Excellent 2 teachers guide

Teocher's
Guide

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Courseconsultonts:


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points
Mointeoching

Present
continuws
likesond dislikes

Expressing
hovegot
-s
Possesslve
Fomilymembers
ColoursClothes
Doysof the week
this,thot
therewos/were

Co ny o u. . . ?
Yes,I con.No,I con't.
Thereis/ ore... ls/ Arethere. . .?
W h e r eo r e . . . ?
for personqlinformqtion.
Asking

Postsimple
Rooms
in o house,
Describing
whereyaulive

theres,thereore
wqs,were

Revisionof longuoge from Units 1-3

Possessive
-s

people
Describing
Tellingthe time:o'clock
Present
simple
wos,were

Postsim ple,interrogotive
D i dy ou...?
Y esl,di d.N o,l d id n t .
wontto ...

Doysof the week
Postsim ple,offirmotive

Postsimple,negotive
hod....di dn'thq v e. . .
this,thot,these,those

Pastsimple,interrogotive
toll,short,old,young,fot,thin

Howold/tqllis ...?
Lorgenumbers
permission;
Asking
Con| ...?
Months

Imperotive;Don't...

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M o inr e vision


points
Mointeoching
Revision
of longuogefrom Units5-7

Postsimple
wo n t o . . .
Roomsin o house
forms
Question

goingto
TolkingoboutFilmsqnd TV
Whotsortof ...
Whottimedoes...?

Verbsof action
Tellingthetime (o'clock)

W hy ?/B ec ous e. . .
Lets...
it, him,her,them
Objectpronouns:
Tolking oboutecologicolrssues

Present
continuous
Present
simple
Animolnomes

= i \ , ls * n1. , ,

W

Moinrevision

Telling
thetime:holf/quorterpost,/to There's
Whottimedid ...?
...
Youmust/mustn't
nextto,behind,in frontof
Prepositions;
Possessive
odjectives:

our,their,his,her

W

of longuogefrom Units9-11
Revision
Tolkingobout buildings snd cities

goingto
youmust/mustn't...
Possessive
-'s
Tellingthe time.

('.'4.q
SW

some,qny
Tolkingobout prehistoricqnimols

Foodond drink
'Wh'guesfions

of ...
bottle/bowl/cup/gloss/piece
Howdo you cometo school?
By troin/bus/bike/cor.
onybody,nobody
somebody,

Clothes
Ordering in o restouront

W

Revision
of longuagefrom
2
Excelfent!
Level
Tolkingoboutthe seriolstory

Postsimple
Presentsimple
Prepositions
of ploce
Tellingthe time

"[,. lsts$u

R r s S$SN


Intrsduction
The aim of this courseis to prepareand encouragepupils to
achievea good standardof English in their first years of
learning at primary level.Ercellenf/is intendedto stretch pupils
and to developtheir ability to understandand use basicEnglish
through the skills of listening,speaking,reading and writing. It
is basedon the premisethat children learn most effectivelywhen

the languageand activities are motivating, stimulating and
firmly linked to their own world and experiences.

so they can becomeawareof ri -\ :: :-::.-: .''::rgapproachis
thenrecommended,
wherebvp:;..= .i-- -- :::-: j lo deduce
meaningand,/ordraw comparis,.:=r ..-.:r ',.:-Ianguage.
Finally,pupils are encouraged
tr, l-x rr.: r: i ::ucture in guided
activities.Seepage 6 for further dr:a-,s

Ercelknt! takes accountof childrens natural curiosity,their
desireto exceland their huge capacity to absorbnew language.
The coursetakes a learning-centredapproachwhich places'a
greateremphasison the needto maximiselearning and provide
both support and challengein learning' (Tke Prtmary English
Teacher'sGuide,J Brewster& G Ellis with D Girard, Penguin
Books,PearsonEducation2002).

CourseComponenG

The courseis basedon the following principles:

P u p ils ' B o o k
The 80 page,full-colourPupils'B-r-rk::csc:.:. the main teaching
paLnvorksand
material.It containsa cartoonston'.c:a..',,g::rs.
otherlanguagepracticeactivities.gamcs s',ngsand poems.A
summaryof grammarappearsat the ra.ck,'l the Pupils'Book.

Activity Book

. The developmentof the receptiveskills - reading and
listening - precedesthe developmentof the productiveskills
of writing and speaking.Every lessonincludesan Actiue
presentation stage,which allows the teacherto introduce
new languagein context,drawing upon the pupils'receptive
skills and developingtheir ability to deducemeaning.(See
lessonnotes,p. 13-140.)

The 80-pageblack-and-rvhite-{ctivirl Bcir,rk
containswriting
exercises
and activities,listeningrasks.survrvs.puzzlesand
games,designedto extendand practiselanguagetrom the
Pupils'Book.A grammarrevisionquiz appearsat the back of
the Activity Book.

. In the primary years,children are developingcognitively and
socially.Thereforethe contentof the lessonsis designedto
reflectthe pupils' knowledgeof the world and their cognitive
level.The storiesand activities encouragepupils to bring their
own experiencesto the classroom,and to participateactively
in talking about their lives, expressingtheir preferences,etc.
Pair and group work is a regular featureof the courseand
developspupils' ability to shareand co-operatewith each
other.

At the centreof the Activity Book,pupils will find a pull-out
revision supplement,My Excellent!WordBook Each of the

fifteen pagesfeaturesactivities relating to vocabularyand
structurespresentedin the correspondingcore unit. There are
prompt words in the margins.Pupils use theseto fill in the gaps
on the main part of the page.

. Pupils of this age are developingtheir attention span.
Consequently,eachlessonhas a variety of activities designed
to capturethe pupils' attention,so that the languagecan be
practisedthrough differentapproaches.
. Childrenlearn by doing.ExcelLent!
encouragespupils to
participate actively,allowing them truly to experienceEnglish
through pair work, role play, songs,rhymesand movement.
The languagesyllabushas beenselectedon the basis of what is
relevantto children of this age group, and what will help them to
expressthemselves.Grammaticalstructuresare embeddedin
motivating and meaningfulcontexts.Excellent!encouragesa
'noticing and discovery'approachto grammar learning.This
meansfocusing the pupils' attention on the new languageform,

4

Regularrecyclingand revisionhas :te:- ':r-: urio the syllabusto
meetchildren'sneedfor repetitrona:-c .::.r-:Lt. reinforcement.

My Excellent! Word Book

There are also two colour stickersrelating to eachpage.Students
haveto find the reievantstickerson the sticker page and put
them in position.

Each page also featuresapuzzle activig for which no prompts
are given.Instead,pupils must use their own reasoningand
knowledgeof the languageto work out the answersfor
themselves.
Oncethe text and thepuzzle are complete,studentscan go on to
colour the pictures.
When they have completedeachpage,they should turn to the
Quiz pageat the back of the Word Book and answerthe 'Canyou
remember?'question.Oncethey havecheckedthat their answer
is correct (by turning back to the appropriatepage),they can find
the Excellznt!sticker and put it in position.


Eodrer's Guide
-'-

lessonnotes,
- - :. -.-.::s (luide containsclear,step-by-step
l-:- .>- r -: - :re recording,extra gamesand activities,noteson
, :. .::.1:age.pronunciationand many otherpractical

Cossette
:.: :'ccc)rdings
of the cartoonserialstory,songs,
,r-::rEnglish-speaking
children,listeningexercises
.-' i - ,r:.:: ,: gamesand practiceactivitiesin both the Pupils'
:, - ,i - ::.t -\ctivitv Book.

Floshcords

-': + --::.-::ds hare beencreatedfor usewith the Starterlevelof
- -rc l'rth I-erelsI and2. The lessonnotesin this Teacher's
--r
I :i - :--:r:rmanl'usefulsuggestions
for their use.Youcanfind
on page9 of this Teacher'sGuide.
- -"-- , . . ::e t'lashcards

Fosters
':: - -i : -,sierscorrespondthematicallyto the four unit cycles
-;- :-;---: :p the book. They can be usedat any point in the
:r
, --. :he relevantlanguagehas beentaught. Instructionsfor
*:'r. .--.:?ilstersappearon pages9 12 0f this Teacher's
Guide.

knguin Young Reqders
' : -:- :r::rend three PenguinYoungReadersfor use with
:-: " : Level 2: Dick Whittington, and Anderella andAladdtn
readingfor pleasure.Pupilscan readthese
",. . ,:.: encourage
- -:: .:: part of the lesson,or as homework.For example,you
- : .,. ''ri' five or ten minutesat the beginningor the end of a
-* - - : : quiet.independent
reading.Alternatively,try reading
:': .- li i,r the classyourself,or playingthe audioor video
--.:.gs.u'hiiepupils follow in their own copies.
' '. -:.:eet for eachReader,with moreexploitationideasand
: " - , :lable worksheets,appearsat the end of this Tbacher's
' :.

'llides on using the PenguinReadersare availableat
iiiii :r:guinreaders.comand can be downloadedfree of charge.

Orgonisotionof the Course
--= l:pils'Book containsfifteen units. There are fifteen
--:,,nding units in the Activity Book.Eachunit consistsof
-- :ssons,eachintendedto last approximateiy50 minutes.
-.+ :. 1 presentsmost of the new langrrageitemsin the contextof
; r---.-irrloonstory which runs throughoutthe book.In this lesson,
. . '-,'-.rp
activitiesaremoreconcernedwith comprehension
and
.,..:::.ation of new languagethan with production.
--s r 2 extendsthe new languageitems and provideslanguage
: -: --r-.ce
activities.
-::s ,ns3 and 4 developthis languageand may introducean
- - - - 'rn mre o p

i fcm

Llnits 4, 8, 12 and 15 are devotedto recyclinglanguageitems
trom the previousthree units, presentingthem in new contexts.
Units 1 and 2 includeextensiverecyclingof languagetaught in
Exccllent.tLevel
1.
After every secondunit thereare two supplementarylessons,
eachwith its own pagein the Pupils'Book and the Activity Book.
First comesTalk Time, which presentsfunctionalphrasesas a
starting point for role pla-v.Then the Fact File gives extended

readingpracticeon a topic connectedto the precedingunits.
The number of lessonsprovidedby Excellent!is flexible. The
lessonnotesin this Teacher'sGuideinclude many ideasfor
optional extra activities.Additionally, a pageof extra gamesand
activities appearsin the Teacher'sGuideafter every secondunit.
Theseallow the teacherto extendunits to five ]essonsif desired.
If not, the additional suggestionscan be usedas a resourcebank
of ideasfor sparemomentsor revisionpurposes.

Teochingwith Excellent!
Pupils needthe security of familiar routinesand patterns.
Thereforethe teachingproceduresare repeatedover the units
and are clearly indicatedin the lessonnotes.
In the main column of thesenotes,the recommended
approachfor
eachstageof the lessonis set out. The right-handcolumngives
key English languagephrasesthat can be usedat that stageof
the lesson.

Stogesof the lesson
Worm-ups
Begin lessonswith a warm-up activity. This can be the recycling
of languagetaught in the previouslessonthrough the repetition
a favourite song or game
Active presentotion
In the teachingnotes,eachlessonbegins with the Active
presentation'stage.This stageof the lessonprovidesa
suggestionfor presentingthe new languagestructure or
vocabularyin a contextwhich will attract the children'sattention
and involve their active participation right from the beginningof

the lesson.The Active presentationdoesnot refer to activities in
the Pupil s Book,and is an important stagein the lesson,as it
encourageschildren to make senseof new languagein an
authenticand fun language-learningenvironment.
The Active presentationstageforms an important aspectof the
'noticing and discovery'approachto teachinggrammar.In some
cases,the Active presentationstagemay focus on introducing a
new themeor topic
The coftoon story
The I']upils'Book featuresa cartoonstory which is presentedin
Lesson1 of eachunit. Eachepisodeof the story builds on
knou,n languageand introducesnew key languageitems for the
unit. The main focus of this lessonis on the receptiveskills of

5


7

reading and listening.The lessonnotesprovide suggestionsfor
using the visuals in the story, and questioningtechniques,to help
children understandand assimilatenew languagewithin a
fictional context.The way in which children will becomeaware
of new language,through understandingand role-playingthe
story, forms an integral part of the'noticing and discovery'
approachto learning new structuresand vocabulary.The
following procedureis recommended:
1 Pupils are introducedto relevantnew vocabularyitems
through flashcards,realia,pictures,mime, etc.
2 Pupils are preparedfor the context of the story, possibly in

their own language.
3 Pupils read and listen to the recording.Suggestionsfor
comprehensionquestionsappearin the lessonnotes.
4 Pupils may listen and read again for enjoyment.
Role ploy
Roleplay can be usedas a follow-up activity to the story. Role
play supports the pupils'enjoy.rnentof the narrative and allows
them to practisenew languageitems in a meaningfulway.
Procedurefor role play could be as follows:
1 Divide the classinto groups and allocatethe role of one of the
charactersin the story to eachgroup.
2 Play the recordingand ask the groups to repeatthe dialogue
in chorus.
3 Divide the classinto groups accordingto the numberof
charactersin the story. They practiseacting out the story.
Circulateand assistthem with pronunciationand intonation.
Encouragea dramatic performance!
4 Invite one or two groups to perform the episodefor the class,
either from memory or using role cards.They may want to
make simple props.
'Noticing ond discovery' grommer Ieorning
Excellent!encouragesa 'noticing and discovery'approachto
grammar learing.Childrenneedto be surroundedby - and
actively participate in - activities that havemeaningand
purposefor them, and which are at the sametime enjoyable.
For this reason,the first stagein the 'noticing and discovery'
approachis often the Active presentation,when children can be
encouragedto guessthe meaningof new strucfureswhich occur
in the stories,gamesand songs,and, whererelevant,to draw
comparisonswith their own language.

6

Psirwork ond longuoge proctice octivities
Pairwork activities frequentlyappear in the secondlessonof
eachunit. Models of thesepainvork acdr-itiesare always
provided on the recording.Theseactivities may be organisedin a
variety of ways, oncethe pupils haveread the modeland listened
to it on the recording:
1 The teachermay take role A and the rvholeclassprovide the
responseas B.
2 The teachermay take role A and an individual pupil may take
role B.
3 A pair may volunteerto perform the activity in front of the
class,taking on rolesA and B.
4 The pupils may immediateiywork in pairs, assumingthe
roles of A and B. They can then changeroles.
You may use one or a variety of the abovesuggestions.When
pupils are working in pairs, circulateand model correct
pronunciationand intonation.Ensurethat all pupils are actively
involvedand provide lots of encouragement.
Orgonising poirwork
BeforeLesson1 of eachunit, organisethe pupils in pairs. Make it
clear that they will be working in thosepairs until the end of the
unit. Experiencehas shown that it is best to usea randommethod
of creatingpairs. That way,pupils will seethat you, the teacher,
have no say in the matter, so there can be no room for argument.
Thereare many ways of creatingrandompairs.For instance,you
can divide the classinto two equalgroups.On slips of paper,write
the namesof all the childrenin one group,thenask childrenin the

other group to pick the namesout of a hat. The pupil whosename
they havepicked is their partner.Next time, it will be the other
groups turn to pick out names.Alternatively,write numbersin
word form and in numeralson separateslips of paperand hand
them out. Pupils circulate,matchingnumeralsand words,thus
establishingpairs.Colouredblobs and colourwords canbe
matchedin the sameway,as can word cardsand corresponding
picture cards,so long as you keepto known language.
Acti vity B oo k o cti vi ti es
A variety of activitiesareprovidedin the Activity Book to help
pupils practisethe new languageitems through all four skills.
Listeningactivitiesare includedon the recording.The readingand
writing activitiescan be doneas homework.It is recommended
that the pupils do the homeworkactivitiesorally in classbefore
they wnte them at home.In this inay,pupils can achievegood
resultswhich will add to motivationfrom an eariy stage.

Developingcuriosity and supportingguessworkleadsto a
dynamic classroomwherechildrenfeel safe,can take risks and
learn through experimentingwith language.Ercellent!pays
attentionto grammaticalform and accuracyby subsequently
presentingpresentingeachstructure for practiceand repetition
through stimulating pair/group work activities,gamesand songs.

The Test Time pagesfeatureactivities of the type usedin the
CambridgeYoung Learners(C\LET) Mouerstest.

As an extensionof the'noticingand discovery'approach
to
grammar learning,teachersmay wish to help children develop

simple metalanguagelike uerb,tnun and acljectiueto talk about
language.The appropriatenessand degreeto which this is
desirablewill often dependon the extent to which metalang-rage
has usedto developthe mother tongue.

Excellentt Kids
Excellznt!Kids is a regular featureof the course.Interviews with
English-speakingchildren help pupils developthe skill of
listening for information.Pupils are not expectedto understand
every word in this activity. Later in the year,theseinterviews
may be usedas modelsfor pupils to createand recordtheir own
interviews.


5o.l9rs
-: > :-.iSin eachPupils'Bookunit can be exploitedat any stage
- ---: .::.:t.Thev play an importantrole in familiansingchildren
. - - -: r ..,rurdsand rhythms of Englishand they help to makethe
: - ----- --,assrocm
a fun placeto be.Short following materialon.
-' - .rpect pupilsto learn a songline by line beforeyou start.
- -... .: res, songsmay containunknown vocabularyor
::, :-:es. but thereis no needto teach this langr.rage
in a formal
-{::r ?re a few possibleapproachesto using songs:
. - --::.r-iarise
yourselfwith the wordsof the songand any
r - -- :tpan]:ing actionswhich are suggestedin the
::S ,:l llotes.

.

-.-r aboutthe illustrationsin the Pupils'Book,in Englishor
. ,-e pupils'own language(L1).Pupilscan try to guesswhat
i,-.:Srrogis about.
r -"r,'.1q1.i
plavinga songfor the first time,let the pupilssimply
>.;:r Encouragethem to clap,tap or hum along.Demonstrate
:,-.:actionsas they listen.
. - -.-- :he song again.Encouragethe pupils to join in with the
: ---rni

rn d

qinoino

. -:-. -Cethe classinto groupsto sing differentlinesor verses.Two
.: -:pscouldsing alternateverses,or onegroup couldsing
.-.:-e
the otherdoesthe actions.As pupils becomeaccustomed
- ::e songthey will morereadilyjoin in, so it's important to
..-.g the songsin as many differentways as possible.
and chantscan be usedat any stageof a lesson,to change
- a.
- : r3ie. providephysical movement,and add enjoyment.

The basic teachingapproachis always the same:discussionof
the scenariospresentedin the photographs,followed by listening;
practicein pairs, leading on to role play.The lessonnotesexplain
the procedurein detail and suggestvariations.

Roleplay doesnot suit all teachersand may not be appropriateto
your teachingsituation.If you do wish to set up role plays,
rememberthat props - eventhe simplest- wiil help bring the
activity to life and motivate your class.Keep the props hidden
until they are needed.Let the children try miming first, then give
the activity new impetusby producingsomesurprise prop.
Foct File
Use the Fact Files for readingpractice,as describedin the lesson
notes.Rememberthat unknown words are part of the challenge
of reading in a foreign language.Pre-teacha few unknown
words - perhapsthree or four in eachFact File - but do not try
to forestallevery difficulty. Encouragepupils to deducemeaning,
beforeyou provide an explanationor a translation.

The notebook
We recommendthat pupils createtheir own individual notebooks
in which they can personalisethe languagethey havelearnt. The
notebookcan be any ordinary exercisebook with ruled pages.Its
purposeis to extendwriting practicebeyondthe exercisesand
activities included in the Activity Book. In the notebook,pupils
make the langrragethey are learning their own. Encouragethem
to recordfacts,opinionsand information as it relatesto them and
their lives,their families,communities,pets,etc.

(*mes
-- : -.:::berof languageactivities throughout the courseare
-: :rd to gameswhich can be playedin pairs or smal1groups.
--. --.'-11
as being enjoyabiein themselves,languagegameshelp
: -:r,s ro co-operatewith eachother and to follow a set of rules.

- - :gh games,children can experimentwith languagein an
-- ;rtic and meaningfulway. They are a natural part of
:ng up and learning.
. gamesinclude guessinggames,team games,card games
roard games.Theseare presentedin the Pupils'Book or in
--.. -essonnotesas extra activities.
sure the pupils understandthe gamesbeforethey start.
-.:e
- ::r,rnstratethe gameswith a pair or group of childrenfirst.
:.-..ure that pupils haveall the languagethey needto play the
:-.:res Move around the classroomwhile they are playing,
::.--ruraging them to use English and modellingthe correct
:: ,nunciation.
-: .s in.rportantnot to play a gamefor too long.Differentchildren
.ate differentattention spans,so monitor pupils carefully.
TalkTime
Thesepagespresentsimple,functionalphrases.They provide
.'anetywithin the unfolding grammar syllabus:herethe emphasis
:s more on fluency than on the manipulationof structures.

Pupils could draw and stick picturesin their notebooks,and make
up their own versionsof puzzlesand games.The notebookcould
also containa sectionfor pupils to record'personal'vocabulary,
namely,those words which they need for their own transfer work
and which you supply on an individual basis.This sectioncould
be organisedalphabeticallyor thematically.For eachnew word,
pupils could write an L1 translation,draw a picture or write a
simpledefinition.Making personalword bookshelpspupils
developorganisationalskills and learner independence.
The notebookcan also be usedfor homework,of course.

Encouragepupils to show their notebookto their parentsand to
take a pride in the presentationof their work.

Clqssroomdisploy
Pupils love to seetheir work on show If possible,find a place
wherethe materialswhich pupils producecan be easily displayed.
For example,if the walls may not be used,can you usea corner
of the room to display or savework in a giant classroomdisplay
book?Decoratethe work using attractivecard and titles. Change
the displaysregularly to maintain pupils' interest.
Displaying pupils' work gives it stafus and createsan
atmosphereof positive learning.Be sure to ask the pupils to sign
their work. It will give them a senseof pride and ownership.


Clossroomlonguoge
Using English for organisingthe pupils and establishing
classroomroutinesis a natural way of introducing and
practising language.We recommendthat you use simple English
structuresfor giving insfuctions, playing gamesand giving
support and encouragement.
The following expressionsare useful in the classroom.Pupils will
developa passiveunderstandinginitially, and will be able to
produce many of them themselvesby the end of the first year.
There is no needto teach theseexpressionsovertly: pupils will
gradually assimilatethem if you use them on a regular basis.
Greetings
Goodmorning, (children).
Goodafternoon,(children).
Hello, ftoys and girls).

Is everybodyhere?
Who is away today?
Orgonisotion
Let's start.
Get your books and pencilsout.
Put down your pencils,please.
Comehere,please.
Sit down./Standup.
Put your hand up/down,please.
Give this/theseout please.
Put it here/there,please.
Give it to me, please.
Hold up your (picture)./Showme your (picture).
Let's read a story.
Dradcolour/cut out/stick the picture.
Hurry up.
Comein.
Wait a minute, please.
During the lesson
Open your books at page (10).
Look at number 1.
Write it in your notebooks.
Can you read this, please?
All together.
Say it after me.
This row/group, can you repeat?
Sorry, I don't understand.
Can you repeat that, please?
What's (Ll) in English?

I

What is it in L1)?
Who knows the answer?
Let's checkthe homework.
How do you spell it?
Who wants to write on the board?
Volunteers,please.
Is that right?
Keeping dlsclpllne
Pleasestop talking now ... Thanli vou.
Settledown and listen.Well done.
Is everyonesitting quietly?Goodl
And now we'rewaiting for ...
Could you sit down like the others.please?
Poirwork
Work with your partner.
Has everyonegot a partner?
Who's your partner?
Sit back-to-back.
Don't show your partner.
Changeplaceswith (Anna),piease.
Changeyour partner.
OK, you be (ohn)'s partner.
Now you ask your partner.
Ending the lesson
That's all for today.
Collectthe (books),please.
Make a line, children,and say goodbye.
It's break time. Line up quietly,please.

OK, just one more time and then we stopl
Put your books/thingsaway,please.
OK, you can go now.
Seeyou on Friday).
Have a nice weekend/holidav.
Goodbye.
Hereare someuseful phrasesfor pupils. You can make a poster
of thesefor pupils to refer to:
Can I havethe (scissors),please?
Here you are.
I don't know.
Can I go to the toilet, please?
It's my/your turn.
Sorry.
Thank you.
Finished.


fuhcords
I
:
4
;

\kgan
Ri-k
B€n
SalhCraiC

t

I-r--

-

\Lss \Iumpkin
red
bhrc
Lrorrn
p{nk
5lack
rrhire
-.rEilorv
'i,range
purple
green
doc
cat
?mster
i"h
bird

Poster 1 The funfoir
26
27
28
29
30
31
32

33
34
35
36
37
38
39
40
4I
42
43
44
45

:TOUS€

:rnke
.-hicken

46
47

burger
sausages
fish
chips
pizza
ice cream
salad
milk

orangejuice
lemonade
cabbage
apple
cheese
bread
cereal
wash the car
goshopping
cleanthe
house
wash the
dishes
do my
homework
cut the grass
hippo

48
49
50
51
52
53
54
55
56
57
58
59

60
61
62
63
64
65
66
67
68
69
70

crocodile
giratre
eiephant
lion
penguin
kitchen
hall
living room
diningroom
toilet
bedroom
bathroom
teacher
mechanic
film star
doctor
policeofficer
football player

plane
train
bus
car
bike

hsters
T-itr:r
Ercellcnt! poslers provide vocabulary extension around
m $snes of the Pupils'Book. Each posteralso incorporatesa
amber of 'Find and say'activities which tie in with the language
*r{*us For example,NkWozz from the Pupils'Book cartoon
mq Lshidden somewherein each poster.Pupils must find him
.tr sal' what he is doing,using the presentcontinuoustense.
k vnall pictureson either side of the main picture provide
uryplementary vocabulary.A few pointers for using these:
. -\lszys model the pronunciation of unknown words. Do not
-earepupils to try and read the words themselves.
. \Iodel the word, then ask pupils to find the item in the main
pKrure.
. Encpuragepupils to choosefive words that they like or that
frev think will be useful.They should write them in their
rotebooks.They can includetheseitems in their own
drawings of a funfair, a castle,etc.,and label them in English.
-\k them to write English sentencesincorporating eachof
their chosenwords.
te suggestthat the posters could be used for early finishers. If
ro or three pupils finish a writing activity before the rest of the
-hss. give them one of the'Find and say'tasks describedbelow
md ask them to go and work on the poster. (You might consider

ryiting a simple instruction sheet,in English and/or in the Ll.)
Tell the group that you will be joining them in five minutes to
?ar the resultsof the task.

Use Poster1 from Unit 2 onwardsto revisestructurestaught in
Excellpnt!Level 1. In small groups,pupils can carry out the
following tasks.
1 To pradise the present contlnuous tense
Pupils find NkWozz and say what he is doing.Answer: .tle's
reading a book. (sitting by the dodgems)
NOTE - Text given here in brackets is intended to help teachers
locate items on the posters.It doesnot form part of the language
to be taught.
2 To practise prepositlons in, on, under
Tell pupils to find five cats hidden in the picture.They must
point to them and tell you where they are. Answers:
a lt's und,erthe table.(wherethe grl and boy are sitting having
a drink)
b lt's on thB chair. (next to the caravan)
c lt's in the bag ftottom left, next to the roundabout)
d lt's under the bike. (next to the dodgems)
e lt's on the roundabouf.(i.e.on top of the roundabout)
3 To proctlse He's/She's got...
Tell the pupils to look for five children in yellow T-shirts. Pupils
must tell you what eachchild is carrying, using lle 's got a or
She'sgot a ...
a He's got a skateboard.@oyin the foregroundnear the
roundabout)
b She'sgot a lion. (girl by the bottom of the water ride)
c He's got a guitar (boy by the slide)

d She'sgot a football(girl near the dodgems)
e He's got a spider (boy closeto the dodgems)
4 To revlse the doys of the week
The sevendays of the week are written in various places in the
poster.Pupils must find them
Monday - (on the front of the burger van)
Tuesday- (at the bottom of the slide)
Wednesday- (on the edgeof the roundabout)
Thursday- (on the side of the water slide)
Friday - (on the surround of the dodgem ring)
Saturday- (on the stairs leading to the slide)
Sunday- (on the edgeof the hauntedhouse)

9


5 To revise words for clothes
Hiddenin the fairgroundarefive picturesof identicaltwins.
They aredressedexactlythe same,but they arenot together.
Pupilsmustfind the pairs and saywhat they'rewearing.

(scmterat the foot of the left-hand
d Theydidn't hauescooters.
tower)
e Theyd:idn'thauewatches(manin the foreground,to the left of
drawbridge,wearinga wristwatch)

a They'rewearingbluetrousers/green
sweaters/white
shoes

(1- Boy with glasses,walking bottomright-handcorner.
2 -Boy with glasses,
standingby thedodgems.)
b They'rewearingred shorts/wbiteT-shirts/blae
shoes/white
socfts.(1-Boy walking towardsburgervan.2 -Boy standing
next to roundabout.)
c Thzy'rewearingbluedresses(1- Girl eatingcandyfloss,
betweenthe dodgemsand thehooplastall. 2 - Girl eating
candyflossin theforeground,to theright of themanselling
puppets.)
jackets.(I - Girl with white
d They'rewearingpink trousers/blae
shoulderpurse,walkingby doorof caravan.2 - Girl with
white shoulderpurse,in foreground,to the left of theman
sellingpuppets.)
e They'rewearinggreenshirts/bfue
T-shirts(1- Girl with heartshapedballoon,in foreground,nearroundabout.2- Girl with
heart-shaped
balloonwalkingpastdoorof caravan.)

3 To prodlse.osklng for ond giving meosuremen6
Pupilscantry this activity oncethey havelearnedhow to
expressheights(Unit 7, Activity 3).

Poster2 The costle

Tell pupils to look for five verticaldouble-arrows,
showingthe
heightsof things.They usetheseto practiseaskingand

answering:
a
b
c
d
e

How tall is thecastlz/tower?
- It's 20 metrestall
How tall is thz statue?- k's 3 metrestall
How tall is thpcupboard2
- k's 2 metrestall
How tall is tlw tree?- It's 12 metrestall
How tall is thBboy?- He's1 metres10.

4 To prodise givlng negatlve commonds, using Dont.
Pupilscando this activity oncethey havelearnedto formulate
imperativeswith Don't (Unit 7, Activity 4).They shouldlook for
five speechbubblesin the picture,eachcontainingan
exclamationmark,and decidewhat eachof thosefive speakers
is saying.In eachinstance,pupilswill needto look carefullyand
find a secondcharacterwho is doingsomethingwrong.
All fivephrasesbeginwith Don't ... .
a Don't touchthzfl.owers.(twopeopleon the battlements)
b Don't throwthe ball (in the dining room,boy aboutto throw
a ball)
c Don't climbon thechnir (in the right-handbedroom,child
aboutto climb on a chair)
d Don't swimin tlw riuer/ruoaf.(at the foot of left-handtower,
two boysaboutto jump in the moat)

e Don't o/en thecupboard.(in theground-floorroom,boy
openinga cupboardfulI of armour)

UsePoster2 while you areworking on Units G8. In small
groups,pupils cancarry out thefollowingtasks.
1 To prodlse the present contlnuous tense
Pupilsfind ll4rWozzand saywhat he is doing.Answer:Ile's
climbinga tree(to the right of thecastle.)
2 To prodise the phrose They didnt hove when
tolklng oboutthe lives of people ln the post
Oncepupilshavelearnedthe negativeform of hnuepupils'
Book,Unit 6, Activity 3),they cantry this 'Find and say'
exercise.Ask themto find five thingsin thepicturewhich people
didn't havein thepast.They shouldpoint to themand make
as shownbelow Youcouldhelp themby telling them
sentences,
thefive itemsin advance,sothat they knowwhat they are
lookingfor.
a Theydidn't haueplanes(Sianein the top left-handcornerof
the picture)
b Theydidn't hnuecars.(ar on the left-handsideof the castle)
c Theydidn't hnue77s (TV in the ground-floorroom)

10

5 To revlse the months of the yeor
Pupilscantry this activity oncethey havelearnedthe namesof
the monthsin English(Llnit7, Activity 5).The twelvemonthsare
written in variousplacesin the poster.Pupilsmustfind them.
January(onthe right-handtowerof the castle)

February(bottomright-handcornerof the picture)
March(onthe front of the drawbridge)
April (nearthe top of the left-handtower)
May (onthe front of the battlements)
June(ontheright-handendof the dining table)
July (at thefoot of the interior staircase)
August(in the dining hall, behindtheQueen)
(onthe sideof the moat,to the left of the drawbridge)
September
October(onthe extremeleft-handsideof the picture,by the tree)
November(abovethe mainentranceto the castle)
(to the left of the castle,on the treefoliage)
December


Er

3 The country
'litz cesnt

4 To practise telling the time
Pupils can try this activity oncethey have learnedhow to tell the
time (Unit 11,Activity 2). They must find five little clocks hidden
in the picture,and say what time is shown.
a
b
c
d
e

-* ?-ss'3 while -vouare working on Units 9-12. In small
grs.
p,.pils can carry out the following tasks.
, b prcctise the present contlnuous tense
l::at-:. :rd \1r Wozz and say what he is doing. Answer: I1e's
ri:2.- ry nhbish. (behind the big tree, more or less in the centre
r =c :irlure)
2 b proctise going to
-c -::: 9. -\ctivity 3, pupils are shown how to say that something
s :tr -jr€ point of happening,rcing He's/She'sgoing /o ... They
rnaT -iren be ready to try this activity. Ask them to look for five
=-r"en in orange T-shirts, dotted around the picture. Each is
jr--;:r on the point of doing something.Pupils should make
iF:es
about these children, using going to.

half past two (on the tree,left-handside of the picture)
a quarter to eight (in the cloud, top right-hand corner)
eleueno'clock(onthe bundle of hay,top right-hand corner)
a quarter past fiue (on the schoolbag centre foreground)
ten past nine (on the right-hand bottle bank)

5 To proctlse preposltlons behlnd, next to, on, in front
of, between
Pupils can try this activity oncethey have begun work on Unit
12. By then, they will have encounteredall of thesepreposifions.
Tell them to look for five chickens in the picture. They must
point at the chickensand tell you where they are, in English.
a
b

c
d
e

behindtheflowers (moreor lessin the middle of the picture)
next to the dog (in front of the farmhouse, approximately)
on the bottlebank (bottomleft-handcorner)
tn front of the tractor (near the farmhouse)
betueen thz bags (in the middle foreground)

Poster4 The town

i ::i -.goittg to fall in thz riuer (boy by the river in the middle of
::e picrure)
: -ii, ,. going to climb thp tree (gtrl on the far left-hand side of
=e picture)
: ji -. going to tahe a photo. (boy just to the right of the tractor)
: -.v'*--.going to fick up thc egg.(girl to the right of the bottle
-->
r
ah, -1.

* ---i -.going to throw a frisbea (boy on the far left-handside of
::e picture)
3 b pradlse osking snd onswering questions using
wiry ond becouse.
---10, Activities
2 and3, focuson why and because.
When they
:a.e s'orked on these,pupils may like to try this activify. Tell

:-*qrr to look for the five little questionmarks on the poster.Each
=r an arrow,pointing to one of the people.Pupils must ask why
:i person is doing what they are doing (e.5.Wlzyis he runn'ingl,
=d grvean answerbeginningBecausethere'sa ...
= Wty is he running? - Becausethere's a bull. (man in the field
behind the farmhouse)
5 W is he shouting/pointing?
- Becausethere'sa snake.$oy
bottom right)
: Wlzyis she taking a phnto? - Becausethere's a butterfly. @1rl
bottom right)
d Why is shejumping? - Becausethere's a spidzr (girl under the
tree in the middle of the picture)
e Wlry is tt Jlying? - Becausethere's a scarecrow(bird top right)

In
UsePoster4 whileyouareworkingon Units12onwards.
smallgroups,pupilscancarryout thefollowingtasks.
1 To prodise tlre present continuous tense
Pupilsfind MrWozzandsaywhathe is doing.Answer:112's
riding a bike.@ehindthe bus)
2 To prodlse uslng somebody
In Unit 14,Activity 4, pupilsmakestatements
beginning
got a/an ... Thefollowingactivityprovidesfurther
Somebody's
practice.
Dottedaroundthe town picture,differentpeoplearecarrying
differentobjects,
e.g.themanwith theTV in thebottomleft-hand

corner.Workingin pairs,pupilsusethesedetailsto createtheir
for theirfriends.PupilA couldsaySomebody's
ownchallenges
got a TV PupilB mustthentry andfind thepersonwith theTV.
3 To prodise the present continuous tense
Dottedaroundthetown arefive pairs of identicaltwins.They
aredressedexactlythe same,but they arenot togetherandthey

11


aredoingdifferentthings.Pupilsmust find the twins and say
what they aredoing.
a (1- womanon the cornerby the school)Sln's listenirryto
musir"(2- womanon the right-handedgeof the picture,
halfwayup) Sftz'swashingthecar
b (1- manoppositethe school)He'spichinguf rubbislt"(2man on the ladder,bottom risht) He's clirnbingthz lndder
c (1- boy leaningon the bench,bottomleft) He'ssingins Q boy in front of the FineFoodsshop)He's eatinga bannna.
d (1- girl sitting on the bench,bottomleft) She'sreadinga
book.(2- girl oppositethe school)She'seatingan iceueam.
e (1 - grrl next to the bench,bottomleft) Slz's tahinga fhoto.
(2 - ctrl in front of the post office)Sftz'sstandingon her hzad.
4 To prodlse soying lorge numberc
Tell pupils to look for five numbershiddenaroundthe picture.
They must point to themand readthemout to you in English.
a
b
c
d
e

(outsidethe petrol station)78 - seaenty-eight
(onthe lorry in the background)33 - thirty-three
(onthe StyleIMachineshop)41 - forfi-one
(onthe front of the bus)59 - fi.fty-nine
(onthe boy'sT-shirt, bottomleft) 25 - twenty-fiue

5 To proctlse some phroses for the Talk Tlme poges
While they areworking on the last unit of the book,pupils can
test their memorieswith this activity.Tell themtherearefive
peoplein the pichrrecarrying a greenumbrella.Eachof these
pmple is sayinga phrasefrom oneof the Talk Time pagesin
Pupils'Book2. Pupilsmustfind thepeopleanddecidewhatthey
aresaying.
a (Cirlgettingup from the bench,on the cornerby the pefol
station)Wouldyou kke to sit down?
b (mangettinginto his car,to the right of the petol station)
Wouldyoulike a ffi?
(woman
on the corneroppositethe schooD1rn sorry.I hnaen't
c
got time.
d (customerat the souvenirstall, in the foregrovnd)Hon much
is this,flzase?
e (womanto the right of the souvenirstall)Are you going to
takea photo?

12

Lesson1
Main teaching points
1,Recydingof Leuel1 lnnguage

New vocabulary
funfair
takea photo

Main recycling
Presentcont'inuous
Days of the tueeh
likes.doesn'tlike

Your pupils will ...
. readand understanda story

New expressions
Fantastic!
Comeon!
This is fun!

Needs
. Excellent!Characterflashcards
. Excellent!Poster
The funfair
. prompts and envelopesfor the Mime game

Active presentotion
. If pupils havenot asedExcellent!Leuell, showthemthe flashcardsof
Sally,Ben,Rick and Megan.Teachthe characters'names

and ask simple
questionsaboutthem:
. Showthe classtheExcellpnt!poster
of The funfair.Describethings that are
happeningin the poster.Invite pupils to comeand find the correctpeople
in the poster:
. Ask which days are good days to go to a funfair. Chainthe daysof the
weekroundthe class.

T: What's shewearing?
What colouris his hair?

T: A girl is eatingice cream.

PB1:1 The funfoir

IEJ

. Look at page4 and ask questionsaboutthe pictures:
. Ask pupils to find out which day the childrengo to the funfair.
' Play the recording.Pupilslistenand follow in their books.
. Ask pupils somecomprehension
questions:
. Play the recordingagainif necessary.
. Try role-playingthe story.

T: Who canyou see?What
arethey doing?etc.

T: What's Ben'sfavourite ice

cream?DoesMeganlike
water?What'sRick
doing?

M i me g o me
. Youwill needfour envelopes,
eachcontainingslips of paperwith verbs
pupilsknow written on them.
. Dividethe classinto four groups.Distributean envelopeto eachgroup.
Pupilstaketurns to takeout a slip.They mimethe actionon the slip for
the othersto guess:

AB 1:A

Key

P: You'reeatingan ice
cream!

. Pupilsreferto the chart and completethe sentences
at the bottomof
the page.
. In their notebooks,
pupils createa similar chart aboutthemselves.
They
write sentences
sayinghow old they are,and what they like and don't like.
AB 1:A
1 Rickisnine.
2 Meganis eight.

3 Sally likes clothes.
4 Ben doesn'tllke spid.ers.

5 Ricftlikes ice cream.
6 Sallydoesn't/r&esnakes.
I
MeganLikescats.

13


Main teaching points
Recyclingof lzuel l lnnguage

Main recycling
Present
continuous
Colours
andAoflus
havegot
Tbys

Your pupils will ...
. talk aboutwhatpeoplearewearing
. listenfor information

New vocabulary
frisbee
spaceship

New expressions

Needs

Active presentqtion
. Revisewotds for clothesby poinfing to different items of clothing which
you or your pupils are wearing:
. Divide classinto groups.Allocate one item of clothing to eachgroup. They
make a note of the word.
. Draw three stick figures on the board and give each onea name:Mary,
John and Paul.
. Describewhat the figures are wearing:
. A memberof the relevantgroup comesto the board and draws the item of
clothing onto the correct figure. Ask the rest of the class if the drawing
is correcl

T: What's this? What colour
is it?

T: Mary's wearing shoes,
Paul's wearing trousers,
etc.
T: Yes?No?

PB 122 Funny photos
. Pupils look at the pictures at the top of page 5. Ask them to describewhat
the charactersare wearing now
. Chooseone characterand describehim or her:
. Pupils guessthe characteryou are describing (Ben).
Listen and

point [E]

T: He'swearing a red coat
and brown housers.

. Pupils listen to the recording and point to the characterbeing described.
Checkby asking them to grve you the namesof the characters.

. Pupils work in pairs. One of them describesa characterand the other sayg
H
Pairwork
the character'sname.Play the recordedmodel dialoguefirst. Pupils take
guessing game turns describingand guessing.

PB 1:3 Ben'sprize
Listen and
pracllqe
lFl

. Ask pupils what prizes they can see.Revisevocabularyas necessary.Ask
. Pupils choosethree prizes and write them down. They then play a
guessinggame.Eachmust guessthe others'prizes.Play the recorded
modeldialoguefirst. Pupils listen and repeat.
. Pupils play in pairs:
Pupil 1 is allowed three guesses.He or she wins a point for eachcorrect
prize.They then changeroles.The winner is the pupil with most points.

T: What's Ben'sprize?
P: A skateboard.

Pl: Haveyou got a
spaceship?
P2:No, I haven't.

Guessinggome
. Divide the classinto groups of four. Onepupil in eachgroup choosesa
photo from page5 of the Pupils'Book.The othersask questionsto guess
which oneit is:
rt
t

14

Pl:Is shewearinga red hat?
P2:Yes.sheis.


AB 1:B

AB 1:C

Key

AB 1:B
AB l:C

This activity providespracticefor the Cambridge Young Learners
Starters test.
Pupils look at the picture and decidewhetheror not the sentencesare
correct.They write Yesor No as appropriate.

. Pupilswrite a captionundereachpicture,using//z's got, Slu's got or
They'uegot and choosingthe correctnounfrom the word bank.

PB 1:2
Tapescript
Narrator: This child is wearinga greenhat, orangeand blue trousers,a
yellowshirt and purpleshoes.
Rick.
Child:
Narrator: This child is wearing a black hat, a red coat,brown trousersand
brown shoes.
Ben.
Chill:
Narrator: This child is wearing a pink hat, a blue and yellow sweater,a
greenand red skirt and black shoes.
Child.:
Sally.
A:
She'swearinga pink hat.
B:
Sally.
lyes 2no 3yes 4no 5no 6yes 7no
gotapizza.
1 She's
2 He'sgot a cat.
3 She'sgot a parrot.
4 They'vegot a fish.
5 He'sgot a spaceship.
6 They'vegot a bike.

Lesson3
lfain teaching points
fu -^dtnqof kuel l lnnguage

Main recycling
Family members
How many brothers/sistershaveyou got?
I've got [two] brothers.
-'s
Possessiue

Your pupils will ...
. ask questionsaboutthe family
. listen for inJormation

\ew vocabulary

New expressions

Needs
. picturesfrom magazinesto
representfamily members.Or use
photosof your own family.

Active presentqtion
. Draw a family tree on the board:

. Usea photoof yourself if possibleand placein the middleof the bottom
row.

T: This is me.

15


. Hold up the other pictures.Pupils identify which membersof your family
they are and help you placethem in the correctposition on the family tee.
. Invite individrnl pupils to comeand write the namesof the family
membersunder eachpicture.

PB 1:4 Fomily photos
Listen and
point
E

. Pupils look at David'sfamily photos.Ask them to find the picture of
David. Then look at the other photos.Readout the captionswith the pupils,
revising family vocabulary.
. Pupils listen to David describrngthe photosand say what numberphoto he
is talking about.

PB 1:5 Whot ore they doing?
Make
sentences

. Working individually or in pairs, pupils make sentencesabout the
pictures:

P: This is David'sfather.
He'sreadinga book.

Ploy o gome (optionol)
. Divide the classinto groups of six. Onepupil is the scorekeeper.
. Disfribute ten piecesof card to eachgroup. Pupils write the numbers1 to
10 on the piecesof card. They then shufflethem and placein a pile.
. In turns, pupilsask the pupil to their righL
. Pupil2 takesa card from the pile and answers:
They return the card to the pile. The next pupil continues.
. lf a pupil makesa mistakewith the numberor sentence,the scorekeeper
awardsa red point. The pupil with the leastred points is the winner.

AB l : D
E
AB l:E

Key

. Pupils listen to the mime chant then join in, doing the actions.
. Pupils completethe sentencesby looking for the information in the picture.
Go through the activity orally in class,then ask pupils to write the activity
for homework.

PB 1:4
Tapescript
Dauid,: Hello,my name'sDavid. Theseare my photos.This is my brother.
Narrator: Number4.
Daui.d: This is my grandmotherand grandfather.
Narrator: Number6.
Dauid:
This is me and my sister.

Narrator: Number5.
Dauid:
This is my father.
Narrator: Number 3.
Dauid:
This is my mother.
Narrator: Number2.
AB l:E
I Dauid,'sfatlur is playingtennis.
2 Daui.d'smotlwr is washing the car.
3 Dauil's brothzr is riding a bike.
4 Dauid.'ssister is eating an ice cream.
5 Daui.d'sgrandmotlwr is readinga book.
6 Dauid'sgrandfatlpr is playing the guitar.

16

Pl:How manybrothershave
you got?
P2zl've got (two) brothers.
How many sistershave
you got?



Key

AB l:F
1 Tom -3, 2Paula- 2, 3 Klunk - 4, 4 Wendy- 1
Tapescript

Child,A: Number 1. This child is wearing white socks.She'sgot fair hair. And
she'swearing a blue skirt. Who is it?
ChildB: It's Wendy.
Chill. C: Number2. This child has got black hair. She'swearing an orange
T-shirt. She'sgot glasses.Who is it?
Chilt.B: It's Paula.
Child.D: Number 3. This child has short, curly hair. And he'swearingjeans.
Who is it?
ChildB: It's Tom.
ChildE: Number4. This child isn't wearing glasses.He'swearing yellow
shoesand he'sgreen.Who is it?
Child,B: It's Klunk.

Extro gomes ond octivities
Spiders
. To revisenumbers,colours,Haueyou got? Yes,I hnae,No,I hauen't.
. In pairs pupils draw two grids 10by 10 and label with letters A-J across
the top and 1-10 down the side.
. In secret,eachpupil draws a spider in six of the squaresin oneof the grids.
. Pupils take it in hrns to ask questionsand mark the position of their
partner'sspider in the other grid:
. The first to find all six spidersis the winner.

P: Ilave you got a spider in
C6?

Musicoloctions
. Tb revisethe presentcontinuous.
. Find a large spacefor the pupils to movearound in. Play somelively music
or use a percussioninstrument.Stop the music and give an instruction:

. Pupils mime the action.

T: You'reriding a bike.
You'rereadinga book,etc.

Numbercfioin
. To revisenumbers
. Start a number chain.The first pupil saysone, two, threeand the second
pupil says/our.The third pupil saysfiue, six,seuenand the fourth pupil
sayseight,and so on. Continueto one hundred.
. Then start two chainsat the sametime - oneat the back of the classand
oneat the front
. The first pupil to reachonehundredshoutsout Sfoll and is the winner.

Crossword
.
.
.
.

To revisevocabularyfrom Level 1.
The pupils play in groups of four, onepair against the other pair.
Each pair makesone 10by 10 grid. The pairs use different colouredpens.
Each pair write any word they know in their grid vertically or horizontally.
They scorea point for eachletter.
. The grids are exchanged.Each pair must write anotherword in the grid,
using a letter from the existing word. They scorea point for eachletter.
. When no morewords can be enteredthe gameis over.The pair with the
most points wins.

18
b

T: Go!


Lesson1
tlir

teaching points

tuKfut
!{i'vwabulary
TffiT

Main recycling
Acfion uerbs
Canyou .,.?

Your pupils will ...
. read and understanda storv

New expressions
I don't know

Needs
. a pieceof A4 paperper pupil
. marker pens
. scissors
. dice

. questionand answercardsfor'Questionsgame'
. Excellznt!flashcards
(animals,food,etc.)

Active presentotion
. Play a guessinggame.Invite two pupils to the front of the class.They each
choosea flbshcardwithout showingit to the rest of the class.Onepupil
then standsat the back of the classand oneat the front.
. The classhas to guesswhich cardsthey havegot. Point to the pupils and
ask the class:
Pupilstakeit in turns to ask Is it a ...iThe two pupils with the cards
answer:Yesor No.
When a pupil guessescorrectly,he or shetakesa flashcardand replaces
the pupil whosecardhasbeenguessed.

T: What'sthis?What'sthat?

PB 221 The Mystery Troin
I iqpn and
*rrswer

EI

. Tell them a new malecharacterappearsin the story. Elicit somequestions
abouthim and write theseon the board:Wha.t'shis name?etc.
. Play the recording.Pupils listen and follow to answerthe questionsabout
the new character.Then play again and ask pupils to listen and count the
numberof different questionsin the story.

Ploy o gome

. Ask pupils aboutthings they can and can't do. Put a list of known verbs
on the board and ask:
. Pupils makeword cardsusing theseverbs.They fold a pieceof .{4 into
eight sectionsand write a verb in eachsection.They then cut these
sectionsinto cards.
. Pupils copy this gamefrom the board:

Stort o

o
o
oa

o

Ot.
oo

tta.

O.

. oo

a
o

o

to.

o
o
a

T: Canyou drive a train?
Canyou swim?Canyou
ride a bike?etc.

oo

o

oo
o
a
o

att

o'

o

O rlnittt

19


. In groupsof four, pupils play the gamewith a dice.When a pupil lands on

a big dot, they take a card and show the group,who ask Canyou...lThe
player must answer truthfully and also mime the action correctly.If the
mime is not correct,the player missesa turn. The first pupil to finish is the
wmner.

AB 2:A

. Pupilscomplete
thesentences
usingthisor thnt.

Questionsgome
. Write a selectionof questionsfrom Level 1 on colouredstrips of card:
What's your name?Where do you live? How old are you?How many
brothers and sisters haveyou got? Can you swim? What's your favourite
sport?Do you like cats?
. Write answersto the questionson different-colouredstrips of card. You
will needenoughfor eachpupil to haveeithera questionor answercard.
Questionscan be duplicated.
. Distribute the question and answer sfips. Pupils stand up and mingle in
the class,asking and answeringquestions,to find the matchingpairs.

Key

AB 2:A
1 that 2 that 3 this 4 this 5 that 6 This

Lesson2
Main teaching points

Main recycling
Action uerbs
Canyou ...?
Yes,I can./i.{o,I can't.
He/Shecan4can't

Your pupils will ...
. askandansweraboutthingstheycan
andcan'tdo

New vocabulary
play the guitar
walk on your hands
closeoneeye

New expressions

Needs
. recordingof lively music

Worm-up
. Play a questiongame.Play somelively music.When you pausethe music,
pupils must turn to the pupil beside,behindor next to them and ask any
ouestion thev can remember.

PB 222 Con you ride o bike?
Read

20

. Pupils look at the cartoonand read the speechbubbles.They repeatthe
questionsas a whole class,then individually.


$e d
Grer

Ask pupils to look at the pictures.Elicit vocabularyand teachany
new words and expressions.Ask individual pupils questions,using the
picfuresas prompts:
. Pupils then ask and answerin pairs, following the examplegiven.

f,

aB

. Pupils look at the four picturesand decidewhetheror not they can do the
actionsshown.They write Yes,I can ot No,I can't in the spacesprovided.

f,

2:C

. Pupilsask their partnersif they cando the varioussportsor actions,as in
the model.They recordtheir partner'sanswersby ticking the boxes.
. Pupilswrite sentences
abouttheir partners,as in the example.

T: Canyou touch your toes?
etc.

Pt 2:3 This is Klunk
REad . Pupils work in pairs. They read the descriptionof Klunk aloud and take it
in turns to substitutethe picturesfor words.Checkby asking individual
pupils to readthe sentences
to the class.
. Optional. Still in their pairs, pupils can makeup their own aliensto
describeto the class,saying what they can and can't do.

Questionsroce
. Do a questionchain aroundthe class,eachpupil asking his or her nearest
neighboura question.This can also be doneas arace.Divide the classinto
two teams.The first team to finish is the winner.

Lesson3
ffiin teaching points
'mu-:. *tereare
'mF* ?ras'were

\s

vocabulary

Main recycling
in, on,under
Animals
Furniture

Your pupils will ...
. say a rhyme

. describethings in the past

New expressions

Needs
. ExcellzntlPosterThe funfair
. a selectionof objectspupils know the English
words for

ur[:LR

TtrF:1IJn

Active presentotion
. Put a selectionof objectson a tray. Invite two pupils to comeand look at
the tray and describewhat they see.Prompt them to :useTlwre is/are
. Placethe tray out of sight, e.g.in a cupboardor outsidethe door.Say:
. Elicit all the objectsfrom pupils. Write was and were on the board and talk
aboutthe objectsusingsentences:
. Pupilsrepeat.

T: Canyou rememberwhat
was on the tay?
T: Therewas a ...There
were... etc.

PB 2:4 There'so cot on the cupboord
Llslen and
read
q

. Pupils look at the picture and say what animalsthey can see.Elicit and
teachany new words, using thereis and thpreare:
. Play the rh1'meon the recording.Pupils listen and follow in their books.

T: There'sa mouse.There
are rabbits, etc.

21


Say the
poem

. Play the rhyme again.Pupils say the poem.They can be divided into
two groups, with one saying the first verseand the other saying
the second.

Listen and
say. True or
. Playthequestions
false? [El
ontherecording.
Pupilslookat thepictureandanswertrueor false.
Key

PB 2:4 Tapescript
There are two rabbits on the TV (false)
There'sa cat on the bed. (false)
There are four rabbits on the floor. (true)

There are two parrots on the door. (true)
There'sa rabbit on the stairs.(false)

PB 2:5 Memory gome
Ask and
answer

. In pairs,pupils take it in turns to test eachother'smemoryaboutthe
picture.Onecoversthe picfureand the other asks questions,following the
modelgiven.Then they changeroles.

AB 2:D
|Hl

. This activityprovidespracticefor theCambridgeYoungLearners
Starterstest.Pupilslistento therecordinganddrawlinesto showwhere
theanimalsarepositioned
in theroom.
. In theirnotebooks,
pupilswritesentences
aboutthepicture,usingthepast
tense.

Action gome
. Give instructions,usingin, on, under and classroomobjects:

Posteroctivity
. Stick the funfair poster,on the board.Pupils describewhat they can see,
using Tlrcre is and Thereare.
. Removethe posterand give pupils two minutesto write as many things as

they can rememberfrom the poster.
Key

22

AB 2:D Tapescript
There'sa fish on the table.
Thereare miceunder the table.
There'sa penguin on the door.
There'sa cat under the chair.
Thereare frogs on the bookshelf.
There'sa parrot in the cupboard.

T: Putyourpenunderyour
book.Putyourbookon
yourhead,etc.


bsson 4
points
h..a-hing
-;i@f .-yt-rtiorn to elicit
;irs,'f Ed.'i n form atio n

Main recycling
canJcan't
Questionforms
Sports

Your pupils will ...

. listenfor information
. interviewtheirpartner

'lS51 rmbulary

New expressions

Needs
Miscellnneous
flnshcards(animalsetc.)

illtil

Active presentotion
. Write a selectionof words on the board in random order(whnt,can, haue,
liae,like, kow rnany,fauourite,etc.).Pupilslook back at Units 1 and 2 and
makeany questionsthey can from the words. Write thesequestionson the
board.
. Ask individualpupilsthe questions.Pupilsthenwork in pairs,askingand
answeringthe questionsfrom the board.

PB 2:6 Whot sports con they do?
I AB 2:E . ruprls look at the photosof the threechildren.Teachtheir namesfMartin.
'qe.r and
mrrtr er

Christineand Sarah).
. Pupilslistento childrendescribingthe sportsthey canand can'tdo,and
tick the chart accordingly.
. Checkcomprehension

by askingpupils questionsaboutthe children,using
the modelsin the Pupils'Book:
. In their notebooks,pupilswrite a sentence
abouteachchild,usingcaz
or can't.

T: Who can't ski?etc.

W 227 Tolk to o friend
fread and
pactise

. Readthe questionsaloud with the class.Explain that pupils are going to
usethesequestionsto interview a friend. In pairs, they take it in turns to
chooseand ask five questions,and keepa noteof the answers.
. They then write sentencesabout their friend in their notebooks,following
the examplegiven.

Questionsgome
. Divideclassinto two teams.A pupil from eachteamcomesto the board.
Showthesetwo pupils a flashcardthey alreadyknow.They must go to the
board and write a questionusing that word.It canbe a crazyquestion,e.g.
Is thz elzphantwearinga shirt?
. If the questionis grammaticallycorrect,the teamgetsa point.The
winning teamis the onewhich hasthe mostpointsonceeverypupil has
had a turn.
[hrd

Book

. Pupilsfind page3 in their Word Booksand completethe activitiesrelating
to Unit 2. When they havefinished the activities,they can colour the page.
questionon the quiz pageat
They shouldanswerthe 'Canyou remember?'
the backof the Word Book,thenfind theExcelknt!stickerand put it in
position.

23