New sky 2 teachers book

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New Sky takes the clear syllabus and methodology
of the original course and adds new and exciting
content to make it even more effective and
motivating for both teachers and learners.

New Sky 2

Fly high with

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Visually appealing and easy to use, New Sky
provides short achievable lessons, clearly
contextualised grammar practice and integrated
skills work.
With its songs, raps, games, puzzles and stories,
New Sky makes learning English stimulating,
lively and fun!

Teacher’s Book

COURSE COMPONENTS

• Students’ Book
• Activity Book with Students’ Multi-ROM
• Class Audio CDs
• Teacher’s Book with Test Master Multi-ROM
• Photocopiable Test Book with A and B tests
• Two DVDs - Kirsty’s Secret and Life in Britain

Mugglestone Abbs Freebairn

• New characters, dialogues and situations engage students’ interest.
• New reading and listening passages keep students motivated.
• New cross-cultural and cross-curricular content bring the world into the classroom.
• New testing package covers all your assessment needs.
• Updated Activity Book provides practice and graded exercises for mixed ability classes.

2

Teacher’s Book

Patricia Mugglestone
Brian Abbs
Ingrid Freebairn

www.pearsonELT.com

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2

Teacher’s Book

Patricia Mugglestone
Brian Abbs
Ingrid Freebairn
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Pearson Education Limited
Edinburgh Gate
Harlow
Essex CM20 2JE
England
and Associated Companies throughout the world

www.pearsonelt.com
© Brian Abbs, Ingrid Freebairn and Pearson Education Limited 2009
All rights reserved; no part of this publication may be reproduced, stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical,
photocopying, recording, or otherwise, without the prior written permission of the
copyright holders.
The right of Patricia Mugglestone to be identified as author of this book has been
asserted by her in accordance with the Copyright, Designs and Patent Act 1988.
First published 2009
Fourth impression 2013
Illustrated by Susan Harrison, Andy Hammond (Illustration Ltd), Joanna Kerr, Nigel
Kitching and Sean Longcroft
Set in 10/11pt Times New Roman
Printed in Malaysia, KHL (CTP)
ISBN: 978-1-4058-7482-3 (Teacher’s Book)
ISBN: 978-1-4058-7490-8 (Test Master Multi-Rom)
ISBN: 978-1-4082-0596-9 (Teacher’s Book and Test Master Multi-Rom Pack)
Photocopying
The Publisher grants permission for the photocopying of those pages marked
‘photocopiable’ according to the following conditions. Individual purchasers may
make copies for their own use or for use by the classes they teach. Institutional
purchasers may make copies for use by their staff and students, but this permission
does not extend to additional institutions or branches.
Under no circumstances may any part of this book be photocopied for resale.

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Contents
Introduction
General description ................................................... 7

Specific procedures ............................................... 11







1 The Students’ Book
2 The Activity Book (with Multi-Rom)
3 The Teacher’s Book (with Test Master
   Multi-Rom)
4 The Class CDs
5 The Test Book
6 The DVDs

General teaching techniques ................................... 9

Before you start ...................................................... 15

1 Who the course is for
2 What the course is about
3 How the students learn
4 How the syllabus is constructed
5 How the material is organised

Principles behind the course .................................. 7

1 Capturing young learners’ attention
2 Making language learning active
3 Keeping learning goals simple
4 Keeping pace with the learners’ development
5 Supporting and monitoring students’ progress
6 Using language learning for general educational
purposes

Course components .................................................. 8
















1 The role of the native language (L1)
2 Presentation

3 Photographs and illustrations
4 Vocabulary
5 The board
6 Repetition and choral practice
7 Pronunciation
8 Question patterns
9 Pair work
10 Group work
11 Oral correction
12 Homework and homework correction
13 Revision and assessment
14 Classroom language

A02_SKYN_TB_02GLB_4823_PRE.indd 3






1 Listen and read dialogues and texts
2 Everyday phrases
3 Look and learn
4 New words
5 Speak
6 Act
7 Games and Puzzles
8 Songs
9 Raps
10 Sounds fun

11 Listen
12 Read
13 Write
14 Across cultures
15 Across the curriculum
16 Project
17 Writing tips and Study tips
18 Picture Stories
19 Revision
20 Chat room
21 Lesson by lesson Word list
22 Max’s Grammar Store
23 The CEF Portfolio

1 Timing
2 Classroom equipment and material
3 The first lesson
4 Abbreviations used in the Teacher’s Book

Students’ Book contents ............................................ 16
Teaching notes . ............................................................. 18
Photocopiable resources ..................................... 104

1 Resource teaching notes
2 Resources
Activity Book Answer Key and audio script . ... 130
Word list . .............................................................. 140

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How does New Sky work?
New Sky has forty lessons divided into eight cycles. This is how one cycle works:

Students’ Book

Activity Book

Teacher’s Book

Lesson 1

Lesson 1

Lesson 1

Presentation and
practice

Accuracy
practice

Teaching
notes

Lesson 2

Lesson 2

Lesson 2

Presentation and
practice

Accuracy
practice

Teaching
notes

Lesson 3

Lesson 3

Lesson 3

Presentation and
practice

Accuracy
practice

Teaching
notes

Lesson 4

Lesson 4

Lesson 4

Across cultures +
Project/Across the
curriculum + Project
+ Picture story

Skills and consolidation
(Fluency
practice)

Teaching
notes

Lesson 5

Lesson 5

Lesson 5

Revision

Check and
self-assessment

Teaching
notes

Test Book: Photocopiable A and B tests

(plus rewritable versions on Test Master Multi-Rom)

Test 1

Skills Test 1

Test 1

Skills Test 1

Language: Lessons 1–3
Grammar and
Vocabulary

Skills: Lessons 1–9
Reading, Writing,
Listening and
Communication

Language: Lessons 1–3
Grammar and
Vocabulary

Skills: Lessons 1–9
Reading, Writing,
Listening and
Communication

Test 2

Review Test 1

Test 2

Review Test 1

Language: Lessons 6–8
Grammar and
Vocabulary

Revision:
Lessons 1–3; 6–8

Language: Lessons 6–8
Grammar and
Vocabulary

Revision:
Lessons 1–3; 6–8

4

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New Sky also offers extra materials:

In the Students’ Book:
• A Grammar Store

• Twenty-four
Photocopiable
Resources

• A lesson-by-lesson
Word list

• Answer keys
• Audio scripts
• An alphabetical Word
list with phonetic
transcriptions

In the Activity Book:
• Four ‘James Blonde’
Puzzle Stories
One story for every ten
lessons

• Two plays
One for use half-way
through the book and
one for use at the end

A Student Multi-Rom
New Sky Two

Student
Multi-Rom

In the Teacher’s Book:

• Interactive language
practice
• Activity Book
audio material

Class CDs
• All Students’ Book
audio material

New Sky Two

Class CD1

Test Master Multi-Rom
• Rewritable versions
of the Test Book tests
• Test Book
audio material

New Sky Two

Test Master
Multi-Rom

Two DVDs
New Sky Two

New Sky Two

Life in Britain
DVD

Kirsty’s Secret
DVD

• A culture DVD
showing teenage
lifestyles in the UK
• A teenage drama

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introduCTION

Introduction
General description

1 Who the course is for

New Sky is a four-part course for young learners of English
aged from 9/10 to 13/14. There are two possible entry points:
New Sky Starter for complete beginners or for students with
a minimal knowledge of English, and New Sky One for false
beginners.

2 What the course is about

New Sky Two features a typical British family living in
Wembley, London, and their friends. Together, they are seen
in domestic, school and leisure settings. The real characters
and the authentic photographs and situations provide an
up-to-date realistic view of the UK today – its people, their
lifestyles and their cultural background. Although the main
focus is the UK, the learners also get regular glimpses of life
in the USA and other English-speaking countries.

3 How the students learn

New language is presented through dialogue or text, and
practised in a series of simple steps which include carefully
graded listening, speaking, reading and writing activities,
and a lively selection of games, songs and raps. From the
beginning, students learn to communicate information and
ideas in realistic and amusing situations.

4 How the syllabus is constructed

The language syllabus is a careful mix of grammar, vocabulary

and communication. Grammatical structures are linked
closely to everyday language use, while the topic areas relate
to the students’ own lives and experiences, and have been
specially chosen to present a range of useful vocabulary.

5 How the material is organised

Each lesson in the Students’ Book is presented on a doublepage spread in order to foster a sense of achievement and
progress in the student. Clear signposting of each activity
enables both teacher and student to identify the learning
focus at every stage of the lesson. For more details on the
organisation of the Student’s Book, see Course components.

Principles behind the course

1 Capturing young learners’ attention

We believe it is essential that young learners’ contact with
learning English should be rewarding and fun. The first step
towards this is to capture their attention as soon as they open
their new textbook. New Sky does this by:
• using colourful, authentic location photography
• introducing real characters with whom young learners can
identify
• showing real-life situations which children can immediately
recognise and respond to

• presenting lively, everyday language and expressions
which they will want to learn.

2 Making language learning active

Young learners need to be actively involved in the language
lesson. This not only makes learning more effective but also
makes it more enjoyable. In New Sky, students are involved
when they:
• repeat and act dialogues
• communicate and share information with others
• solve reading and listening tasks
• write in simple, real-life contexts
• play language games
• sing, rap, draw and roleplay.

3 Keeping learning goals simple

If learners are to stay motivated and make progress, it is
important to keep learning goals simple. An over-heavy
vocabulary load can be daunting, especially if the words are
low frequency. Equally, too many new grammar points in
one lesson can be confusing. Each lesson of New Sky keeps
learning simple by:
• focusing on a limited number of grammar points
• presenting grammar in clear and prominent Look and
learn boxes
• revising the new language regularly through stories,
exercises and puzzles
• introducing a carefully regulated number of words
• presenting key new words with pictures and sound.

4 Keeping pace with the learners’ development

A language course for young learners is more effective if it
keeps pace with the children’s physical, cognitive and social
development. In New Sky, the learners’ physical development
is mirrored in the main characters; their cognitive development
is reflected in the subject matter and organisation of the texts
and task types; and their social development – how they
interact with peer groups and adults, and how confident they
feel about themselves – is reflected in the methodology, in
particular with the types of activities, projects and games
suggested for language practice.

5 Supporting and monitoring students’ progress

It is important that young learners have regular opportunities
to consolidate the language they learn and are also given the
means to monitor their own progress.
New Sky helps students to revise and check progress
through:
• Skills lessons in the Students’ Book (Across cultures
and Across the curriculum) and the Activity Book (Skills
practice). These consolidate and extend the language
and skills learnt in the preceding cycle of work, while
developing students’ knowledge of the world beyond
the classroom.
• Picture stories at the end of the Students’ Book.

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• Revision lessons and What can you do? boxes in the
Students’ Book and Check lessons in the Activity Book,
the latter containing self-assessment boxes to encourage
students to monitor their own progress.
• A booklet of photocopiable tests, containing parallel A
and B tests to minimise students’ opportunities for copying
their neighbours’ answers, as well as rewritable versions
of these tests on the Test Master Multi-Rom supplied with
this book.
• Interactive language practice with the Multi-Rom
accompanying the Activity Book.

6 Using language learning for general
educational purposes
Learning a new language can be more motivating for
young learners when they realise they can learn about the
outside world through their English lessons. New Sky aims
to increase students’ awareness of the world outside the
classroom through texts relating to children and situations
in other countries. The Across cultures lessons, in particular,
increase students’ knowledge of the English-speaking world,
and the linked projects encourage them to write about their
own lives and experiences. There are also special Across
the curriculum lessons in New Sky, which present topics of
interest relating to other subjects in the school curriculum.
In this way students use English to extend their general

education.

Course components
At each level the course consists of:
• a Students’ Book
• an Activity Book (with Multi-Rom)
• this Teacher’s Book (with Test Master Multi-Rom)
• Class CDs
• a Test Book.
DVDs also accompany the course.

1 The Students’ Book

The Students’ Book consists of forty lessons. These are
divided into eight sections of five lessons. Each section
follows a pattern:
Lesson 1 Language input
Lesson 2 Language input
Lesson 3 Language input
Lesson 4 Across cultures + Project
Lesson 5 Revision
Lesson 6 Language input
Lesson 7 Language input
Lesson 8 Language input
Lesson 9 Across the curriculum + Project
Lesson 10 Revision
Language input lesson: Presents and practises new language
Across cultures:Develops skills, and recycles and
expands language by looking at
culture and lifestyles in the Englishspeaking world

Across the curriculum: Develops skills, and recycles and
expands language by looking at
topics which are related to other
areas of the school curriculum
Project:
Encourages self-expression
Revision:
Provides a controlled progress
check
At the back of the Students’ Book, there are four Picture
Story lessons. These two-page comic strip stories recycle the
language which has been used in Lessons 1–9, 11–19, 21–29
and 31–39. Also at the back of the Students’ Book are:
• the words of the recorded Songs and Raps
• a grammar reference: Max’s Grammar Store
• a lesson-by-lesson Word list.

2 The Activity Book (with Multi-Rom)

The Activity Book, to be used in class or for homework, gives
further extensive practice of the language in each input lesson
of the Students’ Book. Many exercises are at two levels, a) and
b), to cater for mixed ability classes. The first level, e.g. 2a,
is a basic exercise and 2b is a more challenging exercise. At
regular intervals, skills sections reinforce students’ reading,
writing and listening skills. For added interest, and to recycle
the Everyday phrases from the Students’ Book, the skills
sections also contain short cartoon strips featuring regular
characters. Frequent Check sections, with self-assessment

boxes, enable students and their teachers to monitor progress.
There are also six additional songs at regular intervals. At the
back of the Activity Book is a unique Stories and Sketches
section. This contains four ‘James Blonde’ Puzzle Stories,
designed to encourage students to read for pleasure and two
light-hearted plays for students to act in the middle and at the
end of the year.
The Student Multi-Rom that accompanies the Activity Book
contains:
• interactive language practice
• the Activity Book listening activities, stories, plays and
songs.

3 The Teacher’s Book (with Test Master
Multi-Rom)
In addition to the Introduction, this Teacher’s Book contains
detailed lesson-by-lesson teaching notes. The notes include
keys for exercises, suggested model answers, audio scripts
of the listening material, suggestions for extra games and
activities, and ideas for further practice. At the back of the
Teacher’s Book are the following:
• Twenty-four Photocopiable Resource sheets, one for each
input lesson in the Students’ Book. These contain extra
practice activities for use in class, and are accompanied by
teaching notes.
• The Activity Book Answer key and audio script.
• An alphabetical list of Words and expressions with
phonetic transcripts.

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4 The Class CDs

These contain recordings of the following:
• Presentation dialogues and texts, new words, listening
activities, Sounds fun pronunciation activities and the
songs and raps from the Students’ Book. The audio scripts
for the Students’ Book are printed in the appropriate
lessons in this Teacher’s Book.

5 The Test Book

The Test Book contains: eight progress tests – one for every
five lessons of the Students’ Book, four skills tests and four
review tests. The tests are presented in A and B sections so
that students sitting in pairs cannot copy each other. There is
also an Answer key and audio script in the back of the Test
Book. Rewritable versions of the tests are available on the
Test Master Multi-Rom, giving teachers the ability to tailor
tests to the specific needs of their students. The test audios
are also included on the Test Master Multi-Rom.

6 The DVDs

Two DVDs provide a motivating context for further

consolidation and extension of language, and help to relate
language learning to the wider world. Life in Britain, a
documentary culture video, provides an insight into the
lives of young teenagers in the UK today. Kirsty’s Secret, a
drama, follows the adventures of four friends whose lives are
changed when a new girl comes to town.

General teaching techniques

1 The role of the native language (L1)

Most teachers will find it necessary to use the students’ native
language to introduce the book and explain what is in it, to
establish who the characters are and where they live, and,
importantly, to explain how they want the students to work.
Once lessons start, use of the L1 is helpful to:
• clarify language points
• give instructions for more complicated exercises and
activities
• explain the meaning of some words
• set up games and roleplays.
As the course progresses, however, use of English in class
should be increased. Teachers will find that students soon
learn to follow basic instructions in English if they are used
frequently and consistently. Students will also soon learn to
respond to words of encouragement and general remarks.
Any new words which are not illustrated in the Students’
Book can easily be explained through mime, acting or
illustrations on the board.

2 Presentation

The detailed lesson notes in the main part of this book
suggest a variety of techniques for presenting new language
to young learners. Because there is much for the students to
take in at one time – new structures, words and sounds – the
teacher needs to repeat new language two or three times
before asking students to repeat it. It is also helpful for the
learner to see the written form of the language after the initial
oral presentation.

introduCTION

The Test Master Multi-Rom that accompanies this book
contains:
• rewritable tests (as in the Test Book, see below)
• the test audio material.

3 Photographs and illustrations

Photographs and illustrations can be used for scene-setting
and for presenting new language. Questions for each
photograph occur in the lesson notes. Simple questions can
be asked about the characters, their relationship to each other,
what they are wearing, what they are doing and what they are
thinking.

4 Vocabulary

When learning a new language, learning words is as important

as learning grammar. For young learners, it can be especially
motivating to learn new words. Classroom techniques for
presenting new vocabulary at this level include:
• showing or pointing to real objects or pictures in the
Students’ Book
• drawing on the board
• showing flash cards, posters or magazine pictures
• miming and acting
• explaining in the native language (L1) or translating
• using a picture dictionary.
It is essential to keep a regular check on vocabulary so that
new words are continually recycled. Teachers can make flash
cards of new words to use for word games, sentence building
and competitions.

5 The board

Presentation of new language on the whiteboard or interactive
whiteboard is extremely important. It focuses the students’
attention and enables the teacher to control the activity
effectively. Simple line drawings on the board can be used
to explain a new word quickly. New structures, words
and expressions should be written boldly and clearly, and
arranged in sections, e.g. new vocabulary in one area and
examples of key language structures in another. It is a good
idea to keep a free area for spontaneous examples, drawings
and game scores.

6 Repetition and choral practice

Repetition helps to reinforce a sound or structural pattern.
Repeating in chorus helps students to gain confidence before
they are asked to perform individually. Suggestions for
choral practice occur throughout the detailed lesson notes.
Different choral patterns can be made by using:
• the whole class
• half the class at a time
• vertical or horizontal rows
• groups
• individuals.

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7 Pronunciation

All new words should be thoroughly practised by means
of choral and individual repetition, using the recording as
a model. The technique of ‘back-chaining’ for repetition
of phrases and sentences can be most effective with young
learners. Students repeat a sentence in parts, starting from
the end and building up to the complete sentence, e.g. Say
after me, everybody. Brother … little brother … he’s my little
brother …

8 Question patterns

Question and answer patterns play a key part in language
teaching. To give as much oral practice as possible, it is
important to build a sequence of question and answer
patterns, e.g.
• Teacher to self (T-T)
• Teacher to student (T-S)
• Student to teacher (S-T)
• Student to student (S-S)
• Student 1 to Student 2 to Student 3, etc. in a chain
(S1-S2-S3).

9 Pair work

Many of the exercises in New Sky enable the students to work
in pairs. The following patterns are suitable for pair work:
• A-B side by side
• A-A B-B (pairs turn round and face the pair behind
them)
• A-B B-A in a foursome (pairs turn round and talk across
to each other)
• Bs to As across rows
• Random pairs across the class.
Students can work in open pairs, e.g. A-B, then B-C, then
C-D, etc. or across the class. In this way, the rest of the class
listens while a pair performs. Open pair work can be useful
if the teacher wants to hear individuals perform. Closed pair
work is also very useful. In spite of the increased noise level,
it dramatically increases talking time and encourages learners
to initiate as well as answer. Moreover, there is less chance of

students getting bored as they listen to others doing exercises
in turn round the class. If there is an uneven number in the
class, the teacher can either make up the pair or ask one
group to work in threes. Although students may protest, it is
important to rearrange the pairs on a regular basis.

10 Group work

For certain types of activity, e.g. acting the stories and
playing games, students may need to work in groups. Group
work is important because it provides an opportunity for
shy students to talk more confidently and teaches students
to cooperate and work together. Groups can be formed in
different ways, based on:
• position (students turn round to form a group of four with
another pair)
• alphabetical order of names (all those with names beginning
with given letters, e.g. A–D in one group)
• birthdays (e.g. all those whose birthdays are in May in one
group)
• colour of clothes, etc.

11 Oral correction

When students are doing controlled practice and the emphasis
is on accuracy, correction should be immediate. It is important
to help students to correct the mistake themselves and
then make them actively repeat the correct version. In the
freer practice stage, e.g. in games and open conversations,
the students’ performance can be monitored and mistakes

noted down to be corrected at the end of a sequence. Overcorrection in the early stages can be de-motivating, especially
for shy, less confident learners.

12 Homework and homework correction

For homework, teachers can set the exercises from the
corresponding lesson in the Activity Book, but they may also
like to use the extra suggestions which are included in the
detailed lesson notes. Written work should not be restricted
to homework. Writing in class varies the pace of a lesson and
gives a change of activity. It is important that homework is
prepared in class beforehand and help given with any new
vocabulary and expressions which may be needed. Answers
to homework exercises can be checked in different ways:
• Check the answers orally with the whole class.
• Ask individual students to write their answers on the
board.
• Provide a key so that students can correct their own or
their partner’s work.
If students have written a paragraph for homework, ask a
few to read it to the class. The others listen for mistakes and
correct them. Alternatively, select an individual student’s
paragraph. Write it on the board and correct it together with
the class.

13 Revision and assessment

Checking on students’ progress is important for teachers,
learners and parents. Progress can be formally assessed
through revision/check lessons and tests. Informal methods

of assessment can show a learner’s progress and help teachers
to find out problems that the children might have. This can be
done in a variety of ways:
• a few minutes of informal oral revision at the beginning of
each lesson focusing on one or more language points from
previous lessons
• regular spot checks on vocabulary and grammar
• short gapped dictations of dialogues or texts
• oral checks to revise communicative functions and
everyday language, e.g. You meet your teacher in the
street. What do you say?
• completing checklists of what the students can do in
English with a tick (✓), cross (✗) or question mark (?).
Now you can:
• talk about places in towns
• talk about past activities
Students can also record their progress and their achievements
through the Portfolio, which can be found online at
www.pearsonlongman.com/ae/cef/cef.htm

14 Classroom language
Instructions
Act the dialogue/story.
Ask and answer in pairs.

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Feedback and encouragement
Excellent!
Good!/Very good!
That’s right/not quite right.
Try again.
Well done!
Discipline
Be quiet, please.
Don’t speak (Spanish).
No talking.
Speak English, please.
Work quietly, please.

Specific procedures

1 Listen and read dialogues and texts

Many of the new grammatical structures in the input lessons
are presented in short, conversational dialogues or texts.
These are all recorded. Play the recording once for students
to listen and read. Then play the recording again, this time
pausing at the end of each section for students to listen and
repeat. The dialogues and texts are followed by a Check
exercise to check students’ comprehension.
Procedure for dialogues and texts
• Ask students to look at the photograph(s).
• If appropriate, revise what they know about the characters,
e.g. their name, age, relationship.

• In the case of dialogues, use the L1 to talk about where the
characters are, what they are doing, what they are feeling
and thinking, and point out any interesting features in the
photograph.
• Present and explain any new vocabulary and expressions.
• Play the dialogue or text for students to follow in their
books.
• Play it again. Stop the recording at intervals to check
understanding and to do choral practice of selected words
and phrases.
• Play the dialogue or part of the text again for students to
listen and repeat, pausing after each sentence.
• Do any Check exercises with the whole class or ask
students to do them in pairs.
• Ask students to read and act a dialogue in pairs or groups.
Choose one or two pairs/groups to act the dialogue for the
class.

introduCTION

Can you spell it?
Change parts.
Come to the front.
Copy this into your books.
Do exercise (5) for homework.
Don’t look at the book.
Fill in the chart.
Learn by heart.
Listen.

Listen and say/repeat after me.
Listen to this/the dialogue.
Look.
Look at this.
Make two teams.
Open/Close your book.
Open your book at page (27).
Put a tick in the right column.
Read.
Read this/the text silently/out loud.
Repeat.
Can you repeat, please?
Sit down/Stand up.
Sit next to (Paolo).
Speak.
Use a pen/pencil/ruler.
Work in groups.
Work in pairs.
Work on your own.
Write.
Write the answers in your notebook.

2 Everyday phrases

Conversational words and phrases from the dialogue which
are used in everyday idiomatic English are presented in a
box called Everyday phrases. These are separate from the
grammatical focus of the lesson. Students should learn these
by heart, and every opportunity should be made to use them
in class. Do not attempt to explain the grammar behind the

phrases.
Procedure
• Read each word or phrase aloud and ask students to repeat
it chorally and individually.
• Ask individual students to find the specific word or phrase
in the dialogue and read out the whole line.
• Check that students understand the meaning and ask them
to translate the relevant word or phrase.

3 Look and learn

The Look and learn boxes contain examples of the
grammatical focus of the lesson and draw attention to points
of grammar which need special explanation.
Procedure
• Ask individual students to read the example in the box.
• Say them yourself and ask the whole class to repeat after
you.
• In the L1 point out any special grammatical features.
• Ask students to find the sentences which contain the
structure in the dialogue or text.
• Use the detailed lesson notes in this Teacher’s Book for
suggestions for further practice.

4 New words

Key new vocabulary in the input lessons is presented in a
special section of its own, under the heading New words.
This section can occur either at the beginning or in the body
of the lesson. Each word is recorded, so that students can

hear the correct pronunciation. After the repetition stage,
there is often an activity to match the word with the correct
illustration.

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Procedure
• Draw attention to the list of new words.
• Play the recording and ask the students to repeat each
word, first chorally then individually.
• If the words are presented as part of a matching exercise,
ask the students to look at the pictures and match them
with the words.
• Check the answers.
• Revise the new words in subsequent lessons. Use real
objects in the classroom whenever possible.

5 Speak

The Speak exercises involve controlled spoken exchanges,
often using words, illustrations or photos for cues. It is
important to show clearly what is expected of the students by
giving an example yourself.
Procedure
• Read the instruction to the exercise and the example

sentence or exchange.
• Go through the individual words, pictures or cues that the
students will need for the exercise and make sure that they
understand them.
• Choose one or two pairs of students to do the first example
aloud for the class.
• Correct if necessary and check pronunciation.
• Either get students to do the exercise in open pairs or set
students to work in closed pairs.
• Go round and monitor.

6 Act

To add variety to their speaking practice, students are
often asked to act or roleplay a situation or exchange. The
procedure is the same as for the Speak exercises.

7 Games and Puzzles

Any language practice that has a competitive, amusing or
puzzle element to it is called a Game or a Puzzle. Games
and puzzles are an entertaining and valuable way for young
learners to practise new language. Simple games appear from
time to time in the language input lessons, whereas more
elaborate games and puzzles are included at the end of each
Revision lesson.
Procedure
• Explain in the L1, then read the instructions in English.
• Present any new vocabulary.
• Choose a student or pair of students to do the first example

in front of the class.
• Correct if necessary, then ask students to play the game or
do the puzzle.
• If appropriate, check who won the game or who successfully
completed the puzzle.

8 Songs

As well as being fun, singing songs changes the pace of
a lesson. Songs give intensive listening practice and are a
natural context for repetition. There are four contemporary
pop songs in New Sky Two Students’ Book. These occur at
regular intervals in the input lessons. The complete song is

printed in the reference section at the back of the Students’
Book and the song title appears in the appropriate place in the
lesson. There are an additional six songs at regular intervals
in the Activity Book.
Procedure
• Allow plenty of time for the song in your lesson plan.
• Give students time to read through the song. Explain new
words.
• Play the song once or twice for students to listen.
• Play the song again and ask students to join in.
• If appropriate, divide the class into pairs or groups and
allot different verses or parts of the song to each pair or
group.
• Play the song again and ask the different groups to sing
their verse.

9 Raps

Like songs, raps are fun and can add variety to a lesson.
They also provide excellent practice in stress, rhythm and
pronunciation in an entertaining way. There are fifteen
raps in New Sky Two occurring at regular intervals. In many of
the raps, there are gaps for the students to listen and
complete.
Procedure
• If there is a gapped activity, ask students to see if they can
guess the missing words before they listen.
• Play the rap through once. Check vocabulary.
• If there is a gapped activity, play the second recording
once or twice for students to complete the gaps.
• Play it again and ask students to join in.
• Encourage body movement, clapping and finger snapping
to emphasise the stress and the rhythm.
• Play the ‘empty’ karaoke version of the rap, where the
students only hear the first line of the rap, followed by the
background beat. See if the students can recite the whole
rap without the support of the voices on the recording.
• Divide students into groups so that they chant to and fro,
and play the background beat again.

10 Sounds fun

Amusing tongue twisters and rhymes appear at regular
intervals in the Revision lessons to practise a particular
sound of English. These are recorded.
Procedure

• Play the Sounds fun recording for students to hear the
whole rhyme or sentence.
• Help the students to produce the sound in question if they
are having difficulty.
• Play the recording again and ask students to underline the
sounds.
• Ask individual students to say the whole rhyme on its
own.

11 Listen

The listening comprehension activities in the Students’ Book
include short conversations, games, interviews, instructions
and radio programmes.

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12 Read

Reading is a key skill in general education and academic
progress. New Sky emphasises reading from the beginning.
As well as presentation texts (see above: Listen and Read)
many lessons contain a short reading text. The picture stories
(to be used after Lessons 9, 19, 29 and 39) provide easy,
entertaining reading material. The Across cultures lessons

(Lessons 4, 14, 24 and 34) contain cross-cultural reading
texts about English-speaking countries. The Across the
curriculum lessons (Lessons 9, 19, 29 and 39) contain crosscurricular reading texts. New vocabulary for active learning
is highlighted in a special New words section on the page.
To give the students’ reading skills an additional boost, there
are four ‘James Blonde’ puzzle stories at the end of the
Activity Book.
Procedure
• Read the title of the reading text.
• Ask the students to describe in the L1 what they can see in
the picture(s) and say what they think the text or texts are
going to be about.
• Present any important new words.
• Play the recording or read the texts aloud yourself while
the students follow in their books.
• Read the texts again, stopping to explain or check
understanding.
• Ask the students to read the text silently to themselves.
• Ask the Check questions or get students to do the Check
task. You can ask a few more comprehension questions if
you wish.

13 Write

Writing activities range from controlled sentence writing
to simple paragraphs, notes, postcards, emails and letters.
Many of the writing activities are based on the reading texts
as models. Most writing tasks can be set for homework but
should be prepared in class. However, short writing activities
like sentence completion can be done in class to vary the

pace of the lesson. The following procedure is suitable for
modelled paragraph writing.
Procedure
• Read the model text.
• Read the instructions for the writing task and make sure
by using the L1 that students understand what they have
to write.
• Ask if there are any new words they want to know for their
own writing.

• Ask a student to write the first sentence on the board. The
others can suggest the next sentence, and so on.
• Continue until the whole text is written.
• Ask students to write their own paragraph for homework.

introduCTION

Procedure
• Before the lesson starts, read the audio script or play the
recording.
• In the lesson, set the context of the listening in the L1.
• Read the instructions and make sure the students know
what to do.
• Present any new words and expressions.
• Play the recording through without stopping.
• Play the recording again, stopping when students have to
write, choose an answer, or complete a task.
• Check the answers and play the recording again.

14 Across cultures

New Sky Two Students’ Book includes four special ‘culture’
lessons called Across cultures which come at Lessons 4,
14, 24 and 34. These integrate and consolidate the language
of the previous cycle of lessons and provide additional
integrated skills practice in reading, speaking and listening.
Each of the Across cultures lessons highlights a different
cultural aspect of the UK or the USA.
Procedure
• Read the title of the lesson and translate if necessary.
• If relevant, ask the students what they know about the
topic area, e.g. sport in the UK.
• Refer students to the photos on the pages and ask what
they can see.
• Present any new vocabulary.
• Play the recording or read the text(s) aloud. You may like
to set a few simple comprehension questions first.
• Ask students to do the Check activity individually or in
pairs. Give an example first.
• Check the answers and continue with any other tasks.

15 Across the curriculum

There are also four special Across the curriculum lessons
in New Sky Two which come at Lessons 9, 19, 29 and 39.
The Across the curriculum lessons present topics of interest
relating to other subjects in the school curriculum such
as Science, Geography and History. In this way students
use English to extend their general education. The lessons
consolidate the language of the previous cycle of lessons

and provide additional integrated skills practice in reading,
speaking and listening.
Procedure
• Read the title of the lesson and translate if necessary.
• If relevant, ask the students what they know about the
topic area, e.g. healthy food.
• Refer students to the illustrations and/or photos on the
page and ask what they can see.
• Present any new vocabulary. (See New words.)
• Play the recording or read the text(s) aloud. You may like
to set a few simple comprehension questions first.
• Ask students to do the Check activity individually or in
pairs. Give an example first.
• Check the answers and continue with any other tasks.

16 Project

Each Across cultures and Across the curriculum lesson ends
with a Project, which is thematically and linguistically linked
to the text of the lesson. The project provides students with
an opportunity to produce a piece of work based on their own
lives and experiences, while at the same time consolidating
the language they have learnt. The original texts often serve
as a useful model. In addition each project has a helpful guide
and a further model to get students started with their writing.

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If you choose to set the project for homework, spend a few
minutes in class to prepare the students for this.
Procedure
• Start with a few minutes of conversation to relate the topic
to the students’ own lives and experiences.
• Read any extra text aloud to the students. Explain that this
should serve as a model for their writing.
• If the project suggests that the students draw something or
find photographs, ask the students to do this first.
• Ask a student to write the first sentence on the board.
Repeat the same procedures as for Write above. In some
cases, students may work on a project in pairs.
• Go round and monitor as students write their projects.
Encourage them to use bold colours so that you can make
a colourful display of their projects on the classroom walls
or in the corridor.
• Collect in the students’ finished work and display it.

17 Writing tips and Study tips

All the projects in the Across cultures lessons are supported
by a Writing tip, e.g. words with difficult spelling. The
projects in the Across the curriculum lessons are supported
by a Study tip, e.g. using a dictionary. Both types of tip are
accompanied by a simple task.

18 Picture Stories

There are four individual picture stories in New Sky Two.
These are grouped at the back of the Students’ Book, but can
be used after Lessons 9, 19, 29 and 39. They bring together
and consolidate the structures and vocabulary from the
previous lessons. Any new words are listed below the story in
a New words box. All four stories are recorded.
Procedure
• Introduce the setting for the story.
• Present some of the new vocabulary from the New words
section.
• Play the recording, dividing the story into sections. Ask
students to follow it in their books.
• Pause after each section to check understanding and ask
questions.
• Play the complete story again without stopping.
• Students complete the Check exercise individually and
compare their answers.
• In pairs or groups, students write a scene or scenes from
the story as a dialogue.
• Encourage students to suggest different endings for the
story, then get them to write an ending. Individual students
can read their endings to the class.
• Ask different groups to act out the story in front of the
class. Encourage the students to memorise their part if
they can.

19 Revision

The regular Revision lessons give students a chance to

measure their progress and enable teachers to identify areas
of difficulty which need extra practice. Each Revision lesson
is divided into four parts. The first part contains exercises
and activities to revise grammar and vocabulary. The second

part is an ‘open conversation’ called Chat room (see below)
to test the students’ spoken language in use, and the third
part is a Game or Puzzle which gives special revision of
one or more language items and may be done in pairs or
individually. The final part, What can you do?, focuses on the
language and functions students have practised in the cycle of
lessons and encourages them to evaluate how well they ‘can
do’ things in English.

20 Chat room

‘Open’ conversations occur in every Revision lesson. They
provide another opportunity for students to use the language
they have learnt in a communicative setting and give students
another chance to talk about themselves.
Procedure
• Establish the situation clearly.
• Ask the students to read through the gapped conversation
and think about what they would say in reply.
• Ask a good student to read the opening two exchanges.
Give the responses yourself.
• Play the recording, stopping at each pause and eliciting a
response from students at random. Establish the idea that
the responses will vary from student to student.
• Ask the students to work in pairs, changing parts afterwards.

Go round and listen.
• Select a student to talk to the person on the recording, then
play the conversation again.

21 Lesson by lesson Word list

New vocabulary should be revised regularly using the
lesson-by-lesson list of words at the back of the Students’
Book. Only those words which the students are required to
produce, in either spoken or written form, are listed. Where
appropriate, those words which form a lexical group are
linked under a general heading, e.g. possessions. At the back
of the Teacher’s Book there is an alphabetical list of words
and expressions with phonetic transcriptions provided.

22 Max’s Grammar Store

At the back of the Students’ Book there is a grammar
reference section called Max’s Grammar Store. This sets
out in clear tables the grammatical structures introduced in
New Sky Two. Draw attention to this section at the beginning
of the course so that students can refer to it when they need
to. It can also be useful for revision purposes.

23 The CEF Portfolio

Go to www.pearsonlongman.com/ae/cef/cef.htm to use the
English Language Portfolio that accompanies this Teacher’s
Book. It is based upon the requirements of the Common
European Framework of References for Languages, which

was developed by the Council of Europe. The Portfolio is
designed as a learning companion for the student. It enables
the learner to record details of his/her language learning and
to demonstrate his/her language achievements by collecting
examples of work in English. Exercises in the Students’ Book
that can contribute to the students’ Portfolios are indicated by
a Portfolio logo. Explanatory teacher’s notes are provided in
the opening pages of the Portfolio.

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Before you start

1 Timing

New Sky Two, including both Students’ Book and Activity
Book, provides approximately ninety to one hundred and
twenty hours’ work. Each lesson in the Students’ Book
corresponds in most cases to one teaching period but some
lessons may take longer if all the suggestions for Further
practice are taken up. Most of the exercises in the Activity
Book, except for the listening activities, can be set for
homework.

2 Classroom equipment and material

It is important to check in the detailed teaching notes for
each lesson to see if any extra materials are suggested for
the lesson. As a general rule, it is useful to have in the
classroom:
• a map of the world/atlas
• a good dictionary (e.g. Longman Active Study
Dictionary)
• a model clock
• a set of flash cards
• a bag of everyday items for vocabulary teaching
• a pin board or an area to display students’ work, notices,
interesting pictures, etc.

3 The first lesson

The first lesson with a new book can sometimes be
bewildering. Begin in the L1 with a short discussion of the
sort of activities the students will be engaged in. Give the
students a ‘guided tour’ of the contents of the Students’ Book
while you draw attention to the different features. Stress how
important it is to speak English as much as possible and to
imitate the sounds of English as closely as they can.

4 Abbreviations used in the Teacher’s Book

T
S
Ss
T-S

S-S
S1-S2
L1
SB
TB
AB
AmE
BrE
e.g.
etc.
i.e.
sing
pl

Teacher
Student
Students
Teacher speaks to student
Student speaks to student
First student speaks to second student, and so on
Native language
Students’ Book
Teacher’s Book
Activity Book
American English
British English
for example
etcetera
that is
singular

plural

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1

We live in Wembley too!

LESSON OBJECTIVES

structures

Present simple: positive, negative and questions

Functions

Ask and talk about personal information and routines

Vocabulary

Family members (Memory check)
Everyday phrases: Hey! Watch out! Sorry! That’s all
right. Are you OK? I’m fine. Come here!

Background information

• Wembley/"wembli/islocatedinnorth-westLondon
in the Borough of Brent (population over 263,460).
WembleyStadiumhasbeenthe‘HomeofEnglish
Football’ since 1923. In 2003, the original stadium
wasdemolished.Thenewstadium,openedin
2007,hasthelargestroof-coveredseatingcapacity
(90,000)intheworld.
• AvrilLavigne/Æœvr�l lə"vi…n/:rocksinger/songwriter,
born in 1984 in Ontario, Canada.
• Exercise8songisbyTheBeatles.Seepage92for
informationaboutTheBeatles.
• coolisaninformalexpressionofapproval.Itisused
mainly by young people to mean great/good.

Getting started

• Ifthisisthefirstlessonwiththeclass,greettheSsand
introduce yourself.
• IntroduceSstotheactivitiesandthefeaturesoftheSB,
usingL1.Seetheadviceabout‘Thefirstlesson’onpage
15intheTB.
• Revisebasicquestionsandanswersinpreparationfor
Lesson1,e.g.What’s your/his/her name? What’s your
surname? How old are you? Have you got a brother/
sister? What day is it today? What time do you get up/go
to bed on Saturdays?EncourageSstohelpeachother,if
necessary.

1

1
02

Listen and read

• AskSstolookatthepictureonpage4andtalkabout
the place and the people. If necessary, ask questions, e.g.
What sort of place is this? What’s happening? Can you
describe one person in the picture (appearance, clothes,
age)?
• PlaytherecordingtwoorthreetimesforSstolistenand
read.
• DividetheclassintotwogroupstobeAdamandAlice.
(Ben has only one line to say, so read his part yourself.)
Play the recording again, this time leaving a pause after
each speaker’s section, for the groups to listen and repeat

theirlinesandthenchangeroles.EncourageSstocopy
the pronunciation, stress and intonation patterns of the
speakers on the recording.
• Checkpronunciationofthefourfriends’names:Alice
/"œl�s/,Adam/"œdəm/,Ben/ben/andTessa/"tesə/.

Everyday phrases
• AskSstoreadandrepeatthephrasesafteryou,chorally
and individually.
• AskSswhattheysayintheirL1forHey! Watch out! and
Sorry!

2 Check
• Lookatthefirstitemwiththeclassandelicittheanswer
fromtheSs.
• Ssworkindividuallyorinpairs,referringtothedialogue
andunderliningthecorrectanswerinsentences2–5.
• CheckSs’answersbyaskingindividualstoreadoutthe
correct sentences.
Answers
1 Ben 2 Tessa 3 Tessa 4 Saturday 5 Wembley

3

1
03

Memory check: Family members

• Elicitthreeorfourfamilywordsfromtheclassandwrite
them on the board.
• Ssworkindividually,writingthenamesofsevenfamily
membersandthefamilywords.Monitorandcheck
spelling.
• Checkanswersbyaskingindividualsinturntowritea
familywordontheboardandsayit.Ifnecessary,ask
SstotranslatethewordsintoL1.Checkthespellingof
wordssuchasdaughter, son, niece, nephew, husband,
wife, cousin, aunt.(Thiswillalsogiveusefulrevisionin
saying the alphabet.)
• Checkthatthewordsontherecordingareincludedinthe
wordsontheboard.Playtherecordingseveraltimesfor
Sstolistentoth O

(Lesson 23)

�
Student A
This is your diary for next week. Talk to your partner and arrange to:
� watch some videos
� go shopping for CDs

am
Monday

dentist

Tuesday

swimming club
cinema with family

Wednesday
Thursday

pm

football with friends

Friday
Saturday

photocopiable

do homework

Sunday

�
Student B
This is your diary for next week. Talk to your partner and arrange to:
� have a pizza
� play computer games

am

pm
karting with friends

Monday
Tuesday
Wednesday
Thursday

watch football match with Dad

Friday

basketball club

Saturday

do homework

Sunday

visit Grandmother

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Sky Two

New Sky 2

Resource P

(Lesson 26)

�
�

The zoo

�

The library
�

The classroom
�

The car
�

The cinema
�

The art gallery

�

The bus
�

The road
�

The swimming pool
�

The gym
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Photocopiable Resources

Photocopiable resources

Resource Q

(Lesson 27)

�

Waiter: Good afternoon. What would you like?
�

Katy:

I’d like a Margherita pizza, please.

Sam:

I’d like a pizza, too. Can I have a
Four Seasons pizza, please?

�
�
�

Katy:

Yes, please. Can I have a green salad?
What about you, Sam?

Sam:

No, thanks.

photocopiable

Waiter: That’s two pizzas. Would you like any
salad?

�
�

Waiter: Do you want garlic bread?
�

Sam:

No garlic bread, but I’d like some
chips, please.
�

Waiter: One green salad and chips. Anything
to drink?
�

Katy:

Just mineral water. Thank you.

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Sky Two

New Sky 2

Resource R

(Lesson 28)

�
�

watch a video

�
�

go to a concert

� homework

come to a party

�

go shopping

� have dinner

have a pizza

�

go swimming

� tidy my room

go ice skating

�

watch football
on TV

� wash the car

watch a pop
music show

�

come to our
barbecue

� cook dinner

�

�
�
�
�
�

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�

128

�

124

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Photocopiable Resources

Photocopiable resources

Resource S

(Lesson 31)

Class Survey

Transport

Journey time

photocopiable

Names

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Sky Two

New Sky 2

Resource T

(Lesson 32)

�
Student A
hairdresserʼs

post office

police
station

café

High Street

cinema
supermarket

CD shop

car park
chemistʼs

x
You are here

Find out where these places are:
� the town hall
� the garden centre

�

the railway station

�

the bank

�
Student B
garden
centre

post office

café
railway
station

High Street

cinema
supermarket

computer shop

town hall
bank

x
You are here

Find out where these places are:
� the police station
� the chemist’s

126
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�

the hairdresser’s

�

the CD shop

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Photocopiable Resources

Photocopiable resources
(Lesson 33)

�

�

�

Resource U

rude

careful

quiet

loud

angry

happy

polite

fast

slow

photocopiable

�
�
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