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Introduction

a word list featuring key vocabulary introduced in each unit

eighty flashcards covering key lexis taught on the course.

Workbook overviewThe Workbook contains:

grammar, vocabulary and skills exercises which provide thorough consolidation and practice for each unit in the Students’ Book

a starring system of one to three stars for level of difficulty on the grammar exercises for flexibility

exercises to practise the extra words from the Students’ Book

a page of stickers.

It can be used for homework or, alternatively, can be used in class as additional revision material. It could also be used to help deal with fast finishers.

Audio CD The class audio CD (two CDs) contains all the

dialogues and texts from the Students’ Book.

Exercises involving listening are very easy to manage as all track numbers are shown next to the relevant exercise on the page.

Students’ CD-ROM The Students’ CD-ROM contains audio of the Students’ Book dialogues and texts as well as lots of additional practice material in a very easy-to-follow format which is ideal for motivating self-access. Students simply need to:

start the CD-ROM

choose a unit (1–8) from the menu down the side of the screen

choose a practice activity. Activity types include: games, word squares and anagrams

check their own answers.

Students can keep track of their progress with a learner diary.

If your school has computer facilities, you could book them at the beginning of the year to teach students how to use the CD-ROM.

InIntroductiontroductiontroductionCourse componentsStudents’ Book overview Discover English Starter Students’ Book contains

eight units and a shorter Starter Unit at the beginning.

The Starter Unit introduces the Discovery Magazine team and can be used with students who have very little or no English. It’s motivating as the activities promote communication in English right from the beginning.

Units 1–8 consist of an opening page followed by five lessons, a–e.

The opening page in each unit introduces key vocabulary, while language items are introduced and practised in lessons a and b with one of the lessons based on the Discovery Magazine children. Lesson c in each unit features the Magic Mirror cartoon, and lesson d or e in each unit consists of a revision lesson, Let’s Revise. Finally, every other unit contains a Discover Skills or a Discover Culture lesson.

The Find extra words feature on page 93 motivates students to develop their vocabulary. The Codebreaker key is also on page 93.

On pages 89–92 there is a word list featuring key vocabulary introduced in each unit.

Teacher’s Book overviewThe comprehensive Teacher’s Book contains:

concise teaching notes for each lesson

all the Students’ Book pages

Students’ Book and Workbook answer keys

Test Book answer key

Students’ Book tapescripts where necessary

one photocopiable grammar worksheet with consolidation and extension activities for each of the eight units. Both have teacher’s notes and answer keys

one photocopiable resource for each unit of the eight units with teacher’s notes and answer keys

two extra photocopiable resources – one for use at the beginning of the school year, and one at the end

three photocopiable festival worksheets – Christmas, Pancake Day and the Notting Hill Carnival

Units 1–8 consist of an opening page followed by

The opening page in each unit introduces key

The Starter Unit introduces the

The

On pages 89–92 there is a

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Test Book and Test Master The Test Book contains two progress tests for each unit, ‘Student A’ and ‘Student B’. Each test covers the lexis, grammar and functional areas taught in the Students’ Book unit. The two unit tests cover exactly the same material and use exactly the same question-types. There are two versions to help you deal with the unfortunate classroom reality of cheating; give Student A and Student B tests to students sitting next to each other. Alternatively, you may like to use one of the tests as a diagnostic test at the beginning of the unit and the other as a final unit progress test.

There are also Student A and Student B skills tests every two units, providing assessment of listening, reading, writing and speaking. These are extremely easy to use as they are adapted to your classroom reality. The tests begin with a listening test and finish with a short, easy-to-manage speaking test.

Finally, a Student A and Student B end of year test facilitates assessment across a longer time period. They are especially easy to use as they follow exactly the same format as the progress tests.

A marking grid for all tests is also provided for you to record your students’ marks.

In order to help you adapt material to your own classroom context and to provide as much flexibility as possible, all the tests are provided as editable Word documents on the Test Master section of the Active Teach disk.

DVD A motivating DVD also accompanies the course, which really helps to bring ‘live’ English into the classroom and to provide variety.

The DVD, entitled Life in Britain, follows a young boy who is involved in creating a website.

The DVD has an optional ‘interactive’ feature which allows you to fully exploit each episode. By selecting the interactive mode, exercises and activities exploit the language and situations students encounter on the screen. The DVD is easy to manage for classroom use and is on the Active Teach disk.

Students’ Book features

Discover Words Discover Words introduces important topic and other target vocabulary. Each unit begins with Discover Words, and there are regular Discover

Words spots throughout the book. Discover Words is easy to use both with students with no prior knowledge and with students who may already know some of the target words. Pictures and photos are often used to present language. Students are asked to do a variety of tasks such as matching, labelling, ordering, listening and repeating target items in order to standardise pronunciation.

Grammar Discover English Starter teaches grammar by first introducing it in a meaningful context connected to the unit topic. For example, students may be asked to read and listen to texts they can easily relate to containing the target language such as dialogues, easy-to-understand magazine excerpts, posters and letters. Their understanding of the context and grammar is checked by different kinds of comprehension questions, e.g. true/false questions.

Separate grammar boxes provide examples of the structure being taught. There are also plenty of practice exercises to consolidate understanding and give students the opportunity to manipulate the structure in question.

Regular writing and speaking exercises are designed to provide students with the opportunity to practise the new language they have learned.

Discovery Magazine The photographic characters in Discover English Starter are Alex, Jenny, Sophie and Matt. They all contribute to their magazine – Discovery Magazine.

In lessons a and b of each unit, we see the characters working towards their next magazine page, which is based on the topic of the unit. This is portrayed either through a dialogue or through texts, both of which feature the target language structures for each unit.

The Magic Mirror cartoon Lesson c in each unit features a different episode of the light-hearted cartoon, The Magic Mirror. The Magic Mirror follows the adventures of the children Jo-Jo and Oscar, and their dog Mr Big, who isn’t usually very keen on adventures. The story connects with the unit topics through location and context, and provides a motivating vehicle for presentation and recycling of grammar and vocabulary.

As part of the idea of students discovering English, there is a code to break in each unit. (There is usually a symbol in each picture of the cartoon for students to find and decode.) The answers provide


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consolidation for the unit or lesson’s vocabulary, grammar and functions or vocabulary extension.

Discover Skills Although listening, speaking, reading and writing are systematically dealt with throughout the course, there is a special Discover Skills lesson in units 1, 3, 5 and 7 which aims to offer further, focused practice in each skill. No new grammar is introduced in these lessons. Content is connected to the unit topic, and it encourages students to discover more about the world around them in a variety of international cultural contexts.

Discover Culture Units 2, 4, 6 and 8 contain a skills-based Discover Culture lesson. A variety of reading and listening texts provide information about different aspects of life in Britain and encourage students to reflect upon differences between their own culture and life in the UK.

Let’s Revise! Let’s Revise! provides a variety of exercise types to help students revise vocabulary, grammar, pronunciation and functions. There is a consolidation section in the Let’s Revise! lesson in units 2, 4, 6 and 8, which ends with a rap or song.

In each Let’s Revise! lesson there is also a checklist to encourage students to reflect upon their own learning.

Watch out! The regular Watch out! boxes focus on common areas of difficulty. The teacher’s notes give ideas for integrating this into a lesson plan.

Talking Tips! There is also a motivating Talking Tips! exercise in lesson a or b of each unit.

Each exercise focuses on two simple every day expressions students of this age can relate to, which have already been included in a prior reading/listening text. In Talking Tips! students are asked to listen and repeat, and then to match each expression to a picture to check meaning.

Fun Zone The name Fun Zone speaks for itself! There are regular Fun Zone exercises throughout the book, which provide light-hearted grammar, vocabulary, listening and speaking practice. They also include songs, raps, puzzles and games.

Songs and raps There is either a song or a rap every unit. These are connected to the unit topic and grammar.

This is very motivating for students of this age!

Teacher’s Book features Format

The Teacher’s Book is very user-friendly. All of the Students’ Book pages are reduced in size and ‘embedded’ in the Teacher’s Book pages. The teaching notes are written around the corresponding Students’ Book page for easy reference, so it’s almost impossible to lose your place!

Answers are included on the Students’ Book page, space-permitting, or are included at the end of the notes on each exercise.

Tapescripts are included at the end of the teacher’s notes for each lesson if they don’t appear on the Students’ Book page itself.

Notes and answers for the grammar worksheets and photocopiable worksheet activities at the back of the book are also very easy to find and to follow.

Teaching notes The teaching notes take you step by step through each stage of each lesson, not only providing you with a clear structure for the lesson but also with additional teaching ideas. They are designed to be flexible, taking mixed-ability classes and different learning styles into account throughout.

Culture notes Occasional Culture notes provide information about aspects of British culture which you may not be so familiar with in order to help you deal with students’ questions.

Suggestions Regular Suggestions for alternative classroom procedures, extension ideas or extra activities/games are an important feature of the teaching notes, as they help you adapt material to your class’s needs.

Fast finishers Dealing with Fast finishers is something all teachers have to do, even in a relatively homogeneous class. The teaching notes offer you ideas to help you cater for them.


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Tips Regular tips serve to remind you of important classroom management issues which relate to the lesson in question.

Grammar worksheets The consolidation and extension grammar worksheets (pages 115– 122) are important tools to help you deal with mixed-ability classes. Give consolidation worksheets to weak students, and extension worksheets to students who need to be stretched. Both can be used during the class as an alternative or addition to Students’ Book material, or for homework. You could also use them with fast finishers.

Photocopiable resources The photocopiable worksheets (pages 129–136) provide a variety of extra practice and extension resources for each unit. Remember that you must use them after the target language has been taught. They could also be used for revision purposes.

There are also two extra photocopiable worksheets (pages 128 and 137). One is designed to help you start the year, and is especially useful to help you diagnose your class profile, and will help you prepare classes if your students haven’t bought books on time. The other is a fun quiz to be done at the end of the year, requiring students to find answers by looking back through their Student’s Book.

Festival photocopiable resources There are also three photocopiable festival worksheets (pages 138–140) which provide stimulating, motivating material to use around the festivals of Christmas, Pancake Day and the Notting Hill Carnival.

Active Teach and CYLETsIntroducing your ‘Active Teach’ software componentDiscover English benefits from the latest technological development in English Language Teaching – Active Teach. This is software for your computer and Interactive Whiteboard (IWB). If you don’t have an IWB you still have a multitude of benefits using this component in preparing your classes on a computer. An alternative to an IWB is simply using a projector and a computer in class.

What is Active Teach?Active Teach is a digital version of the Students’ Book with everything you need to prepare and teach your classes in one place; on your computer. When you open the program you will find:

Students’ Book pages – exact reproductions of the printed page

Class audio – touch the icon and the listening begins

Extension activities – extra whole class practice or an ideal task for fast finishers

Test Master – allows you to access, download and edit all of the tests

Students’ CD-ROM – now you can use it in class

Interactive DVD – with touch control audio scripts for precise drilling

Phonetic chart – click sounds to hear examples.

How do I use it?Having the book and associated material in one place means you don’t have to gather everything together when preparing or teaching. Practically everything you need is in one easy-to-access place. Using Active Teach in class is easy with an IWB or just a projector.

Zoom pictures and exercises for all to see clearly

Complete the same exercises on the board as the students see in their books

Control of audio and DVD from the tapescript – touch the text and hear it spoken

DVD can be paused and annotated to highlight vocabulary.

What are the benefits?Everyone is on the same page, literally. Classroom management is made far easier when students lift their heads to look at the page on the board. When giving feedback students can come to the board and write in the answer in the ‘zoomed’ exercise. No excuses any more for not knowing where they are in the book. In the event of needing an extra activity you have a bank of material at your fingertips – Active Teach contains the student CD-ROM, Test Master and extension activities in the Students’ Book pages. You can even set the CD-ROM activities for homework and then check who has done the activities next class. Finally, the efficiency Active Teach brings to your professional life – all the time saved planning and teaching your classes.


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CYLETs and Discover EnglishDiscover English has been devised to bring practice of CYLETs to your classroom without being intrusive. We understand that the necessity for exam practice is not always homogeneous in every group so many of the practice activities in this course are based on the CYLETs style without converting Discover English into an ‘exam practice’ course. The Teacher’s Book readily identifies all the activities where CYLETs style is practiced (look for the icons next to the activities). If your students are preparing for an exam then simply let them know they are practising for their CYLETs exam in completing the activity, if not then they need be none the wiser.

In the classroomHow to … deal with mixed ability classes and students with learning difficultiesIn addition to exploiting Discover English Starter course resources to the full, remember to:

get to know your class as fast as you can. For instance, find out which students have studied English before and what they know

establish if a given student really is very weak or if there is another issue at play, e.g. does he or she suffer from an attention deficit condition or another problem such as dyslexia? Ask colleagues and maximise any opportunity you have for parent contact. If necessary alert your school

give all students a sense of achievement, e.g. ask weak students easier questions and stretch strong students with more challenging ones. Try not to make it obvious though!

use the star system in the Discover English Workbook. The grammar exercises are graded from one star (everybody can do this exercise) to three stars (a more challenging exercise for the stronger students)

move on to freer practice activities with strong classes more quickly than with weak classes

allow the students to work at their own pace when doing practice exercises or activities if your class is very mixed ability. Make sure all students always have something achievable to do

take care with pairings. You can pair strong with strong, weak with weak, or strong with weak. Strong and weak students may work well together in very controlled activities, but in a freer activity, strong with strong may work better. If your classroom situation allows, it is a good idea to

vary pairings from the beginning. Allocate tasks in group activities so the strong students don’t always dominate. Weak students often work better in smaller groups

allocate different homework tasks to students with learning difficulties, e.g. a simple copying task or a consolidation worksheet

work through exercises with the whole class if it’s a weak class

consider giving a weak class Test A to do at home and Test B to do in class

cater for the students’ different learning styles and preferences by using a variety of activity types in each lesson. This will help even very weak students to feel they do something well. Here are some examples

… Kinaesthetic learners learn through movement. Some appropriate activities are: clapping rhythmically, acting out, pointing, miming and moving into and out of groups. For example the students are asked to act out each episode of The Magic Mirror throughout the Students’ Book.

… Visual learners learn through activities involving colour, pictures, diagrams and drawings. Regular wall displays or perhaps an ‘English corner’ are especially effective ways of motivating your visual learners.

… Auditory learners learn by listening to music, having discussions, doing listening exercises, and even silence. See page 5 Exercise 5 in the Students’ Book for an example of an exercise which caters for both visual and auditory learners as students are asked to repeat a visually appealing alphabet.

How to … manage classes and deal with discipline Use the above suggestions to help you avoid discipline problems if you are teaching classes of mixed abilities and/or ages; a demotivated or bored student is much more likely to behave badly. Here are a few extra ideas to help. Remember to:

create clear classroom routines right from the beginning so students know what is expected of them in general

involve students as much as possible as often as possible. Personalisation is a good way of doing this. Relate activities and exercises to their own reality, e.g. after reading a text about different films, ask students to name their own favourite film. Students love talking about themselves! Discover English Starter contains a lot of personalisation exercises, e.g. in Exercise 5 page 17

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the students are asked to speak to each other about where different members of their family are. In the Discover Culture pages students are encouraged to talk about their own experiences

take behaviour and personalities into account when grouping students, e.g. sit a problematic student next to a patient, well-behaved student

give clear instructions and check them too, e.g. ask check questions or give the instruction in English and ask a student to translate it. It’s easy to think a student is misbehaving when in fact he/she didn’t understand an instruction

offer rewards for good behaviour, e.g. tell a problematic student that if he/she behaves well he/she can sit next to a friend in the following class. Don’t forget to follow it through or you will lose credibility

stick to small groups with lively classes

move round the room as often as you can to impose your presence and authority. You will also be able to get a better feel for classroom dynamics if you do this and be more aware of your students’ problems and abilities

create a behaviour chart, e.g. reward good behaviour with gold stars or ticks. The students who has the most stars/ticks at the end of every week or two could be the official class helper. If you have to threaten, make sure you carry out your threat to retain credibility

keep an eye on the time and on fast finishers. If an activity goes on for too long even usually well-behaved students will get restless

be seen to be fair. This way you will win students’ respect.

How to … deal with correctionCorrection of speaking and writing is the main way we give our students feedback. However, it can be demotivating if we over- or under-correct. Remember to:

correct as much as possible during presentation and controlled practice of grammar and vocabulary

allow your students to experiment with language during freer activities or general classroom communication without correcting all the time. They will necessarily make mistakes as they experiment with language. This is part of the metacognitive learning process

be sensitive! For instance, use positive intonation and facial expression when saying no

give the students time to self-correct as often as possible. This will give them a sense of

achievement

if an individual really doesn’t know the answer and can’t self-correct, don’t give it yourself all the time. Sometimes ask: Can anyone help?

make sure a student who got the answer wrong during controlled practice repeats the correct version before moving on

make sure students copy down a correct version of exercises you have corrected in class

provide encouraging comments when correcting freer writing and make sure students know what kind of mistakes they’ve made, e.g. grammar, vocabulary, word order. One idea that helps students to remember word order is to write different parts of a sentence in different ‘train carriages’ on the board. Simply change ‘carriages’ to show word order change.

How to … deal with drillingDrilling is your way of ensuring that all students have said the target language item. This teaches them how to pronounce a word or form a grammatical structure and helps them memorise it in a context. For example, there is a pronunciation drill in every Let’s Revise! lesson which focuses on a particular sound in a fun context. Remember to:

teach meaning before you drill so that repetition is meaningful

use choral repetition first so you know all students have spoken; then ask a few individuals round the class

give a clear model using intonation appropriate to the language item(s) and context

reinforce clear instructions with gesture, e.g. use arm movement to show students they should begin

make sure all the students have said the target language at least once

correct errors. If you don’t, your students may well repeat them in the future!

How to … use realia Realia are real-life objects you bring into the classroom, e.g. to teach ‘apple’, why not bring an apple? Using realia is memorable and helps engage the students. You can use realia to do lots of things, e.g. to present and recycle grammar and vocabulary or in story-based activities.

Use everyday objects you have at home or use the students’ possessions such as pencil cases, rubbers, books and bags. Here are some ideas.

Bring beach vocabulary realia to the class to help teach or reinforce beach vocabulary from unit 8


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page 79. If you don’t have everything, just one item makes a memorable difference, e.g. a pair of sunglasses or a towel

Use classroom realia to teach or recycle prepositions of place, e.g. the pencil case is next to Maria’s English book

Use realia to act as prompts when presenting grammar. For example, you could bring an apple, orange and umbrella to class to act as prompts for presenting a and an on page 21

Use realia to play games, e.g. Kim’s Game (see the Games Bank on page 16).

How to … use games Games are a valid teaching tool. Games shouldn’t just be something we do to spend the last five minutes of class, but should be an integral part of our lesson planning over time. This is because they provide meaningful, motivating contexts for language practice, e.g. the dot-to-dot listening Fun Zone game on page 33. Here are some points to bear in mind.

Make sure your rationale is very clear. Ask yourself why you are playing the game. Common reasons include: to practise or revise a structure, to review vocabulary, and to improve your students’ listening comprehension such as their ability to follow instructions.

You may play a game as a warmer at the beginning of the class, or a settler to calm students down. Games don’t have to be noisy!

Think carefully beforehand about interaction patterns. Plan ahead!

Give clear instructions. Don’t forget to check them, e.g. Maria, are you working with Bruno? (Yes, I am./No, I’m not.) Use L1 if necessary.

Don’t let the game continue for too long or fast finishers will get restless!

How to … use L1As English teachers our objective should be to use the target language as much as possible for many reasons. For instance, speaking in English enables our students to develop their listening skills and is a great motivator. The teacher is the students’ model and point of reference. However, it is sometimes practical to use L1 in order to:

give complicated instructions

give instructions to a weak class, although it’s advisable to always give them in English first

translate non-target vocabulary which comes up and you want to deal with it quickly

translate key vocabulary to a weak class; again,

always do it in English first

quickly discipline students who misbehave

find out more about your students and their opinions when generating interest, e.g. they may well not understand Have you ever met a famous person? Use English, though, wherever possible.

How to … deal with reading with young beginners

All the reading texts including dialogues in the book are accompanied by a CD track. It’s a very good idea to always have your students read while they listen as this helps them make a connection between the spoken and written word.

Students usually love reading aloud. If you want your students to do this, ensure they do so after they’ve also listened to the text and have done comprehension exercises. This will help them with pronunciation and will help to ensure they understand what they are reading.

Follow the before – during – after approach. All the reading texts in the book are preceded by an activity related to the texts or a pre-reading activity is suggested in the teacher’s notes, e.g. set the context and recycle vocabulary by using the pictures before the students read and listen to The Magic Mirror cartoon. True/false questions are often used to check understanding. Students answer these while they read a lot of the texts in the Students’ Book, e.g. Exercise 1 on page 30. There are many different kinds of follow-up activities which focus on content and offer students the opportunity to use new language they have learned or reviewed, e.g. Exercise 3 on page 53.

How to … use flashcards Flashcards are a very important part of the teacher’s toolkit as they are so versatile! They are memorable and help engage students of this age. Here are some ideas.

Teaching vocabulary: presentation and games

Hold up a flashcard. Elicit or give the target word. Have the class repeat it in chorus and then choose individual students to repeat the word. Don’t write! Stick it on the board. Repeat this with a maximum of six or seven cards.

Point to each card and have the class or individuals tell you the word.

Say the word and have the class point to the correct card.

Tell the group to close their eyes. Take one card away and have them guess which one.


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Whisper one of the words. Have the class guess which one.

Write the words under each flashcard and have students copy them. Take the cards off the board. Ask individuals to put the flashcards on the board again in the right place.

Reorder the flashcards so the cards don’t match the words. Ask students to come to the board and order them correctly.

Telling stories

Use the above ideas to teach or check key lexis.

Hold up flashcards while telling stories to support meaning.

Give flashcards to students to hold up every time they hear the word when you’re telling a story.

Presenting or practising grammar

Put flashcards on the board as prompts for example sentences from the students when teaching or reviewing grammar, e.g. to practise like + ing and sports vocabulary put six sports flashcards on the board. Use one of them to drill, e.g. I like swimming (point to a ‘swimming’ flashcard). Point to other flashcards to elicit substitute sentences.

How to … keep students’ attention Think carefully about how long you want to spend on each activity. A greater number of shorter activities usually work better than fewer longer activities. Pace is crucial!

Speak clearly so all the students can hear you, and at a pace which students will be able to keep up with.

Vary activity types where possible in order to maintain the students’ curiosity.

Think carefully about the stage of the lesson you choose for each activity. For instance, an individual writing activity isn’t appropriate as a warmer at the beginning. A game or other activity in which the whole class are involved would work better.

Play quiet music while students are working individually or doing pair/group work. This usually has a soothing effect, calms students down and improves their concentration levels.

Tell students if you want them to work individually, or in pairs or groups before you give them any further instructions so you know they’re concentrating.

Similarly, the teacher’s notes sometimes suggest you tell students to close their books so they are concentrating on what you say, not looking at the book.

When asking individuals questions, don’t ask each student in turn in the same row. If you do this, they can prepare their answers or go to sleep! Choose students randomly around the room to make sure everyone is paying attention.

Losing the attention of thirty students is a daunting prospect. If this happens, try clapping two or three times as loudly as you can or bring realia to hold up such as an eye-catching hat. Another technique which works with some classes is silence. Wait until all the students are silent, however long it takes. Some teachers find it useful to count down out loud from twenty to zero. Encourage the students to join you. Whatever you do, don’t shout, as you will lose the students’ respect. The worst-case scenario is simply to continue working with those students who are listening and to deal with the others after the class.

Don’t confuse productive noise during group work with noise resulting from a loss of attention.

How to … use In this unit After you have introduced the unit topic using the ideas in the teacher’s notes, tell the students to read the In this unit box and translate if necessary.

Ask students to work in pairs. Give them time to look through the unit and find the pages which deal with each point.

Check page references with the whole class.

You could quickly ask the students to tell you one or two things they know, if anything, about each subject, which will help you plan lessons of an appropriate level.

You could ask the class which subject they are looking forward to the most.

How to … use the pronunciation sections Have the students look at the picture and tell you the words they know.

Play the recording twice. The second time, pause for the students to repeat each line in chorus. You could play it again but have them repeat a larger chunk. See if they can say it without looking at their books!

How to … teach vocabularyThe teacher’s notes give you plenty of ideas about how to go about teaching the vocabulary in the Students’ Book. Here are a few points you may like to consider.

Make sure you know which of the target vocabulary in the book is probably new to your students and


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which they may have met before. This affects how quickly you move on to the practice stage.

Use the pictures and photos in the book, flashcards, realia and the students themselves to teach the target lexical sets, e.g. use a tall student to teach tall.

Always try to elicit words if you think your students have some knowledge. This is motivating for them.

Remember to teach meaning first. Then make sure all students have said the target word at least once before you write it on the board or show it to them in their Students’ Books.

A way to help students say words correctly is by marking stressed syllables when you write the word on the board.

Don’t try to introduce too much vocabulary at the same time as you will overload your students. Six or seven completely new words are plenty. If your students already know some of the words, increase the number.

Give students plenty of practice so they can integrate the new words into their vocabulary. Understanding a word is very different from being able to say it and use it appropriately.

You could play a short game as a warmer in one lesson to recycle vocabulary taught in the previous one.

Non-target words come up regularly in class. Translating is an efficient way of dealing with these. Why not ask different students each class to be responsible for copying these new non-target words from a ‘new words’ section on the board onto pre-prepared pieces of paper. Have them write the translation on the back of the paper. Put all the papers in a bag and keep it in the classroom. You could ask fast finishers to take some words from the bag and test each other throughout the course. One students says the English word and the other gives the translation or vice versa.

For stronger classes use the Discover 5 extra words feature which allows students to find more words on the page and then provides practice for them in the Workbook.

How to … exploit the cartoon story The teacher’s notes contain lots of practical ideas to help you deal with The Magic Mirror cartoon story. Here are a few points to remember.

Always ask the class what they can remember about the story so far before you begin each new episode. This recycles language and will motivate them.

Exploit the pictures in each story to the full to recycle known vocabulary and teach new vocabulary where appropriate.

Encourage students to produce complete sentences, but don’t force them!

Don’t forget that you don’t need to formally focus on every piece of new language. It’s important to get students used to using the context to work out meaning.

After the students have read/listened and completed the comprehension questions, you have lots of alternatives. For instance, divide the class into groups where each member can play a role (usually groups of between three and six). Play the recording again and have them repeat their lines. You could put them into groups to practise. Have them act if you have the space! If you have time, ask one or two groups to perform for the class.

How to … use the revision pages Remember that the revision pages are not a test. You may like to ask the students to work individually, but you could also consider asking them to do some exercises in small groups.

Why not create an element of competition? Ask each group to choose a group name, and write the names on the board. Give points for correct answers.

Write Students’ Book page numbers on the board for each revision exercise so students can refer to material. It is very important to give them the chance to reprocess and remember language they have, or may not have, learned.

Look at your register to ensure students who missed a lot of material for any reason are working with a student who has attended all the time so he/she can help.

Make sure you provide students with a correct written record of all writing exercises by writing answers on the board or having students do so.

Using the checklist: Self-evaluation will most probably be new to your students, depending on your school/cultural context. Do it orally with the group the first two or three times. Use L1 to ask the class about the subjects on the checklist, e.g. have got. Ask for examples. Then get them to decide if they ‘can’ do the item on the checklist. Repeat the process for all checklist items. Students of this age usually know what they think, but can’t really explain why. Try asking though, and persist during the year. You may find you obtain more information than you first thought, which is very useful for planning lessons.


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How to … use the CD player Make sure you know how your equipment works!

Check the track numbers you will need before the class starts and set up the machine beforehand if possible. Track numbers are clearly marked on the Students’ Book page, e.g. 2.10 means use CD 2 track 10.

Make sure you have listened to the track(s) yourself first.

Give clear instructions before you play the CD.

Make sure all the students can hear it. If it’s too loud, the sound may be distorted.

To avoid interruptions, always ask students if they have any questions before you begin.

Make sure students understand they can’t ask you anything or speak while the CD is playing.

If it doesn’t seem to be working, check that the leads are in place, and that it’s turned on.

If you have a technical problem that you can’t fix, simply read the tapescript yourself. You could ask a strong student to help.

How to … use projects, class surveys, wall displays and class collagesProjects, class surveys, wall displays and class collages are very important as they help to make learning memorable and help engage students of this age. In Discover English Starter there are many examples of this, for example there’s a project in every Discover Culture lesson. Here are some ideas.

Choose topics that relate to your students’ interests. Possible subjects may include: favourite actors/actresses, animals, eating habits, weekend routine, likes and dislikes and favourite kinds of music.

Always plan ahead, e.g. if your school has computer facilities with internet access which will enable your students to do research for a project, book them well in advance.

Keep a picture box in the classroom or school. Ask your students to bring magazines or print off pictures from internet that relate to the current English topic and to leave them in the box.

Make sure you have sufficient material resources for collages and wall displays, e.g. card, glue and crayons.

Enlist the help of colleagues who teach other subjects to give a cross-curricular angle to projects and surveys. For instance, your students could design and carry out a questionnaire about eating habits in English in the English lesson, but analyse and write up the results/draw charts and graphs to

represent them in a maths lesson.

If possible, create a permanent display area somewhere in the school or classroom. Set up a rota of students to share responsibility for keeping their English corner tidy.

How to … use tests and self-evaluation Using the tests after each unit is a good way of gaining more formal feedback about your students’ progress.

Make sure you have covered all the material on the test you intend to use. If not, adapt it using the Test Master disk.

Use the tests after your students have done their self-evaluation so the self-evaluation reflects their perceived progress rather than the test result.

How to … create a simple student portfolio You could ask your students to bring a folder or simple plastic pocket to class at the beginning of the year. Ask them to select their favourite work every two or three weeks and put it in their ‘portfolio’.

Discuss basic criteria to use with the class, e.g. English I’m proud of/Work from my favourite English classes/English I want my family to see. This will encourage students to reflect about their own learning.

Students could choose something for their portfolio before or after they complete the checklist every unit.

These ideas will help prepare your students for the future if use of portfolios is obligatory in your country.


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Discover English Games BankGames don’t have to involve hours of preparation. Some of the following ideas involve none at all, or are largely student-prepared.

I-Spy Aim: To revise known vocabulary.

Stage of the lesson: Any.

Organisation: All possible. Play this with the whole class the first time.

Preparation: None.

How to play:

Choose a known object in the classroom all the students can see, but don’t tell anyone, e.g. bag.

Say to the class: I spy with my little eye … (pretend to look around the room) … something beginning with … B.

Invite guesses, e.g. Book. Ask for complete sentences to stretch strong groups, e.g. Is it a book? Make sure the students put their hands up before they guess.

The winner guesses the word you were thinking of (bag). It’s now his/her turn to say I spy with my little eye …

PelmanismAim: To practise new vocabulary or to revise. It’s best to use lexical sets.

Stage of lesson: Any.

Organisation: Groups of three or four students.

Preparation:

Choose a lexical set, e.g. animals.

Give each group twelve small pieces of paper. Tell the students to draw a different animal on each.

Then give the students twelve more pieces of paper and have them write the name of each animal they have just drawn on each piece, to create a matching pair.

How to play:

All cards are placed face down.

Tell students to take it in turns to turn over two cards at a time. If they turn over a matching pair, they keep it and have another turn.

The winner is the student with the most pairs at the end.

BattleshipsAim: To revise vocabulary.


Organisation: Pairs.

Preparation:

Draw a blank grid like the one below. Copy two for each student in the class.

1 2 3 4 5 6 7 8 9 10 11 12

A

B

C

D

E

F

G

Choose a known lexical set e.g. rooms or furniture. Write Student A and Student B on the board. Write six words from the chosen set next to student A and six different words from the same set next to student B.

Divide the class into pairs of A and B. Give each student two blank grids. Have them write their words anywhere they like on one of them, like the one below.

Student A

1 2 3 4 5 6 7 8 9 10 11 12

A

B t s h o w e r

C a i

D b a t h n

E l d e s k

F b e d o

G w

How to play:

Students ask each other in turn for letters and numbers to find out what their partner’s words are, and fill them in on their blank grid, e.g. Student B: What’s D4? Student A: It’s t. (Student B writes t in square D4 on his/her blank grid.)

The winner finds their partner’s words first.


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BingoAim: To revise vocabulary or numbers (comprehension).


Organisation: Whole class.

Preparation:

Draw a simple grid on a piece of paper with three columns and three rows.

Copy one for each student in the class.

Choose a lexical or numeric set, e.g. sports or numbers one to twenty. Make a note of it for yourself.

Give each student a grid and have them write one word or number from the lexical set in each square. It’s important they do this individually so their grids aren’t the same.

How to play:

Read a word or number from the chosen set. Tell students to cross it out if they have it.

Repeat the process. Cross the words off your list as you say them.

Tell students to put their hand up and say: Line! when they cross off all the items in a row.

Tell the students to put their hand up and shout: Bingo! when they cross off all their words. Check the winner’s card against your list to make sure he/she really is the winner!

Touch and GuessAim: To consolidate/revise vocabulary.



Preparation:

Choose between six and eight objects connected to a topic or lexical set and put them in a non-transparent bag. Bring material to use as a blindfold.

How to play:

Choose a student and blindfold him/her.

Give him/her an object from the bag to feel.

Ask him/her to guess what it is, e.g. Is it a rubber?

To make this competitive, ask students to work in groups and allocate points for correct guesses by group members.

Kim’s gameAim: To consolidate/revise vocabulary and develop memory/observation skills.


Organisation: Whole class and small groups of three or four.

Preparation:

Bring 12–15 known objects connected to a topic or lexical set to class.

Put them where all the students will be able to see them but cover them so they aren’t visible to begin with.

If your students are already in the classroom, bring the objects with you on a covered tray as it’s important they don’t see them first.

How to play:

Tell the class they have one minute to look at, e.g. 12 objects. They must try to remember as many as they can.

Reveal the objects for one minute then cover them again.

Ask small groups of three or four to write down all the items they can remember.

Ask each group in turn to name an object. Write all the answers offered on the board whether right or wrong.

Uncover the objects and check the answers until all objects have been correctly named. You could make this competitive and allocate one point per group per correct object.

The next time you play, increase the number of objects to make it more challenging. You could also ask students to do this individually or in pairs.

BuzzAim: To revise numbers.



Preparation: Bring a ball to class (e.g. a tennis ball or a football).

How to play:

This is a counting game. Have the students pass the ball around while counting (one, two, three, … etc.).

When the number reaches seven the student who receives the ball must say: Buzz! instead of the number.

A student saying any number with a seven in it must ‘buzz’ , e.g. 7, 17, 27, 37 and so on. It may be easier to buzz on five instead!


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PictionaryAim: To consolidate/revise vocabulary.


Organisation: Whole class or small groups.

Preparation:

Write between eight and ten lexical items from a known set that students can easily draw, on separate slips of paper.

How to play:

Ask two or three pairs of students to come to the board.

Show one student in each pair the same slip of paper.

Tell them to draw the word on the board. The first partner to guess the word is the winner. Continue with new pairs.

If you decide to get students to do this in groups you’ll need one set of prompt words per group placed face down. Tell students to take it in turns to draw. The student who is drawing should take the top prompt. The student who guesses first gets a point. You will need to allocate one student in each group to keep the score.

HangmanAim: To consolidate/revise vocabulary or introduce a topic.



Preparation: None.

How to play:

Think of a word, e.g. elephant, but don’t tell the students what it is.

Write a dash (–) on the board representing each letter.

Ask a volunteer for a letter.

If your word contains the letter, write it in the correct place(s).

If it doesn’t, write the letter on the board so the students know not to use it again, and draw part of a gallows. The students must guess the word before you finish drawing a gallows and a man.

SnapAim: Vocabulary recognition.


Organisation: Whole class, groups or pairs.

Preparation:

Mix up two identical sets of flashcards containing known lexical sets.

How to play:

Hold up one flashcard at a time.

Have the students tell you the words as you go along.

If you hold up a flashcard that is the same as the previous one, tell the students to shout: Snap! A quieter version is to have them stand up silently instead.

Letters GameAim: Best used as a warmer, finisher or filler.


Organisation: Small groups of three or four.

Preparation: None.

How to play:

Divide the students into groups of three or four.

Write lots of letters at random on the board.

Have a timed race to see which group can make the most English words out of the letters.

Chinese Whispers Drawing GameAim: To develop listening skills and to have fun!



Preparation: Prepare a short list of target words, e.g. crocodile,

or sentences.

How to play:

Have the students form five lines of equal length in front of the board. (The shorter the lines, the easier it is to manage the class.)

Whisper the word/sentence to the last student in each row. He/she can only say it once.

Tell the student to whisper the word to the person directly in front of him/her.

Continue until all the students have listened to the word. Ask the student at the front of the line to draw the word.

You could do this in rows from the back to the front of the class if you would prefer your students not to stand up.


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Noughts and Crosses(Note: this game is called Tic Tac Toe in the USA.)

Aim: To consolidate/revise regular and irregular plural nouns.



Preparation:

Pre-teach or check: top/bottom/middle/left/right.

Draw a grid on the board with three rows and three columns, making a total of nine squares.

Choose nine irregular past simple verbs.

How to play:

Divide the class into two halves, the noughts (O) and the crosses (X).

Decide which group will start; you could flip a coin and teach the students ‘Heads or tails?’

Ask one group to choose a square, e.g. the top right square.

Say a singular noun and have one student give you the plural form, e.g. Teacher: foot. Student: feet. Ask the student to spell the word.

Write the group’s symbol (O or X) in the chosen square if the answer is correct. Pass the question to the other group if it’s wrong.

The winner is the first group to get a horizontal or diagonal line of their symbol.

You can practise/review other grammar or structures too, e.g. have the students ask What/Where/Who questions or get them to spell target words.

Simon SaysAim: To revise or consolidate known parts of the body.


Whole class/pairs/groups? Whole class or groups.

Preparation: None.

How to play:

Have the whole class stand up.

Say: Simon says touch your feet. Touch your feet to show the students what to do, and have them copy you.

Continue with other body parts, but don’t help them any more.

After six or seven commands, say, e.g. Touch your head! The students who touch their head are ‘out’ as Simon didn’t say so!

You could let the last student left ‘in’ give the commands next time.

Flashcard Noughts and CrossesAim: To consolidate/revise vocabulary.



Preparation:

Bring nine flashcards with known vocabulary and Blu-tak™ to class.

Draw a grid on the board as above with flashcard-sized squares.

Stick one flashcard face down on each square.

How to play:

Divide the class into two halves, the noughts (O) and the crosses (X).

Decide which group will start; you could flip a coin and teach the students ‘Heads or tails?’

Ask one group to choose a card, e.g. the top right card.

Turn over the card and have the group name the vocabulary item. Draw a O or X on the board in the correct square for a correct answer, and remove the card.

Continue as described above.

Favourite Things GameAim: To practise singular possessive nouns.



Preparation:

Ask each student to write a favourite thing on a pre-prepared slip of paper, write their name, fold it and to give it to you, e.g. My dog Bobby – Catarina.

Bring a simple plastic bag to class.

Put the slips into a bag.

How to play:

Take a slip paper out of the bag or have a student do so, and read out the object but not the student’s name.

Ask the class to guess whose it is using possessive ’s, e.g. It’s Catarina’s! If a student gets it right, he/she can read out the next slip.


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in this unit:• the family • adjectives• to be • asking how you feel• places

9

Discover Words

3 Work in pairs.

A I’m Zac. Izzy is my …B Sister!

the family▼

2 Complete the families.

DDiissccooovveerrr WWWWWWWoooorrrddddsssssthe familythe family▼

1 1.17 Match the words with the pictures. Listen and repeat.

Zac

sister (x2) ________ ________brother ________granny ________

Lulu

brother ________mum ________granddad ________dad ________

1

2 3

4

5

6

mum 4 dad sister brother granny granddad

Milly

FamiliesFamiliesHi, I’m Alex. Today the Discovery Magazine is

about families.

New languageVocabulary: family words

Functions: saying who people in a family are

Pre-teach: family, today

Preparation: Unit introduction. Bring a family photograph from a magazine or one of your family. Exercise 3. Ask students to bring family photographs to class.

Unit introduction (Books closed) Show the class a family photo. Ask them to tell you any family words they know or talk about your family. Translate if necessary.

(Books open) Ask a student to read the speech bubble, and use an idea suggested in the Introduction to focus on In this unit.

Discover Words

Exercise 1 1.17

(Books open) Ask the students to look at the pictures. Point to Jilly and say: granny. Point to the other monster family members. Elicit more family words.

Give pairs time to do the matching exercise.

Play the recording. Pause as you go along to ask students for each monster’s name, e.g. (Recording) Mum. Student: Jess.

Play the recording again. Pause for the class to repeat each word in chorus.

Exercise 2 Give the students time to do the exercise in pairs.

Check answers.

Answers student page

Exercise 3 Do two or three examples with confi dent students.

Give the students time to do the activity in pairs.

Suggestion: Ask students who have brought family photographs to come to the front of the class and speak about them, e.g. Carlos is my brother. If all your students have photos, tell them to talk to each other about their families in groups of three or four.

Suggestion: Have students draw and label their families. You could make a poster.

25

2165 3

IzzyBillyJilly

EdJessJedFred

M02_DIEN_TB_SRAGLB_6552_U01.indd 25 11/10/09 20:29:38

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10 11

1 1.18 Listen and read. Point to Matt and Alex.

Grammar to be

I am

eleven.HeSheIt

is

YouWeThey

are

3 Read and write. Use he, she, it or they.

1 He is eleven.2 ______ are Sophie and Jenny.3 ______ is eleven too.4 ______ is cool.5 ______ are my mum and dad.

4 Circle the correct word.

1 You am / are ten.2 The guitar is / are cool.3 They are / am my brother and sister.4 This ball are / is from my granddad.5 We am / are happy.6 Today is / are my birthday.

Listening

5 1.20 Listen to Sophie and Alex. Match the object with the person.

1 brother 2 granddad 3 dad 4 granny 5 mum

6 Write about the objects in Exercise 5.

The bag is from my granddad.

Grammar to be: contractions

I am

He isShe isIt is

You areWe areThey are

I’m

He’sShe’sIt’s

You’reWe’reThey’re

7 Write sentences. Use ‘m, ‘re or ‘s.

1 He / my brother He’s my brother.2 I / happy3 She / my granny4 They / Matt and Alex5 We / twelve6 It / a dog

Talking Tips!2 1.19 Listen, repeat and match.

1 Watch out! 2 Smile!

FFFFun Zun Zun Zun ZooonnnneeeeFun Zone★

★★

He’s

Talking Tips!2

12

Sophie Happy birthday, Alex! Alex Thank you!Jenny How old are you?Alex I’m eleven. Jenny I’m eleven too. Alex Look at my guitar. It’s from Mum and Dad.Sophie Cool! You’re lucky! Matt Now … a photo for the Discovery Magazine! Alex Mum and Dad! You too!Mum and Dad We’re here! Matt Smile!Jenny Matt! Watch out!

Jenny is with Matt, Sophie and Alex. They’re happy. Alex is eleven today.

Discover extra words. Go to page 94.Discover extra words. Go to page 94.5

BA

8 1.21 Listen and complete the rap. Use

the words in the box. Then listen and rap.

He’s (x 2) am are They’re She’s she’s

1 ____ my dad And 2 _____ my mum,One, two, three!3 _____ my brothers And my sisters.We’re a happy family!4 _____ my granny.5 _____ my granddad,One, two, three!

I 6 _____ lucky!We 7 _____ happy!Come and meet my family.

Yeah!

Happy Birthday!Happy Birthday!New languageGrammar: to be affi rmative and contractions, subject pronouns (singular and plural)

Pre-teach: happy, birthday, thank you, guitar, you’re lucky, it’s from, too

Preparation: Exercise 5. Copy tapescript 1.20 for weaker students.

Exercise 1 1.18

Tell the students to look at the photo. Ask them to name the children and tell you any words they know.

Play the recording once while the students follow the dialogue and point.

Exercise 2 1.19

Give students time to look at the pictures and match before they listen to the recording twice.

The second time, stop and ask the whole class to repeat the target language, copying the intonation, and ask for each answer.


Suggestion: Tell students to practise the dialogue in Exercise 1 in groups of six.

Discover extra words: Have strong students or fast finishers find extra new words.

Grammar Tell your students to look at the photograph again.

Say: Alex is eleven. He is eleven. Have the students repeat he in chorus after you. Using examples from the photo, text and

grammar box, have the class repeat the other pronouns and forms of to be in chorus.

Tell the students to study the grammar box.

Exercise 3 Give students time to do the exercise individually or in pairs.

Check the answers.


Exercise 4 Do the example fi rst with the whole class.

Point out that the correct subject pronoun for guitar, this ball and today is it.

Give the students time to do the exercise individually.

Check answers.


BA


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10 11

1 1.18 Listen and read. Point to Matt and Alex.

Grammar to be

I am

eleven.HeSheIt

is

YouWeThey

are

3 Read and write. Use he, she, it or they.

1 He is eleven.2 ______ are Sophie and Jenny.3 ______ is eleven too.4 ______ is cool.5 ______ are my mum and dad.


1 You am / are ten.2 The guitar is / are cool.3 They are / am my brother and sister.4 This ball are / is from my granddad.5 We am / are happy.6 Today is / are my birthday.

Listening

5 1.20 Listen to Sophie and Alex. Match the object with the person.

1 brother 2 granddad 3 dad 4 granny 5 mum

6 Write about the objects in Exercise 5.

The bag is from my granddad.

Grammar to be: contractions

I am

He isShe isIt is

You areWe areThey are

I’m

He’sShe’sIt’s

You’reWe’reThey’re

7 Write sentences. Use ‘m, ‘re or ‘s.

1 He / my brother He’s my brother.2 I / happy3 She / my granny4 They / Matt and Alex5 We / twelve6 It / a dog

Talking Tips!2 1.19 Listen, repeat and match.

1 Watch out! 2 Smile!

FFFFun Zun Zun Zun ZooonnnneeeeFun Zone★

★★

He’s

Talking Tips!2

12

Sophie Happy birthday, Alex! Alex Thank you!Jenny How old are you?Alex I’m eleven. Jenny I’m eleven too. Alex Look at my guitar. It’s from Mum and Dad.Sophie Cool! You’re lucky! Matt Now … a photo for the Discovery Magazine! Alex Mum and Dad! You too!Mum and Dad We’re here! Matt Smile!Jenny Matt! Watch out!

Jenny is with Matt, Sophie and Alex. They’re happy. Alex is eleven today.

Discover extra words. Go to page 94.Discover extra words. Go to page 94.5

BA

8 1.21 Listen and complete the rap. Use

the words in the box. Then listen and rap.

He’s (x 2) am are They’re She’s she’s

1 ____ my dad And 2 _____ my mum,One, two, three!3 _____ my brothers And my sisters.We’re a happy family!4 _____ my granny.5 _____ my granddad,One, two, three!

I 6 _____ lucky!We 7 _____ happy!Come and meet my family.

Yeah!

Happy Birthday!Happy Birthday!

Exercise 5 1.20

Ask the class to name the objects.

Play the recording while the students listen and match.

Play the recording again. Tell the students to shout: Stop! or to put their hands up when they hear the name of a family member, then elicit or give the answer.

Tapescript end of notes

Exercise 6 Give the students time to write.

Ask individuals to write the answers on the board.

Grammar Ask students to look at the bag. Say: It is blue. Use your fi ngers to indicate that the three words are separate. Say: It’s blue. Bring two fi ngers together to demonstrate the contraction.

Have the class repeat all to be contractions after you in chorus.

Tell them to study the grammar box.

Exercise 7 Give the students time to do the exercise individually.

Ask volunteers to write the correct contractions on the board.

Exercise 8 1.21

(Books closed) Play the rap while the students listen. You could tell cooperative classes to stand up every time they hear a family member.

(Books open) Play the rap again while the students follow in their books, then give them time to complete it individually or in pairs.

Play it again, stopping before each space to elicit and check the answers.

Rap!


Exercise 5 – Tapescript

Sophie: Hey! Cool ball, Alex.Alex: Yes. It’s from my brother.Sophie: And this book is nice! Alex: It’s from my granny. And the bag is from my granddad.Sophie: And the pens?Alex: They are from my mum.Sophie: And the red and white football shirt?Alex: The football shirt is from my dad.Sophie: You’re lucky, Alex! Happy birthday!

Extra word practice, Workbook, page 71.

TheySheIt

They

she’s

They’re

She’sHe’s

amare

I’m happy.She’s my granny.

It’s a dog.We’re twelve.

They’re Matt and Alex.


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New languageGrammar: to be negative and contractions, at (the) + place

Vocabulary: places

Functions: speaking about where people are

Pre-teach: big, your, friends

Preparation: Exercise 1. Bring fl ashcards 1–5.

Culture notesPhoto A shows the Baker family. Steve Martin and Bonnie Hunt play the mother and father in the 2003 comedy fi lm, Cheaper by the Dozen and Cheaper by the Dozen 2 (2005).

Photo B shows Juni, Carmen and their parents in one of the Spy Kids trilogy fi lms (2001–2003).

Photo C shows a scene from the Princess Diaries fi lms (2001 and 2004), starring Anne Hathaway and Julie Andrews as Princess Mia Thermopolis and Queen Clarisse Renaldi, respectively.

Exercise 1 1.22

(Books closed) Use fl ashcards to pre-teach place vocabulary. (See Introduction.)

(Books open) Ask a student to read the speech bubble. Tell the students to look at the photos. Use L1 to ask if they have seen any of the fi lms.

Ask the class to tell you any words they know in English. Recycle family words in particular.

Play the recording while the students follow the texts.

Suggestion: Ask individuals to read aloud. (See Introduction.) You could set up a reading rota to make sure that every student has a turn.

Exercise 2 Give the students time to read the texts again and do the exercise individually.

Have them compare their answers with a partner.

Check the answers.


Discover Words

Exercise 3 1.23

(Books open) Give the students time to do the matching exercise individually or in pairs.

Play the recording, pausing for the students to repeat each word in chorus.

28

12 13

1 1.22 Read and listen.

2 Read again. True or false?

1 Queen Clarisse and Mia are sisters. false2 Mia is with Queen Clarisse in the photo.3 Juni is at school.4 Carmen and Mia are sisters.


park home school work beach

Discover Words

Grammar to be: negative

I am not

at home.HeSheIt

is not

YouWeThey

are not

I am not = I’m not he is not = he isn’twe are not = we aren’t


1 Juni and Carmen isn’t / aren’t at home.2 Mia aren’t / isn’t a granny.3 My friends isn’t / aren’t at the park. 4 Queen Clarisse aren’t / isn’t at the beach. 5 I ’m not / aren’t a dad.

5 Complete the negative sentences.

1 I’m not eleven. I’m ten.2 My dad _______ at the park. He’s at work.3 Your friends _______ at school. They’re at home. 4 I _______ at the beach. I’m at the park.5 Your sister _______ fourteen. She’s fi fteen.6 We _______ brothers. We’re friends.7 You _______ at home. You’re at school.

Speaking6 Tick (✓) and say. Work in pairs.

I’m not at the beach. I’m at . . .

3 __________

4__________

5 __________

1 ____park

places▼

5 __________

2 __________

I

You

My mum / dad

We

My friends

beach home work school park

✓

Hi! Look at the pictures from three fi lms about families.

Hi! Look at the Hi! Look at the Hi! Look at the

A

B

2 Juni and Carmen are brother and sister. In this photo they aren’t at school, they’re at work. They’re spy kids!

C

1 This is a big family – seven brothers, fi ve sisters and a mum and dad too!

SPY KIDSCHEAPER BY THE DOZEN

THE PRINCESS DIARIES

3 Mia is in a school shirt, but she isn’t at school in this photo. She’s at home with Granny – Queen Clarisse!

Fantastic Film Families!Fantastic Film Families!

Watch Out!Watch Out!

the park homeat the beach at school work


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Watch out! Draw the students’ attention to the use of the.

Grammar (Books closed) Say: Juni is not at school, shaking your head. Demonstrate the contraction is not = isn’t, using your fi ngers. Have the class repeat isn’t in

chorus after you.

Use your fi ngers in a similar way to demonstrate I’m not and we aren’t.

(Books open) Tell the students to study the grammar box.

Exercise 4 Do the example fi rst with the whole class.

Give the students time to do the exercise individually or in pairs. Work with the whole class if your students are weak. Ask the

students to compare answers with a partner.

Check answers, referring to the grammar box.


Exercise 5 Give the students time to do the exercise individually. Tell them to use the grammar box to help.

Have them compare answers with a partner.

Check the answers. You could invite individuals to write them on the board.


Exercise 6 (Books closed) Tell the students to close their eyes for a few seconds and to imagine where their mum/dad/friends are. Ask the class for ideas. Use L1 if necessary.

(Books open) Tell students to complete the table individually. Tell them to use their imaginations! Tell them you refers to a partner.

Give the students time to do the activity in pairs.

Fast finishers: Ask them to write some of their sentences in their notebooks.

Tip: Writing activities like this usually help students to focus, which is especially useful at this stage in the class. A speaking activity may work better earlier on.

Photocopiable resource 1, page 129.

12 13

1 1.22 Read and listen.

2 Read again. True or false?

1 Queen Clarisse and Mia are sisters. false2 Mia is with Queen Clarisse in the photo.3 Juni is at school.4 Carmen and Mia are sisters.


park home school work beach

Discover Words

Grammar to be: negative

I am not

at home.HeSheIt

is not

YouWeThey

are not

I am not = I’m not he is not = he isn’twe are not = we aren’t


1 Juni and Carmen isn’t / aren’t at home.2 Mia aren’t / isn’t a granny.3 My friends isn’t / aren’t at the park. 4 Queen Clarisse aren’t / isn’t at the beach. 5 I ’m not / aren’t a dad.

5 Complete the negative sentences.

1 I’m not eleven. I’m ten.2 My dad _______ at the park. He’s at work.3 Your friends _______ at school. They’re at home. 4 I _______ at the beach. I’m at the park.5 Your sister _______ fourteen. She’s fi fteen.6 We _______ brothers. We’re friends.7 You _______ at home. You’re at school.

Speaking6 Tick (✓) and say. Work in pairs.

I’m not at the beach. I’m at . . .

3 __________

4__________

5 __________

1 ____park

places▼

5 __________

2 __________

I

You

My mum / dad

We

My friends

beach home work school park

✓

Hi! Look at the pictures from three fi lms about families.

Hi! Look at the Hi! Look at the Hi! Look at the

A

B

2 Juni and Carmen are brother and sister. In this photo they aren’t at school, they’re at work. They’re spy kids!

C

1 This is a big family – seven brothers, fi ve sisters and a mum and dad too!

SPY KIDSCHEAPER BY THE DOZEN

THE PRINCESS DIARIES

3 Mia is in a school shirt, but she isn’t at school in this photo. She’s at home with Granny – Queen Clarisse!

Fantastic Film Families!Fantastic Film Families!

Watch Out!Watch Out!

the park homeat the beach at school work

29

truefalse

false

school

beach

home

work

isn’taren’t

’m notisn’t

aren’taren’t


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New languageGrammar: to be questions and short answers

Vocabulary: adjectives for speaking about how we feel, How are you?

Functions: speaking about how we feel

Pre-teach: octopus, shark

Discover Words

Exercise 1 1.24

(Books closed) Draw a smiling face on the board and elicit happy. Elicit any other of the target adjectives you think your students already know.

(Books open) Play the recording while students listen. Mime each word as you go along to reinforce meaning.

Play it again, pausing for the students to repeat and mime each word.

Exercise 2 1.25

(Books closed) Using L1 if necessary, tell your students they’re going to read and listen to another episode of The Magic Mirror.

Ask them if they can remember the names of the characters. (Oscar, Jo-Jo and Mr Big, the dog.) Ask: How old is Oscar? (Ten.) How old is Jo-Jo? (Eleven.)

(Books open) Tell the students to look at the cartoon. Ask them to tell you all the words they know and pre-teach octopus and shark.

Play the recording while the students follow the dialogue.

Give them time to complete the matching

exercise individually.

Check answers with the class.


Grammar Tell the students to look at picture 5. Hold your book up, point to the baby octopus and ask a confi dent student: Is she hungry? (No, she isn’t.) Ask the class to repeat the question and answer after you in chorus.

Ask the class: Are you hungry? Elicit the answer from a volunteer or give it. (Yes, I am./No, I’m not.) Ask the class to repeat the question and answer after you in chorus.

Have the class repeat two or three more examples in chorus of other pronouns and affi rmative and negative short answers.

Ask the students to study the grammar box. Tell them the subject and verb are inverted for to be questions.

151414

Discover Words

2 1.25 Look at the cartoon. Listen, read and match.

7

Am I tired?Is he tired?Is she tired?Is it tired?Are you tired?Are we tired?Are they tired?

Yes, I am.Yes, he is.Yes, she is.Yes, it is.Yes, you are.Yes, we are.Yes, they are.

No, I’m not.No, he isn’t.No, she isn’t.No, it isn’t.No, you aren’t.No, we aren’t.No, they aren’t.

Grammar to be: questions

1 1.24 Listen and repeat.

3 Circle the correct word. Match with the answers.

1 Are / Is you happy today? a No, I’m ten.2 Is / Are she your sister? b Yes, they are.3 Are / Is they tired? c No, she’s isn’t. 4 Are / Is you eleven? d Yes, he is.5 Am / Is he happy? e Yes, I am.

1 The __ __ __ __ __ is hungry.

2 The __ __ __ __ __ __ __ is happy.

Break the codeBreak the codeBreak the codeBreak the codeBreak the codeBreak the codeBreak the codeBreak the code

8 Act out the Magic Mirror cartoon with your friends.

adjectives▼

1 He’s bored. 2 He’s happy. 3 She’s tired.

4 He’s hungry.

1 The dad is 2 The brother is3 Granny is 4 The sister is

thirsty.cold.tired.happy.

7 She’s thirsty.6 He’s hot.5 She’s cold.

Functions: asking how you feel5

1.26 Listen and repeat.

6 Ask and answer. Work in a group.

A How are you today?B I’m happy.

A How are you today?B Not great. I’m tired.

A How are you today? B Fine, thank you.

1

4 Write the questions. Ask and answer in pairs.

1 you / hungry / today? Are you hungry today?2 your teacher / happy / today?3 your friends / at the beach / today?4 you / tired / today?5 your friend / home / today?

Jo-Jo: Hello. I’m Jo-Jo and this is Oscar, my brother.Billy: Nice to meet you. I’m Billy.Oscar: And this is Mr Big.

3

Billy: This is my brother.Oscar: He’s happy!4

Billy: She’s my baby sister.Jo-Jo: Is she hungry?Billy: No, she isn’t. She’s thirsty!

5

Oscar: Is he your dad?Billy: Yes, he is. He’s tired today.

Oscar and Jo-Jo: Bye!

2

8 He’s sad.

6

Billy: Hello, Granny. How are you today?Granny: Not great. I’m cold. How are you, Billy? Billy: I’m fi ne, thank you.

I’m hungry!

O

The Magic MirrorThe Magic Mirror

14

1

30


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Exercise 3 Give the students time to circle and match individually or in pairs.

Have them compare answers with a partner.

Check answers with the class, referring to the grammar box.


Exercise 4 Give the students time to write the

questions. Move round, checking and prompting.

Invite different students to write corrected questions on the board before they do the speaking activity in pairs.

Answers2 Is your teacher happy today?3 Are your friends at the beach

today?4 Are you tired today?5 Is your friend at home today?

Exercise 5 1.26

Play the recording twice. The second time, pause for the students to repeat. Make sure they imitate the intonation.

Tip: Don’t forget that How questions have a falling intonation.

Exercise 6 Demonstrate the activity with a volunteer, then ask the students to continue in groups of three or four.

Exercise 7 Give the students time to break the code individually or in pairs.

Remind the students to look in the cartoon frames for question 1 and on page 95 for the codebreaker.

Ask volunteers for the answers. Ask them to spell the words too.


Exercise 8 Ask the class to work in groups of four and allocate roles.

Play recording 1.25 again, pausing for the students to repeat their lines in chorus.

Have them practise in groups and change roles.

Ask some students to perform for the class.

Grammar worksheet 1, page 115.

151414

Discover Words

2 1.25 Look at the cartoon. Listen, read and match.

7

Am I tired?Is he tired?Is she tired?Is it tired?Are you tired?Are we tired?Are they tired?

Yes, I am.Yes, he is.Yes, she is.Yes, it is.Yes, you are.Yes, we are.Yes, they are.

No, I’m not.No, he isn’t.No, she isn’t.No, it isn’t.No, you aren’t.No, we aren’t.No, they aren’t.

Grammar to be: questions

1 1.24 Listen and repeat.

3 Circle the correct word. Match with the answers.

1 Are / Is you happy today? a No, I’m ten.2 Is / Are she your sister? b Yes, they are.3 Are / Is they tired? c No, she’s isn’t. 4 Are / Is you eleven? d Yes, he is.5 Am / Is he happy? e Yes, I am.

1 The __ __ __ __ __ is hungry.

2 The __ __ __ __ __ __ __ is happy.

Break the codeBreak the codeBreak the codeBreak the codeBreak the codeBreak the codeBreak the codeBreak the code

8 Act out the Magic Mirror cartoon with your friends.

adjectives▼

1 He’s bored. 2 He’s happy. 3 She’s tired.

4 He’s hungry.

1 The dad is 2 The brother is3 Granny is 4 The sister is

thirsty.cold.tired.happy.

7 She’s thirsty.6 He’s hot.5 She’s cold.

Functions: asking how you feel5

1.26 Listen and repeat.

6 Ask and answer. Work in a group.

A How are you today?B I’m happy.

A How are you today?B Not great. I’m tired.

A How are you today? B Fine, thank you.

1

4 Write the questions. Ask and answer in pairs.

1 you / hungry / today? Are you hungry today?2 your teacher / happy / today?3 your friends / at the beach / today?4 you / tired / today?5 your friend / home / today?

Jo-Jo: Hello. I’m Jo-Jo and this is Oscar, my brother.Billy: Nice to meet you. I’m Billy.Oscar: And this is Mr Big.

3

Billy: This is my brother.Oscar: He’s happy!4

Billy: She’s my baby sister.Jo-Jo: Is she hungry?Billy: No, she isn’t. She’s thirsty!

5

Oscar: Is he your dad?Billy: Yes, he is. He’s tired today.

Oscar and Jo-Jo: Bye!

2

8 He’s sad.

6

Billy: Hello, Granny. How are you today?Granny: Not great. I’m cold. How are you, Billy? Billy: I’m fi ne, thank you.

I’m hungry!

O

The Magic MirrorThe Magic Mirror

14

1

31

s h a r k

c t o p u s


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New languageSkills practised: reading, listening, speaking, writing

Vocabulary: birthday cake, candles, bed

Pre-teach: bike, party, summer, new year

Preparation: Exercise 4. Copy tapescript 1.28 for each student. Exercise 6. Bring a birthday card in English. Bring paper, crayons and scissors for the students to make cards.

Exercise 1 1.27

(Books closed) Using L1, ask the class who can remember dreams. Ask one or two students to tell you about a memorable dream. Ask for or give a translation into English.

Tell the class they’re going to read a picture story about a dream.

Try this! Read the text to the class (use L1 if necessary). Tell students that pictures can give clues to the meaning of a text and to unknown words.

Tell the students to look at pictures 1–4. Ask the class to tell you all the words they know in each picture in turn. Encourage complete sentences and contractions, e.g. He’s happy.

Don’t pre-teach birthday cake, candles, bed unless a student asks you.

Play the recording while students listen and read the story.

Exercise 2 Give the students time to do the exercise individually. Tell them to underline the key parts of the text. This helps to ensure they’re practising their reading skills rather than just relying on memory.

Ask them to compare their answers with a partner.

Check answers orally with the class.


Exercise 3 Give the students time to fi nd the words individually.

Check the answers orally with the class.


Ask if they thought looking at the pictures fi rst helped them understand.

Tell the students to look Tell the students to look

Ask them to compare their answers Ask them to compare their answers

Give the students time to fi nd the Give the students time to fi nd the

Check the answers orally with the Check the answers orally with the

32

1616 1717

3 Look at the pictures. Find the words in the story.

1 This is a ___________.

2 This is a ___________.

3 This is a ___________.Writing6 Make a card. Choose.

Speaking5 Ask and answer. Work with a friend.

mum dad brother sister granny granddad school work home

A Is your brother at school today?B No, he isn’t. He’s at home.

3

To Mum,Love from . . .

Happy Birthday!

1 brother/mum/dad/sister/friend2 birthday party/summer party/ new year party

2 Read the story again and complete the sentences.

bike twelve home tired friend

1 Jack is twelve today. 2 The __________ is from his mum and dad.3 Dan is a __________.4 Jack isn’t at __________ in picture 3.5 Jack is __________ in picture 2.

1 2

3 4 5

AB

CD

E

The DreamThe Dream

2 This is a ___________.

Now Jack is with Dan. They aren’t at home.

They’re on the bike.

Dan Look, Jack! Your mum and dad are here too!

1 1.27 Listen and read the story.

Listening4 1.28 Listen to Dan and Jack. Match the person

with the place.

Now Jack is tired. He’s in bed.

Jack Thank you, Mum. Thank you,

Dad. My bike is great.

2

1 Jack is happy. Today he is

twelve. Look at the birthday

cake. It’s white and the

candles are green and yellow.

Jack is with a friend, Dan.

Dan Nice bike!

Jack Yes, it’s from my mum

and dad.

Dan You’re lucky!

4 Jack Cool! Great dream!

Try this!• First look at the pictures, then read.

Pictures help you with new words!

( (

Tell the class they’re going Tell the class they’re going

Read the text to the class Read the text to the class

Don’t pre-teach Don’t pre-teach

Play the recording while Play the recording while

Give the students time to do the Give the students time to do the

Check answers orally with the Check answers orally with the

Ask if they thought looking at Ask if they thought looking at

bikefriend

hometired


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Tip: Although students of this age can’t explain their ideas very well, it’s good practice to obtain as much feedback from them as you can to help lesson planning and promote student reflection about learning.

Exercise 4 1.28

Ask individuals to name the family members and the places.

Play the recording once or twice

while the students listen and match.

Play the recording again, stopping before each place to elicit and check the answer.

Suggestion: Give a weak class the tapescript to follow to check answers.

Tapescript end of notes


Exercise 5 Ask two volunteers to read the example.

Give the students time to do the activity in pairs. Move round, checking and prompting.

Exercise 6 Pre-teach party. Ask the students in L1 when we have parties. Pre-teach summer and new year.

Tell the students you want them to make a card like the one in the picture.

Ask the class to choose who the card is to, and the occasion.

Tell the students to begin their cards Happy Birthday! or Summer Party! or New Year Party! Write the options on the board. Tell the students it’s common to end a card Love from + fi rst name.

Give the students plenty of time to make their cards. Ask them to take them home to show the person they’re for.

Exercise 4 – Tapescript

Jack: Hey! Nice photos, Dan. Is she your granny?Dan: Yes, she is.Jack: Is she at the beach?Dan: Yes, she is. And that’s my granddad.Jack: Is he at home?Dan: No he isn’t. He’s at the park, but my dad is at home. Look!Jack: And is she your mum?Dan: Yes, she is. Jack: Is she at home too?Dan: No, she isn’t. She’s at work. Jack: And is she your sister?Dan: Yes, she is. She’s at school!

1616 1717

3 Look at the pictures. Find the words in the story.

1 This is a ___________.

2 This is a ___________.

3 This is a ___________.Writing6 Make a card. Choose.

Speaking5 Ask and answer. Work with a friend.

mum dad brother sister granny granddad school work home

A Is your brother at school today?B No, he isn’t. He’s at home.

3

To Mum,Love from . . .

Happy Birthday!

1 brother/mum/dad/sister/friend2 birthday party/summer party/ new year party

2 Read the story again and complete the sentences.

bike twelve home tired friend

1 Jack is twelve today. 2 The __________ is from his mum and dad.3 Dan is a __________.4 Jack isn’t at __________ in picture 3.5 Jack is __________ in picture 2.

1 2

3 4 5

AB

CD

E

The DreamThe Dream

2 This is a ___________.

Now Jack is with Dan. They aren’t at home.

They’re on the bike.

Dan Look, Jack! Your mum and dad are here too!

1 1.27 Listen and read the story.

Listening4 1.28 Listen to Dan and Jack. Match the person

with the place.

Now Jack is tired. He’s in bed.

Jack Thank you, Mum. Thank you,

Dad. My bike is great.

2

1 Jack is happy. Today he is

twelve. Look at the birthday

cake. It’s white and the

candles are green and yellow.

Jack is with a friend, Dan.

Dan Nice bike!

Jack Yes, it’s from my mum

and dad.

Dan You’re lucky!

4 Jack Cool! Great dream!

Try this!• First look at the pictures, then read.

Pictures help you with new words!

33

Give the students plenty of Give the students plenty of

Ask two volunteers to read Ask two volunteers to read

Give the students time to Give the students time to

Pre-teach Pre-teach

Tell the students you want Tell the students you want

Ask the class to choose Ask the class to choose

Tell the students to Tell the students to

Play the recording again, stopping

Ask individuals to name the family Ask individuals to name the family

Play the recording once or twice Play the recording once or twice

birthday cake

candle

bed

E

E


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Language revisedGrammar: to be, at (the) + place

Vocabulary: family words, adjectives, places

Functions: speaking about feelings

Revision and ChecklistRefer to the Introduction for ideas on how to work with revision pages (see page 14).

Exercise 1 Give the students time to write the family words.

Check answers.


Exercise 2 Give pairs time to do the word square.

Check answers.


Exercise 3 Give the students time to do the exercise.

Check answers.

Answers2 My mum’s happy.3 You’re my friend.4 My dad’s hungry.5 We’re happy.6 They’re tired.


Check answers.

AnswersMy mum is/mum’s at work. Jenny and Sophie are at home. I am/I’m at the beach. You are/You’re at school.

Exercise 5 Give the students time to do the exercise individually.

Check answers.

Exercise 6 Remind the students to look at the grammar box in Unit 1c (page 15).

Give them time to do the exercise.

Check answers.


Exercise 7 1.29

See Introduction page 13.



Progress Test, Test Book, pages 8–11.

34

18

Grammar3 Write the sentences. Use contractions.

1 I am ten. I’m ten. 4 My dad is hungry.2 My mum is happy. 5 We are happy.3 You are my friend. 6 They are tired.

4 Look and write.

Alex is at the park.

2 Find eight adjectives.

h o t d l h t ia k i z n p h hb o r e d q i ad p e l w s r ps a d j k d s pf j c o l d t yx h u n g r y l

6 Complete the questions and answers.

1 Is it a box? ✔ Yes, it is.2 ________ they hot? ✔ Yes, ________.3 ________ you brothers? ✗ No, ________.4 ________ it a bag? ✗ No, ________.

Pronunciation /æ/7 1.29 Listen and repeat.

Is the big black bag from Dad?No, the bag’s from Granddad. The magazine’s from Dad.

Functions8 Put the dialogue in the correct order.

– Not great. I’m hungry. ■– Hello! ■– I’m fi ne, thank you. And you? ■– Hi! How are you today? ■

Words1 Look and

write.

5 Write fi ve negative sentences about Exercise 4.

Alex isn’t at school.

You

_ _ d

m _ _ g _ _ _ _ __ _ s t _ _ b_ _ _ _ _ _

Checklist ✓• I can talk about families.

• I can use to be.

• I can describe places.

• I can use adjectives.

• I can ask how people feel.

1

g r a n d d a d_ _ _ _ _ _ _

I

Jenny and Sophie My mum

Alex

Let’s Revise !Let’s Revise !

r a n n y

d a

u mr o t h e rs i e r

AreAre

Is

they arewe’re not

it isn’t

4

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discover teachers starter

Documents

students cdrom

pages students

english starter students

key vocabulary

shorter starter unit

opening page

grammar exercises

key lexis