3 B 4 A 5 B 6 A 7 B
$ 1•69
1 Adult It’s summer. It’s hot and sunny.
2 Sam I’m wearing a green scarf and a yellow coat.
3 Sophie I’m wearing sunglasses and a white dress.
4 Adult It’s winter. It’s cold and snowy. He’s skating.
5 Adult She’s wearing a pink swimsuit. She’s playing football.
6 Adult He’s wearing a red jumper, boots and a woolly hat.
7 Mike Where’s Nick?
Adult He’s over there!
Mike What’s he doing?
Adult He’s playing the guitar.
Class Book
88 Unit 3 • Lesson 5
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3 Listen and repeat. $ 1•71 Goodbye
Class Book page 36, CD1 track 71, red and blue chalk / board pens
• Ask everyone in the class to describe something they are
• Focus on Activity 3. Ask What can you see? Elicit sun, wearing, including the colour, for example I’m wearing (a
swimsuit, scarf and sheep, shorts, shoes.
red skirt).
• Play the recording. The pupils listen and repeat.
• Continue until everyone has had a chance to say a
• Write sun and sheep on the board. Write the s of sun in sentence, then say Goodbye!
red and the sh of sheep in blue. Point to the two sounds
and ask the class to pronounce them. Encourage them to More activities
emphasize the difference between the sounds: for /s/ they
hiss, for /ʃ/ they place their tongue further back with their
lips slightly pursed. Reinforcement
Unit 3 reinforcement worksheet 2
• Ask the class to say other English words containing /s/
and /ʃ/. Write these on the board and ask individuals to Activity 1 Answers
read them. 1 windy, rainy, autumn 2 hot, sunny, summer
3 cold, snowy, winter 4 warm, rainy, spring
Activity Book Activity 2 Answers
1 Is it spring? No, it’s winter.
1 Read and write the number. 2 Is it winter? No, it’s autumn.
Activity Book page 30 3 Is it autumn? No, it’s summer.
• With books open, ask volunteers to read the dialogues. 4 Is it summer? No, it’s spring.
• The pupils write the dialogue numbers in the circles on Extension
the corresponding pictures.
Unit 3 extension worksheet 2
Answers
2, 1 Activity 1 Answers
4, 3 1 It’s cold and snowy. It’s winter.
2 It’s warm and rainy. It’s spring.
2 Colour. Then write. 3 It’s hot and sunny. It’s summer.
Activity Book page 30, coloured pens/pencils 4 It’s windy and rainy. It’s autumn.
• Ask volunteers to read the numbers and colours. Explain Activity 2 Answers
that this is the colour key. The pupils colour the pictures 1 He’s wearing shorts and a T-shirt.
according to the key. 2 She’s wearing a skirt and sandals.
• They complete the sentences for both pictures. Go 3 wearing? / He’s wearing a jumper and boots.
through the answers as a class. 4 wearing? / She’s wearing a dress and sunglasses.
answers
a She’s wearing black sunglasses, a blue T-shirt, pink shorts
and orange sandals. She’s playing the guitar. It’s summer.
b He’s wearing (a yellow woolly hat / a red scarf / a green coat /
blue jeans / a red jumper). He’s skating. It’s winter.
Remember!
Activity Book page 30
• Draw attention to the Remember! box. Remind the
pupils that they can use it as a reference for Activity 2.
Explain that both It’s and It is are correct, but It’s is more
commonly used as it is quicker and shorter.
Explorer’s Quest
Class Book page 36, Come and explore! pages / Quest poster, Quest puzzle
• The pupils find the item in the grid reference and write
the first letter in the Unit 3 Lesson 5 Quest puzzle at the
back of their Activity Books.
Answer
s (sheep)
Unit 3 • Lesson 5 89
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Unit 3 Lesson 6 Starting the lesson
Unit 3 cross-curricular cards, Unit 3 flashcards Set 2, Unit 3 wordcards Set 2
Objectives
Understand a cross-curricular text. • Show the cross-curricular cards and ask the questions
on each.
Learn about festivals.
• Ask the class about festivals they celebrate. What do they
Language do and what do they wear for these festivals?
Cross-curricular: festival, sweets, Diwali, candles, China, • Ask the class in which seasons do the festivals occur. Show
drums, New Year, fireworks, Japan, Cherry Blossom, spring, the season flashcards and wordcards to prompt answers.
picnics, tea, summer, autumn • Explain that the pupils are going to listen and learn about
Revised: clothes, fish, Months, Colours more festivals in different countries.
Class Book
90 Unit 3 • Lesson 6
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Activity Book More activities
Answers
• There are cross-curricular clips on the DVD, supported
Diwali: candles, sweets by a worksheet available to download from the Explorers
Chinese New Year: fireworks, red clothes website (see page 11), that you may now wish to use with
Cherry Blossom festival: tea, picnic your pupils.
Explorer’s Quest
Class Book page 37, Come and explore! pages / Quest poster, Quest puzzle
• The pupils find the item in the grid reference and write
the first letter in the Unit 3 Lesson 6 Quest puzzle at the
back of their Activity Books.
Answers
s (skirt)
Unit 3 secret word: dress
Goodbye
• Name one of the festivals, such as Diwali. The class mimes
a suitable action.
• Do the same with the other two festivals in this lesson,
then say Goodbye!
Unit 3 • Lesson 6 91
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Unit 3 Lesson 7
Objectives
Consolidate the language of the unit in a real-world context.
Read for specific information.
Consider the importance of being a good friend.
Complete a writing task, using a model for guidance.
Language
Active: jeans, sandals, swimsuit, sunglasses, summer,
We’re wearing (costumes). He’s/She’s wearing (a headscarf ).
I’m singing.
Revised: birthday, cold, big, boots, shoes, hat, skate (skating),
shorts, Oscar has got (an invitation). This is (Oscar). It’s (hot).
He’s (a pirate). I’m (a pop singer). I’m wearing (red trousers).
Days of the week, Colours
Passive: party invitation, Dear (Holly), fancy dress,
Activity Book
afternoon, shop, costumes, pirate, headscarf, favourite, song,
cowboy, Happy Birthday!
Class Book
Class Book
92 Unit 3 • Lesson 7
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2 Answer the questions. Goodbye
Class Book pages 38 and 39
• Play Stand up, sit down. Everyone stands up. Say an article
• Ask two volunteers to read the questions. Ask the whole of clothing, such as blue jumper. Anyone wearing a blue
class or individuals to answer.
jumper says Goodbye! and sits down.
answers • Continue until everyone is sitting down and has said Goodbye!
In a fancy dress shop
Costumes More activities
• Encourage the pupils to study the photos and ask more
questions, for example, When is Jack’s birthday? (Saturday.) Reinforcement
What’s Oscar wearing in picture 3? (A red headscarf and
Units 1–3 Vocabulary poster
big, brown boots.) How much is the costume? (£10.) What’s
Holly doing in picture 4? (She’s singing.) What colour is her • Show the poster and elicit vocabulary from this unit such
hair? (Purple.) What’s Jack wearing? (A brown hat, jeans and as sunglasses, swimsuit, sandals, jeans plus clothes from
black cowboy boots.) First Explorers 1 and 2 (trousers, shoes, hat, jacket, T-shirt,
jumper, socks).
A good explorer • Ask the pupils to describe characters in the poster and
Class Book page 38 say sentences, such as She’s wearing a T-shirt and a skirt.
• Focus on the A good explorer section. Ask individuals to He’s playing tennis. Other pupils point to the characters
read the sentences. on the poster.
• Ask the class for examples of how to help a friend. Extension
Establishing and retaining friendships is
teaching tip: Come and explore! pages / Quest poster, sheets of paper
a valuable social skill. Discuss what makes a good friend • Ask the pupils to look at the Come and explore! pages in
with the pupils. Make a list of their ideas, then divide their Class Books or the Quest poster and find the different
them into small groups and ask them to choose their top clothes (clothes that the characters are wearing, or clothes
five ideas. Write their lists on the board and discuss the hanging on the line or on the grass).
differences and similarities. • Ask them to write a list of grid references for their
partner on a sheet of paper. Give an example, such as
E8. (Yellow T-shirt.)
Activity Book
• The pupils swap papers and find the clothes using the
grid references, writing next to each one what they are.
1 Look at Class Book pages 38 and 39. Tick ✓ Yes
or No. Fast finishers
Activity Book page 32, Class Book pages 38 and 39 Activity Book page 32, sheets of paper
• With books open, ask a volunteer to read the sentences. • Help the pupils to read the task at the bottom of the page,
Then say Hands up for ‘Yes’. Hands up for ‘No’. Ask a pupil then ask the pupils to complete the task.
to say the Class Book picture number where we see the
party invitation. (1.)
• The pupils complete the activity, checking the Class Book
pictures and ticking Yes or No.
• Check the activity by reading each sentence and saying
Hands up for ‘Yes’. Hands up for ‘No’.
Answers
1 Yes 2 Yes 3 No 4 No 5 No 6 Yes
Unit 3 • Lesson 7 93
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Unit 3 Lesson 8 Starting the lesson
Unit 3 flashcards Set 1, Unit 3 wordcards Set 1, CD1 track 60
Objectives
Practise a useful everyday dialogue. • Greet the class and distribute the flashcards and
wordcards. Play the vocabulary chant. The pupils chant,
Complete the Picture Dictionary page.
and those with cards hold them up.
Review the unit language.
• Hold up the flashcards one by one. Ask the class What’s
Reflect on own learning and performance in this unit. he/she wearing? They reply He’s wearing (sunglasses). or
Language She’s wearing (sandals).
Let’s talk!: raincoat, jumper, woolly hat, swimsuit, How • Ask individuals to take over your role. They can ask the
much is this raincoat? It’s (twenty pounds). question to you or to other pupils.
Revised: Review of Unit 3 language
Class Book
94 Unit 3 • Lesson 8
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Activity Book learn to learn: Reflecting on your work
The pupils reflect on the things they can do in order to begin
1 Complete. a gradual process of assessing where they need to improve.
Activity Book pages 33 and 69, Unit 3 wordcards Sets 1 and 2
• Display the wordcards. 5 Colour a face.
• Show the Picture Dictionary (Activity Book page 69) and Activity Book page 33, coloured pens/pencils
the stickers. Demonstrate sticking the first picture (gloves) • The pupils colour the Explorer face that they feel reflects
and writing the word underneath. Remind the class to use their effort during Unit 3.
the wordcards for support while they are working.
• Now demonstrate sticking the first word sticker (autumn) Goodbye
in the correct place. The pupils complete the rest.
CD1 track 67, Class Book page 35
• Elicit other words learned in this unit, such as costume,
invitation, festival. The pupils write them in the More new • Play the song The seasons. Encourage everyone to join in
words … section. and do suitable actions. The pupils refer to the Class Book
for the words of the song, if necessary.
2 Listen and number. $ 1•75 • Then say Goodbye!
Activity Book page 33, CD1 track 75
• Go back to page 33 and look at Activity 2. More activities
• Point to the pictures and play the recording. The pupils
number the pictures. Reinforcement
Answers Unit 3 reinforcement worksheet 3
a 3 b 1 c 4 d 2 Activity 1 Answers
1 He’s wearing trousers, a jumper and shoes. It’s autumn.
$ 1•75 2 She’s wearing a raincoat, jeans and boots. It’s spring.
1 Girl Is it autumn?
3 wearing? / He’s wearing a woolly hat, a scarf and gloves.
Boy No, it isn’t. It’s warm and rainy.
It’s winter.
Girl Is it spring?
4 Emma wearing? She’s wearing a T-shirt, shorts and sandals.
Boy Yes, it is.
It’s summer.
2 Girl Is it winter?
Boy No, it isn’t. It’s hot and sunny. Activity 2 Answers
Girl Is it summer? 1 C 2 A 3 B
Boy Yes, it is. I’ve got an ice-cream. 4 I’m wearing a jumper, shorts and shoes. It’s autumn.
3 Girl Is it summer?
Boy No, it isn’t. Look, it’s snowy. Extension
Girl Is it winter? Unit 3 extension worksheet 3
Boy Yes, it is. Activity 2 Answers
4 Girl Is it winter? 1 False 2 True 3 True 4 False 5 False 6 False
Boy No, it isn’t. It’s windy.
Activity 3 Answers
Girl Is it autumn?
This is Suzy. She’s nine years old. She’s wearing (a red T-shirt,
Boy Yes, it is.
a grey skirt and black shoes).
3 Read and answer.
Unit test
Activity Book page 33
• The pupils are now ready to do the Unit 3 test. You will
• The pupils write the answers according to the images on find the test in the Evaluation booklet.
the left and right.
ANSwers
He’s wearing jeans, a jumper and boots.
She’s wearing a swimsuit, sunglasses and sandals. She’s playing
football.
Unit 3 • Lesson 8 95
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4027694 Young Exp TB1 PressPDF.indb 95 11/10/2012 16:55
Unit 3 DVD lesson Starting the lesson
Objectives • Explain to the class that in this lesson they are going to
watch a DVD about Oscar and Holly’s trip to the fancy
Find information through viewing a DVD episode.
dress shop. Ask Who gets an invitation to Jack’s party?
Write about a fancy dress costume. (Holly and Oscar.) Who is a pirate at the party? (Oscar.)
Consider the importance of being a good friend. Who is a pop singer? (Holly.) Who is a cowboy? (Jack.)
Language • Tell the class you are going to a party. Say I’m wearing a
Active: What are you wearing? T-shirt and some shorts. I’ve got binoculars. What am I?
(An explorer.)
Revised: boots, Thank you!, It’s (his birthday). I’m wearing
(black trousers and a white shirt). Can you (help me, please)? First viewing
This is my favourite. Colours DVD Unit 3 Let’s explore!
Passive: invitation, fancy dress, costume, pirate, pop singer, • Play the DVD. Pause the DVD each time Oscar or Holly tries
Happy Birthday! on a new costume. Ask What’s he/she wearing? Clarify the
meaning of magician.
• Read the statements at the end of the DVD for the class to
respond True or False.
Answers
1 False 2 True 3 False 4 False 5 True 6 False
DVD worksheet 1
Activity Book
Starting the lesson
CD1 track 67, Class Book page 35, Unit 3 flashcards Set 1
• Greet the class and play the song The seasons. Encourage
the pupils to sing and mime. The pupils refer to the Class
Book for the words of the song, if necessary.
• Explain to the class that they are going to listen to a story
about clothes. Ask the pupils to name some clothes that
they think will be in the story (for example jeans, scarf,
raincoat). Prompt with the flashcards, if necessary.
Class Book
Class Book
Reinforcement
Activity Book Quest poster
• Focus attention on the poster.
1 Order. Then circle the clothes you can see.
• Say a grid reference, for example D6, and ask a pupil to
Activity Book page 34, Class Book pages 40 and 41 find and name the item. (Scarf.)
• With books open, ask the class to look carefully at the • Repeat the procedure with other items from Units 1–3,
pictures and work out the order in which they appear in involving as many pupils as possible.
the story. They number the pictures.
• Ask volunteers to read the words below the pictures. The Extension
pupils circle the clothes that they can see in the pictures. Come and explore! pages, sheets of paper, coloured pens/pencils
Answers • Tell the pupils that they are going to write coded
a 3 b 2 c 4 d 1 sentences for their partners. On the board write:
trousers, coat, hat I’m wearing a [E8] _______ and a [D7] _______ .
• Demonstrate that to complete the sentence they must
2 Choose, circle and write. find the pictures in the grid using the references. (T-shirt,
Activity Book page 34 woolly hat.)
• Help the class to read the first sentence aloud. Ask them • Ask them to write a coded sentence for their partner
to think about their favourite part of the story and to using different clothes from the picture. They then swap
circle the picture number. Ask individuals Which is your sheets and complete the sentences.
favourite part of the story? They answer Picture (6).
• Help the class to read the next sentence. Encourage them
to make funny, happy, sad and scary faces as they say the
words. They circle the face that describes their favourite
part of the story.
• Read the last line with the class and ask individuals Which
is your favourite character? They complete the sentence
by writing the name.
Activity Book
Starting the lesson
Class Book pages 40 and 41, CD2 track 1
• Greet the class and remind the pupils of the story from
the previous lesson.
• Using the Class Book pages, ask What does the emperor love?
(Clothes.) How much is the coat? (32 yuan.) Can the prime
minister / emperor see the clothes? (No.) Are the clothes in
the box? (No.) What does the boy shout? (‘He isn’t wearing
any clothes!’) Play the recording and the pupils listen.
• With books open, say lines from the story. The pupils say
the picture number. For example We can make fantastic
clothes! (Picture 2.) Please make me a coat and trousers!
(Picture 3.)
Class Book
Activity Book
Goodbye
• Ask the pupils if they can remember all the clothes words
they have learnt. Encourage them to mime putting on all
the clothes.
• Then say Goodbye!
More activities
Reinforcement
Unit 3 wordcards Set 1
• Display the wordcards. Write one of the words on the
board with the letters mixed up.
• The pupils put up their hands if they can identify the
word. Invite a pupil to mime putting on the item of
clothing and write the word correctly on the board.
Extension
sheets of paper
• Draw a pound sign on the board (£), and explain that this
is the currency used in Britain. Practise drawing the sign in
the air with the pupils.
• Ask each pupil to write a sum of money between £10 and
£50 on their sheet of paper.
• Now draw a coat in the air. Ask a pupil How much is this
coat? The pupil replies, saying the amount that they have
written on their sheet of paper.
• Repeat with different ‘invisible’ clothes.
Class Book
4 Write.
Class Book page 43
• Ask the class some questions about their own country. Say
What do women/men/children wear for weddings in this
country? What do they do after the wedding ceremony?
What are your favourite party clothes?
• Demonstrate the activity by asking individuals to read out
the sentences and suggest how to complete them.
• The pupils then write their own versions.
Goodbye
• Ask the class to think about what they would wear if they
went to a wedding.
• Elicit a list of clothes, then say Goodbye!
Class Book
1 Chant. $ 2•6
Class Book page 44, CD2 track 6, Unit 4 flashcards Set 1
• With books open, play the vocabulary chant.
• The pupils look at the items in the left-hand column and
point to each one as they hear it.
• Play the chant again and encourage the class to join in.
Class Book
$ 2•6
In my room,
There’s a mirror.
There’s a radio,
A plant and a bin.
There’s a wardrobe,
A bookcase,
A picture
And a lamp,
In the room I’m in.
Activity Book
Fast finishers
Activity Book
Activity Book page 36, sheets of paper
1 Match. • Help the pupils to read the task at the bottom of the page,
then ask the pupils to complete the task.
Activity Book page 36, Unit 4 flashcards Set 1, Unit 4 wordcards Set 1
• Distribute the flashcards to individuals and display the
wordcards. Point to and read each wordcard. The pupil
with the corresponding flashcard stands up and places
it next to the wordcard.
• With books open, ask volunteers to read the words in
Activity 1. The class calls out the corresponding
picture number.
• The pupils draw lines to match the words and pictures.
answers
mirror, 1 / lamp, 6 / bin, 5 / picture, 7 / bookcase, 4 /
radio, 2 / plant, 3 / wardrobe, 8
Activity Book
Explorer’s Quest
Class Book page 45, Come and explore! pages / Quest poster, Quest puzzle
• The pupils find the item in the grid reference and write
the first letter in the Unit 4 Lesson 2 Quest puzzle at the
back of their Activity Books.
Answer
w (woolly hat)
Goodbye
a pen, a pencil case
• Place the pen on the pencil case and ask Where’s the pen?
The pupils answer It’s on the pencil case.
• Do the same for under and in the pencil case. Then
everyone says Goodbye!
2 Act.
Class Book page 46, CD2 track 11
• Ask four pupils to take the roles of Sophie, Nick, Sam and
Mike. A fifth pupil can move a small item to represent the
mouse. Invite them to the front to demonstrate acting out
the story.
• Play the recording. The four pupils at the front act out the
lines, joining in with the words as much as possible.
• Divide the class into groups of five. Each group acts out the
story. Encourage the pupils to use gestures and expressions.
• If time allows, each group acts out the story with the CD
for the rest of the class.
Activity Book
Answers Extension
1 mouse 2 floor 3 isn’t 4 his bedroom 5 table • Write one of the house item words on the board, but with
the letters mixed up.
2 Colour. Then write.
• The pupils guess what it is. When they guess correctly, ask
Activity Book page 38, coloured pens/pencils
a volunteer to write the word on the board.
• The pupils look at the colour key and colour the • Continue with the rest of the vocabulary.
numbered items in the picture.
• Ask individuals to read questions 1–3. The rest of the Fast finishers
class answers. Point out the Remember? items on the right. Activity Book page 38, sheets of paper
• Ask different pupils to work out questions 4–6. The rest • Help the pupils to read the task at the bottom of the page,
of the class answers, pointing to the items. then ask the pupils to complete the task.
• The pupils write the questions and answers.
• They now ask and answer the questions in pairs.
answers
1 It’s under the picture.
2 It’s on the bed.
3 It’s on the bookcase.
4 Where’s the blue ball?
5 Where’s the yellow radio?
6 Where’s the green lamp?
Explorer’s Quest
Class Book page 46, Come and explore! pages / Quest poster, Quest puzzle
• The pupils find the item in the grid reference and write
the first letter in the Unit 4 Lesson 3 Quest puzzle at the
back of their Activity Books.
Answer
i (insects)
Goodbye
• Play I see something … in the classroom (see the Ideas
bank). Then say Goodbye!
Class Book
sing along.
• Play the song again. This time, the pupils sing and mime
looking for the mouse in the chorus.
match. Then pupil 2 places the items, and pupil 1 • Distribute the flashcards and wordcards to pairs or
asks questions. individuals.
• Play Pairs (see the Ideas bank). Encourage the pupils to use
Activity Book the structure I’ve got …
They circle the correct picture and write the word. • Distribute the flashcards and wordcards to pairs or
• When they are ready, play the song for them to check. individuals.
• The pupils find the pair or individual with the
Answers
corresponding wordcard or flashcard.
kitchen, cooker, fridge, living room, sofa, phone
Extension
2 Write. Then match.
Unit 4 flashcards Sets 1 and 2: fridge, cooker, TV, sofa, phone, Unit 4 wordcards
Activity Book page 39
Sets 1 and 2: fridge, cooker, TV, sofa, phone
• Ask the class to identify the first word in the activity. (Next
to.) Point out that memorizing the visual shape of the • Place the flashcards around the room in locations the
word can help them remember how to spell it. pupils can describe (in / on / under / next to the table/chair/
cupboard, etc.).
• Point to the Learn to learn sign and remind them to look
at the words in the wordpool, as this is a useful way of • Distribute the wordcards to different pupils. Each pupil
checking their spelling. must locate their corresponding flashcard and describe
where it is to the rest of the class.
• Look at the second word and, focusing on the shape and
the words in the wordpool, elicit what it is. (Sofa.) The
pupils write the word and draw a line to the picture of
the sofa.
• They continue with the rest of the words.
answers
1 next to 2 sofa 3 phone 4 TV 5 fridge 6 cooker
Explorer’s Quest
Class Book page 47, Come and explore! pages / Quest poster, Quest puzzle
• The pupils find the item in the grid reference and write
the first letter in the Unit 4 Lesson 4 Quest puzzle at the
back of their Activity Books.
Answer
n (nine)
$ 2•15
1 Sophie The chair is next to the bed.
2 Sophie Mum, where’s the phone?
Mum It’s next to the plant.
3 Sam Dad, where’s my rucksack?
Dad It’s on the sofa.
4 Adult 1 Is the lamp next to the table?
Adult 2 Yes, it is.
5 Adult 1 Is the plant under the TV?
Class Book
Remember!
Activity Book page 40
• Draw attention to the Remember! box. Remind the pupils
that they can use it as a reference for Activity 2. Explain
that both There’s and There is are correct, but There’s is
more commonly used as it is quicker and shorter.
Explorer’s Quest
Class Book page 48, Come and explore! pages / Quest poster, Quest puzzle
• The pupils find the item in the grid reference and write
the first letter in the Unit 4 Lesson 5 Quest puzzle at the
back of their Activity Books.
Answer
d (dress)
of? (Wood and leaves.) What are the Masai people’s huts
made of? (Wood, mud and grass.)
1 Match. Reinforcement
Activity Book page 41, Class Book page 49 Class Book page 49, sheets of paper, coloured pens/pencils
• With books open, ask volunteers to read the two parts of • Ask the pupils to choose their favourite house from the
the example sentence and follow the line to the picture. Class Book. With books closed, they draw and colour the
• The pupils join the sentence parts and pictures. They can house on a sheet of paper.
refer to their Class Books, if needed. • Ask them to write two or three sentences about the house.
Answers Extension
1 In parts of Spain some people live in cave houses.
Unit 4 cross-curricular worksheet
2 In the Arctic some hunters live in igloos.
3 In the Amazon some people live in houses on stilts. Activity 2 Answers
4 In Africa some Masai people live in huts. (Pupil’s own drawings)
Explorer’s Quest
Class Book page 49, Come and explore! pages / Quest poster, Quest puzzle
• The pupils find the item in the grid reference and write
the first letter in the Unit 4 Lesson 6 Quest puzzle at the
back of their Activity Books.
Answers
o (orange)
Unit 4 secret word: window
Goodbye
• Ask everyone to say a room or an item in their house
using There’s a …
• Continue until it is time to say Goodbye!
Activity Book
Starting the lesson
CD1 track 1
• Greet the class and start the lesson with the Hello routine
(see the Ideas bank).
• Ask the class if they can remember the special houses
from the previous lesson. Write a list on the board (igloo,
house on stilts, huts, cave house) and read through
it together.
• Explain that, in today’s lesson, the class is going to explore
a castle with Grace and Sanjay. Will the rooms be big or
small? What do the pupils think they might see in the
Class Book
Class Book
5 Colour a face.
Activity Book page 43, coloured pens/pencils
• The pupils colour the Explorer face that they feel reflects
their effort during Unit 4.
DVD worksheet 1
2 Write.
Unit 4 DVD worksheet 1
• Focus attention on the photos. Point to each one and ask
Where is this? (The King’s Chamber. / The Great Hall.) What
can you see?
• Read through the phrases in the wordpool with the class.
The pupils use these to complete the descriptions.
• Go through the answers with the class.
answers
1 big bed. / beautiful fireplace / Sanjay’s favourite
2 very big. / chairs and sofas. / suits of armour
DVD worksheet 2
Activity Book
Starting the lesson
CD2 track 13, Class Book pages 47, 52 and 53
• Greet the class and play the song Where’s my mouse?
Encourage the pupils to sing along and mime. The pupils
refer to the Class Book for the words of the song,
if necessary.
• Ask the class if they can remember the characters’ names
from the first Space Explorers story. (Sally, Jim, Mac and Kitty.)
• With books open, the pupils check if they remembered
the names correctly by focusing on the title strip at the
top of the page.
Class Book
Class Book
answer
jacket, boots
Activity Book
Goodbye
• Name various items of clothing and ask the class to mime
putting them on.
• Say Let’s go! Everyone says Goodbye!
More activities
Reinforcement
• Ask the class to help you make a list of all the clothes in
the story. Ask volunteers to come to the front and help
write the list on the board.
• Then extend the list by including colours, such as pink
woolly hat, green gloves.
Extension
Class Book pages 52 and 53, sheets of paper, scissors
• Ask the pupils to choose a sentence from the story
without showing their partner. They write the sentence
on their sheet of paper, with enough space around each
word to cut it out.
• They cut out the words and mix them up. Their partner
must order the words to make the sentence.
Activity Book
Starting the lesson
CD1 track 1, CD2 track 22
• Greet the class and play the Explorers song. Encourage the
pupils to sing along.
• Revise clothes vocabulary by asking What’s (Natalie)
wearing? The class answers (Natalie’s) wearing a skirt and
a jumper. Repeat with different pupils and different items
of clothing.
• Remind the class of the Space Explorers story and elicit the
characters’ names.
• Ask the pupils if they can remember what the characters
are wearing in this story. Ask What’s Sally wearing? (She’s
Class Book
Activity Book
$ 2•23
1 Male What’s Jim wearing?
Class Book
2 Write.
Activity Book page 45
• The pupils complete the sentences by looking at the
pictures in Activity 1 and by using the prepositions in
the wordpool.
ANSWERS
1 The scarf is under the table.
2 The lamp is next to the bookcase.
3 The plant is on the wardrobe.
4 The glove is under the table.
5 The scarf is in the wardrobe.
Goodbye
• Say sentences using I’m wearing … For example, I’m
wearing a jumper. The pupils wearing a jumper stand up.
• Continue with different items until everyone is standing.
Then say Goodbye!
More activities
Reinforcement
Quest poster
• Focus attention on the poster.
• Say a grid reference, for example G7, and ask a pupil to
find and say the item. (Wardrobe.)
• Repeat the procedure, focusing on language from Units 3
and 4, and involving as many pupils as possible.
Extension
Class Book pages 52 and 53, sheets of paper
• Ask the pupils to choose a scene from the story and write
a sentence or two about it. For example, picture 5: Kitty is
wearing a green coat. The gloves are next to the bookcase.
• The pupils swap sheets with their partners, who read the
sentences and find the picture.
Class Book
1 Read and listen. $ 2•24
Class Book page 54, CD2 track 24
• Play the recording. The pupils listen and follow in their books.
• Play the recording again. Pause the CD before the key
words or phrases and elicit these from the class.
• Ask individuals to read sections with, and then without,
the support of the CD.
• Ask questions about Mayumi’s flat, such as Is there a
kitchen? (Yes.) What’s in the living room? (A table, mats,
a cupboard and a lamp.) What are the bedroom walls
made of? (Thick paper.) Where’s Mayumi’s futon? (In her
bedroom. / Next to her sister’s futon.)
Answers
table, bed, cooker, lamp, mat
The word is: JAPAN
Goodbye
• Explain that Goodbye in Japanese is Sayonara.
• Say Sayonara several times and get the class to repeat.
Then wave goodbye.
Class Book
1 Chant. $ 2•26
Class Book page 56, CD2 track 26, Unit 5 flashcards Set 1
• With books open, play the vocabulary chant.
• The pupils look at the items in the left-hand column and
Class Book
$ 2•26
A crocodile,
A zebra,
A parrot in a tree.
It’s a flamingo,
Looking at me!
A lion,
A python,
A little monkey too.
It’s a gorilla,
Looking at you!
Activity Book
Activity Book
Activity Book
$ 2•30
1 Girl Has it got legs?
Boy No, it hasn’t.
2 Boy Has it got wings?
Girl Yes, it has.
3 Girl Has it got a big head?
Boy No, it hasn’t.
Activity Book
Remember!
Activity Book page 47
• Draw attention to the Remember! box. The pupils can use
it as a reference for Activity 2. Explain that hasn’t and has
not are correct, but hasn’t is more commonly used as it is
quicker and shorter.
Explorer’s Quest
Class Book page 57, Come and explore! pages / Quest poster, Quest puzzle
• The pupils find the item in the grid reference and write
the first letter in the Unit 5 Lesson 2 Quest puzzle at the
back of their Activity Books.
Answer
s (scarf)
Goodbye
Unit 5 flashcards Set 1
• Choose a flashcard without showing it to the class. The
pupils ask questions to find out which animal it is using
Has it got …? When they have guessed correctly, show
the flashcard, then say Goodbye!
More activities
Reinforcement
Unit 5 reinforcement worksheet 1
Activity 1 Answers
1 python 2 flamingo 3 monkey 4 gorilla
5 parrot 6 crocodile 7 lion 8 zebra
Activity 2 Answers
1 Yes, it has. / No, it hasn’t. / No, it hasn’t. / parrot
2 No, it hasn’t. / Yes, it has. / No, it hasn’t. / zebra
2 Act.
Class Book page 58, CD2 track 31
• Ask three pupils to take the roles of Sam, Sophie and Lucy.
Invite them to the front to demonstrate acting out the
story. The rest of the class joins in with the animal noises.
• Play the recording. The three pupils at the front act out
the lines, joining in with the words as much as possible.
• Divide the class into groups of three. Each group acts
out the story. Encourage the pupils to use gestures
and expressions.
• If time allows, each group acts out the story with the CD
for the rest of the class.
Activity Book
Explorer’s Quest
Class Book page 58, Come and explore! pages / Quest poster, Quest puzzle
• The pupils find the item in the grid reference and write
the first letter in the Unit 5 Lesson 3 Quest puzzle at the
back of their Activity Books.
Answer
n (notebook)
Goodbye
Unit 5 flashcards Set 1
• Ask a pupil to choose an animal flashcard and show it to
the rest of the class, without you seeing what it is.
• Ask the class questions to find out what the animal is,
using Has it got …? They answer Yes, it has. / No, it hasn’t.
• When you have guessed the animal, everyone says
Goodbye!
More activities
Reinforcement
Unit 5 story worksheet
Activity 2 Answers
1 4 2 1 3 3 4 2
Activity 3 Answers
1 Has it got a long tail? / Yes, it has.
2 Has it got a big head? / Yes, it has.
3 Has it got big ears? / Yes, it has.
Activity 4 Answer
(Pupil’s own answer and drawing)
Class Book
$ 2•35
1 Sam Can I help you?
Sophie Yes, please. Let’s see. Number 1. It’s got feathers.
It’s got long legs. It can fly. What is it?
Sam It’s a …
2 Sophie OK. Number 2. It’s got claws and whiskers. It’s got hair.
It can run. What is it?
Sam It’s a …
3 Sophie Yes, that’s right! Now, number 3. It’s got four legs. It’s got
Class Book
Class Book
answer
lion, bat, dolphin
• Point to the labelled pictures. Read the words as the
pupils look and point.
• Ask questions about the text, allowing the pupils to use
L1, where necessary. Ask Do most mammals lay eggs?
(No.) What do mammals give their babies? (Milk.) Have
mammals got a backbone? (Yes.) Is their blood warm or
cold? (Warm.) Are dolphins mammals? (Yes.)
Explorer’s Quest
Class Book page 61, Come and explore! pages / Quest poster, Quest puzzle
• The pupils find the item in the grid reference and write
the first letter in the Unit 5 Lesson 6 Quest puzzle at the
back of their Activity Books.
Answers
e (eight)
Unit 5 secret word: snake
Activity Book
Starting the lesson
CD1 track 1, Unit 5 flashcards Set 1
• Greet the class and start the lesson with the Hello routine
(see the Ideas bank).
• Write the words mammal, reptile and bird on the board.
Hold up a flashcard and ask the class to say whether the
animal is a mammal, reptile or bird. Place the flashcard
under the corresponding word on the board.
• Continue with the rest of the flashcards.
• Explain that, in today’s lesson, the class is going to explore
a wildlife park with Keisha and Jack. What do they think
they might see at the wildlife park? What will they do
Class Book
Class Book
$ 2•41 Extension
1 Girl It hasn’t got feathers. It’s got hair, whiskers and big teeth. Unit 5 extension worksheet 3
2 Boy It’s got four legs and a big mouth. It hasn’t got hair Activity 2 Answers
or feathers. It’s got scales. Freshwater crocodile: Australia / brown and black / swim and
3 Girl It’s got scales and a long body. It hasn’t got legs. walk / birds, fish and reptiles
4 Boy It’s got four legs, a tail and hair. It’s black and white. Blue-fronted Amazon parrot: Brazil / blue, green and yellow /
fly, sing and talk / apples and bananas
3 Write the questions. Answer Yes, it has or Malachite butterfly: South America / blue and green /
No, it hasn’t. fly / fruit
Activity Book page 53
Activity 3 Answer
• The pupils complete the questions and write the answers It lives in forests in Africa. It’s brown, blue and orange. It can
according to the image on the right. climb trees. It eats plants, insects and small animals.
answers
Has it got feathers? No, it hasn’t. Unit test
Has it got a tail? Yes, it has. • The pupils are now ready to do the Unit 5 test. You will
find the test in the Evaluation booklet.
4 Read and tick ✓.
Activity Book page 53
• Explain to the pupils that they are going to think about
what they have learnt in Unit 5.
• Read the sentences and clarify their meanings, if necessary.
• The pupils tick the things that they feel they can do.
Congratulate the pupils and talk to them about their work.
5 Colour a face.
Activity Book page 53, coloured pens/pencils
• The pupils colour the Explorer face that they feel reflects
their effort during Unit 5.
DVD worksheet 1
DVD worksheet 2
4 Write.
Unit 5 DVD worksheet 2
• Read the text in the speech bubble to the class.
• The pupils order the words in the wordpool and write
the sentence.
answer
A good explorer protects animals.
Activity Book
Starting the lesson
CD2 track 33, Class Book page 59, Unit 5 flashcards Set 1
• Greet the class and play the song Animal fun. Encourage
the class to sing and mime. The pupils refer to the Class
Book for the words of the song, if necessary.
• Explain to the class that they are going to listen to a story
about wild animals in Africa. Ask the pupils to name
some of the animals that they think will be in the story
(for example crocodile, zebra, parrot). Prompt with the
flashcards, if necessary.
Class Book
Class Book
Goodbye
• Ask the pupils if they can remember all the animal
words they have learnt. They mime the animals as
they name them.
• Do this a few times, then say Goodbye!
More activities
Reinforcement
Unit 5 wordcards Set 1
• Display the wordcards. Write one of the words on the
board with the letters mixed up.
• The pupils put up their hands if they can identify the
word. Invite a pupil to mime the animal and write the
word correctly on the board.
Extension
sheets of paper
• Ask the pupils to write a list of all the animals they know
in English.
• When they have finished their lists, ask individuals to write
one of their words on the board. Continue until you have
all the words on the pupils’ lists.
Activity Book
Starting the lesson
CD2 track 42, Class Book pages 64 and 65
• Greet the class and remind the pupils of the story from
the previous lesson.
• Using the Class Book pages, ask Are the animals hungry?
(Yes.) Who runs to the village? (Zebra.) Who flies? (Butterfly.)
Class Book
Activity Book
$ 2•43
1 Run fast, Zebra!
2 Look at the fruit!
3 Don’t fall!
4 Run to the village!
5 Say the name of the tree!
Class Book
Goodbye
• Ask the pupils to choose their favourite character from
the story.
• Say Goodbye, Lion! and all the pupils who chose Lion
say Goodbye! and sit down.
• Continue until all the pupils have said Goodbye! and
are seated.
More activities
Reinforcement
Quest poster
• Focus attention on the poster.
• Say a grid reference, for example C3, and ask a pupil to
find and name the animal. (Monkey.)
• Repeat the procedure with different animals on the grid.
(Horse, gorilla, snake, crocodile, etc.)
Extension
Unit 5 wordcards Set 1
• Display the wordcards. Write one of the words on the
board with the letters mixed up.
• The pupils put up their hands if they can identify the
word. Invite them to write the word correctly on the
board and also to say a sentence about the animal, such
as It’s got wings and feathers.
Class Book
4 Write.
Class Book page 67
• Ask the class some questions about hot places, reptiles
and mammals in their own country. Ask Where is it hot in
this country? What reptiles are there in this country? What
mammals are there? Ask the pupils to describe some of
the reptiles and mammals in their country.
• Demonstrate the activity by asking individuals to read out
the sentences and suggest how to complete them.
• The pupils then write their own versions.
Goodbye
• Ask the pupils to stand up and silently choose a desert
creature, such as a snake, a fox, a camel or a lizard.
• Say Goodbye, foxes! Everyone who chose fox sits down
and says Goodbye! Continue until everyone has said
Goodbye! and is sitting down.
Class Book
1 Chant. $ 3•2
Class Book page 68, CD3 track 2, Unit 6 flashcards Set 1
• With books open, play the vocabulary chant.
• The pupils look at the items in the left-hand column and
Class Book
$ 3•2
Salad, toast,
Water, jam,
Sandwiches and pasta. Yum!
I like eggs and I like juice.
Yes, I do. Yum! Yum!
• Focus on the photos at the bottom of the page. Play the • Play Snap! (see the Ideas bank).
recording. The class repeats the exchange.
Extension
4 Talk to your friend. Unit 6 flashcards Set 1
Class Book page 68 • Hand out the flashcards and ask the pupils to pass them
• Prepare for the activity by telling the class I like … and around quickly.
I don’t like …, using the new food words. Ask a pair of • Say Stop! Then say one of the words, such as jam. The
pupils to do the same. pupil with the jam flashcard holds it up and says I like jam.
• The pupils now work in pairs, talking about the food they or I don’t like jam.
like and don’t like. • Continue with the rest of the flashcards.
Activity Book
1 Match.
Activity Book page 56, Unit 6 flashcards Set 1, Unit 6 wordcards Set 1
• Distribute the flashcards to individuals and display the
wordcards. Point to and read each wordcard. The pupil
with the corresponding flashcard stands up and places
it next to the wordcard.
• With books open, ask a volunteer to read the words in
Activity 1. The class says the corresponding picture number.
• The pupils draw lines to match the words and pictures.
Answers
eggs, 1 / pasta, 2 / juice, 6 / toast, 8 / water, 4 / jam, 3 /
salad, 5 / sandwiches, 7
2 Write.
Activity Book page 56
• Say each number. The class names the picture.
• The pupils write the words in the crossword.
Answers
1 sandwiches 2 salad 3 water 4 pasta 5 toast
6 juice 7 jam 8 eggs
Activity Book
$ 3•6
1 Narrator Emily, do you like salad?
Emily Yes, I do.
Narrator Do you like toast?
Activity Book
Goodbye
Unit 6 flashcards Set 1
• Hand out the flashcards. Each pupil holds up their card.
The class asks the pupil Do you like (pasta)? The pupil
replies Yes, I do. or No, I don’t.
• Continue with the rest of the flashcards, then say
Goodbye!
• Divide the class into groups of four, one for each speaking
character. Play the recording once more, with each group
repeating their character’s lines.
2 Act.
Class Book page 70, CD3 track 7
• Ask four pupils to take the roles of Sam, Carla, Sophie and
Mike. Invite them to the front to demonstrate acting out
the story.
• Play the recording. The four pupils at the front act out
the lines, joining in with the words as much as possible.
• Divide the class into groups of four. Each group acts out
the story. Encourage the pupils to use gestures
and expressions.
• If time allows, each group acts out the story with the CD
for the rest of the class.
Explorer’s Quest
Class Book page 70, Come and explore! pages / Quest poster, Quest puzzle
• The pupils find the item in the grid reference and write
the first letter in the Unit 6 Lesson 3 Quest puzzle at the
back of their Activity Books.
Answer
o (orange)
Goodbye
• Say a letter and write it on the board, such as e, and see
how quickly the class can name a food that begins with
the letter (eggs). Some letters will have more than one
food item (e.g. s: salad, sandwiches, sausages).
• Continue with more letters and then say Goodbye!
Class Book
• The pupils choose which foods to place under the meal • The pupils find the item in the grid reference and write
headings. Pupil 1 begins by placing the cut-outs. Pupil 2 the first letter in the Unit 6 Lesson 4 Quest puzzle at the
asks questions to identify where pupil 1 has placed the back of their Activity Books.
cut-outs and places them accordingly. Answer
• They check to see whether the position of the items m (monkey)
match. Then pupil 2 places the items, and pupil 1
asks questions. Goodbye
Activity Book Unit 6 flashcards Sets 1 and 2 (food items only)
• Display five of the food flashcards. Ask the pupils to
1 Write the number. choose one of the words. Say Stand up, (chickens)! The
pupils who have chosen chicken stand up.
Activity Book page 59, Unit 6 wordcards Set 2
• Continue until everyone is standing and then say Goodbye!
• Display the wordcards and ask volunteers to read them.
• With books open, ask a pupil to read the text in the More activities
wordpool. Demonstrate writing number 1 next to
the salad.
Reinforcement
• The pupils complete the activity.
Unit 6 flashcards Set 2, Unit 6 wordcards Set 2
Answers
• Play Pelmanism (see the Ideas bank).
2, 3, 10, 6, 8, 9, 11, 5, 1, 4, 7, 12
Extension
2 Which food is not in the song? Circle above.
Unit 6 flashcards Sets 1 and 2 (food items only)
Listen and check. $ 3•9
Activity Book page 59, CD3 track 9
• Ask the pupils to pass around the flashcards until you say
Stop! They take turns to hold up their flashcard for the
• Ask the class which food picture in Activity 1 is not in the class to see.
song. They circle the picture.
• Ask each pupil to name their flashcard and then ask
• Play the song Mr Munch. The pupils tick the pictures as about the food: Do you have (eggs) for (lunch)? The pupil
they hear the words in the song. They check they have answers Yes, I do. / No, I don’t. The rest of the class puts up
circled the food item correctly. their hand if they agree.
• Check the answer together.
answer
sausages
$ 3•11
Girl I like orange juice and eggs.
Boy I like vegetables and rice.
Girl I have pasta for lunch.
Boy I have ham and rice for lunch. I don’t like chicken.
Girl I have ham and salad for dinner.
Class Book
Explorer’s Quest
Class Book page 72, Come and explore! pages / Quest poster, Quest puzzle
• The pupils find the item in the grid reference and write
the first letter in the Unit 6 Lesson 5 Quest puzzle at the
back of their Activity Books.
Answer
a (apple)
the mill? (Flour.) What foods are made from flour? (Bread,
cakes, cereal, pasta and pizza.)
Explorer’s Quest
Class Book page 73, Come and explore! pages / Quest poster, Quest puzzle
• The pupils find the item in the grid reference and write
the first letter in the Unit 6 Lesson 6 Quest puzzle at the
back of their Activity Books.
Answers
t (tree)
Unit 6 secret word: tomato
Young Explorers 1 secret message: Good work!
Activity Book
Passive: camping, plums, healthy, tent
Class Book
Class Book
Activity Book
1 Complete.
Activity Book pages 63 and 72, Unit 6 wordcards Sets 1 and 2
• Display the wordcards.
• Show the Picture Dictionary (Activity Book page 72) and
the stickers. Demonstrate sticking the first picture (eggs)
and writing the word underneath. Remind the class to use
the wordcards for support as they are working.
Activity Book
teaching tip: Looking back over the year’s work gives the
pupils a sense of progress and goals achieved. When the
pupils have completed the last Explorer’s review page, ask
them to look back at all the previous ones. Talk about all
of the new things that they have learnt this year. Ask them
which of the stories, songs, writing projects, cross-curricular
pages and games they liked best. Ask them what they can
do better now than at the beginning of the year.
Goodbye
CD3 track 9, Class Book page 71
• Play the song Mr Munch. Encourage everyone to join in
and do suitable actions. The pupils refer to the Class Book
for the words of the song, if necessary.
• Then say Goodbye!
DVD worksheet 1
Answers
a sausages ✓ b oranges ✓ c toast d olives ✓
e plums ✓ f eggs g water ✓ h pasta ✓
Activity Book
Starting the lesson
CD3 track 9, Class Book pages 71, 76 and 77
• Greet the class and play the song Mr Munch. Encourage
the pupils to sing along and mime. The pupils refer to the
Class Book for the words of the song, if necessary.
• Ask the class if they can remember the characters’ names
from the Space Explorers story. (Sally, Jim, Mac and Kitty.)
• With books open, name some food items and body
parts in the story pictures. The pupils find them and say
the picture numbers. For example, say eggs (Pictures 1, 9,
10.), toast (Pictures 1, 9 ,10.), tail (Pictures 3, 9, 11, 12.), teeth
Class Book
Class Book
Goodbye
• Name various body parts and the class points to them.
• Say Let’s go! Everyone says Goodbye!
More activities
Reinforcement
sheets of paper
• Ask the class to draw the monster from picture 9 of
the story. They then label the body parts.
Extension
Class Book pages 76 and 77, sheets of paper, scissors
• Ask the pupils to choose a sentence from the story
without showing their partner. They write the sentence
on their sheet of paper, with enough space around each
word to cut it out.
• They cut out the words and mix them up. Their partner
must order the words to make the sentence.
Activity Book
Starting the lesson
Unit 6 flashcards Set 1, Unit 6 wordcards Set 1, Class Book pages 64 and 65, CD3 track 18
• Greet the class and revise food vocabulary by playing
Identify the word (see the Ideas bank) with the pupils.
• With books open, remind the class of the Space Explorers
story and elicit the characters’ names.
• Ask the pupils if they can describe the monster in this
story. (It’s got a long tail, brown hair, a big mouth and big
teeth.) What does it like for breakfast? (Eggs and toast.)
Class Book
Activity Book
Kitty: ✓ ✗ ✓ ✓
Jim: ✗ ✓ ✓ ✓
1 No, I don’t. 2 Yes, I do. 3 Yes, I do. 4 No, I don’t.
Goodbye
• Remind the class what Kitty says at the end of the story:
Wait for me!
• Say Goodbye! and pretend to leave. The whole class or a
few pupils hurry after you saying Wait for me!
More activities
Reinforcement
Quest poster
• Focus attention on the poster.
• Say a grid reference, for example E3, and ask a pupil to find
and say the food item. (Toast/jam/eggs.)
• Repeat the procedure, focusing on language the pupils
have learnt during the course.
Extension
Activity Book page 65
• Focus on the table in Activity 1. Ask the pupils to choose
and pretend to be one of the four characters. Ask one of
them Do you like (eggs)? They answer according to their
character’s cross or tick in the table.
• The pupils now play the game in pairs, using the table to
ask and answer questions.
Class Book
Goodbye
• Ask the class to name in English five examples of food
words they have studied beginning with the letter p.
(Papaya, pineapple, peaches, pears, prawns.) Give clues,
if necessary.
• When they have named all five, everyone says Goodbye!
Goodbye
• Say a number between 10 and 50. Ask the class to
count together to that number and then to shout
Merry Christmas!
• Do this a few times, then say Goodbye!
More activities
Reinforcement
sheets of coloured paper, coloured pens/pencils, ribbon or string
• Ask the class to call out the letters in Merry Christmas.
Assign a letter to each pupil or pair of pupils. Ask them to
draw and cut out the letter and decorate it with pictures
Activity Book
related to Christmas (stockings, reindeer, presents, stars,
and so on).
• Ask the class to attach the letters, in the correct order, to
a length of ribbon or string, then display the banner in
the classroom.
Extension
Christmas Eve worksheet 1
• The Christmas Eve worksheets 1 and 2 can be accessed via
the Explorers website (see page 11 for details).
activity 1 ANSWERS
a presents b Santa Claus c mince pies
d stocking e reindeer
Mystery word: carrot
activity 2 ANSWERS
1 Christmas Eve is on 24th December.
2 We leave mince pies for Santa Claus.
3 We leave carrots for the reindeer.
4 We hang stockings by the fireplace.
5 Santa Claus puts presents in our stockings.
Hello!
Objectives Vocabulary Structures
• Introduce the course characters. Active Active
• Review greetings, colours and numbers. Months My birthday is in (May).
• Learn the Hello! song. When’s your birthday? In (October).
Revised
• Practise and extend greetings and What’s (in the box)?
introductions. Hello!, Hi!, tree, apple, cat, bird, ball, pencil case,
bag, book, orange, flower, brother, sister, big, Revised
• Review family members language.
box, name, present, bike, dog, pen, birthday, How are you? I’m fine, thanks.
• Practise numbers 11–20. Colours, Numbers 1–20
• Listen to and act out a story. I see something (red).
• Sequence the events of a story. Passive What’s your name?
• Ask and answer questions using Is it (a pen)? noise, Surprise! How old are you? I’m (eight).
• Present and practise the months of the year. Is it (a bike)? Yes, it is. / No, it isn’t.
• Ask and answer questions about birthdays. It’s (big).
Passive
I don’t know.
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Syllabus
In the country
Objectives Vocabulary Structures
• Present and practise the first new set Active Active
of vocabulary. rucksack, watch, compass, torch, camera, Have you got (a compass)? Yes, I have. /
• Practise the new vocabulary in the notebook, binoculars, map No, I haven’t.
context of a chant. insects, grasshopper, bee, butterfly, beetle, ant
• Revise the structure I’ve got (a rucksack). / Revised
I haven’t got (a watch). Revised I’ve got (a watch).
• Practise the new vocabulary and revised tree(s), pencil, big, T-shirt, frog, small, jumper, I haven’t got (a camera).
structure in a pairwork activity. pencil case, book, flowers, Goodbye!, school, It’s got (six legs).
• Present the first new grammar structure: cars, birds, ducks, rabbits, Hello!, snake, frog, What can you see?
questions and short answers with Have grandad, pen, granny, mum, Colours, Numbers
I can see (a bird).
you got (a compass)?
Passive Can you see (the ants)? Yes, I can. / No, I can’t.
• Practise the new structure through
What is it?
beautiful, Wow!, Look!, Over there!, lovely, friend
repeating a dialogue.
This is (fantastic).
• Practise the structure in an elimination game. Cross-curricular Can I have (the camera)?
• Use a grid reference to complete the grass, leaf, warning, poisonous, important,
Quest puzzle. It’s my favourite (insect)!
camouflage, hide
• Consolidate the new language in the It’s (a beautiful bird).
context of a story.
Passive
• Give further practice by acting out a story
I’m ready now.
in groups.
I don’t know.
• Present and practise the second new set
of vocabulary. Here you are.
• Practise the vocabulary and revised Here’s (a picture).
structure in a song. Be careful!
• Revise the structure I can see (a bee).
Let’s talk!
• Practise the vocabulary and structure in a
camera, binoculars, torch, notebook, Can I
game with a cut-out.
have (the camera), please? Yes, here you are!
• Consolidate the new language while
developing listening and reading skills. Read more!
• Identify and pronounce /s/ and /k/. Australia
• Understand a cross-curricular text.
• Learn about insect colours. Let’s explore!
• Consolidate the language of the unit in a DVD
real-world context.
Tropical World
• Read for specific information.
• Consider the importance of respecting A good explorer
animals and insects. … respects insects. Insects are important!
• Complete a writing task, using a model
for guidance.
• Practise a useful everyday dialogue.
• Complete the Picture Dictionary page.
• Review the unit language.
• Reflect on own learning and performance
in this unit.
• Find information through viewing an
episode of the DVD.
• Write about an insect.
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Syllabus
2 Let’s play!
Objectives Vocabulary Structures
• Present and practise the first new set Active Active
of vocabulary. play computer games, play football, play Can he/she (play the drums)?
• Practise the new vocabulary in the basketball, play tennis, play the piano, play Yes, he/she can. / No, he/she can’t.
context of a chant. the violin, play the drums, play the recorder Can you (play the piano)?
• Revise the structure I can (play computer skateboard, dive, draw, skate, paint, ride a horse Yes, I can. / No, I can’t.
games). / I can’t (play football).
• Practise the new vocabulary and revised Revised Revised
structure in a pairwork activity. Hello!, guitar, Hi!, sing, run, pink, ride a bike, I can (play the recorder).
• Present and practise the first new rollerblade, sister, swim, read, write, music, I can’t (play the violin).
grammar structure: questions and short instrument, wood, plant, flute, big, small, What’s this?
answers with Can you (play the piano)? dance, Numbers 1–20
It’s (my new skateboard).
• Practise the new structure through Passive I’ve got (a new guitar).
repeating a dialogue.
Sorry!, Listen!, super, sporty, clever, picture(s), She’s (my sister).
• Practise the structure in an elimination game. traditional, special
• Use a grid reference to complete the Passive
Quest puzzle. Cross-curricular How about you?
• Consolidate the new language in the India, sitar, Nigeria, shaker, animal skin, I love (football).
context of a story. armadillo, sea shells, South America
• Give further practice by acting out a story Let’s talk!
in groups. play the guitar, play the recorder, play tennis,
• Present and practise the second new set play computer games, sing, I can (play the
of vocabulary. guitar). I can’t (skateboard).
• Practise the vocabulary and revised
structure in a song.
• Revise questions and short answers with
Can he/she (skate)?
• Practise the vocabulary and structure in a
game with a cut-out.
• Consolidate the new language while
developing listening and reading skills. Read more!
• Identify and pronounce /v/ and /b/. The United States
• Understand a cross-curricular text.
• Learn about world music. Let’s explore!
• Consolidate the language of the unit in a
real-world context.
DVD
A concert
• Read for specific information.
• Consider the importance of being a A good explorer
good neighbour. … is a good neighbour. Don’t play loud music!
• Complete a writing task, using a model
for guidance.
• Practise a useful everyday dialogue.
• Complete the Picture Dictionary page.
• Review the unit language.
• Reflect on own learning and performance
in this unit.
• Find information through viewing an
episode of the DVD.
• Write about which musical instruments
you can/can’t play.
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Syllabus
3 Clothes
Objectives Vocabulary Structures
• Present and practise the first new set Active Active
of vocabulary. sunglasses, sandals, swimsuit, jeans, scarf, What’s he/she wearing?
• Practise the new vocabulary in the raincoat, woolly hat, gloves He/She’s wearing (a yellow scarf ).
context of a chant. summer, autumn, winter, spring He/She isn’t wearing (a woolly hat).
• Revise the structure I’m wearing (sunglasses).
What’s he/she doing?
• Practise the new vocabulary and revised Revised
He’s/She’s (playing football)
structure in a pairwork activity. new, shorts, trousers, big, shoes, hat, boots,
• Present and practise the first new cold, pink, rainy, jumper, park, hot, sunny, Revised
grammar structure: What’s he/she leaves, windy, snowy, boy, girl, clothes, T-shirt,
I’m wearing (sunglasses).
wearing? He’s/She’s wearing (a scarf ). sheep, Colours
Is it (autumn)?
What’s he/she doing? He’s/She’s (skating).
Passive Yes, it is.
• Practise the new structure through
water fight, all day, very It’s (summer).
repeating a dialogue.
• Practise the structure in an elimination game. What’s the weather like today?
Cross-curricular
• Use a grid reference to complete the He’s got (an umbrella).
Diwali, festival, India, candles, sweets, special,
Quest puzzle. New Year, China, fireworks, Cherry Blossom, Where’s (Carla)?
• Consolidate the new language in the Japan, picnic, tea
Passive
context of a story.
Wait a minute!
• Give further practice by acting out a story
in groups. I don’t understand.
• Present and practise the second new set Oh no!
of vocabulary. She’s over there!
• Practise the vocabulary and revised
Let’s talk!
structure in a song.
raincoat, jumper, woolly hat, swimsuit, How
• Revise the structure Is it (autumn)?
much is this raincoat? It’s (twenty pounds).
• Practise the vocabulary in a game with
a cut-out.
• Consolidate the new language while
developing listening and reading skills. Read more!
• Identify and pronounce /s/ and /ʃ/. India
• Understand a cross-curricular text.
Let’s explore!
• Learn about festivals.
• Consolidate the language of the unit in a DVD
real-world context. A fancy dress party
• Read for specific information.
• Consider the importance of being a A good explorer
good friend. … is a good friend. Help other people!
• Complete a writing task, using a model
for guidance.
• Practise a useful everyday dialogue.
• Complete the Picture Dictionary page.
• Review the unit language.
• Reflect on own learning and performance
in this unit.
• Find information through viewing an
episode of the DVD.
• Write about a fancy dress costume.
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Syllabus
4 My bedroom
Objectives Vocabulary Structures
• Present and practise the first new set Active Active
of vocabulary. mirror, radio, plant, bin, wardrobe, bookcase, Where’s (my book)? It’s (on the table).
• Practise the new vocabulary in the picture, lamp
context of a chant. fridge, cooker, TV, sofa, phone, next to Revised
• Revise the structure There’s (a mirror). There’s (a mirror).
• Practise the new vocabulary and revised Revised Where is it?
structure in a pairwork activity. in, on, table, woolly hat, book, bed, table, T-shirt, Is it (on the bookcase)?
• Present and practise the first new mouse, door, bedroom, rabbit, kitchen, ball, chair, It’s (on the floor)!
grammar structure: Where’s the (bin)? cupboard, living room, mum, dad, rucksack, big,
Nick has got (a pet mouse).
It’s (under the table). small, Colours
I can’t (see).
• Practise the new structure through Passive Yes, it is. / No, it isn’t.
repeating a dialogue.
pet, cage, behind, Look!, Quick!, cookbook, They’ve got / They haven’t got (windows).
• Practise the structure in an elimination game. people, inside, parts Who’s that?
• Use a grid reference to complete the
Quest puzzle. Cross-curricular Passive
• Consolidate the new language in the houses, countries, Arctic, hunters, igloos, snow, I don’t know.
context of a story. windows, Amazon, stilts, wood, leaves, Africa,
What is it?
• Give further practice by acting out a story Masai, huts, mud, grass, natural, materials,
Berber, Morocco, Spain, cave, rock It’s over there!
in groups.
• Present and practise the second new set Let’s talk!
of vocabulary. phone, next to, sofa, TV, under, on, fridge,
• Practise the vocabulary and revised cooker, bookcase, wardrobe, radio, Where’s
structure in a song. (the toilet)? It’s upstairs/downstairs.
• Revise the structure Is it (in the kitchen)?
• Practise the language in a game with
a cut-out.
• Consolidate the new language while
developing listening and reading skills.
• Identify and pronounce /əʊ/ and /ʊ/.
Read more!
• Understand a cross-curricular text.
Japan
• Learn about houses.
• Consolidate the language of the unit in a Let’s explore!
real-world context.
• Read for specific information. DVD
• Consider the importance of being polite. Broughton Castle
• Complete a writing task, using a model
A good explorer
for guidance.
… is polite. Open doors for other people!
• Practise a useful everyday dialogue.
• Complete the Picture Dictionary page.
• Review the unit language.
• Reflect on own learning and performance
in this unit.
• Find information through viewing an
episode of the DVD.
• Write about a bedroom.
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Syllabus
5 Wild animals
Objectives Vocabulary Structures
• Present and practise the first new set Active Active
of vocabulary. crocodile, zebra, parrot, flamingo, lion, python, Has it got (big ears)? Yes, it has. / No, it hasn’t.
• Practise the new vocabulary in the monkey, gorilla
context of a chant. scales, claws, teeth, feathers, hair, whiskers Revised
• Revise the structure It can (swim). / It’s (a flamingo).
It can’t (walk). Revised It’s got (big scales). / It hasn’t got (feathers).
• Practise the new vocabulary and revised in, tree, big, long, walk, ears, mouth, wings, It can/can’t (swim).
structure in a pairwork activity. legs, head, body, long, short, small, tail, arms, Can it (run)?
• Present and practise the first new eyes, nose, hands, feet, Colours, Numbers
grammar structure: Has it got (big ears)? Passive
Passive
Yes, it has. / No, it hasn’t. What’s your favourite animal?
Look!, zoo, elephant, funky, jungle, colourful,
• Practise the new structure through Can I help you?
silly, hiss
repeating a dialogue. What is it?
• Practise the structure in an elimination game. Cross-curricular That’s right!
• Use a grid reference to complete the lion(s), dolphin(s), mammals, lay eggs, baby/
Quest puzzle. babies, milk, vertebrates, backbone, cold blood, Let’s talk!
• Consolidate the new language in the warm, humans, reptiles python, snake, butterfly, lion, gorilla, What’s
context of a story. your favourite animal?
• Give further practice by acting out a story
in groups.
• Present and practise the second new set
of vocabulary.
• Practise the vocabulary in a song.
• Revise the structure It’s got (feathers). /
It hasn’t got (claws).
• Practise the vocabulary and structure in a
game with a cut-out.
• Consolidate the new language while
developing listening and reading skills.
• Identify and pronounce /z/ and /s/.
Read more!
• Understand a cross-curricular text.
Morocco
• Learn about mammals.
• Consolidate the language of the unit in a Let’s explore!
real-world context.
• Read for specific information. DVD
• Consider the importance of protecting A wildlife park
animals.
A good explorer
• Complete a writing task, using a model
for guidance. … protects animals. Don’t give them your food!
• Practise a useful everyday dialogue.
• Complete the Picture Dictionary page.
• Review the unit language.
• Reflect on own learning and performance
in this unit.
• Find information through viewing en
episode of the DVD.
• Write about a mammal.
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Syllabus
6 Camping
Objectives Vocabulary Structures
• Present and practise the first new set Active Active
of vocabulary. salad, toast, water, jam, sandwiches, pasta, Do you like (salad)?
• Practise the new vocabulary in the eggs, juice Yes, I do. / No, I don’t.
context of a chant. breakfast, lunch, dinner, rice, vegetables, ham
• Revise the structure I like (salad). / I don’t Revised
like (toast). Revised I like (toast).
• Practise the new vocabulary and revised bananas, sausages, apples, chicken, orange, I don’t like (eggs).
structure in a pairwork activity. thirsty, big, lorry, cakes, Numbers I’m (hungry).
• Present and practise the first new Where’s (my breakfast).
Passive
grammar structure: Do you like …?
campsite, Mr, food, monster, yummy, yoghurt, We can (buy the flour).
Yes, I do. / No, I don’t.
make, cut, people, shops, countries
• Practise the new structure through Passive
repeating a dialogue. Cross-curricular Let’s (eat).
• Practise the structure in an elimination game. wheat, flour, seeds, farmers, plant, tractor, No, thanks.
• Use a grid reference to complete the grows, fields, cut, machine, mill, bread, cereal, Can I have (water), please?
Quest puzzle. pasta, pizza I have / don’t have (pasta for lunch).
• Consolidate the new language in the
context of a story. Let’s talk!
• Give further practice by acting out a story breakfast, lunch, dinner, pasta, sandwiches,
in groups. eggs, salad, What’s for lunch?
• Present and practise the second new set
of vocabulary.
• Practise the vocabulary and revised
structure in a song.
• Revise the structure Do you have (pasta
for dinner)?
• Practise the vocabulary and structure in a
game with a cut-out.
• Consolidate the new language while
Read more!
developing listening and reading skills.
Ecuador
• Identify and pronounce /dʒ/ and /j/.
• Understand a cross-curricular text. Let’s explore!
• Learn about the process of turning wheat
into flour. DVD
• Consolidate the language of the unit in a Camping in the country
real-world context.
A good explorer
• Read for specific information.
… is healthy. Eat five portions of fruit and vegetables every day!
• Consider the importance of being healthy
and eating healthy food.
• Complete a writing task, using a model
for guidance.
• Practise a useful everyday dialogue.
• Complete the Picture Dictionary page.
• Review the unit language.
• Reflect on own learning and performance
in this unit.
• Find information through viewing an
episode of the DVD.
• Write about likes and dislikes.
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Syllabus
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Syllabus
Space Explorers 1
Objectives Vocabulary Structures
• Revise the language of Units 1 and 2 in Active/Revised Active/Revised
the context of a story. twenty, football, thank you, rucksack, Can you (see the planet)? No, I can’t.
• Recognize language and locate it within binoculars, rollerblades, tennis (ball), pencil Have you got (a map)? Yes, I have.
a story.
It’s/I’ve got (the camera).
• Extend comprehension by acting out a story. Passive
I haven’t got (my football).
• Sequence pictures from a story. space, explorer(s), minutes, alien, Quick!,
information, Wait! Look! I can’t (play football).
• Order sentences about a story.
I can (run).
Space Explorers 2
Objectives Vocabulary Structures
• Revise the language of Units 3 and 4 in Active/Revised Active/Revised
the context of a story. scarf, woolly hat, cold, gloves, next to, What’s (Captain Sally) wearing?
• Recognize language and locate it within bookcase, on, table, head, boots, jumper, She’s wearing (a big coat).
a story. lamp, wardrobe, T-shirt, plant, in, radio, bin This is (a cold planet).
• Write sentences describing what
Where’s (my scarf )? It’s (under the table).
characters are wearing. Passive
space, explorer(s), planet, robot, outside, ship No, it isn’t.
• Listen for information about clothes and
the location of items.
• Write sentences about item locations.
• Ask and answer questions about clothes
and the location of items.
Space Explorers 3
Objectives Vocabulary Structures
• Revise the language of Units 5 and 6 in Active/Revised Active/Revised
the context of a story. happy, ten, trees, brown, hair, teeth, eggs, hello, I’ve/It’s got (breakfast).
• Recognize language and locate it within jam, ham, sandwiches, short, four, legs, two Do you like (toast)? Yes, I do. / No, I don’t.
a story.
I’m (not hungry).
• Match sentence halves from a story text.
I don’t like (this planet).
• Listen for information about likes/dislikes.
It’s got (a long tail).
• Ask/Answer questions about body parts.
Has it got (a mouth)? Yes, it has. / No, it hasn’t.
I haven’t got (a torch).
Christmas Eve
Objectives Vocabulary Structures
• Read about how Christmas Eve is Active Revised
celebrated in Britain. stocking, Santa Claus, presents, mince pies, I can see (a stocking).
• Present and practise language related to reindeer, stocking He’s/They’ve got (a red coat).
Christmas Eve.
This is (my Christmas stocking).
• Practise the new language in a game. Revised
It’s got (pictures).
• Practise Christmas language in the tree, snow, pencil, Numbers, Months, Colours
context of a song. Passive
Passive
• Make a Christmas stocking. Look this way!
Christmas Eve, hang, by, fireplace, at night
• Write and talk about the stocking, using a
model listening and reading text.
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Flashcards and wordcards
Flashcards/Wordcards
The wordcards are available to download from the Explorers website (see page 11 for details).
Hello! Set 1 Unit 2 Set 1 Unit 4 Set 2
red play computer games fridge
blue play football cooker
green play basketball TV
white play tennis sofa
black play the piano phone
grey play the violin next to
yellow play the drums
Unit 5 Set 1
pink play the recorder
crocodile
purple
Unit 2 Set 2 zebra
brown
skateboard parrot
orange
dive flamingo
Hello! Set 2 draw lion
Sam skate python
Lucy paint monkey
Carla ride a horse gorilla
Sophie
Unit 3 Set 1 Unit 5 Set 2
Nick
sunglasses feathers
Mike
sandals hair
Unit 1 Set 1 swimsuit whiskers
rucksack jeans claws
watch scarf teeth
compass raincoat scales
torch woolly hat
Unit 6 Set 1
camera gloves
salad
notebook
Unit 3 Set 2 toast
binoculars
summer water
map
autumn jam
Unit 1 Set 2 winter sandwiches
insects spring pasta
grasshopper eggs
Unit 4 Set 1
bee juice
mirror
butterfly
radio Unit 6 Set 2
beetle
plant breakfast
ant
bin lunch
wardrobe dinner
bookcase rice
picture vegetables
lamp ham
Classroom language
Greetings
Basic communication
Hello.
I’ve finished.
Good morning.
Well done!
Good afternoon.
I don’t understand.
How are you? I’m fine, thanks.
What’s this in English?
Taking the register What does ‘tea’ mean?
Where is (David) today? Any questions?
Is (David) away today? Can you help me, please?
Can I go to the toilet, please?
Basic instructions
Yes, of course.
Please.
Can you repeat that, please?
Thank you.
Is this right?
In English, please.
Yes, it is. Very good!
Come in, please.
No, that’s wrong.
Go out, please.
Come here, please. Everyday language
Sit down, please. What day is it today?
Stand up, please. Today is (Monday).
Go back to your place, please. What’s the weather like today?
Point to the flashcards, please. It’s (sunny).
Look at the flashcards, please. Now we’re going to …
Open your books at page …, please. … listen to a story.
Close your books, please. … do a cross-curricular activity.
Clear everything from the table, please. … sing a song.
Go to page 2. … do an activity in the Class Book.
Look at Activity 1. … play a game.
Write the answers. Can you guess what we’re going to do today?
Draw (an insect). What do you think we’re going to do first?
Quiet, please. What do you think we’re going to do next?
Listen to me, please. Yes! Well done! We’re going to sing a song first.
Listen to the CD, please.
To say goodbye
Listen again.
Goodbye, see you next lesson.
Say after me, please.
Say after the CD.
Read quietly, please.
Get into pairs, please.
All together.
Come and choose a (flashcard).
Wordlist
English Flashcard
English Flashcard English Flashcard English Flashcard
Africa
cave flowers kitchen
Amazon
cereal four lamp Unit 4 Set 1
animal skin
chair fourteen laugh
ant Unit 1 Set 2
Cherry Blossom flute lay eggs
apple
chicken fridge Unit 4 Set 2 leaf, leaves
April
China frog legs
Arctic
Christmas Eve girl lion Unit 5 Set 1
armadillo
Christmas tree gloves Unit 3 Set 1 living room
arms
claws Unit 5 Set 2 Goodbye! long
August
clothes gorilla Unit 5 Set 1 lorry
autumn Unit 3 Set 2
cold grandad lunch Unit 6 Set 2
baby, babies
cold blood granny machine
backbone
compass Unit 1 Set 1 grass mammals
bag
cooker Unit 4 Set 2 grasshopper Unit 1 Set 2 map Unit 1 Set 1
ball
countries green Hello! Set 1 March
bananas
crocodile Unit 5 Set 1 grey Hello! Set 1 Masai
bed
cupboard grow materials
bedroom
cut guitar May
bee Unit 1 Set 2
dad hair Unit 5 Set 2 milk
beetle Unit 1 Set 2
dance ham Unit 6 Set 2 mill
Berber
December hands mince pies
big
dinner Unit 6 Set 2 hat mirror Unit 4 Set 1
bike
dive Unit 2 Set 2 have got monkey Unit 5 Set 1
bin Unit 4 Set 1
Diwali head Morocco
binoculars Unit 1 Set 1
dog Hello! mouse
bird
dolphin(s) Hi! mouth
birthday
door hide mud
black Hello! Set 1
downstairs hot mum
blue Hello! Set 1
draw Unit 2 Set 2 houses music
body
ducks How much …? name
book
ears humans natural
bookcase Unit 4 Set 1
eggs Unit 6 Set 1 hunters new
boots
eight huts New Year
box
eighteen igloos next to Unit 4 Set 2
boy
eleven important Nigeria
bread
eyes in nine
breakfast Unit 6 Set 2
farmers India nineteen
brother
feathers Unit 5 Set 2 insects Unit 1 Set 2 nose
brown Hello! Set 1
February instrument notebook Unit 1 Set 1
butterfly Unit 1 Set 2
feet jam Unit 6 Set 1 November
cakes
festival January October
camera Unit 1 Set 1
fields Japan on
camouflage
fifteen jeans Unit 3 Set 1 one
can
fireplace juice Unit 6 Set 1 orange Hello! Set 1
candles
fireworks July paint Unit 2 Set 2
cars
five jump park
castle
flamingo Unit 5 Set 1 jumper parrot Unit 5 Set 1
cat
flour June pasta Unit 6 Set 1
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Wordlist
198 Wordlist
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