Oxford young explorers 1 teachers book

O RERS

EXPL

Teacher’s Book

1

4

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O RERS

EXPL

Teacher’s Book
Hi, I’m Mike.

Hello, I’m Sam.
Hi, I’m Sophie.

Hi, I’m Carla.

Hello, I’m Nick.
Hello, I’m Lucy.

1
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1
Great Clarendon Street, Oxford, ox2 6dp, United Kingdom
Oxford University Press is a department of the University of Oxford.
It furthers the University’s objective of excellence in research, scholarship,
and education by publishing worldwide. Oxford is a registered trade
mark of Oxford University Press in the UK and in certain other countries
© Oxford University Press 2012

The moral rights of the author have been asserted
First published in 2012
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isbn: 978 0 19 402769 4
Printed in China
This book is printed on paper from certified and well-managed sources
acknowledgements
Author: Mary Charrington.
Cover illustrations by: Gary Swift.

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Contents
Letter to parents

Page
4

About Explorers
Components
Introduction
Tour of a unit

5

6
8
12



Come and explore!

22



Hello!

24



Unit 1

32



The ant and the grasshopper

50

Unit 1 Read more!

54

Unit 2

56



Space Explorers 1

74



Unit 2 Read more!

78

Unit 3

80



The emperor’s new clothes

98

Unit 3 Read more!

102

Unit 4

104



Space Explorers 2

122



Unit 4 Read more!

126

Unit 5

128



The magic tree

146



Unit 5 Read more!

150

Unit 6

152



Space Explorers 3

170



Unit 6 Read more!

174



Cambridge Young Learners English test practice

176

Christmas Eve

180

Ideas bank
Syllabus
Flashcards and wordcards
Classroom language
Wordlist

183
186
195
196
197











2

3

4

5

6

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O RERS

EXPL

Dear Parents,
This year your son/daughter will continue to learn English with the coursebook Young
Explorers 1. As the title suggests, this will involve exploring and discovering new things in
each lesson that will help develop their English language learning. Through stories, songs,
motivating topics and texts, your child will not only develop their knowledge of English,
but also their knowledge of British culture and the wider world.
Parental support and encouragement are invaluable to every child, helping to inspire
and motivate them in their school life. Please do encourage your child to share what
they have learnt each day in their English lesson with you, whether that is showing
you their completed work in the Class Book and Activity Book, or telling you about the
stories or songs they have learnt. There is also the new Oxford Parents website, where

you can find more information on helping your child with their English language
learning (www.oup.com/elt/oxfordparents).
During the course this year, your child will cover topics that include the outdoors, sports,
clothes, rooms in a house, animals, camping and many more. They will learn new grammar
and vocabulary related to these topics, and will also expand their learning through
motivational cross-curricular subjects, such as science, music and geography.
At home or on trips, encourage your child to look for English in the world around them,
and collect objects that are English or have English on them, for example stamps or food
labels. These will help motivate them to see English as a real means of communication.
Please do not hesitate to contact me if you have any queries or questions about your
child’s progress this year.
With thanks in advance for your collaboration and all good wishes,

English teacher

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Photocopiable © Oxford University Press

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About Explorers
First Explorers, Young Explorers and World Explorers is a six-level

course for students from first to sixth level of Primary.
The theme of the course is ‘exploring’ and this is exactly what
the pupils will be doing as they follow the adventures of the
main characters for each level. In turn, the pupils themselves
will be encouraged to explore language and learn to express
themselves in English. Explorers has the perfect balance
of controlled, solid presentation and practice, as well as
innovative and motivating content, and opportunities for
personal expression and development. Every page is an
opportunity to explore and learn something new or review
language the pupils already know.
A key feature of Explorers is the amalgamation of imaginative
and real-world features within one central theme per unit.
The theme is explored in many different ways, enabling the
pupils to gain confidence in their ability to understand and
communicate about the topic. Stories, cross-curricular pages,
DVD lessons, dialogues, games, vocabulary and grammar
presentations and more provide a wealth of information,
stimulation and opportunity.
The DVD material draws the pupils into the worlds of real
English children via an innovative Class Book–DVD link, and
provides pupils with the opportunity to use relevant and
attractive material that enhances their language learning.
It is the aim of Explorers that you will be able to use the
experiences shown in the series to develop the pupils’
all-round globalized skills and to work on values and attitudes.
Real-world contexts provide the pupils with realistic scenarios
and age-appropriate issues to explore, and photocopiable
material is provided on the course website to further explore
these issues with the class. There is a strong sense of British

culture, as well as information about the whole world.
There is also an appropriate and creative approach to
learning content across the curriculum. Each unit includes a
cross-curricular focus that is supported by extra presentation
and support material, including a DVD episode. These
cross-curricular lessons focus on topics that appeal to
the pupils, and connect with content they are learning in
their own language. Attractive and stimulating flashcards
allow teachers and pupils to anticipate and discuss the
topic before the Class Book presentation. There are also a
multitude of worksheets to support the pupils and enable
extensive further exploration of the topic.
The children will also be able to practise for the Cambridge
Young Learners English test with Young Explorers. The
activities are intended to help the children start to familiarize
themselves with the test in a non-intimidating way, enhancing
their confidence.
Explorers gives you all the support a teacher could possibly
need with tests, evaluation grids and self-evaluation material
for the pupils also available in the Evaluation booklet, and
with further materials available to download from the course
website. This includes extra worksheets for reinforcement,
extension, DVD and cross-curricular lessons … for much
more language exploration!

© 2020 Oxford University Press

About Explorers5
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Components
Class Book

• a starter unit introducing the course characters
• 6 teaching units providing the core material
• 3 extension stories
• 3 episodes of the revision story Space Explorers
• 6 sections of Read more! material
• 8 pages of Cambridge Young Learners English
•

test practice
1 festival unit (Christmas Eve)

Activity Book

• 8 pages of activities per core unit
• follow-up to the cross-curricular lessons
• follow-up to the extension stories
• follow-up to the Space Explorers revision
story episodes

• follow-up to the festival unit
• 7 Picture Dictionary pages with stickers
• 6 pages of cut-outs for pairwork activities
• self-evaluation sections

• fast finisher activities
Teacher’s Book

• an introductory section including descriptions of the
•
•
•
•
•
•
•
•
•
•
•
•
•

methodology and concept behind the course
an annotated Tour of a unit
clear, succinct teaching notes for each lesson
reinforcement and extension ideas
teaching tips
culture notes
full answer keys for Activity Book, reinforcement and
extension worksheets
tapescript for each lesson
teaching notes for the DVD lessons
teaching notes and tapescripts for the Cambridge
Young Learners practice tests

an Ideas bank with games, activities and ideas for
how to further exploit the extra resources (flashcards,
posters, etc.)
a full description of the syllabus, including objectives
a list of the unit flashcards and wordcards
useful classroom language and a wordlist

Audio CDs

• recording of all the songs, stories and listening activities,
as well as the Cambridge Young Learners and course
tests listening tracks

Teacher’s Resource Pack
Flashcards

• 99 flashcards for presenting the key unit vocabulary (see
•
•

the end of this Teacher’s Book for the list of flashcards)
Flashcards Set 1 – photographic flashcards for the first
set of unit vocabulary
Flashcards Set 2 – illustrated flashcards for the second
set of unit vocabulary

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6 Components

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Components
Cross-curricular cards

• A set of cards with pictures, accompanied by questions and
answers, which introduce the cross-curricular content

Posters

• Quest poster – a poster used as part of the Explorer’s Quest routine
• Classroom language poster – useful language for the classroom
• Vocabulary poster – a poster covering the vocabulary from Units 1–3
on one side, and the vocabulary from Units 4–6 on the other

Explorer figure with rucksack

• a unique way of presenting vocabulary flashcards
Evaluation booklet

• introduction to evaluation
• evaluation grids
• 6 Unit tests, 3 Term tests and 1 End of year test
• full transcripts and answers for tests
• self-evaluation material for the pupils, including
a course certificate

DVD

• Let’s explore! clips that support the Class Book lessons
• cross-curricular clips that extend the cross-curricular topic
Website
A wide range of teacher resources and interactive content
is available from the Explorers website:
www.oup.com/elt/teacher/explorers

Wordcards

• 99 wordcards for the key unit vocabulary (see the end of this
Teacher’s Book for the list of wordcards)

Worksheets

• 3 reinforcement worksheets per unit
• 3 extension worksheets per unit
• 1 support worksheet per unit
• 8 catch-up worksheets for support in key grammar areas
• festival worksheets
• story worksheets
• 6 cross-curricular worksheets
• 12 DVD worksheets (2 per episode)
• 6 DVD cross-curricular worksheets
Classroom Presentation Tool
Presentation and practice material for interactive whiteboards
and data projectors. Including:
• stories

• songs and chants
• audio
• posters, flashcards and cross-curricular presentation material
ã Activity Book exercises

â 2020 Oxford University Press

Components
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Introduction
The third set of characters is the two cartoon Explorers
figures. They provide a model for good explorers and also
add a fun dimension through the Explorer’s Quest.
The fourth set of characters appears in the humorous
revision stories, Space Explorers.

Explorer’s Quest

Course concept
Explorers is a six-level Primary English course with a strong
emphasis on learning language through stories, dialogues,
songs, values and content from across the curriculum. As
the course progresses from First Explorers to Young Explorers

and finally World Explorers, the pupils are continually offered
the opportunity to learn and use language in real‑world
situations. As the title highlights, the concept driving the
course is exploring and making discoveries. The pupils
themselves become explorers as they learn a new language
and discover more about the world around them.

A flexible approach
Explorers is designed to be flexible in order to meet the
individual needs of pupils of all abilities. The Class Book
is supported by an Activity Book and a DVD, which is
fully integrated with the main teaching content, as well
as a wide range of differentiated worksheets available to
download from the course website (covering support,
catch-up, reinforcement and extension levels and extending
DVD, festival and cross-curricular core content). The notes
throughout this Teacher’s Book also contain ideas for quick
reinforcement and extension activities, as well as tasks for
fast finishers and an Ideas bank to dip in to at any time.

Characters and context
In Young Explorers 1 the pupils meet four sets of characters.
The first set is the main course characters: Sophie and her
brothers Mike and Nick, and Sam and his sisters Carla and
Lucy. Sam and Sophie are friends, and their experiences in the
unit stories reflect the lives and interests of pupils of this age.
The second set of characters are real British children (Oscar,
Jack, Holly, Sanjay, Keisha and Grace), shown in real‑world
settings in the Class Book and the accompanying DVD
episodes. The children take part in excursions and activities,

showing aspects of British culture that invite comparison
with the pupils’ own country.

The Explorer’s Quest adds an extra revision strand to the
course in a fun context.
In each unit, at the bottom of the Class Book pages, the two
Explorers give the pupils a grid reference for the Come and
explore! pages at the start of the Class Book or for the Quest
poster. The pupils use the grid reference to find an object,
and write the first letter of that object in a Quest puzzle
at the back of their Activity Book. By the end of the unit, a
secret word is revealed. Finally, at the end of the course, the
pupils can work out the Young Explorers 1 secret message.

Stories
As in the earlier levels, stories are an important feature.
The unit stories in Young Explorers 1 involve the main
course characters and are an opportunity to practise new
vocabulary and structures further, through situations and
experiences that will be familiar to the pupils.
The three extension stories (The ant and the grasshopper,
The emperor’s new clothes and The magic tree) extend
language and give the pupils the opportunity to discuss
their reaction to the stories.
The three-part comic story Space Explorers, which appears
after every two units, revises language in a fun context.

Exploration of the real world
Young Explorers 1 continues the strong real-world focus
of the series. This is reflected in the DVD content, which

is integrated with the Class Book material.
The topic of the unit is further explored in Lesson 7, where
the pupils follow the experiences of a group of British
children as they explore their world, visiting locations
and interacting with people around them. The pupils are
provided with opportunities to make comparisons with
their own experiences, practise functional expressions and
dialogues and explore social values and cultural issues.
In addition, the DVD provides real-world material to support
the cross‑curricular topic in Lesson 6. Attractive and relevant
episodes support the pupils’ understanding of the topic
and provide opportunities for teachers to further exploit
the subject matter.
Furthermore, the Read more! pages after each unit enable
the pupils to hear from their peers from around the world.
Children from a wide variety of countries talk about topics
relevant to the units and to the pupils themselves.

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8Introduction

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Introduction
Cross-curricular focus

Approach to listening and speaking

A core lesson in each unit of Young Explorers 1 focuses on
content from another subject in the curriculum. These
lessons evolve from the unit topic and use carefully staged
cross‑curricular cards to introduce and engage the pupils
with the topic. At this level, these lessons cover the subjects
of science, music and geography. The pupils learn about
concepts such as camouflage and the process of producing
flour from wheat.
The concepts are consolidated with clear illustrations
and activities in the Class Book, with further practice in
the Activity Book and extension worksheets available on
the course website. There are also episodes on the DVD
that further develop the topics with their own follow-up
worksheets.
The pupils will encounter new vocabulary specific to each
topic, but the focus is on understanding the concept rather
than retaining new language.

New language in Lessons 1–4 is presented for aural
recognition before the pupils are required to use it. They
listen first, then progress to simple activities demonstrating
active recognition of the language. They go on to use
the language orally: first in short, controlled dialogues or
pairwork activities and, later, in more open situations.
In Lesson 5, pronunciation activities offer the opportunity to
focus on sounds from the core vocabulary that are difficult
for most learners at this level, and for example, help the

pupils to focus on the distinction between pairs of sounds.
Lessons 6, 7 and 8 expose the pupils to a broader range of
language. They are not expected to retain every word they
hear, but the listening passages will help them learn to
listen for overall understanding. There are opportunities to
focus on specific phrases and useful everyday expressions
that will increase their effectiveness as speakers of English.
The dialogues in Lesson 8, in particular, give the pupils
the chance to manipulate the language and develop their
fluency, as they substitute previously learned words and
phrases to change the meaning.
The unit provides plenty of guided opportunity to develop
listening skills themselves. The listening texts throughout the
unit vary in length and type, expose the pupils to different
voices and styles and encourage the pupils to listen for
different things and use different approaches to listening.

Systematic approach to language learning
Young Explorers 1 presents a balanced and systematic
approach to language learning, with every competence and
learning style taken into account.
• Lesson 1 The first set of new vocabulary is presented,
setting the scene for a comprehension activity. A revised
grammar structure is used as a means of practising the
new vocabulary in a speaking activity.
• Lesson 2 The new grammar structure is presented through
a listening activity, then practised in a pairwork game.
• Lesson 3 The Lesson 2 structure and Lesson 1 vocabulary
are consolidated in a story.
• Lesson 4 The second set of new vocabulary and a second

revised grammar structure is presented in a song. The
grammar structure is practised in a cut-out pairwork activity.
• Lesson 5 Key language from Lessons 1–4 is consolidated.
There is also a pronunciation focus.
• Lesson 6 The cross-curricular topic is presented through
cross-curricular cards, and then explored further with a
reading text in the Class Book and follow-up activities in
the Activity Book.
• Lesson 7 A ‘real-world’ situation is presented through a
listening and reading text with photos, with an opportunity
to focus on a particular value. The main writing task for the
unit is then presented in the Activity Book.
• Lesson 8 A functional dialogue from the Lesson 7 photostory is practised. The pupils review what they have learnt
in the whole unit by recording vocabulary in their Picture
Dictionary, practising the main grammar point, and
carrying out a self-evaluation activity.
• DVD lesson First-hand experience of British culture
through the course DVD with optional worksheets.

Approach to reading and writing
The reading activities in the Class Book help develop two
reading skills in particular: reading for gist and reading
for detail. For the longer reading texts, such as the unit
stories, the extension stories, the cross-curricular topics
and the Lesson 7 real-world experiences, the pupils are first
encouraged to answer one or two simple gist questions,
which help them to focus on the broad meaning of the
text. This is followed, either on the page or by suggestions
in the Teacher’s Book, by more detailed questions, which
encourage them to read specific parts of the text more

closely. The pupils are actively encouraged to notice and
use the two different skills.
There are a range of different texts throughout the unit, and
these vary in type, length, purpose and narrative style. The
pupils are exposed, for example, to dialogues, postcards,
e-mails, stories, factual accounts, personal experiences
and many more text types. These texts are carefully
structured through the course to provide students with the
opportunity to develop a range of reading skills, to provide
guided support, to build confidence and to motivate and
inspire the pupils as they explore the theme of the unit.

© 2020 Oxford University Press

Introduction9
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Introduction
The Class Book and Activity Book contain writing tasks at
word and sentence level, building up to short paragraphs
and summaries. The main writing task in Lesson 7 provides
a model for the pupils, so they are guided to produce their
own text, and encouraged to edit and check their own work.

Learning to learn
Young Explorers also focuses on introducing the pupils to

strategies that will help them become better learners, and
this happens in a variety of ways throughout the course.
A ‘Learn to learn’ icon in each unit of the Activity Book draws
the pupils’ attention to a learning strategy, which is fully
explained in the teaching notes for that activity.
In addition, numerous Learn to learn tips throughout this
Teacher’s Book highlight additional means of developing
the pupils’ learning strategies.

Evaluation
Young Explorers 1 Evaluation booklet contains a range of
course tests. These tests cover all the target language and
are divided into six Unit, three Term and one End of year test.
The evaluation grids and self-evaluation material in the
Evaluation booklet also allow you to continuously assess
your pupils’ progress and feed back to them and their
parents, as well as gradually introducing the pupils to the
concept of self-evaluation. There is further information on
how to use these in the Introduction section in the booklet.
There is also an eight-page section at the end of the Class
Book that contains material based on the Cambridge
Young Learners English test (Starters level). The four tests are
presented in two stages: practice and test preparation, and are
intended to be used after Units 2, 4 and 6, and at the end of
the year. You will find more notes on how to use these pages
in the introduction to the Cambridge Young Learners English
test practice section on page 176 of this Teacher's Book.

Values
Young Explorers provides an opportunity to work on values

and to encourage the pupils to become responsible for their
social behaviour and attitude to learning. In this level, the
pupils will encounter the following themes:
• learning about and respecting nature
• behaving in a way that does not upset other people
• being a good friend
• being polite
• protecting animals
• being aware of a healthy diet.

Classroom management
The pupils learn best in an ordered, relaxed and happy
environment. They can be encouraged to lose inhibitions
about speaking another language through a positive and
encouraging atmosphere. This can be achieved in various ways.
• Clear rules The pupils need to know what is expected of
them and how they should behave towards one another.
Set clear rules of behaviour and establish routines, such as
sitting quietly while others are talking, putting up hands
to answer questions.
• Positive feedback Ensure that the pupils are not
afraid of making mistakes by praising their efforts and
demonstrating how we all learn from mistakes. Always
focus on the positive when correcting errors, using
expressions such as Very good try or Not quite, try again.
• Classroom language From the beginning, encourage
the pupils to use as much classroom English as possible,
enthusiastically praising their efforts when they do.
• Good preparation The teaching notes will help you
prepare for each lesson in advance, guiding you through

the lesson content and giving plenty of ideas for extra
activities. The notes also outline which materials you’ll
need to prepare before the activity.

Mixed-ability classes
The pupils have different needs, reflecting different interests,
like/dislikes, speeds and styles of learning, and in some
classrooms, different cultural backgrounds. Some will require
extra support, while the more-able will benefit from extra
activities to extend their skills.
This can present a challenge for the teacher. For this
reason, Young Explorers offers strategies and materials to
help teachers adapt their lessons to meet the needs of the
pupils as individuals.
Reinforcement activities to consolidate learning and
extension activities for more-able pupils are suggested in
every lesson. The Activity Book also provides additional
tasks for fast finishers. As more-able pupils work on these,
the teacher has the flexibility to devote time to the pupils
needing help. Speaking and pairwork tasks in the Class
Book provide the teacher with the opportunity to monitor
learning and offer assistance where it is most needed.
The pupils should be grouped together with others of a
similar ability to work on activities, worksheets or games that
suit their level. It is also important, however, to help all of the
pupils feel part of the group during the lesson. The teaching
notes contain ideas for group games that are very useful in
achieving this. Singing along and/or doing actions to songs
and chants and story-telling allow even those pupils with
the lowest level of English to participate without feeling

under pressure.

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10Introduction

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Introduction
The festival topic also allows those pupils from other
backgrounds to feel more integrated. They can join in by
talking about the festivals they celebrate. Make sure the
pupils understand that, while traditions differ from country
to country, they are all equally important and interesting.

New media in the classroom
Young Explorers 1 has a fully integrated and innovative approach
to new media in the classroom, which allows teachers to use
what suits them and get the best out of their facilities.
Classroom Presentation Tool The Classroom Presentation
Tool, for use on an interactive whiteboard, supports Young
Explorers 1 with all the materials needed for language
presentation and practice.
Website The course website offers a wide variety of extra
materials to support your teaching, including wordcards and
worksheets available for download.

Visit www.oup.com/elt/teacher/explorers to find out more.

Parental involvement
The support of parents and family members is a key
motivating factor for learners of all subjects. The pupils will
enjoy sharing what they have learnt with their parents.
Encourage them to take home and share songs, stories and
the work they have completed in their course books. At the
beginning of this Teacher’s Book there is a photocopiable
letter for parents with ideas on how they can help their
child’s English language learning through the year.

Oxford Parents is a new website where your pupils’
parents can find out how they can help their child
with English. They can find lots of activities to do in the
home or in everyday life. Even if the parent has little or
no English, they can still find ways to help. We have lots
of activities and videos to show parents how to do this.
Studies have shown that practising English outside the
classroom can really help children become more confident
using the language. If they speak English with their
parents, they will see how English can be used in real-life
situations and this can increase the pupils’ motivation.
Parents can help by practising stories, songs and
vocabulary that the students have already learnt in
the classroom. Tell your students’ parents to visit
www.oup.com/elt/oxfordparents and have fun helping
their children with English!

© 2020 Oxford University Press

Introduction11
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Tour of a unit
Young Explorers 1 is organized into six core units, an introductory
unit, three extension stories, three episodes of a revision story
(Space Explorers), six Read more! sections and one festival section
(Christmas Eve). Each main unit is comprised of eight lessons
and an optional DVD lesson. The Activity Book contains
follow-up practice activities for all the target language.
Each lesson also comes with reinforcement or extension
ideas to further practise the language, ideas for activities to
start and finish the lesson and references to other resources
for the teacher.

Unit 1 Lesson 1
Lesson 1 introduces the topic of the unit, presents and
practises eight new items of vocabulary and combines the
new vocabulary with a revised structure. It always features
the main characters in the context of the unit: Sophie and
her brothers Mike and Nick, and Sam and his sisters Carla
and Lucy.

Class Book presentation of
new vocabulary via a chant

Unit 1 flashcards Set 1

Listening activity
providing practice
of new vocabulary
and a revised
structure in context

New language
contextualized in a
setting with the main
characters

Activity Book
Class Book

An activity for fast finishers
keeps all pupils involved

Pairwork game providing
speaking practice

Class Book

• The topic of the unit is introduced via the Explorer

•
•

12

figure and rucksack, which can then be used as a
device to present the first set of vocabulary flashcards
for the unit. Each card is drawn out of the rucksack one
by one, engaging the pupils and maintaining their
attention. The pupils listen to the words on the audio
CD as each flashcard appears.
With books open, the pupils then listen and repeat a
vocabulary chant, guided by the photographic images
on the page.
The new vocabulary and a revised structure are
contextualized in short dialogues between the course
characters. The pupils identify which character is speaking.

• The revised structure and new vocabulary are then
actively practised through a pairwork game.

Activity Book

• This provides written practice at word level of the new
vocabulary. The first activity requires the pupils to read
and recognize the new words, and the second activity
requires the pupils to write them.

Optional

• Fast finishers: Lesson 1 has an extra activity at the
•

bottom of the Activity Book page.
A reinforcement and extension activity is provided
in the lesson notes.

© 2020 Oxford University Press
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Tour of a unit

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Tour of a unit
Unit 1 Lesson 2

Reinforcement worksheet 1

Lesson 2 introduces a new grammar structure through a
listening activity. The new structure is then actively practised
through a pairwork game.
Presentation of new grammar structure in a cartoon sketch

Controlled
practice of the
new structure
through a
pairwork game
Extension worksheet 1

Class Book

At-a-glance reminder of the new
grammar structure
The Remember! box,
with its clear use of
colour, provides extra
support

Class Book

This activity can be done at the end of every lesson,
or it can be done all in one go at the end of the unit.

• The new grammar structure of the unit is introduced

•
•

through a cartoon sketch featuring the main
characters. The pupils listen the first time to focus on
the meaning, then listen and repeat.
The pupils then practise the structure in a pairwork
elimination game.
At the end of the lesson, the Explorer’s Quest recycles
known vocabulary in a fun way. The pupils go to the
Come and explore! pages at the front of their Class
Books, and locate the item in the given grid reference.
They write the first letter of the item in the Quest puzzle

at the back of their Activity Books. By the end of the
unit, the secret word for the unit is revealed. The pupils
can carry out the Explorer’s Quest individually, using
their Class Book, or as a group using the Quest poster.

Activity Book

Activity Book

• The pupils become more familiar with the new
•

structure in a listening activity.
Finally, the pupils have the opportunity to write the
new structure with new vocabulary from Lesson 1.
A Remember! box at the foot of the page focuses
attention on how the new structure is formed,
providing extra support for those who need it.

Optional

• Reinforcement worksheet 1: an optional worksheet
•

is available to download from the Explorers website.
Extension worksheet 1: an optional worksheet is
available to download from the Explorers website.

© 2020 Oxford University Press

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Tour of a unit
Unit 1 Lesson 3
Lesson 3 is the story lesson. The story allows the pupils to
focus on vocabulary and grammar structures in context,
as well as providing an enjoyable and memorable way
to reinforce language. The pupils have the opportunity
to act out part of the story, which is an important way of
internalizing new language.

Story contextualizes
vocabulary and grammar
from the unit

Acting out the story gives the pupils the
chance to internalize language
Story worksheet

Activity Book
Class Book

Class Book

• A gist question in the Teacher’s Book focuses the pupils’

•
•
•

14

attention on what to listen out for in the story to aid
comprehension.
The story is presented on the audio CD. Questions to
check more detailed understanding are provided in the
teaching notes.
The pupils are encouraged to listen to the story several
times to become fully familiar with the language. They
then act out the story in groups.
At the end of the lesson, or at the end of the unit, the
pupils complete the Explorer’s Quest activity.

A Remember? feature
recycles previously
learned vocabulary

Activity Book

• This provides a further story comprehension activity.
• A Remember? focus re-activates previously learned

vocabulary. The new structure of the unit is then practised in
a written activity with a mixture of new/recycled vocabulary.

Optional

• Fast finishers: Lesson 3 has an extra activity at the bottom
of the Activity Book page.

• Reinforcement: an optional Story worksheet is available to
•

download from the Explorers website.
An extension activity is provided in the lesson notes.

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Tour of a unit

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Tour of a unit
Unit 1 Lesson 4
Lesson 4 presents and practises a second set of new
vocabulary items in a song. A second grammar structure
from a previous level is also revised. The pupils practise both
the new vocabulary and revised structure in a speaking
cut-out activity.

Presentation of second
vocabulary set

Unit 1 cut-out

Presentation of a revised
grammar structure
through a song

Practice of new vocabulary
and revised structure in a
pairwork game

Class Book

Class Book

• The second vocabulary set of the unit is presented

•
•

•

by taking the flashcards out of the Explorer figure’s
rucksack one by one, while the pupils listen to the
words on the audio CD.
With books open, the pupils point to the new words
and repeat them.
The pupils sing the song, which contextualizes the
new vocabulary and revised structure. Suggestions
for actions in the teaching notes make the song more

memorable and fun.
The pupils make the cut-out in their Activity Book,

•

Activity Book

and use it to practise the new vocabulary and revised
structure in a pairwork game.
At the end of the lesson, or at the end of the unit, the
pupils complete the Explorer’s Quest activity.

Activity Book

• This provides a further activity to practise the

language in the song, and written practice at word
level of the second vocabulary set.

Optional

• Reinforcement and extension activities are provided
in the lesson notes.

© 2020 Oxford University Press

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Tour of a unit
Unit 1 Lesson 5
Lesson 5 offers the pupils an opportunity to consolidate the
key language and structures from Lessons 1–4 through a
variety of activities that practise all four language skills.

Reinforcement worksheet 2

Further consolidation of key
language from Lessons 1–4

Extension worksheet 2

Class Book

Pronunciation focus

Activity Book

Class Book

• A listening activity and a reading activity practise key
•
•

16

vocabulary and the new structure from the unit.
A pronunciation feature focuses on sounds that the
pupils find difficult at this level, usually by contrasting
pairs of sounds.
At the end of the lesson, or at the end of the unit, the
pupils complete the Explorer’s Quest activity.

Activity Book

• This provides a reading activity and a writing activity.

Together with the Class Book activities for this lesson, it
ensures that all the key language of the unit is practised.

Optional

• Reinforcement worksheet 2: an optional worksheet
•

is available to download from the Explorers website.
Extension worksheet 2: an optional worksheet is
available to download from the Explorers website.

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Tour of a unit
Unit 1 Lesson 6
Lesson 6 is the cross-curricular lesson. A range of subjects
is represented across the course as a whole. The focus is
on understanding a concept from another subject, rather
than the active use of new vocabulary. A wealth of optional
materials is provided for further exploration of the topic.

Presentation of
the topic through a
cross-curricular card

Cross-curricular topic links to the unit theme

Cross-curricular cards

Further exploration of the
topic is available in the DVD
cross-curricular footage and
accompanying worksheets

DVD cross-curricular footage

Photos and
pictures with
labels help to
support meaning

Class Book

Activity Book

Class Book

• The concept is introduced through the double-sided

•

•

cross-curricular cards, with a series of questions to
encourage the pupils to think about the topic and
draw on what they already know.
The reading activity further explores the topic and is
fully supported by illustrations. The pupils first answer a
gist question, which encourages them to focus on the
general meaning of the text. The pupils then carry out
a second activity, which requires a closer, more detailed
reading of the text.
At the end of the lesson, the pupils complete the
Explorer’s Quest activity. This means that they can
identify the secret word from the unit. At the very end
of the course, the pupils use all the secret words to
decipher a secret message.

Activity Book

• This provides activities in which the pupils can

demonstrate that they have understood the concept
presented in the lesson.

Optional

• Explore the Internet with your teacher: the option to
•
•
•

•

carry out further research on an aspect of the topic.
Fast finishers: Lesson 6 has an extra activity at the
bottom of the Activity Book page.
Cross-curricular worksheet: an optional cross-curricular
worksheet is available to download from the Explorers
website.
DVD cross-curricular sequence: further DVD crosscurricular footage is available on the DVD. There is also
an optional DVD cross-curricular worksheet to exploit
the DVD footage available to download from the
Explorers website.
Reinforcement and extension activities are provided
in the lesson notes.

© 2020 Oxford University Press

Tour of a unit17

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Tour of a unit
Unit 1 Lesson 7

Activity Book

Lesson 7 brings the exploring into the ‘real world’ so that
the pupils can discover aspects of life in the UK and make
comparisons with their own life. It also gives the pupils the
opportunity to discuss broader educational values.

The content invites comparisons
with the pupils’ own experiences

The setting
for the lesson
provides some
real-world
exploring

Class Book

The lesson links directly to the DVD, showing
the same characters in the same setting

Class Book

• The pupils read and listen to the text, focusing first on

•

•
•

18

answering general gist questions, followed by more
detailed questions that require a closer reading of
the text.
The pupils are encouraged to talk about their own
experiences in relation to the experiences of the
children in the Class Book, and also to explore cultural
similarities and differences between their lives and the
lives of children in the UK.
The ‘good explorer’ feature encourages the pupils to
discuss a particular value related to the topic, helping
them to become better citizens.
This is the ideal moment to let the pupils watch the
corresponding DVD episode – an extended version
of the photo-story in the Class Book. Alternatively, the

DVD can be further exploited and used as the basis of
a complete lesson at the end of the unit.

Activity Book

• The Activity Book provides a further activity to check
comprehension of the text.

• The main writing activity of the unit takes place in this

lesson. The pupils are given a model text to read and
follow, drawing together the key language of the unit.
The pupils then produce their own personalized piece
of writing based on the model.

Optional

• Fast finishers: Lesson 7 has an extra activity at the
bottom of the Activity Book page.

ã Reinforcement and extension activities are provided
in the lesson notes.

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Tour of a unit

Unit 1 Lesson 8

Reinforcement worksheet 3

After a quick review of the Lesson 7 photos, Lesson 8 starts
with a speaking activity. The pupils work in pairs and practise
and then manipulate useful everyday expressions from
the DVD. The next stage of the lesson is a review of the
key language the pupils have learnt in the unit. Finally, the
pupils are encouraged to reflect upon and assess their own
learning and performance.

Extension worksheet 3

Activity Book

The pupils
review learning
from the unit
Class Book

Functional dialogue focusing on a
useful exchange from the DVD
Self-assessment
activity promotes
awareness of own
learning
Activity Book

Class Book

activities check that the pupils have remembered and
can use the grammar structures from the unit. Finally,
there is a self-evaluation activity in which the pupils
assess their effort and achievements. This helps them
to identify areas they need to work on in the next unit.

• The pairwork speaking activity, with a substitution

element, gives the pupils confidence in practising and
manipulating useful everyday expressions.

Activity Book

• The Activity Book provides a review of the language

the pupils have learnt in the unit. The pupils first
complete their Picture Dictionary with the stickers
provided. This allows them to build up their own useful
reference of the key vocabulary in the course. Further

Optional

• Reinforcement worksheet 3: an optional worksheet
•

is available to download from the Explorers website.
Extension worksheet 3: an optional worksheet is
available to download from the Explorers website.

© 2020 Oxford University Press

Tour of a unit19
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Tour of a unit
Unit 1 DVD lesson (optional)
The DVD lesson is optional, but it presents a great
opportunity for the pupils to see the language they have
studied throughout the unit come to life. It consists of an
extended version of the Lesson 7 photo-story in the Class
Book, and provides a direct, memorable experience of British
life and culture. It also offers the pupils the chance to talk
about broader educational values.

While-you-watch
and follow-up
activities encourage
concentration and
allow the pupils
to manipulate and
further practise
the language

DVD worksheet 1

DVD Unit 1 Let’s explore!

DVD worksheet 2

A focus on a particular value encourages the
pupils to think more about their behaviour

DVD Unit 1 Let’s explore!

• This lesson exploits the DVD content in more detail
than is possible within Lesson 7, with a variety of
activities and worksheets.

20

• On-screen comprehension questions check general

understanding. Worksheet 1 and worksheet 2 practise
the language further, and develop observational skills.
Worksheet 2 also focuses on a particular value relevant
to the episode.

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Tour of a unit

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Tour of a unit
Stories, Read more! and festival pages
In addition to the main units, there are further materials
that can be used as the basis for separate lessons or
supplementary tasks: three extension stories (after Units 1,
3 and 5), three revision stories (after Units 2, 4 and 6), six
Read more! sections (after each unit) and festival pages
(Class Book page 88 and Activity Book page 85).
The extension stories (The ant and the grasshopper, The
emperor’s new clothes and The magic tree) are both enjoyable
in their own right and offer rich opportunities for discussion.

Key language
consolidated and
extended through
a story context

The revision story (Space Explorers) features the entertaining
exploits of a team of explorers who roam the galaxy.
The Read more! pages feature children from around
the world. They help develop reading skills and offer
opportunities for supported writing.
The festival pages (for Christmas Eve) offer a detailed look
at an aspect of culture. These are supported by optional
worksheets available to download from the Explorers website,
which contain creative ideas for developing the topic.

Further language

practice and reactions
to the story in the
Activity Book

Activity Book
Class Book

Amusing and memorable
New set of
characters to
refresh the pupils
and appeal to their
imagination

Revision of grammar and
vocabulary through a
story context

Further language
practice activities
in the Activity Book

Activity Book
Class Book

Expands the
pupils’ horizons
by focusing on
children in other
parts of the world

Class Book
presentation of new
words, supported by
photos

Develops and
extends unit topic

Scope for cultural
comparisons

Develops reading
skills
Activity Book
© 2020 Oxford University Press

Tour of a unit21
Class Book
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Class Book

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Class Book

Come and explore!

Objectives
Welcome the pupils into the world of Young Explorers.
Learn the Young Explorers 1 Explorers song.
Review vocabulary from First Explorers 1 and 2.
Use the English alphabet in a grid review activity.

Language
Active: The alphabet
Revised: explorers, plane, tent, ball, chicken, bananas, fox,
T-shirt, Numbers 1–12
Passive: Let’s explore / learn English. Come with us. There’s
lots we can do!

Starting the lesson
  ​Come and explore! pages 

• Say Hello! to the class and to individuals. They reply Hello!
• Gesture to yourself and say I’m (your name). Encourage
the pupils to do the same.

• Work around the class with the pupils saying Hello, I’m (Ana).
• Say Open your books. Show the first double page and

•

•

22

read Come and explore! Explain that the characters in the
picture are a team of Explorers who will help the pupils
with their exploration of the English language during
the course.
Ask What can you see? Say Hands up! and encourage the
pupils to put up their hands and say the English words
for items in the picture. The rest of the class points to
the pictures.
Alternatively, ask Can you see (a scooter)? The pupils reply
Yes and point to the scooter.

Class Book
1 Listen and sing.  $ 1•1
  Come and explore! pages, CD1 track 1 

• Explain to the pupils that they are going to listen to and
•
•

sing a song about explorers. Play the Explorers song while
the pupils follow in their books.
Ask the pupils to read the lines of the song and ensure
everyone understands any new words and expressions,
such as have fun, come with us, lots we can do, learn English.
Play the song again and encourage everyone to sing along.

2 Listen. What’s missing? 

$ 1•2

 ​Come and explore! pages, CD1 track 2 

• Count around the class from 1 to 12. When you reach 12,
the next pupil starts again with 1.

• Point to the numbers on the page and play the recording.
•

Pause at the end of each line for the class to say the
missing number.
Play the track again. This time, pause for the pupils
to repeat.

Answers

5, 11, 8

$ 1•2

Listen. What’s missing?
1, 2, 3, 4, 6, 7, 8, 9, 10, 11, 12
Listen again. What’s missing now?
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 12
Listen again. What’s missing now?
1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12

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3 Listen and repeat.  $ 1•3

More activities

  Come and explore! pages, CD1 track 3, soft ball (optional) 

• Draw attention to the letters A–I on the page and ask the
•
•

•

pupils to point to them as they listen to the recording.
Play the recording again. The class repeats the letters.
Work around the class with each pupil saying a letter, or
vary the order by asking one pupil to say a letter and then
gesturing to another pupil to say the next letter. You can
pass a soft ball to the pupil you would like to speak next.
If you wish, help the class to complete the alphabet.

4 Look and find.

Reinforcement
  Come and explore! pages 

• Play Hangman (see the Ideas bank), using familiar words
from the Come and explore! pages.

Extension
  Come and explore! pages 

• Ask the pupils to say sentences about the big picture

using structures learned in First Explorers, such as There’s
(a dog). It’s got (a tail). I can see (a plane). It’s a (red) plane.

  Come and explore! pages 

• Ask a volunteer to read the first word (plane) and see if the

•

•

•

class can find the plane in the main picture. Explain that
we can give a grid reference to show where the plane is.
Demonstrate reading the reference A5, and explain that
this means row A and column 5, which is the box or grid
reference where they will find the plane.
Work through the other items with the class. The pupils
look for the pictures and work out the grid references.
Remind them that the letter, which is the row, always

comes first.
Ask individuals to look at the picture and name items
in English. The rest of the class gives the grid reference.
(Note that there are some items with more than one grid
reference, such as apple, tree, flower, orange, girl, boy.)
The pupils continue in pairs. Keeping to familiar words at
this stage, give pairs grid references for them to find. Then
ask them to name the picture.

answers

plane A5 / tent B1 / chicken E4 / fox E5 / ball I4 /
bananas C2 / T-shirt E8
learn to learn:   Learners can use a number of different
strategies to complete a given task. For example, ask
them to find an item, e.g. the plane, in the picture without
giving them the grid reference. Some strategies are
more effective than others. Listening to their classmates’
strategies can help the pupils to refine their own. Ask the
pupils to find the first item and then discuss their strategy
in L1. Did you start in one corner and work down, or across?
Did you look for the colour? Did you look for the shape? Did
you think of a logical place to find the plane? Encourage the
pupils to try out a new strategy.

Goodbye
• Pretend to leave the class, wave and elicit the word
Goodbye from the pupils.

• Ask a few individuals to pretend to leave, to wave, and say

•

Goodbye!
Finally say Goodbye! to everyone. They all reply Goodbye!

© 2020 Oxford University Press
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Hello!
Lesson 1
Objectives
Introduce the course characters.
Review greetings, numbers and colours.

Language

Activity Book

Revised: Hello!, Hi!, tree, apple, cat, bird, ball, pencil case,
bag, book, orange, flower, How are you? I’m fine, thanks.
Colours, Numbers 1–10

Starting the lesson

  CD1 track 1 

Class Book

• Say Hello! to the class and to individuals. They reply Hello!
• Play the Explorers song and encourage everyone to sing along.

Class Book
1 Listen to Sam and Sophie.  $ 1•4
  Class Book pages 4 and 5, CD1 track 4 

• Say Open your books. Ask What can you see? Elicit familiar

•
•
•
•

words, such as house, trees, flowers, ball, girl, boy, book, bag,
cars, cat, birds, shoes, jeans, T-shirt, shorts, plus the numbers
1–10. The pupils point to the items.
Alternatively, ask Can you see (a car)? The pupils reply Yes
and point to the car.
Play the recording. The pupils listen and look at the picture.
Play the track again. The pupils repeat each line.
Play the track once more. This time, the boys repeat Sam’s
line and the girls repeat Sophie’s line.

2 Listen, point and repeat.  $ 1•5
  Class Book pages 4 and 5, CD1 track 5 

• Play the recording. The pupils listen, point to the items in

Class Book

•
•
•

the picture and repeat the words.
Repeat the procedure until the pupils can confidently
name the items.
Say the numbers. The pupils say the corresponding words.
Do this again, but vary the order.
The pupils repeat the activity in pairs.

$1ã5

1tree2apple3cat4bird5ball
6pencil case7bag8book9orange10flower
24

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