era tTs chit) Tamron ti)ems Mae OLTeserved; no part of this publication may be re n may be reproduced, stored ina Glsustem, transmitted in any form, or by any means, electronic, mechanical, ScOpuING, recording, or otherwise, without the prior writter }ermission of the etocopy Permission of the signed by Anthony Godber Design and layout by Ken Vail Graphic Design Mlustrated by Beehive illustration (Jon Mitchell, Mark Ruffle The Bright Agency PM Gerbera Vagnozzi); Graham-Cameron illustration (Chris Petty); Ando eos Rasha Al Hakim; Sylvie Poggio Artists Rita Giannetti, Lisa Smith). “Gover design by Oliver Design Allithe photographs which are reproduced in the f s in this redited English World PB2. lishers would like to thank the following for their nent of this course: sInas Agiz, Salma Ahmed, Hekmat Al EI Kholy, Mostafa El Makhz iad, Jonathan French, Nashaat Ady, Hisham Howeedy, Saber Lamey, Heidi Omara, Maha Radwan, Christine Abu Sitta, Ali Abdel Wahab @Antonova, Elena Belonozhkina, Galina Dragunova, Irina 1a, Maria Goretaya, Oksana Guzhnovskayg, irina Kalinina, Kornikova, Lidia Kosterina, Sergey Kozlov, Irina Larionova, bimova, Karine Makhmuryan, Maria Pankina, Anna Vashchenko, Angelika Viadyko“Unit3.... Revision 1 Project 1 ; Portfolio and Diploma 1: Units 1, 2 and 3 Answers to Check-ups Units 1, 2 and 3 Unit 4. . Unit5.... Unit6.... Revision 2 ... Project2 . a Portfolio and Diploma 2: Units 4, 5 find 6 ‘Answers to Check-ups Units 4, 5 and 6uage. Children begin at the first sta f and progress year by year towards a high level of compet Gnd spoken English. a A lower levels, grammar and vocabulary are introduced at a steady — ‘and then practised and recycled systematically. This approach designed to give all learners, whether they have daily exposure to English or not, a sound knowledge of structures and meaning, and the Gbility to use language actively from the start. The methodology of the course encourages communication in the classroom, backed up by a wide variety of practice exercises to reinforce feading and writing skills. It aims to give learners confidence in speaking natural English fluently and in writing with accuracy and appropriately for the purpose. The course offers not only essential o ies in the key language skills but also includes practice of st! hich assist children in developing their proficiency as individual idy sk Teachers will find this course practical and useable because * the methodology is clear and easy to follow * teaching materials are provided so that extensive preparation is not required * step by step guidance is given for every lesson built-in flexibility makes the course appropriate for a variety of ‘dif nt teaching situations is presented clearly and taught actively to build confidence mecuracy | including songs, games and rhymes, are di hilst developing their skills in reading, writAll Pupil’s Book dialogues, reading tex fistening activities, songs and rhymes c recorded and contained on the CD. Workbook Workbook exercises practise every Janguage skill ‘tought in the Pupil’s Posters | Twelve posters help develop fluency and vocabulary, Dictionary The illustrated Dictionary helps with vocabulary vision and practice. Grammar Practice Book Further grammar exercises reinforce | Teacher's Guide The Teacher's Guide gives step by step notes for each lesson.jook has twelve main units. A single unit ‘teaching sessions and is designed to be d over a two-week period, All units consistently tthe key skills of reading, writing, speaking and jing, underpinned by the firm foundation of ‘grammar syllabus. These elements are clearly ited in the book so that teachers have a clear vell-illustrat have been written to attract and n ‘earners. o All dialogues, reading texts, ‘activities, songs and rhymes are "GD, allowing children to listen again and practise “Independently at home ‘levels 1 and 2, key vocabulary is presented in an booklet. This is designed to help children €us on words learned in each unit and to help with jon and practice. fonary is supplied with the Pupil’s Book and in the flap at the back. Pupils Book is reinforced by These are designed to be The posters are shown on pages 1 words that they are used to introd Flashcards The presentation of new vocabulary is supporte flashcards which can also be used for classroom and activities to encourage learning. Word cards a Teachers can refer to the key words on pages 151 irds for classroom games and practi n be found on pages 162=% companies level 2 of English World r the teacher to use in class with ~~ g a whiteboard or projector and ‘terial for the teacher's own use in and training. mated version of the poster/ spread of each unit; presentation of Grammar points; a video bringing the Grammar in Conversation = dialogues to life; demonstrations of the Phonics sounds; the t contains resour the children usi These inclu openini the course. Dictionary pages are also easily access so the teacher can check on the meaning and he pronunciation of words from the course.Session 2 conversation ++ The second target structure, often used daily speech, is pre in a dialogue. 9 or a. game. forces the language. Session 2 Reading comprehension A variety of activities | children to reading texts.on aims to help children develop as English speakers with natural intonation good pronunciatio Es the teacher introduces new words using "flashcards and the poster * children listen to a dialogue and look at the poster, which illustrates the dialogue * children repeat the dialogue * children follow the dialogue in their books ®* (optional) groups of children act the dialogue in the dialogues children are introduced to funny and colourful characters, which they then meet again in future units. The classroom session is supported by Workbook exercises on new words plus a full page of exercises designed to practise thinking skills and to help children acquire the learning skills they need to become good readers and writers. Lesson 2 Grammar This lesson is taught in two teaching sessions: "Session 1 Grammar: formal structures that children need for reading and writing English presented with a clear model and are fed actively by the class. 2 Grammar in conversation: other ‘are common in everyday speech form of a dialogue that Workbook exercises practise addition comprehension skills. Lesson 4 Phonics and Listening The different phonemes in English are pres throughout levels 1-4, Children hear each | sound and practise it through class activities» and rhymes. This helps them to develop good pronunciation A variety of listening comprehension activities help children to learn to listen for detail, for pecific information and for gist. orkbook exercises practise the spelling of words containing the target phoneme. Lesson 5 Writing Technical and composition skills are taught in two teaching sessions: Session 1 Class composition: the teacher the session and helps children to suggest id for the required piece of writing. This is alw the same type of text as the one stud Lesson 3 and the variety helps childrer to write for different purposes. The teat uides the class in composing sentences does the work of writing on thet Session 2 Composition pr d learn aspects of written need for writing, suchok unit there are two grammar eect The s learners the opportunity to do a @ Of writing focussing on the target ¥y three Pupil’s Book units there is a jon page for oral practice in the classroom id G Project page which allows children to ake their own choices for illustration and "Classroom and group games are a useful and Motivating method of reinforcing learning. A list of simple games using resources supplied With the course can be found on pages 162 ‘Of this book. Assessment W The Workbook Check-up pages and the Pupil’s Book revision activities and projects should teachers some measure of individual and progress. In addition, the course includes to help learners and teachers record and are intended to encourage n in their learning. d Diploma pages at the back 20¢ care ‘each child's own record nt. They are not Creating a portfolio During the year, teachers may select their best work to put in their f pel portfolio. This work can accompany th portfolio pages from the Workbook as the record of individual achievement. of the work will be in written form such aS compositions, projects, grammar exercises, spellings or tests. Where appropriate, children ~ make neat copies of their best work for inclusion in the portfolio. in other forms may be included, imple, recordings of individual or ading, speaking, acting or singing. \ll children should keep portfolios, whether OF work is regularly of a high standard, rtfolio encourages children to take pri n their best work, and increases confidence in reaching for a higher standard. Over a perio a year, it shows how the learner has prog in a variety of tasks and activities. Formal tests Teachers may wish to carry out soi testing and therefore tests for use three units are supplied on the wet the DVD. These tests include te are likely to meet in fePupil's Book ‘Workbook Lesson 1. New words and specking Words, Learning to learn Lesson 2 Grammar (1) Grammar structure Grammar structure 2) Grammar in conversation Grammar in conversation Lesson 3 Reading (1) Reading text (Dictionary vocabulary) (2)Reading comprehension _Reading comprehension Lesson 4 Phonics and listening Phonics Lesson 5 Writing (1) Class composition (Dictionary revision Grammar Practice Book) @ Nriting skills Composition practice p pages Using the Teacher's Guide ——}# Pupil’s Bookd equipment ‘sports and hobbies A fantastic shop dlothes Pirate Jack is on TV time phrases Who is the winner? parts of the body A trip in a balloon food, drink and containers ‘Look at the animals! He's washing the steps. What's he doing? ‘Are they holding lights? | What are you doing? | Yes, he is. No, she isn't. |What's this/ that? | What are these / those? That’s my swing. Tike basketball Dan likes basketbal They like bananas i Does she like the di the plate. Yesterday it was cold. He was cold. We happy. They were hot. The fish is next to/ between / behind /in | front of the boat. Tecan see him /her/ it. Can you hear me/ them | what are they doing? _| These are my books and _| finding ad this is my pencil case. Do you like bananas? _| sequencing Yes, do. No, | don't sorting matching up? sorting ways eat fruit. sometimes eat What's the time? finding mistakes; It’s half past eight. abc order There was a house. sorting items into There were three birds. categories Don't touch it. Don't go near it.capital | days of the noun + plural es ve verbs + ing hop hopping magic e words, Le | identifying identifying magic e verbs + ing listening for gist. | make making othes do youlike? | initial blends ci adjective / noun | descriptions of clothes: bi, pl order vocabulary: clothes _ ‘An astronaut in space c ‘an account of @ information about « t routine routine vocabulary: people in space ‘words ending nd, copital letters for | descriptions of months of the year | weather words ending /d, ik identifying pictures Ip, lt conjunction but in a sequence vowelsoundee —_| understanding questionsgurige 43 think 44 paint 45 write 46 cut 47 stick + glue 48 scissors 49 paints 50 jacket 51 trousers 52 boots 53 60 gloves 61 shorts 62 sandals 63 trainers 64 get up 65 play the piano 66 sleep + asleep 67 sea + island 68 parrot 69 astronaut + space 109 jellyfish 84 cheese 85 milk 86 sandwich 87 basket 88 bottle 89 plates 90 cups 91 jumper ainbe rm + thunder +neck crocodile + teeth 99 hippo + mouth 100 elephant + ear 101 monster + tail 102 ugly 103 friendly 104 sleepy 105 scared 106 whale 107 shark + fin 108 dolphin 127 burger 128 pizza 129 salad + lettu 130 lemonade 131 hungry 132 thirsty 133 land (v.) 134 fruit 135 tea + coffee 136 soup 137 chicken + chi 138 vegetables 139 potatoes 140 chocolate pi8 3 a§ 5ote: you wish, dosteps Yond 2 children complete this 8 homework tsk ANY point out tne babb.Remind the clas that in writing thea shoul use the Tl form 2 Volunteers reos the fst question and answer. children iteFollow steps 1-3 in activity A Activity 8ee. Tote tf you wish, do steps 1 and 2 children complete “this ]es athomework task. ‘out the bubble. Remind the class that in weting | should se the full forms. volunteers to read the fist question and answer, | ay zs) is compete, check by asi pees ceeActivity B | Follow steps "| inactivity A you wis, do steps 1 ond 2 ramps this aro homework reo the fst questionSUES Si". agee & ae a wane AM ak = Fe Not: you wis, do step 1. children Complete thir homework tok 4 Volinteers red the fst question land anewer Chieren rte 2 heck answers by osking caren to eos out questions ans ers.Activity 8 iy do steps Van Follow teps 14 nses fnactaty A {he bubble. Reins he hey sold work 6 Different children vole the dss Activity 4 1 children look att Solr to rea the B 2 dothe same with[ 44 Chldeen practi in Activity 8 ‘round tenn theta fom. 5 Two or three pal vile the rest of hilar look at the Picture. Achill veads the ‘Question and oncther foods the onsner 3 Chileon write the answersLe activi 8 picture Write the gonned Sentence onthe Board. ASK SToturtee to complete ta Sieur $04 Look at Ly t0 promot shes reoding. hit The correct words is eading, | {oeomplete the sentence | vr you wish go tvough the | ‘ie serene bore Sine activity 4 3 ‘ask 0 pot to read the {he dass to lookand “2 2 Give he fist tera confident hl took Et theo 2 Encourage chldfen irstrucions. Ask the they are not co 4 children practisee box ave done this ctv in Enalis Werd l ran, hop, Jump. ssn Activity ici a4. Ask whe or whats inthe J noo coe ine, Cos repeats, Cass sous the whole hue: et l Activity 3 Pray CDI tock 20. Children listen a (Gestrbed by the speaker. See Resour Activity & Flay CD! track 31. Children ‘rock again # necessory.Resource box oscsipt (C1 tock 30) ne aroun. Tey or hing fi = ean cen ener ‘ al et shoal Tae Sot Soleo ae ‘acon fects ease“ime dvsion Sesion | z Resource box lass composition: torget wring (xomple sentences) S shane bout are running quickly, They hove got Ball 3 HSE Jpeleier Hes going only 47s gf standing Se ‘Composition proctce: target welting (example sentences) ‘ie gir fclmbing the ladder. The boys siting on the si “curing onthe fg, They ore laughing 3 the bow isthe dog sunning euicly 4 Th cot siting onthe wall foul Portoio Caldren may moke neat copes ofthe WB wating Pena hey woh, yoy ep and la ering. *7. Ask questions. Et © ‘Wohor goto big bock hat.Time dvsion Resource box + To demonstote, bring one or more clldren fons can in to the peture ofthe fst boy: Elta the suine ith the ether pitures. Children repeat te {Sing tus te point ond say the sentences ‘Ameo of col fod eaten outdoors eg onthe 24 free 1:2 ke grapes 3 ke cakes 4 ke Bike crocs Frere 2 2kescorrots 3 kes cokes kes Sikes grapes p25 Eerie 4 pen, Good, eps, Yes keTine sion Session 2 Resource box Use these questions of any of your own What can Sam and Amy make? Flowers Wot tin painting. vine ihe xing? Penal and pains (Es Understand ws. Hrnecessany, demonstrate yoursel poner chalk onda Boor rubber) Whats Amy doing? Cuting. What she Howers are tere? Ten. Whet colours ore they? purple, orange ed Whats Som wing? hum hope? Ves shes Activity 1:1 No 2¥es 30 41 ‘We enswers eResource box Activity 2 audiosript (€D1 tack 42) Who on we by or Mums tg? How coe owes? Boy Good ee Ct Do you ke the ytlow fowes? Boy Yes ut Mum ies pink Gil Of Lets by thse pine flowers ote Nomber 2 Boy Came ee, Meg! Look shi Sl Wnet i Boy Re en set| Resource box Class composition: target wating {Cod likes) football (He connat poy) football Dad {cnt ploy boseetbal Dad likes eoding. Sam took. Sam wring Amy painting. Dad is bk Bad i Yeading the book. am and Am Composition protic: target writing Ben scrawing. Hes using 9 pen. paints Sam is cuting He i sing sl Glue Fred reading the book| Resource box Portfolio. | styou wish this project moy be inched in children’s portilio ‘of writen work“Aes ornges Ske rae ik, No ke cider emi es srResource box ‘ec questions before tening: Who in these ing Tub fo ona Mr Jolly rats holding or ooking a ge auctions ote listening Does oc ie fone does. iho er the boots? Ely. What spe Wh fe wecringholding? Wau et already acted out he dialogue (rout twee chldre to do so. posible, le Fine clos enjoys he acti ne Oe {des theft column and another continues 22 Eercse 1:7 boots 3 hot 4 des 3Resource box ee ps Alero ye a igh a en av one soy the questions the other half Onset frecas 2 Doesshe ike No, she dose". 3 Dosh i omit ke. Yeu t dows 8 Yen, they 0.60 they ks MOL sense 2 2 The boy does nt ike thejacket. 3 Thee ‘he is do not ike the dal. 5 The eats do not ke thet 135 rc do, ice, Yo, How Ne, football terse? 1 Do 2008 300 4oes So dows 71 ‘rammar Practice Book Unit ‘Cian may begin the protic eerie ‘Snd WE Grammer pages They :Reading comprehensionResource box + Use these queton of any of your on:source box scien ing? 3 Weta Seong she? "Do ey Senet Se ora ne and 3m ech ee SS See oe png words, Rub off he last word ot nes 26nd cree cass the resend supple the ising WOES Wethcane words in he pole of nes, esas te Ves | Snore onthe sas koe poem fatty 2 2To whoo. 3 Ajodct, 4 es be has: § Noy sat he boy, 8 an umbrella. 9's theyre, 10 We answers serve 2: plone, ying) ewer, oe, agResource box cre weoring troxses nd big coats They have Thusoy kes besketbl He wearing Shorts and osha Salona ners. econ ply besketbain these data He Composition proctce: target writing “Som weather (tis very cold) The children are weering hat ond Feat gloves, They oe wecrng thick boots ‘ei (Thisboy kes tenis) Me wearing shorts and a Ti ot thor got sort socks nd trainers (He an Fun aul pos Eerie 1:2 These oe short soce. 3 These are small glow. Eranes. thee are thin shoe. 6 TNs athlck cot Poneto ‘ren may moke neat copes ofthe Ww ish, theu moy copy end lou theP “niche dos Do you ike sing? Who ong do ou te? hoses shor sor 19 sete questions boxer any of yourewmn™ Check understanding ofthe Store: Pre Jk sheng. orgone whore poretean do ‘tone era derpo rcs 16 2630 AF 5A ‘ese? | eon Ebean 25930 osc tec tea 1:16 2 3Resource box le Exercise 11 She ploys tennis. 2 He swims, 3Thay sing. Exercise2:2 Does he sing? 3 Doe she watch TV? 4 De they Exetche 2:2 No, he doesnot sing, 3 No, he doesnot Wateh AS Eerie 1:2 fveo'dock 3 tis the oeoek, fe otcock. Sit s twelve o'clock, Ererse 2290) home ot four o'ock. do my homework at sa’Resource box + ee these questions any of you own: What has Ma ‘aphone. ino con etal to People 0 Forth How ar doe Ecc machine? 10m. Wher des he ave neh? {Tosh nthe oeroon? Walks In space Does he twas smi. Whe dows Ned goto bad? Ten ead righ oy they dr ‘aii 1 28 38-48 5A 6A 78 ‘wn answers vercee AA 96 CS OT ES AZ sera 28 0k 07 odoResource box ‘Act 2 adios (CD oe 6) get up at er lc He oes eho ot gh bg Me ego te poh Tey goto a sah ‘avy & 1A 26 3C aH 50:16 21 3 a8Resource box | hiring he ect Braktost He vunsin the park, He aks (ea sine glad He ploy football at tvee clock He wei a eo sane boots the evening he plays compu Compesiion rate: example sentences | Siufget vp ot seven o'tock nthe morning she leans her tmothe she ete lunch t twelve oock. he plays ba pays the pork te evening, she wotches TV. 8 onewers pis free 1:1 Where 2 How mony 3 Whot 4Who 5)ering t earn @ ee Resource box emerystick up seven object ‘Face them down, Remove ‘omic one sis Goto Workbook Sesion?“ime avis Resource box 1 Sesion ‘Calden toke turns in pais fo point and make sateen ei i Eisley. Aterosiely. Individuals PME “independent par work et them fo vee yu wah to demonstrate the oct See question and Ue other anawes i you, before te whale Gottrerce 1: Jone 2 Bonzo 3 Ted, Moy 4 Greg 540n65 Pinte’ Dcicee 21 her 2h Stheir dhs Sthelr Get | 995 Exercise 1 3 tis Sen's ruler, 4 They are Zaks TESS isbens pen. Exercse2: your, Out mi“ime asion ‘setion 2 [ Resource box rou oss very fair with numbers 1-20, ask them 1 SURE | tonans to 1 a ne stm fs ies 3 on 4 weve 9 | eat : | So nse qutns any of your nn Gon Whi a Tet SeS pouty wi feet What do you soi | te nc ume oe here? Mr-aoven- What aa Gut) How mony tes oe here? ify. What our a | or oy Sting On Bad's showers | reonomer fey 1 No 2Yer 316 4Yes So ‘et 2-Tee oe twenty-one drum Althe fitynher fares Wwe enone ‘ceercseResource box tity 4 audoxeipt (D1 OE 7D) cco utes sap? We aber 5 on wind ‘he woman has goa gba Wt une 58 on thea {ok atthe gr Wee suber 21 on er lk alo, a answers“Th big brass band te parSesion! Resource box ‘vase 1) jumping ig, our Verse 2) hopping. fet Shouting, Wares Werte 8) my on Bs Composition proce: missing words (ere ) do noisy, te (ers 2) Bo, they sing floes, hey pot exerie 1:1 [hove 2connot 3 youre 41am §Resource box i this project may bely 99t0 cea inte inthe afternoon. pin, 3 No, eondpe doesnot {sha the ciaren so not hee douDiResource box + pote qusstins before tenings Who i coming @ nl nat is ing? A basket. wot he 7 Cold here are the cups nd ples? Uli’ basket ior eoour's the balloon? Pink end blue +s aislogue questions afte stenng: What sin Eel Yinere are the saciches? Inte pink Bo ihre sit? in Mrs Goody's basket. Wheat isin the geen bette? Orange juice Isitofmays hot in the balloon? No, Whar st ways kein the bollonn? Cold. We answers 62 Exerc 1:16 2H 3840 56 A TE ners 21 sandwich 2 cheese 3 Splote Sm Weoke 6 Bxerce 2:2 0how to point opltures ond 504 sees onthe pote. 3 Thereof "isin the cup. 5 There bead i th serve 2 2s there ue in the Bathe are mete ccs on the pate? 5s tere cheese re socets in te bag? 6s Exerc 12 This treet ie never quiet. 3 omAcorn vecblony | continue GromResource box se these questions or ony of your awn (umber refer 19 ier canyou se aronbow?n the sy. How many ‘uinbow’? Seven. What colours are the flowers onthe Sinte.& Vin colour he sey? Blue What do we wear? Wot do we eo? ee ceams. 8 What the weather ie 30 hot do ne see an neo” Lightning, thunder. 6 What i Sorvetines?Fogoy. Wat sie ike inthe evening? Dark, Act 2 February, 3 Api & Moy. July. 6) Wa anenere2 Cs oye the whale feornittyouwis