CAMBRIDGE ENGLISH for schools Starter Teacher’s Book ANDREW LITTLEJOHN & DIANA HIcKS CAMBRIDGE UNIVERSITY PRESSPUBLISHED BY THE PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE ‘The Pitt Building, Trumpington Street, Cambridge CB2 1RP, United Kinggiom [CAMBRIDGE UNIVERSITY PRESS ‘The Edinburgh Building, Cambridge CB2 2RU, United Kingdom 40 West 20th Street, New York, NY 10011-4211, USA, 10 Stamford Road, Oakleigh, Melbourne 3166, Australia © Cambridge University Pres 1996 First Published 1996 Reprinted 1997 Printed in the United Kinggiom at the University Press, Cambridge ISBN 0 521 567939 Teacher's Book ISBN 0 521 56795 5 Student's Book ISBN 0 521 567947 Workbook ISBN 0 521 567920 Class Cassette ISBN 0 521 367912 Workbook Cassette Copyright “The pages in this book marked “Language worksheets, © Cambridge University Press 1996, Phococopiable' or ‘Say it clei! worksheess, © Cambridge University Press 1996, Photocopiable’ may be photocopied fice of charge for elasrooms use by the purchasing individual orinsiution This permission to copy docs not extend to branches oF addtional school of| an institution. All other eopyingissubjec to permision from the publisher.Contents Map of Cambridge English for Schools Starter Introduction.everen.n Rationale Aims, Syllabus, Methodology and Evaluation Cambridge English for Schools Starter ata glanc enn. Using Cambridge English for Schools Starter The purposes of the different Units and how the course can be lengthened or shortened ‘What's in Cannidge English for Schools Stare? Theme _1 INTRODUCTORY UNIT Learn Englisht A New friends .... 2 TOPIC Around the ‘world 8 Lancuace rocus.. : @ ACTIVITY English in our world. Where we live....... 5 topic Your country. & Lanavace Focus. 7 Revision & Animal world coo rE 8 ToPIC Animal fact... @ LANGUAGE Focus. 10 Revision, The circle of life . 41 ToPIC Natural food... 42 Lanouace Focus. FB REVISION. nonnonnnnnnennnnn [EB North and south... ee 14 ToPIC The clothes we wear... 15 Lanauace Focus a 16 ACTIVITY A class calendar... In the sun 47 topic What's the time? 48 LANGUAGE FOCUS. 19 rewsion 20 QUESTION TIME! A revision game.. An EXE of methodology. Notes on the Workbook and Workbook answers ‘Supplementary worksheets, (Classcoom language... Acknowledgements.. 07 114 130 132Map of Cambridge English for Schools Starter UNIT 1. Learn English! 8 ‘Ways to learn English; some basic verbs and ‘nouns; social language; the alphabet and numbers 1-20. THEME TOPIC New friends (Curriculum links: Gevgnphy— countries; Communication std use of English, ES Where we live Curriculum links: Geography — countries, continents and physical features; Social studies housing, languages. Animal world Curriculum links: Biology aid Environmental science ~ animal life and habitat. ‘The circle of life (Curriculum links: Biology — food chains; Gegguaphy — facts about the world. North and south (Curriculum Tinks: Sconce ~ Northern/southern hemispheres; capillary action; Social studies ~ the climate and how icaffects our lives, In the sun Curriculum links: Scicwce ~sun, shadows and time, 20 Question time! 86 ‘A game to revise the Topic and Language focus units.‘UNIT UNIT LANGUAGE Focus REVISION/ACTIVITYIntroduction * Who is the course for? Cambridge English for Schools (CES) is a course in English for young students. It has four fall levels, plus this Starter level for students who have not done any English before. For what type of teaching situations is it intended? CES has been designed with a variety of possible situations in mind — &om small classes with flexible farnivare arrangements to fairly large classes with farnisure fixed to the ground, ffom schools with considerable resources to schools with limited fands. The realities of many classes — with learners of varying abilities and varying levels of motivation and cooperation — have been given serious consideration and have shaped the approach and philosophy ofthe course (see Rationale, page 7). ‘What does it aim to do? CES Starter contains four different syllabuses. 4. Acthe centre of the course is the language syllabus. ‘Through it, students develop their knowledge of | English and their abilities to use English in various ways. 2 Complementing this, the course has an education syllabus. The materials aim to broaden the students’ Knowledge of the world and to build on what they are learning in other areas of their school life. Topics presented in CES Starter, therefore, contain curriculum links with Science, Geography, Social Studies and so on. The materials also aim to develop ‘aoss-curricilum attitudes and abilities, such as working independently, working with others, tolerance, appreciating the environment and so on. 3 Ar the same time, a learner involvenrent syllabus aims, to help the learners to take more responsibility for their own learning and to feel that their classes are ‘their own’. 4. Imaddition to these aims for the learners, CES also aims to offer suppor for teachers in 2 number of ways: + Detailed practical suggestions in an easy-to-use A fo Zof methodology (see page 80). + Easy-to-use Unit notes (see page 20). + Additional Unit notes on teaching classes with mixed abilities (see any Topic or Language cus Unit). 6 Introduction + Photocopiable language and pronunciation, ‘worksheets (fee page 114). + Advice on how the course may be lengthened or shortened (ee page 18). + A list of useful classroom phrases (see page 130). How long does the course take? CES Starters intended for approximately 40-60 hours of classroom work, with Levels 1-4 intended for approximately 80-100 hours. However, the course has a exible design enabling it to be made either shorter or longer (see page 18 for more details). What does the course consist of? CES Starter has five components: A Student's Book A Teacher's Book ‘A Workbook A Class Cassette A Workbook Cassette See CES Starter ata glance, page 13, for more details of each component, For Levels 1 and 2, there are also two videos available: Welcome to English and A World of English, This Teacher’s Book contains: + A detailed rationale for the course (see pages 7-12) + CES Starter ata glance: 2 visual overview of the course (see pages 13-16) + Some introductory notes on using the course (ee pages 17-18). + AnA to Z of practical suggestions for teaching (ee pages 80-106) + Guidance on sing the Units and planning lessons (see page 20 onwards) + Supplementary photocopiable language and pronunciation worksheets (ee pages 114-129). ‘+ Alist of useful classroom language phrases (see pages 130-131). Please turn to the section which interests you most!Rationale Summary Cambridge English for Schools has been based on a reconsideration of the possibilities of English language teaching with secondary aged students and the part that teaching materials can play. It offers a new approach in which wider educational goals, student involvement and support for teachers combine to provide a significant step forward in English language teaching. This introduction describes the aims, syllabus and methodology of the course and the role of vation English, language learning and education For many teachers, the teaching of young adolescents poses some of the greatest and most rewarding challenges. For the students, a new school, new circles of friends, new interests and new experiences can all combine to make the period both exciting and demanding. Itis also a time when the basis of their approach to learning, perhaps for the rest oftheir lives, is formed. This is especially true in the learning of foreign languages, where their first experiences define, for them, what language learning is all about and ifitis something at which they can succeed. In many classrooms all over the world, the initial experience of learning English is one of tremendous energy and imagination, in which the students feel chat a whole new world is opening up for them as they learn to express themselves in another language. It is, however, also a sad fact that for other stucents itis sometimes @ time of failure and disappointment in which they gradually feel left behind, often resorting to misbehaviour in the classroom and a gradual rejection of the work that, the teacher is doing for them. [tis thus important for everybody involved in teaching adolescents to try to decermine the routes to success. In the pages which follow this introduction, we have set out what we believe, in our experience, is the basis for success in teaching and learning English and the basis on which Cambridge English for Schools is built. We will describe this under four main headings 1 Aims, which describes the purposes of the course. 2 Syllabus, which describes what the students will be learning about. 3. Methodology, which describes the types of activities included, 4. Evaluation, which describes how learning and learning activities will be assessed, eee A 1 AIMS Summary ‘The main aims of CES are: + to develop the students’ abilities to use and understand English. + to broaden the students’ understanding and knowledge of the world. * to involve the students and to develop their abilities to manage their own learning, + to support teachers in developing their own teaching abilities and their own understanding of language learning, 4.1 Learning English and learning abont the world ‘At the centre of the course is the aim of developing the students’ abilities to use and understand English. For the vast majority of students, however, whether of secondary or adult age, language itself is simply not interestiyg enought to command their continual atention. Many courses hhave thus drawn on what are seen as exciting teenage topics (pop music, fashion, discos, fast food and s0 on) in order to try to motivate the students, [tis our view, however, that there is a much greater potential for language teaching, For secondary aged students, this period in their lives is one when they have a great hunger for knowledge, want to learn about che world and want to learn to be able to do different things for themselves. ‘Asasubject without a cleazly defined ‘body of knowledge’ (apart from grammar, words, etc), learning, English thus presents a unique opportunity to meet this ‘eagerness to learn by offering both a broader educational approach to teaching the language and a rich variety of topics from which the students can learn. It is precisely this which CES aims to provide. Example: the topics and the Themes in the Student's Book. 1.2 Student involvement One of the keys to successil learning, however, is involvement. Whilst interesting topics and richer, ‘meaningful content are very important, the vital element Rationale 7in Jearning anything is that the students feel that the learning is thers, and that they feel that they are a part of what goes on in the classroom. Without this, it is very difficult for the students to sustain any motivation they may have or which the teacher or course materials may tty to bring, All too offen, we see the results of lack of involvement: bored, seemingly tired students, some of whom resort to misbehaviour and make teaching an uphill struggle. In Canubridge English for Schools, we lave thus given carefal thought to ways of involving the students. Throughout the course, there are points at which they can make decisions, think about what they have just done, and gradually take more responsibility for their own learning. Examples: Unit2, Ex. 4; Unit 3, &x.2.1; Us Ex.§; Unit 19, Ex. 3. Introduction and 1.3 Support for teachers English language teaching, however, offers opportunities not only for the students to learn, but for teachers to develop their own teaching. Through the couse, therefore, we aim to provide both clear guidance in using, the materials and support in understanding and thinking about some key areas in language teaching. Our purpose in doing this is to assist teachers in understanding why particular ways of working in their classes appear to succeed or fail and thus to make their teaching a more rewarding expetience for both the students and themselves. Examples: the AtoZ of methodology, nates on mixed-ability classes in the Topic and Language focus Units, the ‘overview sections before each Theme and Unit, and the subsequent deieiled Teaching Notes. 5 2 SYLLABUS Summary CES contains four principal syllabuses: i) a language syllabus, mainly of structure, vocabulary, reading and writing; ii) an educational syllabus of educational topics and abilities; ii) a learner-involvement syllabus Which requires students to make decisions about learning; iv) a teacher support syllabus which provides ideas for teaching and for classroom research. From the outline of the aims of the course, one can see that four different syllabuses underlie the structure of CES. They are: i) a language developmen syllabus; ii) an educational syllabus; iii) a learner-involvement syllabus; and iv) a teacher support syllabus. 2.1 The language development syllabus At the heart of the language syllabus in CES lies a structural progression. The course moves, in the familiar way, from the present tenses, through to the past tenses, future tenses and so on. All of this is made explicit, to the students in the Lauguage focus sections in the Units, with students cither being presented with explanations or being encouraged to work out their own rules for forming and using language. We have chosen to use a structural language syllabus fora number of reasons. In our view, it provides a systematic ‘mapping out’ which enables students to generate an infinite number of new utterances and eventually use language to express what they wish to say. Its also a familiar means of organising language which allows teachers and learners either to comie to CES fiom other courses or to go on to other work. The language syllabus, however, is not a narrow 8 Rationale ‘step by step one, Our aim is not that students master each new structure the first time it appears but that they note it, since the course returns to each language point several times with numerous opportunities to learn Atthe same time, however, the course stresses vocabulary development right from the start, continually recycling vocabulary items through new texts, exercises and record pages. At the end of each Topic Unit, the students can dra together the vocabulary they have learned and record the meanings on a Language Record page. In addition, the student's Workbook contains farther work on vocabulary and a picture dictiouary. In termis ofthe ‘four skills’, CES draws on each of the skills in as natural a way as possible. Writing, for example, ray be used as a means of preparing for a spoken task, listening and reading asa basis for sharing reactions and ideas. Writing, in particular, features quite a lot in CES since, in our experience, used appropriately, writing can give students the chance to plan, to reflect and ask for help. Spoken, ‘social’ English, however is also highlighted in special Out and about sections and drawn together in a shore phrase book section in the Language Records. In the initial stages of the course, listening is mainly treated as a means of consolidating language already presented ro students, rather than as “listening comprehension’ in the traditional sense. We have approached it inthis way as, in our experience, the circumstances in which many teachers teach (with classroom and outside noise, and limited audio facilities) frequently make listening work very difficult to undertake, ‘Listening comprehension’ work is thus postponed until che students have developed some basic abilities in producing language and in understanding the language of the coursebook texts and of the classroom.Examples: the Map of CES Starter, pages 4-5; Language Records pages 18 and 23; Qut and about, page 33, Workbook page 24. 2.2 The educational syllabus In addition to the language aims of the course, CES also aims to make a-direct contribution to the students’ general educational development. The course therefore also has an educational syllabus which has three main aspects: curricular links with other subject areas, coss- curricuurs abilities and attitudes and, from Level 1 ‘onwards, cross-cultural topics. In terms of curriculums tinks, the topics in CES have direct connections with the work the students will do in other school subjects, but in a fresh, innovative way. These links ‘mean that students are given the opportunity to broaden their knowledge and understanding of the world and to contribute what they already know. There is therefore a natural, real reason for communicating and for working with the language. Examples: Topics in Themes A-F in the Student's Book. In connection with cross-cursiulun abilities and atccudes, the course contributes in a number of different ways ‘Through the presentation of different kinds of texts (such as maps, diagrams, plans, descriptive texts, letters) the students become familiar with understanding and presenting ideas in a variety of modes. The course also shows the students how they can gather, develop and organise their own ideas through, for example, ‘brainstorming’ aspects of topic. Later in the course (Level 1 and beyond), the ability to work independendy is supported through Help yourself Units which give practical advice on how they can help themselves learn, Broader concerns such as health education and animal welfare also then feature as topics for language work. Examples: text presentation: Unit, Ex. 1.1; Unit6, &. 1.4; Unt 8, Ex. 5.1; Unit, Ex. 4; brainstorming: Unit 16, Ex. 4 ‘The third element in the educational syllabus is cross-altural awareness. In CES Starter, there are plenty of opportunities where you can focus the students’ attention on cross- cultural aspects revealed by the pictures in the Student’s Book. For example, the use of uniforms in UK schools, how towns look, traffic systems, currency, housing and so on, In Level 1 and beyond, however, this is taken a stage farther where Cinlture matters Units in the Student's Book aim to develop the students’ understanding of life in ‘Britain and how this compares with their own country. A further feature introduced in Level 1 is the Parcel of English scheme, which is intended to bring students in different parts of the world into contact with each other. (See Pavel of English in the A to Z of methadolegy,) Examples: pictures in the Starter: Unit 1, Ex.9; Unit3, Ex. 13 Unit 414, Ex. 8, See Level 1 for Culture mattars Units andthe Parcel of English. 2.3 The learner-involvement syllabus In CES, che direct, personal involvement of the learners plays a very important part, An important element of the course is the involvement of the students in decisions over at they will work on and how they will work. The intention with this, as explained earlier, isto give the students a greater sense of ownership in language learning, such that they feel that what they learn is ‘theirs’. Recognising, however, that students may not have experience in thinking about such things, the course approaches this very gradually. In each of the ‘pic Units, Decide tasks ask the stucents to make a choice over what they will do next. As the course progresses, however, students become involved in making their own exercises, (and, in Level 1, in building up an Exercise Bax for the class) and, later in devising their own tests. In addition, self-assessment tasks te-oceur at various points in the course, asking the stucents to consider what they did in particular tasks (see section 4 below) A farther aspect of the course is that topies have been chosen which give the possibility for students to contribute their own personal ideas and experience. ‘The crss-curriculuna aspect of this is important, as we have said, but farther examples are in relation to details of themselves and their homes, their previous contact with English, their country and so on. Examples: Unit 2, Ex. 3; Unit 4; Unit 5, Ex. 9 2.4 The teacher support syllabus ‘As was mentioned in 1.3 above, an important aim of the course isto support teachers in working with a particular ass aiid in developing their teaching abilities. To a certain extent, any coursebook will help teachers learn more about teaching by introducing them to types of exercises and ways of approaching classroom work which they have perhaps not met before. In CES, however, this, is taken one step further. Atthe back of this Teacher's Book, there is an A to Z of methodology, outlining some of the main aspects of teaching and giving practical clasroom suggestions. Cross-references to this A to Zare given in the Teaching Notes for each Unit but we hope that teachers will consult the 4 to Zat their leisure as means of refreshing or developing their knowledge of teaching. In addition, at the beginning of the Tepicand Language focus Units in Level 1 onwards, there are some questions to stimulate your thinking about aspects of teaching. Additional support is also given for teaching classes of mixed-ability students. [n the Teaching Notes for the ppicand Language foeus Units, there are ideas for how to give more support for particular exercises or how to make Rationslo 9them more demanding, For students who requite farther practice, there are Supplementary worksheets which you may photocopy. Examples: the A toZ of methadology, pages 60-106; DPhotoconiable worksheets pages 114-129; mixed abilities! notes pages 44 anc 47, ee 3 METHODOLOGY Summary ‘Tasks in CES aim to encourage the students to use English creatively, not only reproducively, and co contribute their own ideas and experiences. The instructions in the Student's Book provide clear indications for both the teacher and the students, In general, ‘larger’ tasks are included in order to give the students more ‘space’ and more control over their work. Tasks allow students with different levels of ability to work on the same topic and additional support is aso provided for classes with mixed abilities. Initially, an active role for the mother tongue is also sugpested. A number of aspects of CES come under the general heading of methodology’ which we will briefly describe here. They are: 1) creative approach to language learning; 2) personalisation; 3) transparency; 4) learning centredness; 5) catering for classes with mixed abilities; and 6) use of the mother tongue. Te would probably be fair to say that language teaching generally emphasises what we would call reproductive approaches to language learning. These include various forms of repetition (choral, substitution, reading aloud and so on) and other tasks where students are expected to reproduce the information and language presented to them (or example, traditional comprehension questions) as in the traditional ‘Presentation-Practice-Production’ model of teaching. There is no doubt reproductive tasks are an important part of classroom language learning, and CES certainly contains these types of tasks. We believe, however, that if we want students to develop the ability to express what they wish to say in English, then we also need to provide tasks which encourage the students to use the language creatively and not simply reproductively. This means that classroom tasks need to provide opportunities for the stuclents to contribute their own ideas and share experiences and reactions. In CES, therefore, we have included tasks throughout the course which aim to do this, for example, by encouraging them to give their personal opinion or ideas about something, to write short texts for other students to read, and to design their own practice exercises, without following 2 tightly controlled model. Examples: Unit 2, Ex. 8; Unit 5, Ex. 6.2; Unit7, Ex. 3; Unit, Ex, 7.13 Aatiity Unt 16. 10 Rationale Creativity as an aspect of methodology is also closely related to personalisation. By personalisation we mean the process of bringing about ‘ownership’ which we referred to earlier. This happens in two main ways in CES. Firstly, wherever possible, students are asked to contribute their own ideas and content (for example, accounts of personal experiences, photos and so on). Secondly, as the course progresses, the stuclents are brought further and farther into making decisions about their learning, within the clear constraints laid down by the teacher and the coursebook. As we mentioned earlier, this includes tasks where students have to decide what they will do next. In Levels 1-4, ‘evaluation’ tasks ask the students to think back over what they have done and how they can improve it next time. Examples: Personalisation: Your Language Record after each Topic and Language focus Unit; Unt 2, Ex. 1 end Ex. 3; Unit ; Unit 5, £x. 3; Decision-making: The Decide exercises in each Topic Unit Time to spare? exercises; making exercises in Unit 8, Be 7.4; Unit 11, Ex. 4.1. A third aspect of the course in terms of methodology is what we call transparency. ‘This means that it should be clear to everyone (teacher and students) what the materials are suggesting. This, we believe, is particularly important for the students, since greater learner involvement depends on understanding what is going on in the classroom. In addition, experience tells us that itis difficult -if not impossible — for many students to maintain 100% concentration 100% of the time. For this ‘reason, the Student's Book includes full instructions for each task, stich that both the teacher and the students, have the same information. At the Starter level, of course, the students’ language level will mean that they are not always able to benefit from this, but as the course develops we hope that this enables them to have a clearer understanding of what they are doing and why. Examples: the instructions for tasks in the Student's Book, In general, CES includes few of the conventional ‘paced” oral activities, such as drills and choral repetition, that ‘one often finds in course materials, In contrast, the tasks, in the course centre on ‘learning’ (rather than ‘teaching’). In addition, they are generally ‘larger’, in which, for example, stuclents have to write something, read something or share ideas with a neighbour, before being called upon to produce language to the whole class. Our purpose in designing such tasks isto allow students more time to think, plan and ask questions, andthus approach language learning in a more relaxed fashion. Examples: Out and about exercises in the Language focus Units; Unit 14, Ex. 1.2; Unit 4; Unit 16; Unit 17, Ex. 8.3; Unit 18, Ex. 2.3. Langer tasks also make it easier for students to respond at their own level of ability. In addition, however, CES includes farther support for classes with mixed levels of ability. Some students may require more practice than the Student's Book and Workbook provide, and for these students additional Supplementary language worksheets are given at the back of this Teacher’ Book. ‘We recognise, however, that using one particular Unit of materials in the same way with an entire class may not always be appropriate and, for this reason, the Teaching, Notes for the Tepicand Language focus Units include suggestions for how more support can be given to students or how the tasks can be macle more demanding, ‘The Time to spare? sections also offer further support for students. Examples: Language worksheets, pages 114-128; tinted ‘Mixed abilities’ boxes in the Teaching Notes forall Topic and Language focus Units; Time to spare? sections at the end of every Topic ‘and Language focus Unit. A final aspect of methodology is the use of the mother tongue. In CES the mother tongue plays an important role in two main ways, Firstly, a number of tasks, particularly in the Language focis Units, ask the students to think about the structure of their language and to compare it with English. Secondly, as the Teaching Notes rake clear, we anticipate that some of the initial casks wall take place in the mother tongue, particularly in the early stages of the course. There are a number of reasons why ‘we have designed the course in this way. ‘When people are learning they always try to make sense of ‘what is new" by comparing it with what they already know. This means that, whatever the teacher or the coursebook says, students will translate the foreign language into their own language and it is therefore best if this is done explicitly so that misconceptions can be avoided. In addition, we believe that many students feel completely powerless and lost in language classes, especially in the initial stages, and thus the use of the mother tongue can ease them into language learning. Use ofthe mother tongue also gives the students an, opportunity to participate more fully in making decisions, over their own learning, Examples: Unit 12, x. 9.1; Unt 15, Ex. 2.1; the Language Record pages after the Topic Units and Language focus Units. 4 EVALUATION Summary ‘At the Starter level, evaluation of the students" learning takes the form of self-assessment tasks and a student-produced test. Additionally, Levels 1-1 include tests in the Workbook and evaluation tasks focusing on how the students are working, As we have already suggested, evaluation plays an important part in CES, There are two main ways in which it does so: evaluation of how much language the students have learned and evaluation of the actual process, of learning, In terms of evaluation of language, the Starter level includes self-assessment tasks in the Student’ Book. Later levels of the course provide an initial test (in Unit followed by optional revision exercises) and self-tests in the Workbook. In the Starter level, students are introduced to the idea of producing their own tests. We hhave included student-designed tests since we feel that self-assessment isa vital part of successful language Iearning. Too often students view tests as a very negative experience in which someone else makes judgements about them, Making tests available to the students and involving them in designing their own class tests is intended to reduce this fear and encourage them to view tests asa potentially usefil part of their learning. Examples: self-assessment exercises at the beginning of each Fvision Unit; Unit 19 ‘Maka test" In terms of evaluation of how the students are learning, Levels 1 include tasks (particularly at the end ofa ‘Theme and a large Activity) which ask the students to think about how well they worked, the problems they’ had and how they might do it better next time. As suggested earlier, the purpose of doing this isto raise the students’ awareness of how they are learning and to make them feel more involved in their language course and able to participate in making decisions over both what they need and would like to do. Pationale 14‘We hope that you enjoy using Cambridge English for Schools and that both you and your students find ita rewarding course to work with. We welcome any comments on the materials — whether negative or positive. Please write to us: Andrew Littlejohn and Diana Hicks /o English Language Teaching ‘Cambridge University Press ‘The Edinburgh Building Shaftesbury Road Cambridge CB2 2RU England ‘You can also senda fix to: +44 1223 325984 Oryou can send an e-mail message to: aldh@eupeam.ac.ik ‘There is also a World Wide Web site where you can get continuing information on the course: hetp://wrww.cup.cam.ac.uk/pubgroups/elt/ces/cestop.html 12 RationaleCambridge English for Schools Starter at a glance THE STUDENT'S BOOK ‘The course contains six ‘Themes. Heme Heme THEME = Animal The circle North and In the sun wold = oflif = south Each theme contains three Units, with approximately the following number of lessons. TOPIC UNIT LANGUAGE FOCUS © REVISION/ACTIVITY i UNIT Z Blesons 23lesons 1-2 lessons In each Theme, there isa TOPIC Unit which focuses on different aspects of the Theme. Students read, write, listen and talk about the topic. There is particular emphasis on vocabulary. Each Topic Unit includes a song. ‘The notes at the top of the Unit tell you what the Unit is about and how it links with other school subjects. a Following each Tapic Unit, there is a LANGUAGE FOCUS Unit. Here the scudents focus on grammar, functions and social English Exerc ele sree een iy Atthe end of the Tepicand Language forts Units there is 3 LANGUAGE RECORD. Here, the students can note down the meanings of the words and phrases they have Eenguege Hecerd learnt and complete some examples of the gramunar points. Wintemetesite mi ame: (Cambridge English for Schools Starterstagiance 13‘There are also TIME TO SPARE? exercises at the end of each Tepicand Language focus Unit. These provide extra work for students who finish ahead of the others, or who find the exercises in the Unit too difficalt or who need extra practice. At the end of each Theme, there is usually a REVISION Unit. This asks the students to think about /iow much they have learned and revises the language they have covered. In the last Revision! Unit they can also make a test for themselves. ©) apt ‘Chase one of Hae exerts, fine spare? Possatnton y!sodp Hocadan ae = et easy Revision Make a test yan ae ‘There are also two ACTIVITY Units, These involve the students in working with other students to share their ideas for a larger piece of work. 14 Cambridge English for Schools Starter ata glance‘THE TEACHER'S BOOK ‘The ‘Teacher's Book contains a RATIONALE for the course. This explains why the course is the way itis, the aims, the content and the methodology of the course and the way in which evaluation is treated, Rationale Fees ream fetta ‘Some notes on the Units are included in USING CES STARTER. This also explains how the course can be lengthened or shortened, and how it develops in later levels. SESS inant a ‘epee Using Cambridge English for Schools Starter | ‘Aut A t0.Z of methodology Detailed guidance on teaching English with CBSis provided in a handy 4 TO Z OF METHODOLOGY. ‘This gives practical ideas and explanations. clothes we wear ERUPT Sica nariaamcetenreh aires, en For every Unit, there are detailed Seta tl pi TEACHING NOTES, giving suggested timings and notes for the exercises, These also give cross~ references to the A to Zsection and ideas on how to use the course with mixed-ability clases. ‘The Teacher's Book also contains ideas on how to use the ‘Workbook and answers for Workbook exercises. ‘Supplementary worksheets ESE ronan Notes on the Workbook and Workbook answers At the back of the Teacher's Book, there. are SUPPLEMENTARY WORKSHEETS. These give additional practice in the main grammar points from the Language feus Units and in pronunciation, ‘There is a CASSETTE to use in the classroom. ‘Cambridge English for Schoois Starter at a glance 18THE WORKBOOK The Workbook has the same structure as the ‘Student's Book. Topi. i clothes we wear Langiiage focus = 1 Wier amparaae ane @ © aes i ae a ‘There are four Units that give extra REVISION and ewo Units which revise vocabulary through PUZZLE PAGES. vision a At the back of the Workbook, there are LANGUAGE, SUMMARIES and a summary of the Out and about sections from the Student's Book. ‘There is also a WORKBOOK CASSETTE. This contains extra listening passages, ‘open dialogues’ to talk to, pronunciation exercises and all the songs from the Student’ Book. 18 Cambridge English for Schools Starter ata glance ‘There are also four PICTURE DICTIONARY pages where students can record the meanings of words. Language summariesUsing Cambridge English for Schools Starter ‘This section gives an overview of what the different Units do ard sone ways ir which the course ean be shortened or extended, and culines how the course develops in Level 1. What do the different Units do? As the ‘at a glance’ section shows, there are four types of Units in the Students Book: six Topic Units, six Language _foous Units, four Revision Units and two Activity Units. Topic Units In the six: Topic Units (Units 2, 5, 8, 11, 14, 17), the focus is on an aspect of the Theme, each one taking, very approximately, three fifty-minute lessons, The principal intention with the Topic Units isto build up the students’ vocabulary whilst at the same time developing their understanding and knowledge of the Theme, as far as language level permits. The focus is not on the fort of the language itself but on using language to understand and express ideas, While the students work on the Topic Units, we anticipate that they will be trying to use language they have not yet fully learned or of which they have only a hazy idea, The teacher’ role in this case ‘would be to help the students co express their ideas (e.g by explaining, rephrasing, supplying vocabulary as needed, translating, ctc.). The accuny of the students” Janguage is thus not of vital concern here, The important point to get across to the students is that they can be “English language users’ Language focus Units In the six Longiage focus Units (Units 3, 6, 9, 12, 15. 18). the focus moves from the topic to the language itself. We anticipate these Units taking approximately two to three fifty-minute lessons each. In these Units, the students have the opportunity to look closely at the language they have been using in the Topic Unit, what they have been reading about or saying (or trying to say). The focus is thus on the students’ understanding of how the language works and, as far as is possible, to ‘get it right’ in their own speech or writing, Although the emphasis is on accuracy in these Units, we do not expect students to Jeam everything first time: language learning is a slow process. However, CES has an open structure such that, the same Jangnage will reappear in later Units. Revision Units In the four Revisiow Units (Units 7, 10, 13 and 19), students get the chance to check and revise what they have learned. We anticipate these Units taking one or ‘wo fifty-mninute lessons, depending on how much revision the students require. Each Unit opens by asking the students to self-assess what they have learned. Three Units (Units 7, 10 and 13) then provide revision exercises, which you can either direct them to do ot let them choose, depending on where you think they need further work. Returning to the self-assessment after they have done the revision exercises should help them to see if their own estimations are correct. Revision Unit 19 asks the students to design their own test for the whole class. “Test-writing is a very effective way of developing the students’ understanding for three main reasons + Firstly, it requires them to do some investigation, to focus carefully on the structure of the language and to use it + Secondly, it also helps to break down the fear of tests which many students have and instead ‘encourages them to see tests as an apportunity to find out how much they know. + Thirdly it helps to integrate the class as it provides 1 means of students challenging each other. ‘The evaluation part of these Units gives the students an opportunity to look back at the Units in the Theme and. to consider the level of difficulty of the tasks. This will provide useful feedback for you. Activity Units In the two Activity Units (Units 4 and 16), the students work cogether to produce a larger piece of work. Unit 4 involves them in collecting and categorising examples of English in their own country, and Unit 16 asks them to produce a calendar with descriptions of the months of the year. We anticipate these Units being spread over two lessons, giving the students time to prepare or collect things before the second lesson, (For notes on che Workbook Units see page 107.) Using Cambridge Engish for Schools Starter 47How can the course be extended or shortened? ‘The open and flexible design of the Starter level makes it relatively straightforward to shorten or extend the course. Each Unit is self-contained and there is no continuing, story-line which forces you to do particulzr Units, Although the Units are placed in a logical order, its possible to omit particular Units or change the order for your particular classes. Bearing in mind that a shorter course will not be able to take fll advantage ofall that CES contains, its possible to shorten the course in the following ways: + omit the Activity Units. + ask the students to do the Revision Units at home, * omit Theme A if your students already know the language which ic covers. + omit Unit 20 Question time, + omit some of the exercises in each of the Topic and Language focus Units. In terms of extending the course, the topic-based nature of the course provides an ideal basis for additional project work, supplementary reading, investigations, drama, etc. and for working with other subject teachers. The A to Z of methodology gives many practical suggestions in this respect. ‘The Teaching Notes for each Unit also provide suggestions for additional exercises, in particular for making tasks more or less demanding. In addition, the ‘Workbook provides further practice in all the topics and language, which can be incorporated into class time. How does the course develop in Level 1? Level 1 develops the approach of the Statter level in a number of significant ways: + Topic areas include work on maps, wild animals, health and food, stars and space, the weather and prehistoric people. 18 Using Cambridge English for Schools Starter + The Student’ Book includes a short initial test and optional revision exercises which cover the language presented in the Starter level. This mean that the course has a flexible starting point. *+ Main areas in the language syllabus aze the Present simple, Present continuous, countables/ uncountables, somte/ uy, possessives and the Past simple. + Student involvement in managing their own earning is supported in a number of important ‘ways. In Unit 5 an Everise Box shows students how they can design more exercises for themselves and each other, using an Idens list. Three Revision Units involve them in test- writing. Regular evaluation tasks ask them to think back on how they have worked and how they could improve it next time. The Workbook includes six Help yourself Units which show students ways they can get extra practice with vocabulary, fluency, grammar, spelling, etc. + Culture matters Units present aspects of English speaking societies and compare these with the students’ own culture, + Six Activity Units provide opportunities for students to produce larger pieces of work in English and to work together. + The Parcel of English is introduced. This isa Kink up scheme offered by Cambridge University Press, Teachers using CES can register their class with Cambridge University Press and receive details of another teacher in another country using the course. Unit 8 of Level 1 shows how the students can put together a first Parl of English to send to their ‘twin’ class.What's in Cambridge English for Schools Starter? Before you begin Unit 1, itis usefll to Jet the students 3 Jook through the book. You can do this by using pages Students will need to look carefully at the Workbook. 6-7 in the Student’s Book. Students can work in pairson | Ack chem how they think the cassette can help them. Exercises 1-3. It can help chem with pronunciation (Say it clearly! exercises), speaking (Talk to Tom /Cathy exercises) and 1 listening comprehension. ‘As you get answers, ask the students ifthey can see what, ~ in addition to English, they will learn about in the book Answers (countries and geography, what animals can do, animal ano byes yes dno e yes food, climate, time, the sun and seasons). Answers. ‘A New fiends (map) B Where we lve (symbols for ‘mountains, etc.) © Animal world (kangaroo) D The circle of life (utterly) E North and south (T-shirt) F Inthe sun (clock) Give the students five minutes to see how many pictures, they can find. As the students give you answers, point out the ‘types’ of Units — Topic (where they can leamn about a topic), Language focus (where they can practise grammar, exc.), Activity (where they can make or do something), Revision (where they can check and revise what they have done). Answers Topieft: Unit8 Top right: Unit17 Centre: Unit2 Bottom eft: Unité Bottorn right: Unit 16 ‘What's in Cambridge English for Schools Starter? 19Learn English! Learning English; some basie verbs Note: A word with the symbol EXE shows that you can find more information and ideas in the AroZ of methodology | (pages 80-106). A symbol like this = means that you need the cassette. TEACHING NOTES FOR UNIT 1 Overview of the Unit Unit 1 teaches the students some basic verbs (speal, read, listen, etc.) and introduces them to some of the various things they will do in the book. They can also learn how to say the alphabet in English and the numbers 1-20, Timing Here are some suggested timings for the exercises. These are very approxiate and they will vary a lot fom class to class, student to student. You will also need to allow time for settling the students down, moving them from exercise to exercise, etc. 1 How ean you leara English? 0 Have fin! 24 Playa game 10 22 Apuade 3 3. Think! 10 4 Practise! 41 Whoesetey? 10 4.2 Practise with youreeacher 5 43. Practise in pais 3 5 Lean the alphabet 5.1 The English alphabet Hea 5.2 Whats the word? 10 53. Phy game! Letter Bingo 1 6 _Singa songl 8 7__Leam the numbers 7-4 One, avo, three : 8 20 Unit Learn Engi) 72 Think 10 73 Playa game! What the word? 15 8 Your Language Record 15 What you need ‘The Class Casseite for Exercises 4.1, 5.1, 8.3 (optional), 6 (song) and 7.1 (optional). Workbook Workbook Unit 1 practises the following: + Exercises 1-2: vocabulary. + Exercise 3; pronunciation and fixed phrases. + Exetcise 4: writing and speaking. + Exercise 5: the alphabet. + Exercise 6: singing a song in English. + Exercise 7: numbers. Guidelines 1 How can you learn English? ‘Read through the picture captions with the students and then give them a few minutes to write yes or no by each cone. As you go through their answers, ask them to read the caption aloud, ‘This exercise aims to teach some basic verbs and also to raise the students’ awareness of how they can learn English and what they need to do to learn. A discussion in the students’ mother tongue could usefully introduce some important points: + Learning a language requires an active approach. Students will need to practise a lot and look for opportunities to practise.‘They can help each other by practising together a¢ school and at home, by testing each other, and by doing things in English together. + Sleeping (either at home or in class!) will not help them learn English. + Playing games with a computer may help in a small ‘way, but the language that they learn through. computer games is unlikely to be useful and will be very repetitive. + Singing can improve pronunciation and fluency. Reading, writing, speaking and listening can all help alotin learning English. With this course, they will bbe using all four of those skills + WE Ex 1-2: a vocabulary puzzle. Exercises 2-4 show the students the different kinds of things they will be doing in the course. 2 Have fun! 2.1 Playa game [EXE Prysicat Movement ‘To play the game, first mime each word as you say it ‘Then ask the students to stand up and mime as you say each word. ‘You could play it as a competitive class game (students sit down if they make a mistake) or a team game (a team Joses a point ifsomeone in the team makes a mistake). 2.2 Apuzzle Answers 5 7 (w a alnle ve LL Tstal A ote D ojele kK] [A K 3. Think! Alot of exercises in the book ask the students to work things out themselves. Here, students can work in pairs to make alist of the words they can understand, with the meanings. 4 Practise! ‘The following three exercises show the students how they can get practice: 4.1 through listening, 4.2 practising with you, the teacher, 4.3 practising in pairs 4.4 Where are they? =I EA ustenna Play the cassette two or three times, The students are just listening for where they think the people are, FI rarescriet 1 Ima park Houme Hello, Pam. How are you? Pn: Ob, fine thanks, fine, How are you? Wom: Not too bad. Pun: Oh good. Hows... (fade) 2 Ina town Boy: Hello, Mrs Brown! Hello, Mr Brown! How are you? Homa: We're fine, thanks. How are you? Boy, Fine! Bye! Woman: Goodbye! 3 Ina school ‘Teacher. Flelio, Steven. How are you? Boy: Fine, thanks, How are you? ‘Bacher. Fine. Goodbye! Buy: Bye! 4 Ina factory Man: Good morning, Jane. How are you? Woman: Fine, thanks, John. Hlow are you? Mar; Not too bad, thanks, Jane. Bye! Woman: Bye. 4.2 Practise with your teacher ‘Ask students around the class so that they know what to do in pairs. 4.3 Practise in pairs PAIRWORK + WEExs.9 and 4: extra speaking practice. 5 Learn the alphabet 5.1 The English alphabet [= Students may already know the English alphabet. If you write the alphabet on the board, you can check if they know it. Some letters have similar sounds. Ask the students to say the letters in groups, either after the cassette or after you. Unit? Leamenglisht 215.2 What's the word? ‘The students can look at pages 8-10 and choose words to spellin pairs. 5.3 Play a game! Letter Bingo I IEA cames ‘Weite che letters of the alphabet down and call them out in any order. Cross them off your list as you say them. Students have to cross the letters off their cards. The first person to cross offall his/her letters is the winner. + WBEX.5: practice with the alphabot. 6 Sing a song! Hello, friend (How are you?) =i soncs Play the cassette first and then ask the students to sing along with it. + WBEx.6:the song ison the Workbook Cassette 7 Learn the numbers 7.4 One, two, three ... EZ] Ask the students to say the numbers either after you or after the cassette, You could do it in sections, e.g. 1-5, 6-10, 11-15, 16-20, repeating each section. Next, you can write numbers on the board and point ro them so that the students say the name in English. 7.2 Think! Students can also write some number patterns for their neighbour to complete. Answers: a eight (increasing by two) b twenty (increasing by five) ninateon (adding 3, then 4, then 5, then 6) fourteen (decreasing by two) seven (decreasing by three) 7.3 Play a game! What's the word? Explain the game to the students. Ask them first to choose four words from the Language Record, and secretly write them anywhere on the squates, For example: (NT TeTa rE TST ner PE Ten sire In 22 Unit Loam Engisn! ‘They then take turns in pairs to ask each other the letters and try to guess the words. For example: = What’ number 3? = Nothing. — What's number 172 -s. + WBEX.7:extra number practice. 8 Your Language Record EEE Laneuace reconp ‘There are Language Records after each Topic and Language _foaus Unit in the book. These give the students a summary and an easy way to reftesh their memory. Later, the students can complete the Language Records at home, but it is better to do the first Language Records in class. Read through the words in the vocabulary list and the phrases and ask the students what each one means. Tell them to write the meaning in their language. ‘Time to spare? EXE time to sane? Acthe end of each Topicand Language focus Unit, there are Tite to spare? exercises for students who finish before the thers or who need extra practice, Answers Peter: Hello, Susan. How are you? Susan: Fine, thanks, How are you? Peter, Fine. Byel Susan: ByOVERVIEW OF THE THEME Units 2-4 together form Theme A. The theme focuses on people and places. Unit 2 teaches some language for talking about yourself znd where you live, Unit 3 focuses on the use of ‘this’ and ‘that’, the verb ‘be’ and some asstoom language. Unit 4 is an activity Unit in which scuclents can collect and classify English words used around them. ‘Before the students begin Unit 2, you can help them get an overview of what they will be doing, On the blackboard, write (in the mother tongue): Find: a amap of the world b apicture of some fiats in Rome ¢ aBingo game ‘Where can you learn: d the numbers? @ howto use ‘this’ and ‘that’? {names of things in the classroom? What can you do in Unit 4? Give the stuclents 5~10 minutes to see how many answers, they can find from Units 2~+. ‘Answers a Tand2t; b 16 © 1%; d 17; e 19; £22 InUnit4 they can make. poster of Engjish words around them. EX overviewinc zafe fop ic Around the world Leaming English; some basic verbs nya nn raeiprperptasmpeeneenennenereneeeee TEACHING NOTES FOR UNIT 2 Overview of the Unit Unit 2 first teaches the use of I’, ‘he’, and ‘she’ with names and ages. Students can make a poster about themselves and where they live. The Unit contains the first Decide exercise where students can choose between a vocabulary and writing exercise. They can learn the numbers 10-100 and also sing a song, Timing Here ate some suggested timings for doing the exercises. These are very approximate and chey will vary a lot from class to clas, student to student. 1 tm 1 What’ your name? 10 1.2 Practice 3 1.3 Foursudents 8 2 Around the world 241 They vein 5 2.2. Paula ad Sstons - 8 3 Aphoto poser A picture of you 15 3.2. Yourtown 1s 4 Decide. 15 5__Singa song! 5 6 _Leam some more numbers 6.1 Tea, owenty, they. 5 6.2. ‘Thirteen or thir? 5 6.3. Twenty-one, ewenty-10 10 64 Phy Bingo! 8 7 Your Language Record 6 (Gee also EXSEA rns.) 24 GEERT unit2 Topic What you need ‘The Class Cassette for Exercises 1.1, 1.3, 3.2, 5 Gong), 6.1, 6.2, and 6.4 (optional). Students will need drawing paper and coloured pens for Exercise 3. Supplementary worksheets Say it dearly! worksheet 1: pronunciation of numbers, ‘he, ‘she's! ‘we'e’, etc, Workbook Workbook Unit 2 practises the following: *+ Exercise 1: usefal social phrases. + Exercise 2: reading and writing, + Exercise 3: use of ‘he’, ‘she’ and ‘it’. + Exercise 4: pronunciation and fixed phrases, + Exercise 5: speaking in an open dialogue. + Exercise 6: vocabulary + Exercise 7: pronunciation of numbers. + Exercise 8: singing a song in English. Guidelines Play the cassette two or three times and then ask the students if they can tell you in their mother tongue what they think Carolina and Filippo are saying, ‘You can then ask around the class ‘What's your name?" “How old aze you?" 4.2 practice GROUPWORK and MONITORING AND GUIDING Students can now continue practising in small groups. 4.3. Four students PROCESSING TIME You could go through the answers orally before you ask the students to write. They can listen to check their answers,Tapescript ‘My name's Carolina. I'm twelve years od. ‘Mynname's Marek. I'm thirteen years old || My name's Paula. I'm eleven years old. | My name's Satoru I'm fourteen years old. + WB Ex. 1-4:turther practice with, ‘he, ‘she! and ths! 2 Around the world 24 They live in... Read through the texts with the students and then ask them to join them to the correct country. Point out the use of ‘she’ (che is), ‘hes’ (he is), and ‘this is. Answers Carolina Italy. Marek ~ Poland. 2.2 Paula and Satoru Itis probably best to start by going through orally what the students can write, They will need to turn back to page 1-4 for information about Paula and Satoru. Answers ‘This is Paula. She's eleven years old. She's from Braz ‘This is Satoru. He's fourteen years old. He's from Japan. + WBEx. 1-4 further practice with', he, “he? and "this Say t Clearly] worksheet 1: pronunciation of he's, ‘she, ot. 3 A photo poster DISPLAYING STUDENTS’ WORK 3.4_A picture of you Exercises 3.1 and 3.2 together build a photo poster about each student, You could ask the students to do this on. large pieces of paper which you can put on the classroom, wall 3.2 Your town Before the students begin writing, you can play the cassette Ifsome students finish early, you can ask them to work on their Language Record and the Time to spare? exercise. Answers har jatoru; Rome in + WE Ex. 5:an open dlalogue to practise speaking about yourself. 4 Decide... XE] vecipe Exercises In pairs, the students decide which task - vocabulary or ‘writing — they would like to do next. Go through Exercises 4.1 and 4.2 first so that they see what the choices are. While they are working, go round and give individual help and advice. Ifsome students finish early you can get them to start work on their Language Record and on the Time to spare? exercises on pages 17 and 18. 4.1 What's the word? The key point here is to encourage the students to make another puzzle for other students. Answers [mlz[>[2 EEG Ele 4.2. Some more countries Example answers | Chiles along country. Russiais a big country. New Zealand Is a small country. Australia is a big country. Norway's along ‘+ WBEx 6: vocabulary practice. 5 Sing a song! Hello, hello! [=i EM sonas Play the cassette first and then ask the students to sing along with it. + WBEx.6:the songis on the Workbook Cassette. 6 Learn some more numbers 6.1 Ton, twenty, thirty... [i ‘Ask the students to say the numbers either after you or after the cassette. Next, you can write numbers on the board and point to them so that the students say the name in English. Ensure that they pronounce the ending ‘-ty" clearly. 6.2 Thirteen or thirty? I Before playing the cassette, remind the students of the ‘teen’ ending of the numbers 13, 14, 15, etc. Practise with some numbers on the board, unit2 Topic 25Answers 15 60 19 30 90 14 70 13 6.3 ‘Twenty-one, twenty-two ‘Writing numbers beyond twenty is quite easy in English. The only point to make is the use of the hyphen, e.g. twenty-one, Students can then write some numbers for other students to write in full. (Ask them to write their answers fist) Answers: ‘twenty-one, thirty-two, forty-seven, fity-four, shty-seven, sseventy-four, a hundred and one, eighty-ight, two hundred and twenty-five, 6.4 Play Bingo! Si You can either play the cassette or read the tapescript. ‘Tapescript 22 15 76 1 45 11 49 14 67 93 9 90 83 44 100 18 19 80 77 41 ‘+ WB Ex. 7: pronunciation and recognition of numbers; ‘Say t cleariy! worksheet 7: pronunciation of aumbers, 26 REEEERY unit2 topic 7 Your Language Record LANGUAGE RECORD ‘Time to spare? Answers 1 This is Akis. He's twelve years old, He's from Graaca, This is Dave. He's eleven years old. He's from the United States of America. This is Susi. She's twoive years old. She's from ‘Colombia. This is Cem. He's thirteen years old. He's from Turkey. 2 22361 JOD 88464550 12453320Ear guage focus Advance warning! “this that "be's classroom vocabulary Students will need to collect English words from newspapers, posters, etc. for Unit 4. While you are working on this Unit, it will be useful to do Exercises 1 and 2 of Unit 4. ‘TEACHING NOTES FOR UNIT 3 Overview of the Unit Unit 3 teaches ‘this'/‘that’, Students try to make a rule to explain when to use ‘this’ or ‘that’, then test out their rule and get further practice. Practice of ‘be’ and making questions with ‘be’ then follows. An Ii the classroom section teaches the names of some common classroom, objects, Timing Here are some suggested timings for doing the exercises. ‘These are very approximate and they will vary lot from class to cass, student to student, 1 Anew school and new fiends 1A What are they saying? 1.2. Are you new hese? 18 2 What's this? What's th 1 “This ot hae’? Make a rule 5 22 Tesyournile 5 2.3 Introduce someone 5 3. Here weare 3.1 The verb ‘bet 8 3.2 Where are they? 2 3.3 Playa game! Memory 2 + Gass 5 5 Inthe classroom 5.1. Things in your classroom 5.2 Ask your neighbour 6 YourLanguage Record 1 (See also EXE viwins.) ‘What you need The Class Cassette for Exercise 1.2. Supplementary worksheets Language worksheet 3.1: ‘be’, ‘this/that’ and new vocabulary Language worksheet 3.2: ‘be’ question forms and new vocabulary Say it lealy! worksheet 1: numbers, ‘he’, ‘she’, ‘we're’, etc. Workbook ‘Workbook Unit 3 practises the following: + Exercise 1: ‘this’ and ‘that’, + Exercise 2: ‘he’, ‘she’, wwe! + Exercise 3: pronunciation and fixed phrases. + Exercise 4: speaking in an open dialogue. + Exercise 5: vocabulary. + Exercise 6: numbers above 20. + Exercise 7: pronunciation of pronouns + ‘be’. Guidelines 1 Anew school and new friends 4.1 What are they saying? Explain the situation to the students (Susan is ata new schoo)) and then ask the students what they think Susan, Kate and Tony are saying to each other. Example answers What's yourname? My name's ... What class are you in? I'm in class: Unit Language fecus a1.2. Are you new here? i [EEE] LISTENING, MONITORING AND GUIDING A suggested procedure is: + Play the cassette once (students can have their books open or closed as they prefer) and then ask them what, Kate, Susan and Tony are talking about (ie. a general understanding). + Play the cassette again. You could put some questions in the mother tongue on the board: Are Kate, Susan and Tony in the same class? Are Tony and Kate new at the school? Where is Tony going after school? + Play the cassette again, pausing in sections to check: that the students understand in their mother tongue. Then, put the students into groups of three to read the conversation together. + WBEEs. 4:2n open dialogue about te students? school 2 What's this? What's that? 2.4 “This? or ‘that’? Make a rule ERE inpuctive Grammar Students can work alone or in pairs. Give the students a few minutes to try to work outa rule, Also point out that “that ¥’is short for ‘that is! Answer “This' Is usually used for objects near the speaker; ‘that! for objecis further away. (Note, however, ‘that’ used in phrases such as ‘That's £2, That's right) 2.2 Test your rule Answers Thisis myhouse. That's my house. Thisis Steven and ‘that's Isabel, This is your sandwich. That's my sandwich, 2.3 Introduce someone Ask the students to introduce two other students to the class, Insist on the correct pronunciation of th’. You can show the students how they should put their tongue between their teeth + WBEs. 4 and Language worksheot 3. this! that’. 3 Here we are 3.1. The verb ‘be” (EG Grammar, PRocessiNe TIME Read through the table with the students and then give them some time to try to complete the table before you go through the answers. Encourage them to look baek at Unit 2 for examples. Check for the correct pronunciation of each answer. 28 Unita Language focus Answers I'm, You're, We're, You're, They're, He's, She's, Its; Wheream |? Where are you? Where are we? Where are you? Whereare they? Wherelshe? Where is she? Whereis it? 3.2 Where are they? Before the students write their answers, you could go through them orally ‘You could also encourage them to work in pairs and to help each other. Answers 2 He'sin Brazil, 9 They're in Thailand. 4 He'sin lily. 5 They'rein Greece. 6 She'sin Argentina. 7 She'sin Colombia, 8 They'einJapan. 9 They'rein Poland, 10min : 3.3 Play a game! Memory HR cames moles ‘You could play this asa game around the class in small {groups or in teams. Alternatively, you could give the students a few minutes to look at the map and then ask them to close their books. Then, call outa name (Akis, ‘Maria, etc.) and ask the students to write a full sentence about where that person is. When you have finished all ten names/places, go through the answers, Students can give themselves 1 point for correct information and 1 point for correct language. You can go through the answers of the person who says he/she has the highest points “+ WBEX. 2nd Language worksheet .1:'bo' and personal pronouns; Language workshectS.2 ho! question forms. pronunciation of he's’, 4 Guess In this game, students have to draw a boat,-a train, a bus, ora plane arouid pictures of Jack and Linda, Susi, Paco and Anali, and Konrad. (They can copy this into their exercise books so they don’t have to write in their books.) ‘You can go through an example on the board first. Students can now work in pairs to discover what their partner has drawn. The fist person in each pair to guess all four locations and people is the winner. 6 In the classroom 5.1 Things in your classroom Students can do this alone or in pairs. You could encourage dictionary use to check the answers.5.2. Ask your neighbour ( Painwonk ‘You could ask the students to put some objects on their desks first, so that they can use ‘this’. Before che students, work in pais, you can go through a few examples with chem, 6 Your Language Record BM Lanauace recon Time to spare? TIME TO SPARE? Reminder! Remind the students to bring examples of English words that they have found for their next lesson (Unit 4). Unit Language focus 2ivity English in our world Mating a poster of English in your ife TEACHING NOTES FOR UNIT 4 Overview of the Unit In this Unit, students collect English words that they see around them, divide the words into categories and then make a poster. The purpose of this isto daw the students’ attention to how much English they already know, how. ‘much they can learn from the English around them and to see how English has entered into their own language. The Unit also gives the students the opportunity to organise and plan their own work in groups. Timing ‘The Unit needs to be done in two parts, ‘Before your lesson’ is a short discussion stage about where they can find English around them. They then collect words, phrases, pictures etc. and bring them to the next lesson to ‘make the posters ‘in your lesson’. The timings given here are very approximate, Before your lesson 1 _ English in your language 2 2 English is everywhere! Tryon 3. Your English words 25 4 Makea poster 5 What you need The students will need poster paper, scissors, glue and coloured pens. You could also bring some examples of English words that you have found in newspapers, magazines, advertisements, etc. in case the students don’ bring enough. Mixed-ability classes Students can work at their own level of ability in this unit. Workbook Workbook Unit 4 isa puzzle page to revise some of the language covered in Units 1~3: vocabulary, ‘he/she’, and numbers. 2 Unité Activity Guidelines Before your lesson 4 English in your language EM viscussion Before putting the students in pairs, you could ask the class for suggestions of English words in their language. Build up a short list on the blackboard and then ask students to continue in pairs. 2. English is everywhere! ‘This is intended as a class discussion (in the mother tongue), about here exactly students can look for English words and phrases. Some more questions you cant ask to stimulate their ideas: + Where exadly at home can you look for English? (e.g, instruction leaflets, packaging, CD boxes, record sleeves, cassette boxes, newspapers) * Where exactly at school? (e.g. notices, the computer room, in the library) + Where exactly in the shops? What shops? (e.g. restaurants, electronics shops, tourist shops, music shops) + Where exactly in the town? (e.g. trafic signs, advertisements, posters, tourist shops, signs on buses and trains, bus stations) + any other places (e.g. offices, barks) Snudents can also bring some pictures that they have found with the words and phrases. In your lesson 3. Your English words GROUPWORK, MONITORING AND GUIDING Students now sit in small groups and collect their words and phrases together. They then try to put the words in groups: e.g, sport, music, technology, computers, business, food and drink, tourism. While they are working, you can go around the groups. You could help‘with words they don’t understand and stimulate their thinking about how to categorise them. ‘You could ask the students where they think English has ‘most influence (and perhaps whether they think that is a good/bad/unimportant thing). ‘The students will inevitably bring in many words that they don't understand. The aim of the activity is not that they understand every single word, but that they become actively involved in thinking about English, Ask them where they found the words. Does that give any clue about the meaning or the topic? 4 Make a poster [EE visptavine stuvents: work Their collections of words, phrases and pictures should make a colourful poster that you can put on the classroom wall, in the school corridors or in an album. Encourage the students to use their imagination in the design of their posters. You could allow some class time for students to look at each other's posters. You can make this into a language task by making a quiz about the posters in the mother tongue. Students then have to look at the posters to find the answers, For example: (nother tongue) Find the English word: ‘Samdun sells cofour televisions. Aplace where you can park your car, ‘Acomputer uses a mouse. ‘Somewhere you can eat. Unit4 Activity atOVERVIEW OF THE THEME Theme B (Units 5-7) focuses on different countries in the world. Unit 5 teaches the names of countries, languages and some geographical features, The students can make a poster about their country and play a miming game. There is a Decide exercise where students choose between two tasks. Unit 6 teaches and practises the use of ‘a/an/the’ and language for shopping. Unit 7 revises the language covered in Units 1-6. Before the students begin Unit 5, you can give them another task to overview what they will be doing. On the blackboard, you can write (in the mother tongue): Look through Units 5~7. Find the answers: ‘a Where do Shoko and Satoru live? bb Inwhich exercises can you play a game? © How many rooms are there in Kate's house? 2 Gna Find the picture: d ashop fe abedroom f amapof Britain Give the students 5-10 minutes to see how many answers they can find. Answers a Japan; b Unit 5, Ex. 4, Unit6, Exs. 13 and 2.4; © sixrooms; d pegeS4; e pages7; f page sé. HM overviewineTopic Your country ‘Names of countries ant continents; curricular links with geography TEACHING NOTES FOR UNIT 5 Overview of the Unit ‘Unit 5 first shows the students how they can talk about different countries: the continent, the size and the language and what physical features each country “has got’ (mountains and rivers, etc.). They can then make a poster about their own country. The unit includes a miming game, a song and a Decide exercise ‘Timing Approximate timings (which will vary considerably ffom class to class, student to student) are: 1_ Where ae you? 14_The continents @ 1 2° Some more countries 2a Where are they? 30 3__ Come wo my country! 3 Playa gamel What's the counay? 10 5 _ Singa songl io 6 Decide 20 7 Your Language Record 5 ‘What you need “The Class Cassette for Exercises 1.1 (optional), 1.2 {optional}, 5 (song). Stacents will need drawing paper and coloured pens for Exercise 3 (make a poster) Mixed-ability classes and supplementary worksheets Exercises 1.2, 3 and 6 have additional notes for mixed~ ability classes. Say it clearly! worksheet 1: pronunciation of ‘-teen’ and ty’; plurals /5/ /2/ /rz/. ‘Workbook Workbook Unit 5 practises the following: names of continents, : writing about countries and people. : vocabulary. pronunciation and fixed phrases. reading. speaking in an open dialogue. : pronunciation of //, /i/ /e/ /20/. + Exercise 8: singing a song in English. Guidelines 4 Where are you? 4.4 The continents 1 curricutum uinks Students will need co draw on what they have learned in geography co complete the labels. They could work in pairs or small groups to share ideas. As you check answers, insist on a clear pronunciation of the vowels, Answers a Europe, b NorthAmerica, ¢ Asia, d Attica, Austala, f South America, g Antarctica, Read through the example text with the students, checking that they understand. Then, ask them what they can say about their country. For further practice, ask them what the people in some other countries would say: the United States of America, Brazil, Japan, Italy, ete ‘+ WBEx. ts names of continents; WB Ex. 7: pronunciation of names: ‘of languages. 1.2 People and places writing Before the students begin to write, itis a good idea to go through heir answers orally first. Students can work in’ small groups or pairs to help each other. Units Topic 33-APESCRIPT Lais and Maria live in Brazil. Brazil is in South America, It isa big country. ‘They speak Portuguese, Isabel and Carlos live in Uruguay. ‘Uruguay is in South America. Itisa small country. They speak Spanish. Mario and Valentina live in Italy. Italy isin Europe. Its along country. ‘They speak ftalian, Yoshi and Shoko live in Japan, Jopanis in Asia. It isa small country. ‘They speak Japanese ‘+ WBEx.2: more writing about people and places. 2 Some more countries 21 Where are they? Note: This exercise requires the students to use ‘has got’. However, this is simply a ‘fixed phrase’ here. “Have got’ is taught fully in Unit 18, ‘This exercise prepares the students for the poster making activity in Exercise 3. After the students have labelled the continents, read through the key to the symbols. You can then ask the students what each country has got. Answers Chile and Brazi: South America; Italy and Greece: Europe; Mexico and the United States: North America; India and Japan: Asia. a Greece has got mountains and beaches. ey Unit Topic b Italy has got rivers, beaches and mountains. © Brazil has got forests, rivers and beaches. 4 Chile has got beaches and mountains, @ Japan has got mountains. | { India has got mountains, rivers and forests. 4g The United States has got beaches, rivers and mountains. hh Mexico has got mountains, rivers, beaches and forests, + WBEx 3: vocabulary puzzle. + WBEx 5: come fied phrases. 3 Come to my country! ( Posters ‘Students can work in pairs or small groups on this task. ‘Asan alternative to a poster, students can make a postcard of their country. MIXED ABILITIES ‘More sipuot ea be given by “The task ean be inade more demanding by _ slang students to write more about thelr county + WO. 6:an open dlogue about the students county. 4 Playa game! What’s the country? GAMES, PHYSICAL MOVEMENT ‘To support the game, you can puta list of points to mime on the blackboard: continent, ithas got ..., big/small? + WBEx.5: reading about countries. 5 Sing a song! There is a country sonas + WBEX.6 the songis onthe Workbook Cassette. 6 Decide... (EY DecIDE EXERCISES, STUDENT INVOLVEMENT Asin Unit 2, itis best to go through the two exercises first, so that students understand what they have to do. Both exercises focus on writing, (See BREE wrenactive wane.) MIXED ABILITIES ‘Saudents will probably find Exercise 6.1 easier than | Beercise 6250057 6.1. Answering and asking Answers 2 They'reinAsia. 9 it's in South America. 4 Wt’sin Europe,Note: Students should also write the answers to the questions that they write, so other students can check their answers. 6.2 What countries are they? 7 Your Language Record IGE Lancuace RECORD Time to spare? (EE time To spare? Answers a Canada. b tay. © Switzerland, d Brazil aoe ACTALWEHKFE@PEAR ATRUF RTOAWIWWL ENGLISHDRWFTAHY HJUAGIWUGPANTSH HJOUEENGLANDS OY ERTIWERTUETMN BV GWM EXTCO)O UNG FON SU LVeEo FEUROFE)S GSTAH TGR FERENCE). Units Topic 35Rooms; avanvth's plurals; shopping ‘TEACHING NOTES FOR UNIT 6 Overview of the Unit Unit 6 teaches the names of rooms ina house and some common objects at home. The students form a rule to explain when to use‘ and ‘an’ and also practise the use of ‘the’ and plurals. The Out and about section (Exercise, 4) teaches how to ask for things in shops. ‘Timing Approximate timings (which will vary considerably from class to class, student to student) are: 1 Susan visits Kate 1A Aplin ofthe house 8 1.2 In the howe 5 13. Phys game! Where am 2 10 2 _Indhe living room 2.1. Label the pieare 15 2 Make a rule "Test your mle Phy Bingo! : 5 Where's the ct? 5 3 _ Seven pitores 15 4 Outand about with English 4a Whats th 3 2. Kate and Suan in the shops 10 43. Ask for things 5 5 _ Your Language Record 5 What you need ‘The Class Cassette for Exercises 1.2, 2.4 and 4.2. You could also tale some objects for students to role play buying things in shops (see Exercise 4.3) 3 Units Language fous Mixed-ability classes and supplementary worksheets Exercises 1.2 and 4.2 have additional notes for mixed- ability classes Language worksheet 6.1: "9, ‘an’, ‘che’ and new vocabulary. Language worksheet 6.2: plurals and the language of shopping. Say it clearly! worksheet 1: -teen and fy, plurals /8/, /2/, fal. Workbook ‘Workbook Unit 6 practises the following: + Exercise 1: names of rooms and ‘be’ cercise 2: describing your own house + Exercise 3: use ofa" or ‘an’. + Exercise 4: plurals and ‘the’ + Exercise 5: speaking about your house in an open dialogue. + Exercise 6: pronunciation and fixed phrases. + Exercise 7: pronunciation of /s/, /2/ and /r2/ in plurals. Guidelines 1 Susan visits Kate 1.1 A plan of the house INE processine TIME Give the students some time to look carefully at the house plan before you go through the answers. You could go on to ask the students what rooms they hhave in their houses/flas Answers Kate's house has got six rams. Ithas got three bedrooms, ‘one living room, one bathroom and one kitchen. Ithas got twelve windows. + WBEX 1: more practice with names of rooms and bt * WB.Ex 2: planof the students! own housesitiats.,4.2 In the house LISTENING Ei ‘You could ask the students to close their books the first, ‘time you play the cassette, to see how much of a general, understanding they can get. Allow the students time to read through the conversation before you ask for the names of the rooms they see, ‘You could then go through the conversation, checking their understanding, before you ask them to read itin groups of three. ‘Answers ‘They see: the living room, the kitchen, the bathroom, Kate's bedroom. | MIXED ABILITIES | More support ca be given by. asking the students to read through the conversation swith partner, checking that they understand itn their mother tongue. giving the students.a translation ofthes SeMtENCES | Or, key phrases in the conversation which ‘thatch to the text in the book. 1g only. o11 4 Small section of the (e.g from 'Here we are! to ‘There’ the school’) h ‘The task eait'be rade snore demanding by i * giving the sudents sentences from the conversation 0 separate pieces of paper. They have to Pe =in the right order, _ Rate, Susin and Toy go into the garden, ve = hey see from the garden? ‘+ WB.Ex.5: an open dialogue about the students! own hhousesitias, 4.3 Play a game. Where am I? GAMES, PHYSICAL MOVEMENT 2 In the living room 2.1 Label the picture Students can work in paits to label the picture, 2.2 ‘A? or ‘an’? Make a rule (EA nouctive cRamman Ask the students to make a list of ‘a’ and ‘an’ words. Then give them a few minutes to try to work out when we use ‘a’ and when we use ‘an’ Answer ‘an’ is used before a vowel sound (usuelly the letters a, e, |, 0, ‘ais used before consonants (ll other letters). Note: ft is the sound which is important, not the letter itself (e.g. ‘an umbrella’ but ‘a uniform), The number of cases where & vowel letter makes a consonant sound is not large, soit is nat necessary to tll the students about this now. 2.3 Test your rule Answers ‘an aeroplane, a ball a bank, a park, an egg, an exercise book, abus, a football, a schoo', an alarm clock, an orangutan, computer, a house, ataxi, an insect + WB Ex. Sand Language worksheet 6.1: more practice with ‘a’ or 2.4 Play Bingo! =] You could play the cassette or read the tapescript yourself, Alternatively, you could write each item on a piece of paper and choose them at random. (The order on the cassette ensures that the three cards are completed only with the last three items in the list.) TAPESCRIPT am aeroplane an exercise book an orangutan anegg analarm-clock ahouse aball a computer afootball abank ataxi abus apark aschool an insect. 2.5 Where's the cat? EEE] MoTHER TONGUE, TRANSLATION ‘The use of ‘the’ may not present any problems for your students, depending on their mother tongue. In English, ‘the’ is generally used when the speaker is thinking ofa specific thing or if there is only one. For example: “Is the window open?’ (= the window we can see now, oF the window we are talking about) ‘Isa window open?” (= any window in this house) Before you ask the students to work in pairs, ask che class questions about the pictare in Exercise 2.1. For example: ‘Where’ the telephone? (It on the table.) ‘Where's the elephant? (Ie on the television.) ‘Where’ the cat? (Its on the sofa.) Where's the umbrells? (Its on the table.) ‘Where's the radio? (Its on the table.) Insist on the correct pronunciation of ‘the’ /83/. (The plural form comes in Exercise 3.) ‘+ Wi Ex. 4:mora practice with the’. Units Language focus 373 Seven pictures As you go through the answers, point out the three different pronunciations of s’: plants /s/, pictures /2/, oranges /t2/. Insist on the correct pronunciation as they answer the questions ‘Where are the pictures? etc. Answers ‘wo apples, two windows, three oranges, five plants, six books, seven pictures + Language worksheet 62: plurals. + WB Ex. 7 and Say clearly! worksheet hal. 1: pronunciation of hi, /2h, 4 Out and about with English ‘The Out and about with English sections offer listening, reading and speaking practice in the use of social English. 4.41 What's this? Answers missing labe's are: 2 pencil, a ruler, a pen. 4.2 Kate and Susan in the shops EI Read the conversation with the students, checking that they understand it. They can then read it in pairs or groups of three. Notice the use of ‘this’ and ‘chat’ in ‘this magazine’ (= the one Kate has near her) and “that packet of sweets’ (the one away from her), and in the fixed phrase ‘That’ 50 pence’ 38 Unité Language focus _» alternatively, a moze difficult task is to put an outline that the students have to recreate. For example: = ‘MAN: Hello. ‘You caus reczeate the conversation arouind the class, befote they work in pairs/aroups of three. 4.3. Ask for things [Ed rove PLay ‘This can be more fun if you use real objects, money and perhaps some items of clothing (hat, coat, scarf, etc) Students can act out the dialogue in pairs before you ask some students to actit for the class. ‘+ WB Ex.6: pronunciation of fixed phrases; Say it clearly! worksheet 1:-teen, and-ty. 5 Your Language Record IE Lanauace rEcoRD ‘Time to spare? IME time To spare? Answers 2 The pictures are on the wail ‘The oranges are on the table, “The cats on the sofa. The radio is on the table. “The umbrellas on the table,Revision Revision of Units 1-6 ‘TEACHING NOTES FOR UNIT 7 Overview of the Unit Unit 7 revises some of the language covered in Units 1-6 The students are first asked to reflect on how well they think they know the language covered. Exercises then follow to revise and check. The last exercise (Exercise 4) asks them to reflect again, and indicate where they still need more practice. Timing “Approximate timings are as follows: How well do you know 1 Where are they from? 1.1 Heve are my fiends 1.2. Some more fiends 2 Whatsin the picnre? 0 3. Wires loner 5 4 More pmedce 5 ‘What you need No extra materials required, Mixed-ability classes and supplementary worksheets Language worksheet 3.1: This’, ‘that’ and numbers ‘Language worksheet 3.2: ‘Be’ ‘Language worksheet 6.1: ‘A’, ‘an’, ‘the’ and new vocabulary, ‘Language worksheet 6.2: Plurals and shopping Say it clearly! worksheet 1: Units 2 and 3 *-teen’, ‘ty’; “he’s, ‘she¥’, Swe'te', ete Units 5 and 6 A/, /12/, /e/, Feels [8/, fal and Mal. (See also EYRE noxeo asus.) Workbook ‘Workbook Unit 7 practises the following: + Exercise 1: personal pronouns and ‘be’. + Exercise 2: plurals + Exercise 3: talking about yourself, your home, your age, ete. Guidelines How well do you know it? AUTONOMY ‘The purpose of the self-assessment chart is to encourage students to think about their learning and decide where they need extra practice. Give the students a few minutes to tick the chart. They can compare with other students or discuss it with you before they do the exercises that follow. Encourage them to look back through Units 1-6 to reffesh their memory {particalarly Units 3 and 5). Students should be able to work on all the exercises alone or with a partner. IEyou go through the exercises fist, they can then work at their own pace. (See BREE tasks in stocks and EXE ovenviewne.) 4 Where are they from? 4.4 Here are my friends Answers 4, 013, 5, 1, 2, 6 1.2 Some more friends Answers Yousuf: He's from Manchester Danial and Fiona: They're from Lancaster. Mary: She's from Dover. Mike: He's from Edinburgh. ‘Sam and Nina: They're from Stoke-on-Trent Sujta: She's from York, nit? Revision2 3 ‘What's in the picture? ‘Answers five pens, twelve books, thrae radios, four eats, seven plants, five pictures, four telephones, four magazines ‘Write a letter EY] waiting Students can use the letter from Sarah as a model: 40 Dear Sarah ‘Thank you for your letter. 'mfine. My name's tm years old. | live in _. —~«Itisa country. (Sometimes) it is _. .. here, We speak 118 0 oe « My house Matis Ithas got Bye! Unie? Revision 4 mone practice ‘Ask the students to look back on their work in this Unit, and to put a cross where they think they need more practice. Workbook Unit 7 provides extra revision in each language area.OVERVIEW OF THE THEME In Theme C students can learn about the animal world, ‘where animals live and what they can do. The negative form of ‘be’, use of ‘can’ and ‘can't’ and useful classroom, phrases are tanght in the Theme. A Revision Unit (Unit, 10) revises work done in Units 8 and 9. Before starting Unit 8, allow time for the students to look, through the next three Units. You can help them get an ‘overview by putting the following task (in the mother tongue) on the board. Find the answers: 1 Can the animal in Unit 10 Exercise 2.2 tly? 2 How far can a tiger jump? 3 Where are Tony and Kate? 4 What is on page 47? What are they for? ‘5 What song can you sing? [EE ovenvewms Game «4 Topic Animal facts ‘Animals; curricular links swith Biology ‘TEACHING NOTES FOR UNIT 8 Overview of the Unit This Unit introduces the names of some animals and revises the names of the continents. The present simple negative form of "be" with ‘can’ and ‘can't’ are introduced through asking about where different animals live and the things they can do. Reading and writing practice is given in Exercise 5. A Decide exercise gives a choice berween farther reading practice and vocabulary work. Timing Approximate timings for each exercise are: 1 Animals around the world 4.1 Where are they fom? 10 1.2. Are you right? 5 2 Animal fess 2.1 Right or wrong? 10 2.2 Write some animal iets 15 3 WhoamP 5 4 The things animals can do 4.1 What can they do? 6 4.2. Can penguins 8y2 8 5 Kangwoormddges SA Kangwoorcanjompl COD 52 Tgenanwn SS 6 Singasng SSCS 7 Decide 15 8 Your Language Record 10 (See EXE ronnc.) What you need ‘The Class Cassette for Exercises 1.2, 2.1, 5.1 (optional) and 6, Ifyou have an encyclopaedia with information and photographs of animals, this would be a usefl additional resource for answering questions. ry Unit Topic Mixed-ability classes and supplementary worksheets Exercise 5 has additional notes for mixed-ability classes. Say it clearly! worksheet 2: ‘can’ and ‘can’ and syllables in words. (See EXEEQ muxeo asuimes.) ‘Workbook ‘Workbook Unit 8 practises the following: + Exercise 1: vocabulary. + Exercise 2: reading. + Exercise 3: pronunciation and fixed phrases. + Exercise 4: reading and writing about animals + Exercise 5: reading about chimpanzees. + Exercise 6: speaking in an open dialogue about what you can do, + Exercise 7: pronunciation of /ken/, + Exercise 8: singing a song in English. Guidelines 1 Animals around the world 4.1 Where are they from? [EE BRAINSTORMING AND PROCESSING TIME Before you do this exercise, you can ask the stadents (in the mother tongue) ifthey know the names of any animals in English and where they come fom Make a shortlist on the board. Allow plenty of time for the stuclents to look at the map and the animal pictures and to join them up. When they have finished, students can tell the class their ideas. Write the answers as fill sentences on the board. 4.2 Are you right? EI LISTENING Play the tape for the students to check their answers. This isa listening and checking task: you may want to pause the tape after each sentence to allow time for checking.i tarescrier 1 Tigers ate from Asia, 2 Penguins are from Antarctica. 3 Zebras are from Africa. 4 Kangaroos are from Australia. 5 Black bears are from North America. 6 Toucans are from South America, = WBEx. 2 Animal facts 2.41 Right or wrong? I [EYE WRITING and MONITORING AND GUIDING ‘Make sure the students understand what they have to do before they work together. They can look back at Exercise 1 for information. This exercise introduces ‘aren't’. The students will understand fom the sentences that ‘aren’ i the negative of ‘are’. An explanation of how the negative of ‘be’ is formed is not needed here because the focus is on meaning rather than on form. (The fill form is taught in Unit 9.) ‘You could go through the exercise orally frst, or ask the students to do it orally in pairs first, before they write their answers, Go round and give help if necessary. ‘The answers are on the cassette for students to listen and check their answers. Sirarescrier 4. Wrong! Tigers aren't from Europe. They're from Asia, 2 Right! Penguins are from Antarctica 8 Wrong! Kangaroos aren't from South America. ‘They're from Australia. 4 Wrong! Toucans aren't from Antarctica, They're from South America. 5 Right! Zebras are ftom Affica. 6 Wrong! Black bears aren't from Enrope. They're from North America 2.2 Write some animal facts EM waiting Students can look back at the map in Exercise 1 and the sentences in Exercise 2 and write some more ‘right and ‘wrong’ sentences. You could agree a time limit for this exercise with the students, say 5 minutes, so they know ‘how long they have. They can exchange with their neighbour or across the classroom, orally. + WBEx.2: more reading and writing practice. 3 Whoam I? BREA cames and PHYSICAL MOVEMENT ‘This game should fit well at the end of the lesson. Start the game by miming an animal ~an elephant for ‘example, Students say "You're a ...” and you reply ‘No, Tmanot’, Yes, Lam’. ‘They are learning these as ‘fixed phrases’ here and will, ‘understand what they mean fiom the situation, ‘When the students understand the game, ask one of them to start. The student who guesses correctly takes the next turn, Ifa student is shy and does not want to mime, itis best not to force them, however. 4 The things animals can do 4.4 What can they do? IME MoTHER TONGUE and TRANSLATION Check students understand the vocabulary — this can be done in the mother tongue, although the pictures should make the meaning clear. Put the circles on the board with the verbs, Ask students to think ofa few animals for each circle to make sure they understand what they have to do. Allow time for them to look back at the animals in ‘Exercise 1 and to think of any others which may have been mentioned during the brainstorming session in Exercise 1. They can work alone or in pairs. Fill in the circles on the board with their answers when they have finished. + WB Ex 4.1:more reading and writing practice, 4.2. Gan penguins fly? HM speakina ‘Ask questions to the class and get them to answer with: “Yes, they can!” ‘No, they can't’ or ‘Tdon't know!" Insist on the correct pronunciation of /keen/ and /ica:nt/ in students’ answers. Notice that in the question form the pronunciation of Can will be the weak form /kan/. Tdeas for questions: Can penguins climb? No, they can't. Can tigers swim? Yes, they can. Can toucans swim? No, they can't. Can beats fly? No, they cant. Can penguins &y? No, they can’ Can zebras swim? I don’t know! Can bears swim? Yes, they can. ‘When you have finished, you could ask the students, individually, to write down as many questions as they can, about animals in three minutes. Then divide the class into Unit Topic “atwo teams: the students take itn turns to ask questions. Keep a note of the right answers and the team with the most cortect answers is the winner. + WB Ex.3 and Soy t clearly worksheet 1: more practice with pronunctation of can’ and “car. + WBEX-G:an opendiaiogue. § Kangaroos and tigers 5.1 Kangaroos can jump! HA Reavina Start by allowing time for the students to look at the picture of the kangaroos and to discuss —in mother tongue ~ the information they know already and what they don’t know about kangaroos. Put some key words and phrases on the board in English. ‘The text is on the cassette. You could ask the students if they would like to listen to the texe before or while they read the text or after they have read it. Students read the text quietly to themselves and underline the information which is new to them. They can then compare their ‘new’ information in pairs/small groups o discuss it with the rest of the class MIXED ABILITIES” | ore support ca be given by a i Toki at tie photog with the student) festand | asking them what they can say about kangaroos. You an put soi sentences on the board that come hom the text. asking the students to. think about i) doiet Iii about kangatoos before reading thie text. Have large piece of paper you can sick on the wall owallpaper is ideal) Students can then think of some ‘questions about kangaroos to which they would like to know. the answers. Write these in English on the Jasge piece of paper. This then gives a clear purpose = for reading the text — to see ifthey can then answer ‘oF the questions on the wall askirig the stiidehis to tead the textin pairs and to try ‘to translate it orally together. One student can read and ty wo tandate unt‘. they cantsee!, The ‘other student starts at ‘They can sce when ., ie task can be made more denvavding by asking students to make a gap fil exercise from the text for their partner. Ask them to copy four or five sentences fiom the text. They can eliminate either 1 ‘the verbs ‘can’ and ‘can't’ oF ee iy humnbers or spt can‘and 'can't They can thelvgive their text to die partner who” = does the exercise and checks their answers with the text E : “ Unit Topic * asking students to write some questions about the text using ‘Can...?' eg, ‘Can kangaroos jump?” They cart give these questions to a parmer to answer * asking the stuents-to read the text about kangaroos and then ove stright on to Exercise 5.2. ‘+ WBEx.5:more practice with reading. 5.2 Tigers can run! (EA wrrrina Students can work alone or in pairs for this writing task. Allow time for the students to look at the pictures and remind them that they can use the kangaroo text in Exercise 5.1 asan example, Allow plenty of time and go round and help where needed, Encourage the students to help each other. ‘MIXED ABILITIES ‘More support ca be given by + asking the students frst what they know already about Hgers. Write key words and phrases on the ‘board in English. ‘= puthing ¢ complete text on the: board for them to ead throiigh firs. "You can then remove it before they write + askihg students to write a sentence about tach photo in the book + asking stadenss to wwrite their own five sentences as a _draff frst, then to give them to a partner to discuss and check, Students then write the final version, At the bottom they can write “Written by X and discussed with Y" + asking students co write (in the mother tongue) at the bottoin of the text to say what they "found difficult about writing the sentences, or what they don’t know: spelling, grammar, vocabulary, etc. | The asl can be made nvore demanding by asking students to write a text which compares " Kangstoos and gers. For example: 5 ‘Ranguroos live in Australia bar tigers live in Asia, Baby Kasigtoos re very sill Bul baby tigers ae from Exercise 4.1 + WBEx, 4: more practice with wring. 6 Sing a song! I can’t do what a toucan can [Ed soncs + WBEx 8: the song is also on the Workbook Cassette.7 Decide EEA oecipe EXERCISES and OVERVIEWING Go through the two exercises with the students first so they know what they have co do. While students are working go round and help where necessary. TA A puzzle EMEA vocasutary Point out to the students that this tsk has two parts: first they complete the puzzle, and then they snake up one of their own. Remind them that they can draw clues if they prefer, When they have done their puzzle, they can give it to someone else in the class who has finished or you can keep it asa Time to spare? exercise. Answers 7.2 Who is it? READING ‘Students read the sentences/clues and follow the lines to guess at the end what is hidden in the picture. Ifthey finish before the others you can ask them either to + do Ex, 7.1 or + make a puzzle like this for a partner or + doa puzzle written by one of the others or + do an exercise ffom the Tine (0 spare? section or + start their Language Record. Answer Atthe end is a picture of azebra, hidden in the trees. 8 Your Language Record EMEA LanGuace RECORD ‘Time to spare? [BEd time to spare? Answers, Black bears can climb trees. They can run. They can't read. They cant write, Unite Topic FERS 45‘be’ negative; ‘can’, ‘can't TEACHING NOTES FOR UNIT 9 Overview of the Unit ‘Uni 9 presents the negative of ‘be’ and ‘can’ and ‘can't while maintaining the animal context. In addition to the grammar presentations there isa listening for information activity at the start of the Unit followed by three short reading texts. More classroom phrases are introduced at the end of the Unit. ‘Timing Approximate timings for the exercises are: 1_Arthezoo 1A What isi? 1.2 Areyou sgh? 10 13. The dee bears 2 2 isn'ta panda beat! 2.1 In your language 22 ‘Nor 10 3. What can you do? B.A The things you can do 15 3.2 ‘Can’ and-ean'é 5 4 Inthe chssroom 4.1. Some chings your teacher ays 5 4.2 Some things you can ay 8 5 Your Language Record 15 (See EMEA tens.) What you need ‘The Class Cassette for Exercises 1.2, 1.3 (optional) and 4.2 (optional). 6 Unit Language focus: Mixed-ability classes and supplementary worksheets Exercise 1.2 has additional notes for mixed-ability classes. Say itclealy! worksheet 2: gives practice with /s/, /2/ /i2/ in plurals Language worksheet 9.1 has more exercises on ‘be’ negative. Language worksheet 9.2 has more exercises on ‘can’ and ‘can (See EYE woren aciumes,) Workbook ‘Workbook Unit 9 practises the following: + Exercise 1: writing ‘can’ and ‘can't’. + Exercise 2: reading (‘be’ negatives). + Exercise 3: reading and writing about ostriches (be negatives) + Exercise 4: Say it clearly! Syllables. + Exercise 5: Pronunciation and fixed phrases. Guidelines 1 At the zoo 1.1 What is it? Ask for ideas about what lives in the trees, but don’t give the correct answer. (The students get farther information in Exercise 1.2.) 1.2 Are you right (EEE LisTeNING and READING ‘You could ask students to read through the dialogue first in pairs before you play the cassette. (You could also ask students whether they would like to listen to the cassette and read at the same time, listen first or read first.) Students then work in pairs and practise the dialogue together. Some pairs may like to perform their dialogue in fiont of the class.Answers. Ciess 2M zoowisiT Name of animal: Koala bear Number of adult animals: 1 Number of bables: 1 “They come from: Australia “The task ait be mide store ae oe asking snidents not to look at the text oz ead it Iyefore listening to: + asking students to waite down the key words they. remember after listenin 1.3 The three bears =) READING “The texts provide niore examples of the negative of ‘be’. ‘You could provide further comprehension work on the three texts. For example, put the following on the board. (in the mother tongue): 1 How heavy is an adult panda? 2 Where do koalas live? 3 What weighs 1.5 kilos? 4 What comes from the Arctic? 5 What are black and white? Answer ‘koala bear 2 Itisn’t a panda bear! 2.1 Inyour language (EYE MOTHER TONGUE, TRANSLATION and TASKS IN BLOCKS Read the sentences with students and ask them how they say the sentences in their language. Point out low ‘are not’ is shortened to ‘aren't’. The students have already had examples of this in previous Units ‘You can then ask them to move straight on to Exercises 22and 2.3, + WB Ex.2: practice with wring ‘b' negatives. 2.2 ‘Not’ There are examples of negative ‘be" sentences in Units 8 and 9. ‘Answers Pmnot You aren't (You are nat) He isnt (He is not) She isn't (She is not) {isn’t (itis not) We aren't We arent) They aren't (They are not) apanda bear! from China. ‘As you go through their answers, check for the correct, pronunciation, + WBEx.3.t: practice with reading be! negatives. 2.3 What is it itd warrine Students can first work alone and then compare answers with their neighbour Students who finish early can make a similar exercise for other students, Answers 1 Itisn't a bag! It’s a football 2 They aren't pens! They're books. 9 They aren't zebras. They're cats. 4 Itlsn'ta table. I's a telephone. 8 Hein from Paris. He's from London. 8 They aren't pencils. They're plants. 7 Itisn'ta window. It's a door. 8 They aren't vary old, They're {very} new! ‘+ WB Ex, 3:further practice with ‘be’ negatives: writing and speaking. 3 What can you do? 3.4 The things you can do Hd writine You can do this exercise orally around the class first, before the students write. Give students time to look through the pictures frst so that they have time to chink. Unit Language focus a3.2 ‘Can’ and ‘ean’? GRAMMAR 4 In the classroom 4.4 Some things your teacher says S Your Language Record (A Lancuace Recorp ‘Time to spare? [XA time To spare? Before reading out the sentences, allow time for the Answer students to look at che pictures, Read out the sentences a@LTMBDeuxesunwek /ly while students match the sentence with the pi ‘ ) slowly wi ts ence with the picture AGEEMBEUKE SHWak Answers GAN @IvYHDAREADH Y HJUGR®UNWUSWAEIRH oe eer teemeier efeteciebt HJQUEEFLOAEDSGY EWTJHEKTUGWIMB V 4.2, Some things you can say = QWMYUWRITEHGFOH Check thar the students understand the sentences, Allow GLISEEDFWUIOPFS Cee time for them to look at che pictures and match the C@1STENGAFFWUKCH sentences to the pictures. They can check their answers swith each other. You may want to put these sentences on a big piece of paper on the wall Answers. top left Can | have a dictionary, please? bottom left Can you play the cassette again, please? top right Gan you say that again, please? bottom right | don't understand this word, ‘WB Ex. 5: pronunciation and fixed classroom phrases. a Une Language focusFevision of Units 8 and 9 ‘TEACHING NOTES FOR UNIT 10 Overview of the Unit ‘The Unit opens with a chart which asks students how well they think they know the language points from Units 8 and 9. Revision exercises then follow. Students can do some orall of these exercises depending on time and how much revision they think they need. Timing Approximate timings for the exercises are: Hew wall do you know it? 5 1 Find the word 10 2 This animal ean. What can they do? 15 Wit can a tortoise do? 15 3 Iseright?| 12 4_Inthe classroom 3 5 _ More practice 3 (See (EA twwnc.) ‘What you need No extra materials are required. Mixed-ability classes and supplementary worksheets Language worksheet 9.1: more practice with ‘be’ negative. Language worksheet 9.2: more practice with ‘can’ and ‘can’. (See EXE wen assis.) Workbook ‘Workbook Unie 10 practises the following: + Exercise 1: vocabulary. + Exercise 2: spealking in an open dialogue and writing, + Exercise 3: ‘be’ negative’; writing. + Exercise 4: classroom phrases. A picture dictionary summarises the vocabulary presented in the Theme. Guidelines How well do you know it? Encourage the students to look back at Units 8 and 9 and at their exercise books and Workbooks. They can then choose the exercises cither to test themselves or revise. Go round and give help if necessary. [EEE] ovenvIEwING, TASKS IN BLOCKS Students who finish before the others can: *+ work on exercises in the Workbook, or + write some more vocabulary puzzles like the ones in Exercise 1, or + look ahead to the next Theme and prepare some “Find out about the Theme’ questions for you to tse with the class next lesson. 4 Find the word answer HK OALABEABDLASHM @EBAACVAGFEKOLM DUSGPANDABEARNL HY@LACK BS EARRDWG JUHG@ENGUINFDOT ZX CVENMLO@TGERKH KANGAROOCSTUP BU HeDsc@OUCANMTYN + WB 5c 1:further practice with vocabulary. 2 This animal can ... 2.1 What can they do? Students are fiee to make up their own sentences. ‘Unit 10 Revision 492.2 What can a tortoise do? 4 In the classroom Answers 17 27 3F 4F SF Answers 1d, 20, 31, 4b, 5a, 6e + WB Ex 2and Language worksheet 9.2: further practice with ean’ and‘ean't 3 Isit right? Answers. 1 That's right. 2 Itisn'ta pencil It's a book. ‘8 Thay aran't penguins. They're cats. 4 He sn’tan astronaut. He's a teacher. 5 She isn't very old. She's a baby. 6 That's right. 7 That's right. 8 Student's choice! ‘+ WB Ex dnd Language worksheet negatives. further practice with 60 REE] unit10 Revision + WB Ex, 4:further practice with classroom phrases. 5 mone practice ‘Ask the students to look back on their work in this Unit and to put a cross where they think they need more practice. Workbook Unit 10 provides extra revision in each language area. You may want to discuss their reactions in class.OVERVIEW OF THE THEME ‘The topic moves fiom the details of particular animals in the previous Theme to ecology in this Theme. Students ccan learn abont life cycles and food chains. The Theme also introduces the Present simple and ‘there is/there are" and more phrases for asking for things in shops. The theme concludes with a Revision Unit, Before you begin Unit 11, you can help the students to get an overview ofthe Theme. Possibly as a homework activity, you could ask them to make a short list of things to find in the Theme, as they have done with Themes A and B. On the board, put the following as examples of what they can writ Find: (a picture, a song, etc.) Where can you learn about ...? Find the answers, What can you do in Unit .../Exercise .. Sendents can then exchange lists with each other. Alternatively, you could put your own ‘Search’ task on the board, HEE overviewinc commsi 1 pic Natural food Te Food chains; the lire cycle TEACHING NOTES FOR UNIT 11 Overview of the Unit This Unit opens by asking the students to think abou ‘what animals eat. Food chains as. vital aspect of nature then follow in Exercise 2. Exercise 3.3 looks at life cycles ~ in particular that of the lnrgest butterfly in the world. Through these texts and exercises students are exposed to both the Present simple and ‘there is/there are’, which are dealt with more fully in Unit 12, Exercise 5 is a Decide exercise which givesa choice between further writing practice and vocabulary work. Timing Approximate timings for each exercise are: all animals 1 Big and 1.1 In your councry 10 What isi? 10 1.3 Three more liss 10 2 Bigorsmnall, they are all important! ‘What do they eat? 10 Write about a food chain 10 3 Acitele offi 3.1_A beautiful buttery 10 62 EEE] units Tonic ofabuterty 3.2. Words 10 The lif ofa buterfiy 10 4 Decide 10 5 _ Singavong! 10 6 YourLanguage Record 10 (See FREER mans.) ‘What you need ‘The Class Cassette for Exercises 1.2, 3.1 (optional), 3.3 and 5 (song). IF you have an encyclopaedia with information on more ‘facts about the world’ (in English ‘or mother tongue) this would be a useful additional resource, Mixed-ability classes and supplementary worksheets Exercise 3.1 has additional notes for mixed-ability classes. Say it clearly! worksheet 2: /s/ and /2/ in third person singular verbs. (See [ERE mixeo animes.)Workbook ‘Workbook Unit 11 practises the following: + Exercise 1: vocabulary puzzle, + Exercise 2: reading and writing about animals. + Exercise 3: reading and writing: animal facts. + Exercise 4: pronunciation and fixed sentences. «+ Exercise 5: reading and writing about food chains. + Exercise 6: speaking in an open dialogue. + Exercise 7: pronunciation of /s/ /2/ and /rz/. + Exercise &: singing a song in English, Guidelines 4. Big and small animals 4.4 In your country EMEA viscussion ‘After the students have decided if these animals live in their country (and where they can be found), ask them to work in pairs and make three lists. Write the titles of the lists on the blackboard and ask for an idea for each one first to check that the students understand what to do. Allow time for them to work in pairs and go round and give help where necessary. “Answers, They can ily: buttery They can't walk: buttery, snake, whale, frog, seal, ish. ‘They can swvim: penguin, sel, snake, polar bear, whale, fish, frog. + WB Ex.1: more vocabulary practice. 1.2 What is it? SI EXE usrenine pee ee ee Answers. 1 penguin 2 whale 8 frog 4 snake 5 polar bear 4.3 Three more lists Before the seudents make the three lists, tell them that each animal should go in one list only (e.g. whales eat ‘meat (shrimaps and small fish) ard plankton, so they ‘belong in the list ‘They eat meat and plants’) Answers Thay eat meat: a snake (snakes eat small mammals and reptiles and eggs), a penguin (penguins eat fish), a seal (seals ‘at fish), a polar beer (po'ar bears eat seals), a frog (rogs eat insects}, They eat plants: abuttrily(butterles eat flowers and plants) ‘They oat meat and plants: a fish (sh eat smaller fish and sea plants), a whale (whales eat shrimps, small fish and plankton). + WB Ex. 4:more practice with speaking. 2 Big or small, they are all important! 2.1 What do they eat? PAIRWORK and SPEAKING ‘This part of the unit focuses on food chains. Ie may be worth spending a couple of minutes quickly explaining in ‘mother tongue what a food chain is with some examples. ‘Students may be able to offer some of their own ideas in mother tongue, and they are likely to have studied food chains in other parts of the school curriculum. ‘Ask them first to draw a line between each section of the chart, showing what each animal eats. Answers 1 Avwhale-penguins big fishes ~ small shes and sea plants 2 Asnake-frogs ~ butterflies and insects ~ plants 3 Apoler bear - seals - big fishes plants. small fishes and sea ‘Once the students have joined up the various levels of the chart, zead through the example text with them: A whale eats penguins. A penguin eats big fishes. Aig fish eats small fishes aud sea plauts. “Then ask them what they can say about a snake and a polar beat. Point ont the ~sat the end of the verb when they are talking about ‘a snake’, ‘a fiog’, etc Answers, Asnake.eats rogs. A frog eats butterflies and insects Abutterfy eats plants. Apolarbearestasecis. Aseal eats bigfishes. Big fishes eat smal fishes and sea plants 2.2 Write about a food chain EG warning Students can work alone or with a partner for this task. Encourage them to share their ideas and check each other’ writing, + WBEExs. 2 and 5:more practice with writing. 3 Acircle of life ‘You could show the students what they have to do in each exercise and then set them working at cheir own pace, while you go around mowrTonine aNo GuDING. You could then go through the answers when the students have done Exercise 3.3. 3.1 A beautiful butterfly =) TEE reaoine Answers te 2d 3b 4a = WB Ex Si more practice with reading. Unit Topic 53| MPXED ABILITIES | More support ca be given by. lenis to lookat che pictures before they” ide text and to brainstorm the wows for exh 3.2 Words ‘When students have made their lists, encourage them to guess the meaning of words from the context. (Before they read the text, you could note down the words you think they won't be able to understand: compare the lists afterwards, How many are the same?) 3.3 The life of a butterfly I READING ‘Before reading the texts, you could first ask the seudents in the mother tongue what they know about the life cycle of a butterfly. Write the words in English on the board and then ask them to write the words next to the appropriate picture. Students can then find the texts which include those words. Answers 3 Acaterpiliar comes from the egg. 4 teats the plant. 6 Itflesin the forest. 7 teats flowers. 4 Decide .. EWE] vecipe exercises Go through the two Decide exercises with the students so they can make an informed choice. Discuss with the students how much time they may need. For both exercises students can work alone or in pairs. cy Unittt Topic 4.1 What's the word? Encourage students to look in their Workbooks and in. previous units to find some ideas for different puzzles they can make. Try to leave time for the students to be able to. exchange puzzles so that their partners can try to do them. Answers ‘A caterpillar comes from an egg. ‘Snakes eat frogs and small animals, Abutterily can fy, Plcwures:aplantmeat_attog_abuterty 4.2 We EYE waitin and DISPLAYING STUDENTS! WORK Temay be usefil to have some reference books on animals available for this exercise. Go round and check students’ writing, Encourage students to write a draft, show their ‘writing to a partner for help with spelling and grammar and then rewrite their text, The texts and pictures could be displayed on the classroom or school corridor walk. about an animal 5 Sing a song! There's an animal in my pocket [=I HEA soncs Play the cassette while the students read the words and then they can sing along, looking at the words. + WB.Ex.B:the songs also on the Workbook Cassette, 6 Your Language Record FREY Lancuace necono Time to spare? EME time to spare? Answers 1 Afoxeats chickens. A chicken eats insects. An insecteats plants. 2 Thisisawhite sherk, Itlivesinthesea. teats fishes, seals and people! itis very big. White sharks lve in ‘Asia, Africa, South America and Australia,