New sky starter teachers book

with
M

t

lti

s
Te

Mu

-

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 Starter

Fly high with

RO

as

M

ter

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
www.pearsonlongman.com

CVR_SKYN_TB_STAGBL_4847_COV.indd 1

Mugglestone Abbs Freebairn

• New picture stories 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.

Starter

Teacher’s Book
Patricia Mugglestone
Brian Abbs
Ingrid Freebairn
23/9/08 11:15:39


Starter

Teacher’s Book
Patricia Mugglestone
Brian Abbs
Ingrid Freebairn
A01_SKYN_TB_STAGBL_4847_TTL.indd 1

26/9/08 16:25:14


Pearson Education Limited
Edinburgh Gate
Harlow
Essex CM20 2JE
England
and Associated Companies throughout the world
www.pearsonlongman.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 Patents Act 1988.
First published 2009
Illustrated by Chris Simpson and Sean Longcroft
Set in 10/11pt Times New Roman
Printed in Malaysia (CTP-VVP)
ISBN: 978-1-4058-7484-7 (Teacher’s Book)
ISBN: 978-1-4058-7492-2 (Test Master Multi-Rom)
ISBN: 978-1-4082-0598-3 (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.

A02_SKYN_TB_STAGLB_4847_PRE.indd 2

5/29/09 11:52:48 AM


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

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 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

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_STAGLB_4847_PRE.indd 3

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

1 Listen and read dialogues and texts
2 Everyday phrases
3 Look and learn
4 New words
5 Speak
6 Act
7 Games
8 Songs
9 Raps
10 Sounds fun
11 Listen
12 Read
13 Write
14 Picture story
15 The world around you
16 Project
17 Revision
18 Chatterbox

19 Lesson-by-lesson word list
20 Banjo’s Grammar Store
21 The CEF Portfolio
Before you start ..................................................... 14

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 ....................................... 98

1 Resource teaching notes
2 Resources
Activity Book Answer key ................................... 122
Word list ................................................................ 131

21/10/08 14:53:23


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

Picture story or
The world around you
+ Project

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

A

B

Skills Test 1

Language: Lessons 1–3
Grammar and
Vocabulary

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

Test 2

Review Test 1

A

B

Language: Lessons 6–8
Grammar and
Vocabulary

Revision:
Lessons 1–3; 6–8

A1
Test

B

A

A

B

B

A1
Skills Test

B

Language: Lessons 1–3
Grammar and
Vocabulary

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

A2
Test

A1
Review Test

B

Language: Lessons 6–8
Grammar and
Vocabulary

B

Revision:
Lessons 1–3; 6–8

4

A03_SKYN_TB_STAGLB_4847_GUI.indd 4

21/10/08 14:54:10


New Sky also offers extra materials:

In the Students’ Book:
• AGrammarStore

• Twenty-four
Photocopiable
Resources

• Alesson-by-lesson
Wordlist

• Answerkeys
• Audioscripts
• AnalphabeticalWord
listwithphonetic
transcriptions

In the Activity Book:
• Four‘JamesBlonde’
PuzzleStories
Onestoryforeveryten
lessons

• Twoplays
Oneforusehalf-way
throughthebookand
oneforuseattheend

A Student Multi-Rom
New Sky Starter

Student
Multi-Rom

In the Teacher’s Book:

• Interactivelanguage
practice
• ActivityBook
audiomaterial

Class CDs
• AllStudents’Book
audiomaterial

New Sky Starter

Class CD1

Test Master Multi-Rom
• Rewritableversions
oftheTestBooktests
• TestBook
audiomaterial

New Sky Starter

Test Master
Multi-Rom

Two DVDs
New Sky Starter

New Sky Starter

Life in Britain
DVD

Kirsty’s Secret
DVD

• AcultureDVD
showingteenage
lifestylesintheUK
• Ateenagedrama

5

A03_SKYN_TB_STAGLB_4847_GUI.indd 5

21/10/08 14:54:11


M01_SKYN_TB_STAGLB_4847_U01.indd 6

21/10/08 14:54:42


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 Starter features a typical British family living in
Bristol, in the south-west of England. The children make
friends with an American family who have moved in next
door. Together, they are seen in domestic, school and leisure

settings with their families and friends. 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, whilst 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 Students’ Book, see Course components.

Principles behind the course

1 Capturing young learners’ attention

We believe it is essential that young learners’ early 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:
• usingcolourful,authenticlocationphotography
• introducingrealcharacterswithwhomyounglearnerscan
identify

• showingreal-lifesituationswhichchildrencanimmediately
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:
• repeatandactdialogues
• communicateandshareinformationwithothers
• solvereadingandlisteningtasks
• writeinsimple,real-lifecontexts
• playlanguagegames

• sing,rap,drawandroleplay.

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:
• focusingonalimitednumberofgrammarpoints
• presenting grammar in clear and prominent Look and
learn boxes
• revising the new language regularly through stories,
exercises and puzzles
• introducingacarefullyregulatednumberofwords
• presentingallkeynewwordswithpicturesandsound.

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 (The world around
you) and the Activity Book (Skills practice). These
consolidate and extend the language and skills learnt in
the preceding cycle of work, whilst developing students’
knowledge of the world beyond the classroom.

7

M01_SKYN_TB_STAGLB_4847_U01.indd 7

21/10/08 14:54:43


• PicturestoriesintheStudents’Book.
• RevisionlessonsandI can 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
ofthesetestsontheTestMasterMulti-Romsuppliedwith
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 world around you 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.

Course components
At each level the course consists of:
• aStudents’ Book
• anActivity Book (with Multi-Rom)
• thisTeacher’s Book (with Test Master Multi-Rom)
• Class CDs
• aTest 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 Picture story
Lesson 5 Revision
Lesson 6 Language input
Lesson 7 Language input
Lesson 8 Language input
Lesson 9 The world around you+Project
Lesson 10 Revision
Language input lesson: Presentsandpractisesnewlanguage
Picture story:
Recycles language in a two-page
comic strip story
The world around you: Develops skills, and recycles and
expands language by looking at
culture and lifestyles in the Englishspeaking world
Project:
Encourages self-expression
Revision:
Provides a controlled progress
check

At the back of the Students’ Book, there are:
• thewordsoftherecordedSongs and Raps
• agrammarreference:Banjo’s Grammar Store
• alesson-by-lessonWord 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.
For added interest, and to recycle the Everyday phrases from
the Students’ Book, the pages also contain short cartoon
strips featuring regular characters. At regular intervals, skills
sections reinforce students’ reading and writing skills, whilst
frequent Revision 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 Puzzle Stories section. This
contains four 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.
TheStudentMulti-RomthataccompaniestheActivityBook
contains:
• interactivelanguagepractice
• theActivityBooksongs.

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-fourphotocopiableresourcesheets,oneforeach
input lesson in the Students’ Book. These contain extra

practice activities for use in class, and are accompanied by
teaching notes.
• TheActivityBookanswerkey.
• An alphabetical list of Words and expressions with
phonetic transcripts.
The Test Master Multi-Rom that accompanies this book
contains:
• rewritabletests(asintheTestBook,seenextpage)
• thetestaudiomaterial.

4 The Class CDs

These contain the presentation dialogues and texts, new words,
listening activities, Sounds fun pronunciation activities, 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.

8

M01_SKYN_TB_STAGLB_4847_U01.indd 8

21/10/08 14:54:43


4 Vocabulary

6 The DVDs

Classroom techniques for presenting new vocabulary at

beginner’s level include:
• showing or pointing to real objects or pictures in the
Students’ Book
• drawingontheboard
• showingflashcards,postersormagazinepictures
• mimingandacting
• explaininginthenativelanguage(L1)ortranslating
• usingapicturedictionary.
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.

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
TestMasterMulti-Rom,givingteacherstheabilitytotailor
tests to the specific needs of their students. The test audios
arealsoincludedontheTestMasterMulti-Rom.

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:
• clarifylanguagepoints
• give instructions for more complicated exercises and
activities
• explainthemeaningofsomewords
• setupgamesandroleplays.
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. Even at this early stage, any new words which are
not illustrated in the Students’ Book can easily be explained
through mime, acting or illustrations on the board.

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.

5 The board

Presentationofnewlanguageonthewhiteboardorinteractive
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.
Repeatinginchorushelpsstudentstogainconfidencebefore
they are asked to perform individually. Suggestions for
choral practice occur throughout the detailed lesson notes.
Different choral patterns can be made by using:
• thewholeclass
• halftheclassatatime
• verticalorhorizontalrows
• groupsorindividuals.

2 Presentation

7 Pronunciation

3 Photographs and illustrations

8 Question patterns

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.

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 and their relationship to each
other. Complex questions on what the characters are wearing,
doing and thinking can be asked and answered in the L1.

introduCtion

5 The Test Book

All new words should be thoroughly practised by means of
choral and individual repetition, using the CD 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 … .

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.
• Teachertoself(T-T)
• Teachertostudent(T-S)

9

M01_SKYN_TB_STAGLB_4847_U01.indd 9

21/10/08 14:54:43


• Studenttoteacher(S-T)
• Studenttostudent(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-Bsidebyside
• A-A B-B (pairs turn round and face the pair behind
them)
• A-BB-Ainafoursome(pairsturnroundandtalkacross
to each other)
• BstoAsacrossrows
• Randompairsacrosstheclass.

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(studentsturnroundtoformagroupoffourwith
another pair)
• alphabeticalorderofnames(allthosewithnamesbeginning
with given letters, e.g. A-D in one group)
• birthdays(e.g.allthosewhosebirthdaysareinMayinone
group)
• colourofclothes,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:
• Checktheanswersorallywiththewholeclass.
• 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:
• Afewminutesofinformaloralrevisionatthebeginning
of each lesson focusing on one or more language points
from previous lessons
• Regularspotchecksonvocabularyandgrammar
• Shortgappeddictationsofdialoguesortexts
• Oral checks to revise communicative functions and
everydaylanguage,e.g.(inL1)You meet your teacher in
the street. What do you say?
• Completing checklists of what the students can do in
Englishwithatick(✓),cross(✗)orquestionmark(?).
Now you can:
• sayyourname,ageandaddress
• countto20,etc.
• Students can also record their progress and their
achievementsthroughthephotocopiablePortfoliowhich
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.
Can you spell it?
Change parts.
Come to the front.
Copy this into your books.
Doexercise(5)forhomework.
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.

10

M01_SKYN_TB_STAGLB_4847_U01.indd 10

21/10/08 14:54:43


Feedback and encouragement
Excellent!
Good!/Very good!

That’s right/not quite right.
Try again.
Well done!
Discipline
Be quiet, please.
Don’tspeak(Spanish).
No talking.
Speak English, please.
Work quietly, please.

Specific procedures

1 Listen and read dialogues and texts

Most of the new grammatical structures in the input lessons
are presented in short, conversational dialogues involving the
characters and their surroundings. These are all recorded in
two versions: the first to be played straight through and the
second with pauses to enable students to listen and repeat.
In later lessons, many dialogues and texts are followed by a
Check exercise to check students’ comprehension.
Procedure
• Askstudentstolookatthephotograph.
• Revise what they know about the characters, e.g. their
name, age, relationship.
• 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.
• Presentandexplainanynewvocabularyandexpressions.
• Playthedialogueforstudentstofollowintheirbooks.

• Play it again. Stop the recording to check understanding
and to do choral practice of selected words and phrases.
• Play the paused version of the dialogue for students to
listen and repeat.
• Do any Check exercises with the whole class or ask
students to do them in pairs.
• Askstudentstoreadandactadialogueinpairsorgroups.
Choose one or two pairs/groups to act the dialogue for
the class.

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.

introduCtion

Openyourbookatpage(27).
Putatickintherightcolumn.
Read.
Readthis/thetextsilently/outloud.
Repeat.
Can you repeat, please?
Sit down/Stand up.
Sitnextto(Paolo).

Speak.
Use a pen/pencil/ruler.
Work in groups.
Work in pairs.
Work on your own.
Write.
Write the answers in your notebook.

Procedure
• Readeachwordorphrasealoudandaskstudentstorepeat
it chorally and individually.
• Askindividualstudentstofindthespecificwordorphrase
in the dialogue and read out the whole line.
• Checkthatstudentsunderstandthemeaningandaskthem
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, e.g. the use of
the apostrophe ’s and short forms.
Procedure
• Askindividualstudentstoreadtheexamplesinthebox.
• Saythemyourselfandaskthewholeclasstorepeatafter
you.
• IntheL1pointoutanyspecialgrammaticalfeatures.
• 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 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 clearly illustrated and recorded on CD, so that
students can see the word and hear the correct pronunciation.
After the repetition stage, there is usually an activity to match
the word with the correct illustration.
Procedure
• Drawattentiontothelistofnewwords.
• Play the recording and ask the students to repeat each
word, first chorally then individually.
• Ifthewordsarepresentedaspartofamatchingexercise,
ask the students to look at the pictures and match them
with the words.
• Checktheanswers.
• 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.

11

M01_SKYN_TB_STAGLB_4847_U01.indd 11

21/10/08 14:54:43


Procedure
• Read the instruction to the exercise and the example
sentence or exchange.
• Gothroughtheindividualwords,picturesorcuesthatthe
students will need for the exercise and make sure that they
understand them.
• Chooseoneortwopairsofstudentstodothefirstexample
aloud for the class.
• Correctifnecessaryandcheckpronunciation.
• Eithergetstudentstodotheexerciseinopenpairsorset
students to work in closed pairs.
• Goroundandmonitor.

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.

• Givestudentstimetoreadthroughthesong.Explainany
new words.
• Ifthereisagappedactivity,askstudentstoseeiftheycan
guess the missing words before they listen.
• Playthesongonceortwiceforstudentstocompletethe
gaps.
• Check the answers by asking students to read out the

relevant lines.
• Playthesongagainandaskstudentstojoinin.
• 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.
• Askthestudentstoclosetheirbooksorcoverthewordsof
the song.
• Playthe‘empty’karaokeversionofthesongandaskeach
group to sing their verse from memory.

7 Games

9 Raps

6 Act

Any language practice that has a competitive, amusing or
puzzle element to it is called a Game. With their natural
opportunities for repetition, games are an entertaining and
valuable way for young learners to practise new language.
Simple games appear in the language input lessons, whereas
more elaborate board games are included at the end of each
Revision lesson. Although some games can be played with
the class as a whole group, most games are best done in pairs
or small groups.
Procedure
• Explain in the L1 how to play the game, then read the
instructions in English.
• Presentanynewvocabulary.

• Intheboardgames,whichoccurintheRevision lessons,
it is useful to teach the words and phrases which recur
throughout the course, e.g. dice, counter, throw, You start,
It’s your/my turn, You’re out!, etc.
• Depending on the game, choose a student or pair of
students to do the first example in front of the class.
• Correctifnecessary,thenaskstudentstoplaythegamein
pairs.
• Ifappropriate,checkwhowonthegame.

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 eleven songs in New
Sky Starter Students’ Book. These occur at regular intervals
in the input lessons. They are versions of traditional British
songs, rewritten to practise the items of language being
taught. In some instances, 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.
Sometimes the first verse of the song is included in the lesson
with gaps for the students to listen and complete. There are
an additional four songs in the Activity Book.

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 eleven raps
in New Sky Starter occurring at regular intervals. With the
exceptionoftworaps–TheClockRapandTheDrinksRap

– the raps are printed in full in the lesson. Sometimes the
first verse of the rap has gaps for the students to listen and
complete.
Procedure
• Playtherapthroughonce.Checkvocabulary.
• Play it once or twice 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 background beat. See if the students
can recite the whole rap without the support of the voices
on the recording.
• Dividestudentsintogroupssothattheychanttoandfro,
and play the background beat again.

10 Sounds fun

Amusing tongue twisters and rhymes appear at regular
intervals in the input lessons to practise a particular sound
of English. These are recorded in two parts: once as a whole
rhyme without pauses, and once again with pauses for
repetition.
Procedure
• Referthestudentsbacktothecontextinwhichthesound
occurs in the dialogue.
• Play the Sounds fun recording for students to hear the
whole rhyme or sentence.
• Helpthestudentstoproducethetargetsoundbyitselfif
they are having difficulty.
• Playthesecondpartoftherecordingandaskstudentsto

repeat in the pauses.
• Ask individual students to say the whole rhyme on its
own.

Procedure
• Allowplentyoftimeforthesonginyourlessonplan.

12

M01_SKYN_TB_STAGLB_4847_U01.indd 12

21/10/08 14:54:43


The listening comprehension activities in the Students’ Book
include short conversations, games, interviews, instructions
and radio programmes.
Procedure
• Beforethelessonstarts,readtheaudioscriptorplaythe
recording.
• Inthelesson,setthecontextofthelisteningintheL1.
• Read the instructions and make sure the students know
what to do.
• Presentanynewwordsandexpressions.
• Playtherecordingthroughwithoutstopping.
• Playtherecordingagain,stoppingwhenstudentshaveto
write, choose an answer, or complete a task.
• Checktheanswersandplaytherecordingagain.

12 Read

Reading is a key skill in general education and academic
progress. New Sky emphasises reading from the beginning.
Aswellaspresentationtexts(seepage11:Listen and read
dialogues and texts) all lessons contain a short reading text
of two to three lines. The picture stories (Lessons 4, 14,
24 and 34) provide easy, entertaining reading material.
The world around you culture lessons (Lessons 9, 19, 29
and 39), contain cross-cultural reading texts about Englishspeaking countries. 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
• Readthetitleofthereadingtext.
• AskthestudentstodescribeintheL1whattheycanseein
thepicture(s)andsaywhattheythinkthetextortextsare
going to be about.
• Presentanyimportantnewwords.
• Playtherecordingorreadthetextsaloudyourselfwhile
the students follow in their books.
• Read the texts again, stopping to explain or check
understanding.
• Askthestudentstoreadthetextsilentlytothemselves.
• AsktheCheck 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
shouldbepreparedinclass.However,shortwritingactivities
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
• Readthemodeltext.

• Readtheinstructionsforthewritingtaskandmakesure
by using the L1 that students understand what they have
to write.
• Askifthereareanynewwordstheywanttoknowfortheir
own writing.
• Askastudenttowritethefirstsentenceontheboard.The
others can suggest the next sentence and so on.
• Continueuntilthewholetextiswritten.
• Askstudentstowritetheirownparagraphforhomework.

introduCtion

11 Listen

14 Picture story

There are four individual cartoon stories in New Sky Starter
in Lessons 4, 14, 24 and 34. These bring together and
consolidate the structures and vocabulary from the previous

lessons. Any new words are listed below the cartoon in a New
words box. All four stories are recorded. After reading and
understanding the story, the students are asked to act it out.
Procedure
• Introducethesettingforthestory.
• PresentsomeofthenewvocabularyfromtheNew words
section.
• Pointtothecharacters’facesatthetopofthestory.Say
their names. Translate any jobs, e.g. pilot, engineer.
• 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.
• Playthecompletestoryagainwithoutstopping.
• Students complete the Check exercise individually and
compare their answers.
• Topreparethestudentsforacting,allotroles.Thenplay
the recording again and ask them to ‘shadow’ their part,
speaking at the same time as the voice on the recording.
• Ask different groups to act out the story in front of the
class. Encourage the students to memorise their part if
they can.

15 The world around you

New Sky Starter Students’ Book includes four special
‘culture’ lessons, called The world around you, which come
in Lessons 9, 19, 29 and 39. 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 world around you lessons highlights a
different cultural aspect of the UK and the English-speaking
world.
Procedure
• Readthetitleofthelessonandtranslateifnecessary.
• If relevant, ask the students what they know about the
topic area, e.g. the countries of the UK.
• Refer students to the photos on the pages and ask what
they can see.
• Presentanynewvocabulary.
• Playtherecordingorreadthetext(s)aloud.Youmaylike
to set a few simple comprehension questions first.
• Ask students to do the Check activity individually or in
pairs. Give an example first.
• Checktheanswersandcontinuewithanyothertasks.

13

M01_SKYN_TB_STAGLB_4847_U01.indd 13

21/10/08 14:54:43


16 Project

Each The world around you lesson ends with a Project,
which is thematically and linguistically linked to The world
around you text. 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 texts from The world
around you serve as a model, and in addition each project
has a helpful guide and a further model to get students
started with their writing. If you choose to set the project
for homework, spend a few minutes in class preparing the
students for this.
Procedure
• Startwithafewminutesofconversationtorelatethetopic
to the students’ own lives and experiences.
• Readanyextratextaloudtothestudents.Explainthatthis
should serve as a model for their writing.
• Iftheprojectsuggeststhatthestudentsdraw,e.g.amapor
a pet, 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 (page 13). 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.
• Collectinthestudents’finishedworkanddisplayit.

17 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 Chatterbox (see

below) to test the students’ spoken language in use, and the
third part is a Game which gives special revision of one or
more language items and is usually conducted in pairs. The
final part (I can …) focuses on the language and functions
practised in the cycle of lessons and encourages students to
evaluate how well they ‘can do’ things in English.

18 Chatterbox

‘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
• Establishthesituationclearly.
• Askthestudentstoreadthroughthegappedconversation
and think about what they would say in reply.
• Ask a good student to read the opening two exchanges.
Give the responses yourself.
• Playtherecording,stoppingateachpauseandelicitinga
response from students at random. Establish the idea that
the responses will vary from student to student.
• Askthestudentstoworkinpairs,changingpartsafterwards.
Go round and listen.

• Selectastudenttotalktothepersonontherecording,then
play the conversation again.

19 Lesson-by-lesson Word list

New vocabulary should be revised regularly using the lessonby-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. food or sports. At the back of the
Teacher’s Book there is an alphabetical list of words and
expressions with phonetic transcriptions provided.

20 Banjo’s Grammar Store

At the back of the Students’ Book there is a grammar
reference section called Banjo’s Grammar Store. This sets
out in clear tables the grammatical structures introduced
in New Sky Starter. 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.

21 The CEF Portfolio

TousetheEnglishLanguagePortfoliothataccompaniesthis
Teacher’s Book, go to www.pearsonlongman.com/ae/cef/
CEF.htm. It is based upon the requirements of the Common
European Framework of Reference 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. Explanatory teacher’s notes are
providedintheopeningpagesofthePortfolio.

Before you start

1 Timing

New Sky Starter, 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:
• amapoftheworld/atlas
• a good dictionary (e.g. Longman Active Study
Dictionary)
• amodelclock
• asetofflashcards
• abagofeverydayitemsforvocabularyteaching
• apinboardoranareatodisplaystudents’work,notices,
interesting pictures, etc.

14

M01_SKYN_TB_STAGLB_4847_U01.indd 14

21/10/08 14:54:44


introduCtion

3 The first lesson

The first lesson in a new class can sometimes be bewildering.
Techniques such as choral repetition may seem unnatural
for many students, and procedures such as pair work and
roleplay may be novel experiences. 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

15

M01_SKYN_TB_STAGLB_4847_U01.indd 15

21/10/08 14:54:44


16

M02_SKYN_TB_STAGLB_4847_U02.indd 16

21/10/08 14:58:43


17

M02_SKYN_TB_STAGLB_4847_U02.indd 17

21/10/08 14:58:49


1

Hello!

LESSON OBJECTIVES

structures

to be singular: am/is
Subject pronoun: I
Possessive adjectives: my/your
to be questions: What’s … ?

Functions

Say Hello!/Hi!
Introduce yourself: I’m/My name’s … .
Ask someone’s name: What’s your name?

Vocabulary

Everyday phrases: Hello! Hi!
Other: and, name

Optional extra materials
3 Act – Further practice: some (e.g. 8–10) large
pictures from magazines/newspapers of famous
characters familiar to your Ss. (You can use these
pictures again in Lesson 3.) If you haven’t got any
pictures, write the names of 8–10 famous characters
on large (A4) sheets of paper.

Background information

• Hello/Hi: Both words can be used at any time of
day or night. Hello is appropriate in all situations.
Hi is often used in informal situations.
• Po/pəυ/: Po is a fat panda who becomes a kung fu
warrior. He is the hero of the 2008 animated film
Kung Fu Panda.
• Hagrid/hrd/: Hagrid, a half-giant, is a
character in the Harry Potter book series written

by J. K. Rowling. Hagrid is the ‘Keeper of Keys
and Grounds’ and the ‘Care of Magical Creatures’
teacher.
• Spider-Man/spadə mn/: Spider-Man began
as a comic-book superhero in 1962 and has been
adapted for TV, film and video games. Spider-Man,
Peter Parker, has superhuman strength and reflexes
and can stick to most surfaces.
• TinTin/tn tn/: Tin Tin, or Tintin, is a young
Belgian reporter and traveller, helped in his
adventures by his faithful dog, Snowy /snəυi/.
The Adventures of Tin Tin was originally a series
of comic books that began in 1929 and has been
adapted for film and theatre.
• Shrek/Srek/: an animated film character, Shrek is a
fearsome green ogre living in isolation in a swamp.

Getting started
• Greettheclassandintroduceyourself(Hello! My
name’s … .). Do this four or five times. If necessary,
translate into Ss’ own language (L1).

1

1
02

Listen and read

• AskSstolookatthepictureonpage4.UseSs’L1

to ask questions and encourage them to talk about the
picture, e.g.
How old do you think the children are? Where do you
think they are? Are they happy? Do you like dogs? Have
you got a dog? What’s a good name for a dog?
• ReadouttheinstructionandcheckSs’understanding.
• PlaytherecordingandaskSstopointtoeachspeech
bubble in their books as they hear it. Play the first
recording (not paused) two or three times for Ss to listen,
read and point to the speech bubbles.
Listen and repeat.
• Playthesecondrecording(paused)twoorthreetimesfor
the whole class to listen and repeat.
• PlaytherecordingagainandaskindividualSstorepeat.
If possible, each S should say at least one of the speech
bubbles.

Everyday phrases
• AskSstoreadandrepeatthephrasesafteryouseveral
times.
• EachSsaysHi! or Hello! to their neighbour. Do this
round the class in a chain drill so that every S has a turn
and practises both phrases, e.g.
S1-S2: Hello!
S2-S1: Hi!
S2-S3: Hello!

Look and learn
• ReadoutBanjo’sspeechbubble.ExplainthatBanjo
helps Ss with grammar and refer them to ‘Banjo’s

Grammar Store’ on page 88.
• AskSstoreadtheLookandlearnboxandrepeatthe
phrases after you.
• WriteI’m … . I am … . on the board. Point out that the
apostrophe in the short form (I’m) shows that a letter is
missing.
• AskSstoreadthespeechbubblesonpage4again.Ask
Are there long or short forms in the speech bubbles?
(Short forms: name’s, I’m, What’s). Explain that we
usually use the short forms in speech and the long forms
in writing.

18

M03_SKYN_TB_STAGLB_4847_U03.indd 18

21/10/08 15:01:05


2 Speak
• Readouttheexampledialoguetwoorthreetimeswith
individual Ss taking the part of B.
• AskpairsofSstoreadoutthedialoguefortheclassto
hear.
• Ssworkinclosedpairs,readingoutthedialogueand
taking turns to be A or B. Go round and monitor the
activity, paying particular attention to the use of short
forms.

• AskSstolistenandjoininasyouplaythesecond

recording.
• Dividetheclassintotwogroups.Playthethird
recording. Group A repeats the boy’s lines (Guy) and
Group B repeats the girl’s lines (Di, short for Diane or
Diana). The first line of the rap is the boy’s line and then
the speakers alternate. Groups A and B change roles and
do the activity again.

3 Act

Teacher’s NoTes

• AskSstolookatthepicturesofthefamouscharacters.
Encourage them to tell you what they know about the
characters, using L1. Ask them which of these characters
they like best.
• AskSstolookatandrepeattheexampledialogueafter
you.
• AskpairsofSstoactoutthedialogue,choosingtobe
one of the characters.
• Ssworkinclosedpairs,actingoutthedialogue.Go
round and monitor the activity, paying particular
attention to the use of short forms.
Further practice
• Bringsomelargepicturesoffamouscharacterstothe
lesson. Give each picture to one of the Ss. If you haven’t
got any pictures, write the names of 8 or 10 famous
characters on large (A4) sheets of paper and use these
instead of pictures.
• AskpairsofSsinturntocometothefrontoftheclass

with their pictures. Each pair holds up their pictures for
the class to see and acts out the dialogue, pretending to
be the characters.
• Redistributethepicturesandrepeattheactivitywith
different Ss.

4 Game
• Explainthatinthisgame,Sshavetorememberallthe
names which have previously been said.
• Demonstratethegame.Asktheclasstolookatthe
picture. Ask four Ss who are sitting next to each other to
be Rosie, Jess, Robert and Jamie. These four Ss then read
out the example sentences.
• Ssthenplaythegameinachaindrillroundtheclass,
using their own names. Some Ss might like to use
English equivalents of their names. If a S forgets a name,
the rest of the class can help.

5

1
03

RAP The Name Rap

• ReassureSsthattheyarenotexpectedtomemorisethe
new words in the raps. Encourage them to guess the
meaning of any new words or, if necessary, translate
them for the Ss.
• AskSsiftheylikelisteningtoraps.Ifso,encourage

them to tell you about their favourite raps.
• AskSstopointtoeachlineintheirbooksastheyhearit
on the first recording. Play the recording for Ss to listen,
read and point.

19

M03_SKYN_TB_STAGLB_4847_U03.indd 19

21/10/08 15:01:05


2

How old are you?

LESSON OBJECTIVES

structures

to be singular: are
to be questions: How old … ?
Subject pronouns: you/he/she

Functions

Ask someone’s age: How old are you/is he/is she?
Say your age: I’m/He’s/She’s … years old.
Count to twenty

Vocabulary

Numbers 1–20
Everyday phrases: Good dog! Here’s (Shep). Look!
Me too. Wow!
Other: best friend, boy, girl, love (from)

2

1
05

Game

• ReadouttheinstructionsandcheckthatSsunderstand
what to do. Point out that the numbers on the recording
are not in order from 1 to 20. Advise Ss to draw the
lines in pencil so that they can rub the lines out if they
make a mistake.
• Playthefirstfournumbersontherecording.Pausethe
recording and check that Ss have drawn the first few
lines correctly.
• ContinueplayingtherecordingforSstocompletethe
exercise.
• Sscancomparedrawingswiththeirneighbour(s)and
see if they are the same. If necessary, play the recording
again.
Audio script
two … twenty … nineteen … sixteen … fifteen …
eighteen … seventeen … fourteen … four … five …

three … seven … thirteen … six … eight … one …
twelve … eleven … ten … nine.

Background information

• Noticethatitisnotgenerallyregardedaspolitein
British culture for children to ask adults their age.

Answers

Getting started
• GreettheclassandindividualSswithHello! Ss can
practise saying Hi! to each other. Greet your class at the
start of future lessons, too. (From Lesson 6 onwards, you
can also use Good morning/afternoon.)
• ReviselanguagefromLesson1byaskingindividuals:
What’syourname?(I’m … ./My name’s … .)
1
04

1

Numbers 1–20

• Ifyouthinksomeofyourclassknowsomenumbersin
English, write a few on the board (e.g. 1, 2, 3, 4, 5) and
elicit these numbers in English.
Listen and repeat.
• PlaytherecordingtwoorthreetimesforSstolistenand
repeat the numbers.

• DrawSs’attentiontostressontheending(-teen) of
numbers 13–19.
Now listen and write the numbers.
• PlaythesecondpartoftherecordingtwiceforSsto
listen and write the numbers.
• CheckSs’answers.Playtherecordingagain,pausing
after each item to write the number on the board.
Answers
b) 6 c) 1 d) 9 e) 14 f) 2 g) 5 h) 18 i) 20 j) 11

3

1
06

SONG The Number Song

Listen and complete.
• GiveSstimetoreadthroughthesong.Askthemifthey
can guess any of the missing words.
• Playthefirstrecordingtwoorthreetimes,pausing
appropriately for Ss to write their answers.
• CheckSs’answersbyaskingindividualstowritethe
missing words on the board.

20

M03_SKYN_TB_STAGLB_4847_U03.indd 20

21/10/08 15:01:05

Oh, I am number one, number one.
You are number two, number two.
Toby’s number three, Lisa’s number four,
And Amy’s number five, number five.
Go to page 84 and join in the song.
• Playthesecondrecordingofthecompletesongoncefor
Ss to listen and read.
• PlaytherecordingtwoorthreetimesforSstolistenand
join in the song. You may wish to divide the class into
groups and ask each group to sing a section of the song.
• PlaythethirdrecordingforSstosingthesongontheir
own.
Further practice
• DemonstrateachaindrillwithfourSswhoaresitting
next to each other, e.g.
S1-S2: I’m number one. You’re number two.
S2-S3: I’m number two. You’re number three.
S3-S4: I’m number three. You’re number four.
• Ssdothechaindrillroundtheclassuptonumbertwenty.
Then start again at number one until every student has
had a turn.

4

1
07

Listen and read

• AskSstolookatthephotoabovethedialogue.Elicitthe
names of the characters (Matt, Amy, Shep). Encourage
Ss to say (in their L1) where the children are and what
they are doing. (They are in the park. Amy is on a swing
made from an old car tyre. Matt is pushing her.)
• PlaythefirstrecordingtwiceforSstolistenandreadthe
dialogue.
• PlaythesecondrecordingforSstolistenandrepeat.
• Dividetheclassintotwogroups,onegroupisMattand
the other group is Amy. Play the recording again for the
groups to repeat their parts.
• Thetwogroupschangerolesandrepeatthedialogue.

Everyday phrases
• AskSstorepeatthephrasesafteryou.
• AskSstofindthephrasesinthedialogue.Play
the recording again for them to repeat the phrases.
Encourage them to copy the expression in the speakers’
voices when they say Good dog! and Wow!
• AskSswhatexpressionsintheirownlanguagemeanthe
same as Wow!

5 Speak
a) Ask your friend.
• AsktwoorthreeSs:How old are you?
• Mostofyourclasswillprobablybethesameage.Ifyou
wish, ask Ss to choose any age between 1 and 20. In
a chain activity round the class, Ss ask and answer the
question (How old are you?). Tell Ss to remember the

answers because they will need the information later on
in Part c).
b) Ask about the boys and girls in the book.
• Ifyouhaveamixedclass,youcanuseSstoteachboy,
girl, e.g. (Mario)’s a boy, (Maria)’s a girl. Or you can
use the pictures in the SB, e.g. Matt’s a boy, Lisa’s a girl.
Ss repeat the words boy and girl after you two or three
times. If Ss are confident, ask some individuals to say
I’m a girl. I’m a boy, as appropriate.
• AsktheclasstolookatthepictureofAmy.TwoSsread
out the example question and answer about Amy.
• PairsofSsaskandanswerthequestionsaboutToby,
Matt, Lisa and Tim.
• Ifyouwish,Ssthenworkinpairs,takingturnsto
ask and answer questions about the boys and girls in
the book. Go round and monitor the activity, paying
particular attention to the use of he/she’s.

Teacher’s NoTes

Answers

c) Ask about the boys and girls in your class.
• Beforedoingtheactivity,teachSshowtocorrectwrong
information, e.g.
A: How old is Carlo?
B: He’s eleven.
Carlo: No, I’m ten (or Yes, I’m eleven).
• Ssaskandanswerquestionsasachaindrillroundthe
class.

6 Write

Portfolio

• Readouttheinstructions.CheckthatSsunderstandthat
they are writing to a boy or girl in the book.
• Readouttheemail.CheckthatSsunderstandbest friend
and Love from. If you wish, point out that Sonia uses the
short form (I’m) because she is writing an informal email
to a friend.
• Sswritetheiremailsintheirnotebooks.Tellthemtouse
the same language as Sonia. They only have to change
the names and ages. Ss work individually, writing their
emails. Go round and monitor the activity.

Look and learn
• AskSs:How old is Banjo? (He’s ten). Encourage them
to guess what today means.
• AskSstorepeatthequestionsandanswersinthebox
after you.
• Writeontheboard:
1 I … 2 you … 3 he … 4 she …
Ask Ss to complete each phrase with am, is or are.
(1 I am, 2 you are, 3 he is, 4 she is)
• DrawSs’attentiontotheshortforms(I’m, he’s, she’s).

21

M03_SKYN_TB_STAGLB_4847_U03.indd 21

21/10/08 15:01:05


3

He’s my little brother.

LESSON OBJECTIVES

structures

to be questions: Who’s … ? What’s … ?
Possessive adjectives: his/her

Functions

Talk about your family

Vocabulary

Family members: brother, father (dad), grandfather,
grandmother, mother (mum), sister
Everyday phrases: Bye! Goodbye! OK, Thank you
Other: little, lunch

Optional extra materials
5 Speak – Further practice: some (e.g. 8–10) large
pictures from magazines/newspapers of famous
people familiar to your Ss. You could use the

pictures you collected for Lesson 1 again.

1

1
08

Listen and read

• AskSstolookatthepictureonpage8andsaywhothe
people are and what they are doing (in L1 if necessary).
(They are in the back garden of the Scotts’ house. Mr and
Mrs Scott are in the background. Tim Scott is riding a
scooter, Amy Scott and Lisa are playing with hula-hoops
and Toby Scott is holding a football.) Encourage Ss to
guess who the new people in the picture are, where they
are and what time of day it is. Ss can check their guesses
when they listen and read the text.
• PlaytherecordingtwiceforSstolistenandreadthe
conversation.
• CheckSs’comprehensionbypointingtoeachcharacter
in the picture for Ss to say the character’s name.
• PlaythesecondrecordingfortheSstolistenandrepeat.
• Dividetheclassintofourgroups.Playtherecording
again for each group to repeat the part of one of the
characters (Mum, Toby, Matt or Dad). Repeat the activity
with the groups changing roles until each group has
taken the part of all the characters.

Everyday phrases

Background information

• Familyvocabulary:inEnglishtherearealternative
terms for family members, e.g. grandma, nan,
granny for grandmother; granddad, grandpa for
grandfather.
• Little (brother): in this context, little means young,
rather than small.
• Bye/Goodbye: Bye is more informal than Goodbye.
• BradPitt/brd pt/: Born 1963. American
film actor. Films include Ocean’s Eleven (2002),
Ocean’s Twelve (2004), Ocean’s Thirteen (2007)
and The Assassination of Jesse James (2007).
• AngelinaJolie/ndəlinə dəυli/: Born 1975.
American film actress. Films include Tomb Raider
(2001), Lara Croft, Tomb Raider, The Cradle of Life
(2003) and Beowulf (2007).
• LeonaLewis/liəυnə lus/: Born 1985. English
popsinger,songwriter,winneroftheUKTVtalent
show The X Factor.
• CameronDiaz/kmərən diz/: Born 1972.
American film actress. Films include Shrek (2001),
Shrek 2 (2004), Shrek the Third (2006) and Gangs
of New York (2002).
• MattDamon/mt demən/: Born 1970.
American screenwriter and actor. Films include
Ocean’s Eleven (2002), Ocean’s Twelve (2004),
Ocean’s Thirteen (2007) and The Bourne
Ultimatum (2007).

• AskSstorepeatthephrasesafteryou.
• Givesomeclassroomobjects(e.g.pencils,books)to
individual Ss and elicit thank you from them. Tell Ss that
we use thank you a lot in English.

2

1
09

New words

• Drawasimplefamilytreeontheboardtopresentthe
new words and leave it on the board for the next Look
and learn exercise.
grandfather + grandmother grandfather + grandmother
mother + father
Amy
(sister)

Toby

Tim
(brother)

• CheckcomprehensionbyaskingSstotranslatethewords
into their own language.
• PlaytherecordingtwoorthreetimesforSstolistenand
repeat the words. Pay particular attention to word stress
in grandfather/grandmother and to the weak form er

ending /ə/.

22

M03_SKYN_TB_STAGLB_4847_U03.indd 22

21/10/08 15:01:06


Look and learn

5 Speak

• DemonstratethequestionWho’s he/she? before Ss read
the questions in the box. Indicate one of the Ss and ask
the class Who’s he/she? Ss reply He’s/She’s (name).
• GiveSstimetoreadthroughthequestionsandanswers
working by themselves. Tell them to look at the family
tree on the board to help them.
• AskSstorepeatthequestionsandanswersafteryou.
• DrawtheirattentiontotheshortformofWho is … ?
(Who’s … ?)
• Inachaindrillroundtheclass,eachSindicateshis/her
neighbour and asks the class Who’s he/she? The rest of
the class reply.

• AsktwoSstoreadouttheexamplequestionandanswer
for Picture 1.
• PairsofSsaskandanswerquestionsaboutthepeoplein
Pictures 2–5.

• Ssthenworkinpairs,takingturnstoaskandanswer
questions about all the pictures. Go round and monitor
the activity, paying particular attention to the use of
his/her.

• Readouttheinstructions.CheckthatSsunderstandthat
they are pretending to be Toby in this exercise.
• GiveSstimetolookatthepictureandnames.AskSs
to repeat the names of the people after you to practise
pronunciation.
• AsktwoSstoreadouttheexamplequestionandanswer.
• ChoosepairsofSstoaskandanswerquestionsabout
Toby’s family. (Who’s Andrew/Steve/Penny/Amy/Susan?)
• Ifyouwish,Ssrepeattheexerciseworkinginpairs.
Go round and monitor the activity, paying particular
attention to pronunciation of family terms.

4 Speak
• ReadouttheinstructionsandcheckthatSsunderstand
what to do.
• AsktwoSstoreadouttheexamplequestionandanswer.
• Ssworkindividually,writingtheirlistsoffivepeople.
Tell them to choose names for which they know the
English words, e.g. they can choose both of their
grandmothers but should avoid aunts, cousins, etc. at
this stage. Be sensitive to any individual S(s) who may
find this exercise difficult or upsetting (e.g. because they
are adopted/come from a single parent family/there has
been a recent death in the family). Tell Ss they can invent
names if they wish.

• Ssworkindividually,writingtheirlistofnames.Then
they form pairs, exchange their lists and take turns to
ask questions about the people in their partner’s list and
answer their partner’s questions about the people in
their own list. Go round and monitor the activity, paying
particular attention to the question form who’s and the
use of he/she.

Look and learn
• Demonstratehis and her with Ss in the class. Indicate
five or six Ss in turn as you say His/Her name’s … .
• AskSstorepeatthequestionsandanswersinthebox
after you.
• Write his and her on the board. Check that Ss understand
that we use his with masculine names and her with
feminine names by saying several names, pausing after
each name for the class to say his or her, e.g. mother
(Ss: her), Matt (Ss: his), grandfather, Toby, brother, Lisa,
sister, grandmother, father.

2 Angelina Jolie 3 Leona Lewis 4 Cameron Diaz
5 Matt Damon
Further practice
• Ifyouhavebroughtsomelargepicturesoffamous
people to the lesson, give each picture to a S.
• Inturn,eachofthe8–10Ssholdsuptheirpicture/name
and asks the class What’s his/her name? The rest of the
class answer (His/Her name’s … .).
• Redistributethepicturesandrepeattheactivitywith
different Ss. Try to ensure that each S has at least one

turn.

6 Draw and write

Teacher’s NoTes

3 Act

Answers

Portfolio

• Drawastickfigureontheboardwithanamewritten
underneath, e.g. Maria. Tell Ss that she is a member of
yourfamily.Writethreesentencesontheboardabout
her, e.g. She’s my sister. Her name’s Maria. She’s twenty.
• ReadoutthethreesentencesaboutJohntotheclass.
• Readouttheinstructionstotheclass.Ifpossible,they
should choose two people who are twenty years old or
under. If they are over twenty, Ss can write their ages in
numbers, e.g. 34.
• Ssdrawtheirpicturesintheirnotebooks.Tellthemto
write three similar sentences about the two people. Tell
them they can invent information if they wish. Go round
and monitor the activity, pointing out any errors to be
corrected.
• Ssformgroupsofthreeorfourandreadeachother’s
sentences.

7

1
10

Sounds fun (Key sound ‘th’/D/)

• PlaythefirstrecordingtwiceforSstolisten.
• PlaythesecondrecordingtwiceforSstorepeat.
• Asachaindrill,Sssayonewordeachasfastastheycan
(S1: father, S2: and, S3: mother, etc.).
• AskfourorfiveindividualSstosaythesentencesasfast
as they can.

23

M03_SKYN_TB_STAGLB_4847_U03.indd 23

21/10/08 15:01:06


sTorY

4

Lucky Star

LESSON OBJECTIVES

structures — revision

to be singular: am/is/are
Subject pronouns: I/he/she/it
Possessive adjectives: my/his/your
Questions: What/Who/How old?

•

Functions — revision

Greetings: Hello!
Introduce yourself: I’m/My name’s … .
Ask for and give personal information: What’s your
name? My name’s … . How old are you? I’m six.

•

Vocabulary — new

car, concert, helicopter, lucky, permission to land,
pilot, star, tickets, wait, winner

•

skills

•

• T
ounderstandanarrativestoryusinginformation
from pictures, text and a recording

• Toconsolidateknownlanguage
• Tolearnnewwords
• Totaketheroleofoneofthecharactersinthe
story and answer questions
• Tolearnastoryandactitout

Optional extra materials
5 Act – Further practice: each S needs a large (A4)
piece of paper.

Getting started
• AskSswhotheirfavouritepopstaris.IfanyoftheSs
have met a pop star or another famous person, encourage
them to tell the class about it (using L1).
• Usethepicturesinthestorytopresentsomeofthenew
vocabulary, e.g. star, helicopter, pilot, car, tickets, concert.
• ExplainorencourageSstoguessthemeaningofthe
remaining new words as they read and listen to the story.

1

1
11

2

speculate(inL1)aboutMelodyStar(Howoldisshe?
Isshebeautiful/happy/scared/friendly/good/bad?)and
thepilot.(Isheagoodpilot?Whoishetalkingto?Why
doesheaskforacar?)

TellSstolookatPictures5,6and7.Playthissectionof
the recording and then pause it. Play these sections of the
recording again for Ss to listen and repeat each speech.
Ask Ss to look at these pictures and point to Ben, Gina,
Daisy and the car. Ask Ss How old is Daisy? (She’s six.)
Check that Ss understand what Melody’s problem is by
asking them Where’s the star?
TellSstolookatPictures8and9.Playthesesections
of the recording and then pause it. Explain any difficult
words, e.g. wait, a present. Play these sections of the
recording again for Ss to listen and repeat each speech.
PlaythecompleterecordingtwoorthreetimesforSsto
listen and read the whole story.
EncourageSstotelltheclass(inL1)aboutanypop
concerts or other concerts they have been to. Find out if
any of the Ss have been in a helicopter and, if they have,
to tell the class about it.
1
12

New words

• AskSstolookatthewordsintheboxastheylistenand
repeat. Play the recording two or three times for Ss to
listen and repeat.
• ReadoutwordsinadifferentorderforSstorepeatafter
you.
• Payattentiontothestresspositiononwordswithmore
than one syllable: all except permission are stressed on
the first syllable. Make sure Ss use the weak form

/tə/ of to in permission to land.

3 Check
• Lookattheexampleanswerwiththeclass.Ifyouwish,
do the second item with the class. Ss then complete the
exercise working individually. Ss can then compare their
answers in pairs.
• CheckSs’answersbyaskingindividualstoreadaloud
the correct sentences.
Answers

Listen and read

• Pointtothecharacters’facesatthetopofthestory.Ss
repeat the names of the characters after you.
• ItwillhelpSsifyoubreakthestoryintosectionsforthe
first listening and reading. Tell Ss to look at the dialogue
and Pictures 1 and 2. Play the first two sections of the
recording for Pictures 1 and 2 and then pause it. Explain
any difficult words, e.g. the winner of the TV Super
Singer. Ask Ss to look at Pictures 1 and 2 and point to
the football and the helicopter.
• TellSstolookatPictures3and4.Playthesesections
of the recording and then pause it. Explain any difficult
words, e.g. Permission to land! Encourage Ss to

2 helicopter 3 is 4 sister 5 six 6 sister

4 Check
• Readouttheinstructionandexampleanswer.Makesure

that Ss understand that they are answering the questions
from Gina’s point of view. Tell Ss to look back at the
storytohelpthemanswerthequestions.Workthrough
the questions and answers with the whole class.
• Ssthenworkinclosedpairs,takingturnstoaskand
answer the questions. Go round and monitor the activity,
helping where necessary.

24

M03_SKYN_TB_STAGLB_4847_U03.indd 24

21/10/08 15:01:06