Excellent 2_TG.pdf
Transcript of Excellent 2_TG.pdf
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k,..,',*.
Teocher's uid
x\n
, .W
R
*
Mystery Trqin
Course onsultonts:
ionoWebster
nd
AnneWorroll
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Moin
eoching
oints
Moin
evision
{w
Present
ontinuws
Expressingikes nd dislikes
hove
ot
Possesslve
s
Fomilymembers
Colours
Clothes
Doysof the
week
this,
hot
there
wos/were
Con
ou
..?
Yes,
con.
No, con't.
Theres/
ore
..
s/Are
here ?
Where re. . .?
Asking
or
personql
nformqtion
(MNS
*t---+
Post
imple
Roomsn o house,
Describing here
yau
ive
there
, here
ore
wqs,
were
NNN
NWW-$S$SN$
Revision
f longuoge rom
Units
1-3 Possessive
s
Describingeople
Tellinghe ime:o'clock
Presentimple
wos,were
I
{Nffiffiffi
-*-'..',ftr.-
Post
i
m
ple,
nterrogotive
Did
ou...?
Yes,
did.No, d idnt .
wont
o . . .
Doys
of the
week
Post
im
ple,
offi
motive
Post
imple,
egotive
hod
...didn't qv e . .
this, hot, hese,
hose
Past
imple,
nterrogotive
toll,
short,
ld,
young,
ot,
hin
{WNW
-hr---+.-
Imperotive;
on't ..
ow
ld/tql ls . .?
Lorgenumbers
Asking
ermission;
on
...?
Months
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Moin
eoching
oints
Moin evision
Revisionf longuoge
rom
Units
5-7 Post
imple
wont
o
. . .
Roomsn o house
Question
orms
=
i\ ,
ls*n1., ,
going
o
Tolking
boutFilms
qnd
TV
Whot ortof ...
Whot ime oes
..?
Verbs
f action
Tellinghe ime
(o'clock)
W
Why?/Becouse.. .
Lets . .
Object
ronouns:
t,
him,her,
hem
Tol i
ng
oboutecol gicol
ssues
Presentontinuous
Presentimple
Animolnomes
Tellinghe ime:holf/quorter
ost,/to
There's
Whot
ime
id
..?
Youmust/mustn't
..
Prepositions;
ext o,behind,n
ront
of
Possessivedjectives:ur, heir,
his,her
W
" [ , .
ls ts$u
Revision
f longuoge
rom
Units9-11
Tolking
obout
buildings snd cities
going
o
you
must/mustn't . . .
Possessive's
Telling he time.
('.'4.q
some,
ny
Tolkingobout
prehistoric
nimols
Foodond drink
'Wh'guesfions
SW
bottle/bowl/cup/gloss/piecef ...
Howdo
you
come o school?
By
roi
n/bus/bike/cor.
somebody,
nybody, obody
Clothes
Ordering
n o restouront
W
Revision
f
longuage
rom
Excelfent evel
Tolking bout he seriol tory
Post
imple
Present
imple
Prepositions
f
ploce
Telling
he
time
Rr
sS$SN
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Intrsduction
The aim of this course
s
to
prepare
and encourage
upils
to
achieve
a
good
standardof English n their first
years
of
learning at
primary
level.Ercellenf/ s
intended o stretch
pupils
and
to develop heir ability to understand
and use basic
English
through
the skills of listening,speaking, eading
and writing. It
is basedon the
premise
hat children
earn
most effectively
when
the
languageand activities are motivating, stimulating
and
firmly linked to their own world and experiences.
Ercelknt takes accountof childrens natural curiosity,
heir
desire
o exceland their huge
capacity o
absorbnew language.
The course akes
a
learning-centred pproachwhich
places a
greater
emphasison the
need
o
maximise
earning
and
provide
both
support and challenge n learning'
(Tke
Prtmary English
Teacher's
Guide, Brewster
& G
Ellis
with
D
Girard, Penguin
Books,
PearsonEducation2002).
The course s basedon the following
principles:
.
The development f the receptive kills
-
reading
and
listening
-
precedes
he development
f the
productive
skills
of writing and speaking.Every
lesson ncludes
an Actiue
presentation
stage,which allows the teacher o introduce
new language
n
context,drawing upon
the
pupils'receptive
skills and developing
heir
ability to deducemeaning.
See
lessonnotes,
p.
13-140.)
.
In the
primary years,
children are developing
ognitively and
socially.Therefore he contentof the lessons s
designed o
reflect he
pupils'
knowledgeof the world
and their cognitive
level.The storiesand activities encourage upils to bring their
own experienceso the classroom, nd to
participate
actively
in talking about heir
lives,
expressing heir
preferences,
tc.
Pair and
group
work
is
a regular
eature
of the
courseand
develops
upils'
ability to
share
and co-operate
ith each
other.
.
Pupils of this age are developing heir
attention span.
Consequently,
ach esson
has a variety of activities
designed
to capture he
pupils'
attention,so that the language
an be
practised
hrough different
approaches.
.
Children
earn by doing.ExcelLent
ncourages
upils
to
participateactively,allowing them truly to experience nglish
through
pair
work,
role
play,
songs, hymesand movement.
The language
syllabus
has
been
selected
n the basis of what is
relevant
o children of
this age
group,
and what will help
them to
express
hemselves. rammaticalstructuresare
embeddedn
motivating and meaningful
contexts.
Excellent
encourages
'noticing
and discovery'approach o
grammar
learning.This
means
ocusing
he
pupils'
attention on the new anguage
orm,
so hey canbecome wareof
ri
-\
:: :-::.-: .''::rg
approac
then ecommended,herebv
p:;..=
.i--
--
:::-:
j
lo deduce
meaning
nd,/or raw comparis,.:=
..-.:r
',.:-
Ianguage.
Finally,
pupils
are
encouraged
r -x rr.: r:
i
::ucture in
gu
activities.
See
page
6
for further dr:a-,s
Regular ecycling nd revisionhas te:-
':r-:
urio he syllab
meet
children's
eed or repetitron :-c ::.r-:Lt. reinforcem
CourseComponenG
Pupi ls 'Book
The 80
page,
ull-colour
Pupils'B-r-rk:csc:.:. the main
eac
material. t
contains cartoon
ton'.c:a..',,g::rs.
aLnvorks
n
other
anguage
ractice
ctivities.
amcs
s',ngs
and
poems.
summary
of
grammar
appears t the ra.ck
'l
the Pupils'Bo
Activity Book
The
80-page
lack-and-rvhite
-{ctivirl
Bcir,rkontainswriting
exercises nd activities,
istening
asks.
urvrvs.
puzzles
nd
games,
esignedo extendand
practise
anguagerom
he
Pupils'Book.A
grammar
evision
quiz
appears t the
back o
the
Activity Book.
My Excellent Word Book
At
the centreof the
Activity Book,
pupils
will find
a
pull-out
revision
supplement,
My Excellent WordBook Each
of the
fifteen
pages
eaturesactivities relating to vocabularyand
structures
presented
n the corresponding oreunit. Therear
prompt
words in
the
margins.Pupils use hese
o
fill in
the
g
on the main
part
of the
page.
There
are also wo colour stickers
elating
to each
page.
Stud
have o find the reievantstickerson the sticker
page
and
put
them
n
position.
Each
page
also eaturesapuzzle activig for which no
promp
are
given.
nstead,
pupils
must
use
heir own reasoning
and
knowledgeof the
language
o work out the answers or
themselves.
Once he text and thepuzzle are complete, tudentscan
go
on
colour
the
pictures.
When they have
completed
ach
page,
hey should urn to th
Quiz
page
at the back of the Word
Book
and answer he
'Can
remember?'
uestion.
Once hey
have
checked
hat
their answ
is
correct
by
turning back to the appropriate
page),
hey can
the Excellznt
ticker
and
put
it
in
position.
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Eodrer's
Guide
-'-
-
-
.
-.-.::
(luide
contains lear, tep-by-step
esson otes,
l-:- .>
r
-:
-
:re recording,
xtra
games
and activities,
otes
on
,
:. .::.1:age.
pronunciation
nd
many
other
practical
Cossette
:.: :'ccc)rdings
f the cartoon
erial
story, ongs,
,r-::r
English-speakinghildren,isteningexercises
.-'
-
,r:.:: ,:
games
nd
practice
ctivities n both he Pupils'
:,
-
,i
-
::.t
-\ctivitv
Book.
Floshcords
-':
+
--::.-::ds
hare
been reated
or
use
with
the Starter
evel
of
--r
-
-
-rc
l'rth
I-erels and2.
The esson otes n
this
Teacher's
I
:i
-
:--:r:rmanl'useful
suggestionsor their use.Youcan ind
-
-"--
,
.
.
::e t'lashcards
n
page
9 of this Teacher's
uide.
Fosters
'::
-
-i
:
-,siers
orrespond hematically o the four unit
cycles
-;-
:-;---:
:p the
book.
They
can be usedat any
point
in
the
:
r
,
--.
he relevant
anguage
has
been aught.
nstructions
or
*:'r.
.--.:
ilsters
ppearon
pages
120f this Teacher's uide.
knguin
Young Reqders
'
:
-:-
:r::rend
hree PenguinYoungReaders or use with
:-:
"
:
Level2: Dick Whittington,
and Anderella and
Aladdtn
",.
.
,:.:
encourageeading or
pleasure.
upilscan ead hese
-
-::
.::
part
of the lesson, r as homework.For example,
ou
-
:
.,.
'ri'
five
or ten minutesat the beginning r the end
of
a
-*
-
-
: :
quiet.
ndependenteading. lternatively,ry reading
:':
.-
li
i,r
the class
ourself,
r
playing
he audioor video
--.:.gs.u'hiiepupils
ollow n their own copies.
'
'.
-:.:eet
for
each
Reader,
ith
more
exploitation
deas
and
:
"
-
,
:lable
worksheets, ppearsat the
end of this Tbacher's
'
:.
'llides
on using the
PenguinReaders
re availableat
iiiii
:r:guinreaders.com
and can be downloaded
ree
of charge.
Orgonisotion
f the Course
--=
l:pils'Book
contains
ifteen
units.
There are ifteen
--:,,nding
units n the Activity
Book.Each
unit consists f
--
:ssons,
each ntended o last approximateiy50 minutes.
-.+
-
:.
1
presents
most of the new angrragetems n the contextof
; r---.
irrloon
story which runs throughout he book. n this esson,
.
.
'-,'-.rp
activitiesaremoreconcerned ith comprehensionnd
.,..:::.ation
of new anguage
han
with
production.
--s
r
2 extends
he
new language tems and
provides
anguage
:
-:
--r-.ce
ctivities.
-::s
,ns
3 and 4 develop his languageand may
introduce
an
- - - - ' rnmreop
ifcm
Llnits 4, 8, 12 and 15
are devoted o recycling anguage tem
trom
the
previous
hree units,
presenting
hem n new conte
Units 1 and 2 include
extensive
ecycling
of language augh
Exccllent.tLevel.
After
everysecond nit thereare wo
supplementary
esson
each
with its own
page
n
the
Pupils'Book
and the Activity
First
comesTalk Time, which
presents
unctional
phrases
as
starting
point
for role
pla-v.
hen
the Fact File
gives
extende
readingpracticeon a topic connectedo thepreceding nits.
The number
of
lessons
rovided
by Excellent s flexible. Th
lessonnotes n
this Teacher'sGuide ncludemany ideas or
optional extra activities.Additionally,
a
page
of extra
game
activitiesappears n the Teacher's
Guideafter every second
Theseallow
the teacher o extendunits to five ]essonsf de
If not,
the additional suggestions an be usedas
a
resource
of ideas or
sparemomentsor revision
purposes.
Teochingwith
Excelent
Pupils need he security of familiar routinesandpatterns.
Therefore
he teaching
procedures
re repeatedover he uni
and are clearly ndicated n
the
lesson
notes.
In
the
main
columnof
these
notes,
he recommended pproa
eachstageof the lesson s
set
out.
The right-handcolumn
gi
key English anguage
hrases
hat can
be
usedat that
stage
the esson.
Stoges
of the
lesson
Worm-ups
Begin essons
with a warm-up activity. This
can be the
recy
of
language
aught n the
previous
esson
hrough the
repet
a
favourite
song or
game
Active
presentotion
In
the teachingnotes,each esson
begins with the Active
presentation'
tage.
This
stageof the lesson
provides
a
suggestion or
presenting
he
new language
tructure or
vocabulary
n a context
which
will
attract the children'satte
and
nvolve
heir active
participation
right from
the beginni
the
lesson.
The Active
presentation
oes
not refer
to activitie
the Pupil s Book,
and
is
an
important
stage n the lesson, s
encourages
hildren o make sense f new language n an
authentic
and
fun language-learning
nvironment.
The Active
presentation
tage orms
an
important
aspect
of
'noticing
and discovery'
approach o teaching
grammar.
n s
cases,he Active
presentation
tagemay focus on introducin
new heme
or topic
The
coftoon story
The I']upils'Book features
a cartoonstory
which
is
presente
Lesson
of eachunit. Eachepisode
f the story builds
on
knou,n anguage
and
introduces
new key language tems
or
unit. The main focus
of this
lesson
s on the receptive kills
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reading and
listening.The
lesson
notes
provide
suggestionsor
using the visuals n the story,
and
questioning
echniques,o help
children understandand assimilatenew language
within a
fictional context.The way in which
children will become ware
of new
language,
hrough understanding
and
role-playing
he
story,
orms an
integral
part
of
the'noticing and discovery'
approach
o learning new
structuresand vocabulary.The
following
procedure
s recommended:
1 Pupils are ntroduced o relevantnew vocabulary tems
through
flashcards,
ealia,
pictures,
mime,
etc.
2 Pupils are
prepared
or the
context of the story,
possibly
n
their own
language.
3 Pupils
read
and
listen
o the recording.
Suggestionsor
comprehension
uestions
appear
n the lessonnotes.
4 Pupils may listen
and
read
again for enjoyment.
Role
ploy
Role
play
can be usedas a follow-up
activity to the
story.
Role
play
supports he
pupils'enjoy.rnent
f the narrative
and allows
them
o
practise
new anguage tems n
a meaningful
way.
Procedure
or role
play
could be as
follows:
1 Divide the class
nto
groups
and allocate he
role
of one of the
characters
n
the story to each
group.
2 Play the recordingand
ask the
groups
to repeat
he dialogue
in chorus.
3
Divide the class nto
groups
according o the number
of
characters
n
the story.
They
practise
acting out
the story.
Circulateand assist hem with
pronunciation
and
intonation.
Encouragea dramatic
performance
4 Invite one or two
groups
o
perform
the episode or the
class,
either
rom
memory or
using role cards.They may want
to
make simple
props.
'Noticing ond discovery'
grommer
Ieorning
Excellent encourages
'noticing
and discovery'approach
o
grammar
learing.
Childrenneed o be surrounded
by
-
and
actively
participate
n
-
activities
hat
have
meaningand
purpose
or
them, and which
are at the same ime
enjoyable.
For
this
reason,
he first stage
n the
noticing
and discovery'
approach
s often
he
Active
presentation,
when
children can
be
encouragedo
guess
he meaningof new
strucfureswhich
occur
in
the
stories,
games
and songs,and, where elevant,
o draw
comparisonswith
their own
language.
Developing
uriosity and supporting
guesswork
eads
o a
dynamic
classroomwhere
children
eel
safe,
can
ake risks
and
learn hrough experimenting
with
language.
rcellent
pays
attention o
grammatical
orm
and accuracy
by subsequently
presenting resenting
eachstructure or
practice
and repetition
through stimulating
pair/group
work activities,
games
and songs.
As
an
extension
f
the'noticing
and discovery'approach
o
grammar
earning,
eachersmay wish
to
help
children develop
simple metalanguage
ike
uerb, nun
and acljectiueo
talk about
language.
The
appropriateness
nd degree o which
this
is
desirablewill often depend
on the extent o which metalang-rage
has
used
o develop
he
mother
ongue.
Psirwork
ond
longuoge
proctice
octivities
Pairwork
activities
requently
appear
n
the second esson
of
eachunit. Models
of these
painvork
acdr-itiesare always
provided
on the recording.These
activities
may
be organised
variety of ways,
once he
pupils
have ead
the modeland
list
to
it
on the
recording:
1
The teachermay
take
role A and the rvhole
class
provide
response
s
B.
2 The teachermay take role A and an individual pupil may
role B.
3 A
pair
may
volunteer o
perform
the activity in front
of th
class, aking on rolesA and B.
4 The
pupils
may immediateiywork in
pairs,
assuming he
roles
of
A
and
B.
They can then change
oles.
You
may use one
or a
variety
of the above
suggestions.
When
pupils
are working in
pairs,
circulateand model
correct
pronunciation
and ntonation.Ensure hat
all
pupils
are activ
involved
and
provide
ots
of
encouragement.
Orgonising
poirwork
BeforeLesson1 of eachunit, organise he pupils in pairs.Mak
clear hat they will be working in those
pairs
until
the end of
unit. Experience as
shown
hat it is best
o
use
a
random
me
of
creating
pairs.
That way,
pupils
will see
hat
you,
he teach
have
no
say in the matter, so there can be no room
for argume
There
are
many
ways of creating
andom
pairs.
For
nstance,
can divide he class nto two equal
groups.
On slips
of
paper,
w
the
names
of all the
children
n
one
group,
hen
ask
children n
other
group
to
pick
the
names
out of a
hat. The
pupil
whosena
they have
picked
s
their
partner.
Next time,
t
will be
the other
groups
turn
to
pick
out
names.Alternatively,
write numbers
n
word form and n numeralson separate lips of paperand han
them out. Pupils
circulate,
matchingnumeralsand
words, hus
establishing
airs.
Coloured
lobs and colourwords
canbe
matched n
the sameway,as can word cardsand correspondi
picture
cards, o ong as
you
keep o known anguage.
Acti v ty B
oo k o cti v ti es
A
variety of activitiesare
provided
n the Activity Book
o hel
pupils practise
he
new anguagetems hrough
all four skills.
Listening
activitiesare ncludedon the
recording.
he reading
writing
activitiescan
be
doneas homework. t is recommende
that the
pupils
do
the
homeworkactivities
orally
in
classbefor
they
wnte
them
at
home. n
this
inay,
pupils
can achieve
ood
resultswhich will add to motivation rom an eariystage.
The
Test Time
pages
eatureactivities of the type
used
n
the
CambridgeYoung Learners
C\LET)
Mouers est.
Excellentt
Kids
Excellznt Kids is
a
regular eature
of the course. nterviews
w
English-speaking
hildren help
pupils
develop he
skill of
listening
or
information.
Pupils are not expected
o understa
every word in
this
activity. Later in the
year,
hese
nterviews
may be used
as models
or
pupils
to createand record
heir
ow
interviews.
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5o.l9rs
-:
> :-. iS n
eachPupils'Bookunit
can be exploitedat any stage
- ---:
.::.:t.Thev
play
an
important ole
n familiansing
children
.
-
-
-:
r ..,rurds
and
rhythms
of
Englishand hey
help
o
make
he
:
-
---
-
--,assrocm
fun
place
o
be.Short
ollowing material
on.
-'
-
.rpect
pupils
o
learn
a song
ine by line before
ou
start.
- -...
.: res,
songsmay contain unknown
vocabulary
or
::,
:-:es.
but there s no
need
o teach
his langr.ragen a formal
-{::r
?re a few
possible
approacheso using songs:
.
-
--::.r-iarise
ourself
with
the wordsof the songand
any
r
- --
:tpan]:ing
actions
which
are
suggested
n
the
::S
,:l
l lotes.
.
-.-r
about he llustrations
n
the
Pupils'Book, n Englishor
.
,-e
pupils'own
anguage
L1).
Pupils
can
ry to
guess
what
i,-.:
Sr
og
s
about.
r
-"r,'.1q1.i
plaving
a
song
or the
irst time, et the
pupils
simply
>.;:r
Encourage
hem
o clap, ap or
hum
along.
Demonstrate
:,-.:
actions
s hey
isten.
.
-
-.--
:he
song again.
Encourage he
pupils
to
join
in with the
:
- - -rn i
rnd
qino ino
.
-:-. -Ce
he class nto
groups
o sing
different inesor verses. wo
.:
-:ps
couldsing
alternate
erses, r one
group
could
sing
.-.:-e
he otherdoes he actions.
As
pupils
become ccustomed
-
::e
song hey will more eadily
oin
in,
so
t's mportant o
..-.g
the songs n as many differentways
as
possible.
-
a.
and chants
can
be usedat any stage
of a lesson, o change
-
: r3ie.
providephysical
movement, nd add enjoyment.
(*mes
--
:
-.:::ber
of languageactivities hroughout
he
course
are
-:
:rd
to
games
which can be
played
n
pairs
or
smal1
roups.
--.
--.'-11
as being enjoyabie n themselves,
anguage
games
help
: -:r,s ro co-operate ith eachother and to follow a set of rules.
-
-
:gh
games,
hildren
can experiment
with language n an
--
;rtic
and meaningful
way. They are a
natural
part
of
:ng up and earning.
.
games
nclude
guessinggames,
eam
games,
ard
games
-
-
roard
games.
Theseare
presented
n the
Pupils'Book
or
in
--..
-esson
otes
as extra activities.
-.:e
sure
he
pupils
understand he
games
before hey start.
-
::r,rnstrate
he
games
with
a
pair
or
group
of children
irst.
:.-..ure
that
pupils
have
all the
language hey
need
o
play
the
:-.:res Move around he classroomwhile they areplaying,
::.--ruraging
hem to use English and
modelling he correct
::
,nunciation.
-:
.s
in.rportant ot
to
play
a
game
or too
long.Different
children
.ate
differentattention spans,so
monitor
pupils
carefully.
TalkTime
These
pagespresent
imple, unctional
phrases.
hey
provide
.'anety
within the
unfolding
grammar
syllabus:
here
he
emphasis
:s more
on fluency han on the manipulation
of structures.
The basic eaching
approach
s always
he
same:discussio
the scenarios
resented
n
the
photographs,
ollowedby
list
practice
n
pairs,
eading on to role
play.
The
lesson
notes
e
the
procedure
n detail
and suggest
variations.
Role
play
does
not
suit all teachers nd
may not
be approp
your
teachingsituation. f
you
do wish to set up
role
plays
remember
hat
props
-
even he simplest wiil help bring
t
activity to life and motivate
your
class.Keep he
props
hidd
until they areneeded. et the children ry miming first, the
the activity
new impetus
by
producing
somesurprise
prop.
Foct File
Use he
Fact Files or reading
practice,
as described
n the
l
notes.
Rememberhat unknown words are
part
of the chall
of reading n a foreign anguage.Pre-teach
few
unknown
words
-
perhaps
hree or
four in
each
Fact File
-
but do
no
to forestallevery difficulty. Encourage
upils
to deduce
me
before
you
provide
an explanationor a translation.
The notebook
We
recommend
hat
pupils
create heir own
individual note
in which they can
personalise
he language hey have
earn
notebook
can be any ordinary exercise ook with
ruled
pag
purpose
s to extendwriting
practice
beyond he exercises
activities
ncluded
n the Activity Book.
n
the
notebook,
pu
make he langrrage hey are earning their own.
Encourage
to record acts,opinionsand
information
as
t relates
o
the
their lives, heir families,communities,
ets,
etc.
Pupils could draw and stick
pictures
n their
notebooks,
nd
up their own versionsof
puzzles
nd
games.
The
notebook
also containa
section
or
pupils
to record
personal'vocabu
namely, hose words which
they
need or their own transfer
and which
you
supply
on
an individual basis.This section
c
be organisedalphabetically r
thematically. or eachnew w
pupils
could write an L1 translation,draw a
picture
or
write
simple
definition.
Making
personal
word bookshelps
pupils
developorganisational kills and
earner ndependence.
The notebook
can also be used
or homework,
of
course.
Encourage
pupils
to show their
notebook
o
their
parents
a
take a
pride
in
the
presentation
f their
work.
Clqssroomdisploy
Pupils ove o see heir work on show If
possible,
ind a
pla
where he materialswhich
pupils produce
can be easily disp
For example, f the walls may not be used,can
you
usea
co
of the room o display or savework
in
a
giant
classroom
is
book?Decorate he work using attractivecard and titles. Ch
the displays
egularly
o maintain
pupils'
interest.
Displaying
pupils'
work
gives
t
stafus and
creates n
atmosphere f
positive
earning.Be
sure o ask the
pupils
t
their work.
It
will
give
them a sense f
pride
and ownershi
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Clossroom
onguoge
Using
English for organising he
pupils
and establishing
classroom
outines
s
a
natural way of introducing and
practising
anguage.We
recommend hat
you
use simple
English
structures
or
giving
insfuctions,
playing
games
and
giving
support
and encouragement.
The
following
expressions
re
useful
n the classroom.
Pupils
will
developa passiveunderstanding nitially, and will be able o
produce
many of them
themselvesby the end of
the first
year.
There
s no need o teach
heseexpressions vertly:
pupils
will
gradually
assimilate
hem
f
you
use
hem on a regular basis.
Greetings
Good
morning,
(children).
Good
afternoon,
children).
Hello,
toys
and
girls).
Is
everybody
here?
Who
is away today?
Orgonisotion
Let's start.
Get
your
books and
pencils
out.
Put down
your
pencils,please.
Come
here,
please.
Sit
down./Stand
up.
Put
your
hand up/down,
please.
Give
his/these
out
please.
Put it
here/there,
lease.
Give
t to me,
please.
Hold
up
your
(picture)./Show
me
your
(picture).
Let's
read a story.
Dradcolour/cut
out/stick
the
picture.
Hurry up.
Come
n.
Wait
a
minute,
please.
During
the
lesson
Open
your
books at
page
(10).
Look at
number 1.
Write
it in
your
notebooks.
Can
you
read his,
please?
All together.
Say
t after me.
This
row/group, can
you
repeat?
Sorry, don't understand.
Can
you
repeat hat,
please?
What's
(Ll)
in English?
What
is it in
L1)?
Who knows the answer?
Let's
check
he homework.
How do
you
spell it?
Who wants to
write on the board?
Volunteers,
lease.
Is
that
right?
Keeping
dlsclpllne
Please top alkingnow ... Thanli vou.
Settledown
and listen.Well
done.
Is everyone itting
quietly?
Goodl
And now we'rewaiting
or ...
Could
you
sit
down
like the
others.
please?
Poirwork
Work with
your partner.
Has
everyone
ot
a
partner?
Who's
your partner?
Sit
back-to-back.
Don't
show
your partner.
Change
places
with
(Anna),piease.
Change
our partner.
OK,
you
be
(ohn)'s partner.
Now
you
ask
your partner.
Ending the lesson
That's
all
for today.
Collect he
(books), lease.
Make a
line,
children,
and say
goodbye.
It's
break time.
Line up
quietly,
please.
OK,
ust
one
more ime and
then
we
stopl
Put
your
books/things
away,
please.
OK,
you
can
go
now.
Seeyou on Friday).
Have a
nice
weekend/holidav.
Goodbye.
Here
are
someuseful
phrases
or
pupils.
You
can make a
po
of these
or
pupils
to
refer to:
Can
have he
(scissors), lease?
Here
you
are.
I don't know.
Can
go
to
the toilet,
please?
It's my/your turn.
Sorry.
Thank
you.
Finished.
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fuhcords
-
\kgan
I Ri-k
:
B€n
4
Salh-
; CraiC
t
I-r--
-
\Lss \Iumpkin
26 burger
27 sausages
28 fish
29
chips
30
pizza
31 ice cream
32 salad
33 milk
34
orangejuice
35
lemonade
36 cabbage
37
apple
38
cheese
39 bread
40
cereal
4I wash the car
42
goshopping
43 clean he
house
44
wash the
dishes
45
do
my
homework
46
cut the
grass
47 hippo
48
crocodile
49
giratre
50 eiephant
51 lion
52
penguin
53 kitchen
54
hall
55 living room
56 diningroom
57 toilet
58 bedroom
59 bathroom
60 teacher
61 mechanic
62 film star
63 doctor
64
police
officer
65
football
player
66
plane
67 train
68 bus
69 car
70 bike
hsters
T-itr:r
Ercellcnt
poslers provide
vocabulary extension around
m $snes
of the Pupils'Book.
Each
poster
also ncorporates
amber
of
'Find
and say'activities
which tie in with the anguage
*r{*us
For
example,NkWozz
from the Pupils'Book cartoon
mq Lshiddensomewheren eachposter.Pupils must find him
.tr
sal'
what
he s
doing,using
the
present
ontinuous ense.
k vnall
pictures
on either side of the
main
picture provide
uryplementary
vocabulary.
A
few
pointers
for using these:
.
-\lszys
model
the
pronunciation
of unknown words.
Do
not
-eare
pupils
to try and
read
he
words themselves.
.
\Iodel
the
word, then ask
pupils
to find the
item
in the main
pKrure.
.
Encpurage
pupils
to choose
ive
words
that they like or that
frev
think
will be useful.
They should write them n their
rotebooks.
They can nclude hese
tems n their own
drawingsof a funfair, a castle,etc.,and label hem n English.
-\k
them o write English sentences
ncorporating
eachof
their
chosenwords.
te
suggest
hat the
posters
could be used
for
early
finishers. If
ro
or three
pupils
finish a writing activity before the
rest
of the
-hss.
give
them
oneof the'Find
and say'tasks described elow
md ask
them to
go
and work on the
poster. (You
might consider
ryiting
a simple nstruction sheet, n English and/or
n
the
Ll.)
Tell the
group
that
you
will be
oining
them
n five minutes
o
?ar
the resultsof the task.
Poster
1 The funfoir
Use
Poster1 from
Unit 2 onwards o revisestructures augh
Excellpnt
evel 1. n small
groups,pupils
can carry out the
following tasks.
1 To
pradise
the
present
contlnuous tense
Pupils find NkWozz and say what he is
doing.
Answer: tle
reading a book.
(sitting
by the
dodgems)
NOTE
-
Text
given
here
n brackets s intended o
help
teac
locate tems on
the
posters.
t does not form
part
of
the langu
to be taught.
2 To
practise prepositlons
in,
on, under
Tell
pupils
to find five cats hidden n the
picture.
They mus
point
to them and tell
you
where they
are.
Answers:
a
lt's
und,er he table.
where
he
grl
and boy are sitting
ha
a drink)
b lt's on thB chair.
(next
to the
caravan)
c lt's
in
the
bag
ftottom
left, next
to the
roundabout)
d lt's under
the
bike.
(next
to
the
dodgems)
e lt's on the roundabouf. i.e.on top of the roundabout)
3
To
proctlse
He's/She's
got...
Tell the
pupils
to look for five children n
yellow
T-shirts.
P
must
tell
you
what eachchild
is
carrying, using le
's
got
a
o
She's
ot
a ...
a
He's
got
a skateboard.
@oy
n
the
foregroundnear
he
roundabout)
b She's
got
a lion.
(girl
by the bottom of the water
ride)
c
He's
got
a
guitar (boy
by the slide)
d
She's
got
a
football
girl
near
he dodgems)
e He's
got
a spider
(boy
close o the dodgems)
4 To revlse the doys of the week
The
sevendays of the week are written
in
various
places
n
poster.
Pupils must find
them
Monday
- (on
the
front
of the
burger
van)
Tuesday
(at
the bottom of the slide)
Wednesday
(on
the edge of the
roundabout)
Thursday
(on
he side of the water slide)
Friday
-
(on
the surround of the dodgem
ring)
Saturday
(on
he stairs
eading
o the slide)
Sunday
(on
he
edgeof the
hauntedhouse)
red
bhrc
Lrorrn
p{nk
5lack
rrhire
-.rEilorv
'i,range
purple
green
doc
cat
?mster
i"h
bird
:TOUS€
:rnke
.-hicken
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5
To
revise words for
clothes
Hidden n the
airground
are ive
pictures
of
identical
wins.
They are dressed xactly he
same, ut they arenot together.
Pupilsmust ind the
pairs
and say
what
they'rewearing.
a
They'rewearingblue
rousers/greenweaters/white
hoes
(1
-
Boy with
glasses,
alking bottom ight-hand
orner.
2
-Boy
with
glasses,
tanding
y thedodgems.)
b
They'rewearing ed
shorts/wbite -shirts/blae
hoes/white
socfts.1 Boy walkingtowardsburgervan.2-Boy standing
next to roundabout.)
c
Thzy'rewearing
blue
dresses
1
Girl eatingcandyfloss,
betweenhe dodgems nd hehoopla tall. 2
-
Girl eating
candyfloss
n the oreground,
o the
ight
of the manselling
puppets.)
d They'rewearing
ink
trousers/blae
ackets.
I
-
Girl with white
shoulder
urse,
walking
by doorof caravan.
-
Girl
with
white
shoulder
urse,
n foreground,
o the
eft
of the man
selling
puppets.)
e
They're
wearing
reen
hirts/bfue-shirts
1
Girl
with heart-
shaped alloon, n foreground, ear oundabout.2
Girl with
heart-shapedalloonwalkingpastdoorof caravan.)
Poster2 The
costle
Use
Poster2 while
you
areworking on Units G8. In
small
groups,
pupils
cancarry
out the ollowing asks.
1
To
prodlse
the
present
contlnuous
tense
Pupils
ind ll4rWozz
and saywhat he s
doing.Answer: le's
climbing
a tree
to
he right
of the castle.)
2
To
prodise
the
phrose
They didnt hove when
tolklng oboutthe lives of
people
ln
the
post
Once
pupils
have earned
he negativeorm of
hnue
pupils'
Book,Unit 6,Activity 3), heycan ry this Findand say'
exercise. sk them o
find
five
things
n
the
picture
which
people
didn't
have n
the
past.
They
should
point
to
themand make
sentences,
s
shownbelow Youcouldhelp
hemby telling them
the ive
items n
advance, o
hat they
know
what they are
looking or.
a Theydidn't haue
lanes
Siane
n
the op left-hand
ornerof
the
picture)
b Theydidn't hnue ars.
ar
on
he eft-hand
ideof the castle)
c Theydidn't hnue77s
(TV
in
the
ground-floor
oom)
d
They
didn't haue
cooters.
scmter
at the oot
of the eft-h
tower)
e They
d:idn'thauewatches
man
n
the
oreground,
o the
drawbridge,
wearinga
wristwatch)
3
To
prodlse.osklng
for ond
giving
meosuremen6
Pupilscan ry this
activity once hey
have earned ow
o
express
eights
Unit
7,
Activity
3).
Tellpupils o look or five verticaldouble-arrows,howing
heights
of
things.They
use hese o
practise
asking
and
answering:
a
How
tall s the castlz/tower?
It's 20
metres all
b How tall s thz statue? k's 3 metres all
c How tall s thpcupboard2 k's 2 metres all
d
How
tall s tlw tree?
It's 12
metres all
e
How
tall s thBboy? He's 1 metres
0.
4 To
prodise
givlng
negatlve commonds, using
Do
Pupils
can
do his
activity once hey have earned o formul
imperatives
with Don't
(Unit
7,
Activity 4).They
should oo
fivespeech ubbles n the
picture,
eachcontaining n
exclamation
mark,
and decide
what
each
of those ive
spea
is
saying.
n
each
nstance,
upils
will
need
o look carefull
find
a second
haracter
who s doingsomething
wrong.
All five
phrases
eginwith Don't ... .
a Don't touch hz
l.owers.
twopeople
n he battlements
b Don't throw
he ball
(in
the
dining
room,
boy about o th
a ball)
c
Don't
climbon thechnir
(in
the
right-handbedroom,
hil
about o climb on a chair)
d
Don't
swim n tlw
riuer/ruoaf.
at
he oot of left-hand
ow
two boys
about o
ump
n the moat)
e Don't o/en thecupboard.in theground-flooroom,boy
opening cupboardulI of armour)
5
To revlse
the months of the
yeor
Pupils
can ry
this activity
once hey have earned
he name
the months n English
Llnit
7,
Activity 5).The
twelvemont
written
n
various
places
n the
poster.
Pupilsmust ind the
January
on
he right-hand owerof the castle)
February
bottom
ight-hand
orner
of the
picture)
March
on
he
ront
of the drawbridge)
April
(near
he
op of the eft-hand ower)
May
(on
he ront of the battlements)
June
on
he right-hand
end
of the dining table)
July
(at
he oot
of
the nterior
staircase)
August
in
the dining
hall,
behind he
Queen)
September
on
he sideof the
moat,
o the
eft
of the
drawb
October
on
he
extreme
eft-hand ideof the
picture,
by the
November
above
he main
entranceo
the castle)
December
to
he eft of the castle, n he tree oliage)
10
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Er 3 The country
'litz
cesnt
-*
?-ss'3
while
-vou
re working on Units
9-12.
In small
grs.
p,.pils
can carry out the
following tasks.
,
b
prcctise
the
present
contlnuous
tense
l::at-:.
:rd \1r Wozz
and say what
he is doing. Answer: I1e's
ri:2.-
ry
nhbish.
(behind
the big tree,
more or less n the
centre
r
=c
:irlure)
2
b
proctise
going
to
-c
-:::
9.
-\ctivity
3,
pupils
are shown
how to say
that something
s
:tr
-jr€
point
of happening, cing
He's/She's
oing
/o
... They
rnaT
-iren
be
ready
to try this activity.
Ask
them to
look for five
=-r"en
in orange T-shirts, dotted around
the
picture.
Each is
jr--;:r
on the
point
of doing something.
Pupils should make
iF:es
about these children, using
going
to.
i ::i
-.
goittg
to
fall
in thz
riuer
(boy
by the river in the middle
of
::e
picrure)
:
-ii,
,.
going
to climb thp tree
(gtrl
on
the far left-hand side
of
=e
picture)
: ji
-.
going to tahe a photo.(boy ust to the right of the tractor)
:
-.v'*--.
oing
to
fick
up thc egg.
(girl
to the
right
of the bottle
-->
-1.
r
ah ,
*
---i
-.
going
to throw a
frisbea
(boy
on the
far left-hand
side of
::e
picture)
3
b
pradlse
osking snd onswering
questions
using
wiry
ond becouse.
---10,
Activities
2 and3,
ocus
on why
andbecause.
hen hey
:a.e s'orked
on these,
pupils
may
like
to try this activify.
Tell
:-*qrr
o look
for the five little
question
marks on the
poster.
Each
=r
an
arrow,
pointing
to one of the
people.
Pupils must ask why
:i person s doing what they are doing (e.5.Wlzy s he runn'ingl,
=d
grve
an answer
beginning
Because here'sa ...
= Wty
is he running?
-
Because here's a bull.
(man
n
the
field
behind
the farmhouse)
5
W
is
he shouting/pointing?
Because here'sa snake.
$oy
bottom
right)
:
Wlzy
s she taking a
phnto?
-
Because here's a butterfly.
@1rl
bottom right)
d
Why
s
she
umping?
-
Because here's a spidzr
(girl
under the
tree n the middle
of the
picture)
e
Wlry
is tt
Jlying?
-
Because here's a scarecrow
bird
top
right)
4 To
practise
telling
the
time
Pupils
can ry this activity
once
hey have earnedhow to t
time
(Unit
11,Activity 2). They must
find
five little
clocks
h
in the
picture,
and say what time
is
shown.
a half
past
two
(on
he
tree,
eft-hand
side
of the
picture)
b a
quarter
to eight
(in
the cloud, top
right-hand
corner)
c
eleuen 'clock(on he bundle of
hay,
op
right-hand
corn
d a
quarter
past
fiue
(on
the schoolbag centre foreground)
e tenpast nine(on he right-handbottle bank)
5 To
proctlse preposltlons
behlnd, next
to, on,
in f
of, between
Pupils
can try this activity once hey have begun work on
U
12. By
then, they will have encounteredall of these
preposi
Tell
them to look for five chickens n
the
picture.
They mus
point
at the chickensand tell
you
where
hey are, n Englis
a behind he
lowers
(more
or
less
n the middle of the
pict
b next to the dog
(in
front of the farmhouse, approximatel
c on the bottlebank
(bottom
eft-hand
corner)
d tn
front
of the tractor
(near
the farmhouse)
e betueen hz bags(in the middle foreground)
Poster4 The
own
UsePoster
while
you
areworkingon Units
12
onwards.
n
small
groups, upils
can
carry
out he ollowing asks.
1 To
prodise
tlre
present
continuous tense
Pupils ind MrWozz
andsaywhat
he
s doing.
Answer:11
riding
a bike.
@ehind
he bus)
2 To
prodlse
uslng somebody
In
Unit
14,Activity 4,
pupils
make
tatements
eginning
Somebody'sota/an .. The ollowing ctivityprovidesur
practice.
Dotted
around he town
picture,
different
people
recarryin
different bjects,
.g.
hemanwith theTV in
thebottom
ef
corner.
Working
n
pairs,pupils
use hese etailso create
ownchallenges
or
their riends. upilA could aySomeb
got
a TV PupilB must hen ry and ind the
person
with
th
3 To
prodise
the
present
continuous tense
Dotted
around he own are ive
pairs
of identical wins.
Th
are dressed xactly he same, ut they arenot together nd
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are
doing
different hings.
Pupils must ind the wins and say
what
they are doing.
a
(1
-
womanon the cornerby
the school)Sln's istenirry o
musir"
2
-
woman
on the right-handedgeof the
picture,
halfway up)
Sftz'swashing he car
b
(1
man opposite
he
school)
He's
piching
uf
rubbislt"
2
-
man on the
adder,
ottom
risht) He's clirnbing hz ndder
c
(1
-
boy eaningon the bench,
ottom eft) He's singins
Q
-
boy
n front of the
Fine Foods hop)He's eatinga bannna.
d (1- girl sitting onthebench, ottom eft) She's eadinga
book.
2 girl
opposite he school)She'seating
an iceueam.
e
(1
-
grrl
next to the bench, ottom
eft)
Slz's tahing
a
fhoto.
(2
-
ctrl
in front of the
post
office)Sftz'sstandingon
her hzad.
4
To
prodlse
soying lorge
numberc
Tell
pupils
to
look or
five
numbers
idden
around
he
picture.
They
must
point
to themand read hemout
to
you
n English.
a
(outside
he
petrol
station) 78
-
seaenty-eight
b
(on
he orry in the background) 3 -
thirty-three
c
(on
he Style Machine hop)
41
-
forfi-one
d
(on
he front of the bus)59
-
fi.fty-nine
e (on he boy'sT-shirt,bottom eft) 25 - twenty-fiue
5
To
proctlse
some
phroses
or the Talk Tlme
poges
While
they
are working on the
ast unit of
the
book,
pupils
can
test heir
memories
with
this activity.
Tell them hereare
ive
people
n
the
pichrre
carrying a
green
umbrella.Eachof these
pmple
s
saying
a
phrase
rom oneof the Talk Time
pages
n
Pupils'Book
.
Pupilsmust ind the
people
nddecide
what
hey
are
saying.
a
(Cirl
getting
up
from the bench, n the cornerby the
pefol
station)Would
ou
kke to sit down?
b
(mangetting
nto his car, o the
right
of the
petol
station)
Wouldyouike a ffi?
c
(woman
on
the
corneropposite he schooD
rn sorry.
hnaen't
got
time.
d
(customer
t
the souvenirstall,
n
the
foregrovnd)Hon much
is
this,
lzase?
e
(woman
o the right of the souvenir
stall)Are
you going
to
take
a
photo?
12
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Lesson1
Main
teaching
points
1,
Recyding
of Leuel
1
lnnguage
Main recycling
Present ont'inuous
Days
of the tueeh
likes.
doesn't ike
Your
pupils
will ...
.
readand
understand story
Newvocabulary
funfair
takea
photo
New expressions
Fantastic
Come
n
This is
fun
Needs
.
Excellent
Character lashcards
.
Excellent Posterhe funfair
.
prompts
and
envelopesor
the
Mime
gam
Active
presentotion
.
If
pupils
havenot asedExcellent euel ,
show
hem
he
lashcards
f
Sally,Ben,Rick
and Megan.Teach
he characters'namesnd ask
simple
questions
bout hem:
.
Show
he
class
heExcellpnt posterf The funfair.Describe
hings hat are
happeningn theposter.nvitepupils o comeand ind the correctpeople
in
the
poster:
.
Ask which
days
are
good
days o
go
to a
funfair. Chain
he days of the
week
ound
he class.
T:
T:
What's shewearing
What colour s his
h
A
girl
is
eating ce
c
PB1:1
The
unfoir
.
Look
at
page
4
and ask
questions
bout he
pictures:
.
Ask
pupils
o
find out which day he
children
go
to the unfair.
IEJ
'
Play he recording. upils
isten
and
ollow
n their
books.
.
Ask
pupils
some omprehension
uestions:
.
Play he
recording gain f necessary.
.
Try role-playinghe story.
T:
T:
Who can
you
see?
W
are hey doing? tc.
What's
Ben's avour
cream?
oesMegan
water?What'sRick
doing?
Mime
gome
.
You
will
need
our
envelopes,achcontaining lips of
paper
with verbs
pupils
know written on them.
.
Divide he
class
nto four
groups.
Distribute
an envelope
o
each
group.
Pupils ake urns to takeout a slip.
They
mime
he actionon the slip
for
the others o
guess:
P: You're
ating
an
ce
cream
AB 1:A
.
Pupils efer o the chartandcompletehe sentencest the bottomof
the
page.
.
In
their
notebooks,
upils
create similar chart about hemselves.hey
write sentencesaying
how
old they are,and what they ike
and don't
ike.
Key AB 1:A
1 Rick snine.
2 Megan
s
eight.
3
Sally
ikes
clothes.
4 Ben
doesn't
lke spid.ers.
Ricft ikes ice
cream.
Sallydoesn't r&e nakes.
Megan Likes ats.
5
6
I
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Main
teaching
points
Recyclingof lzuel l lnnguage
Main recycling
Present
ontinuous
ColoursndAoflus
have
got
Tbys
Your
pupils
will ...
.
talk about
what
people
re
wearing
.
listen or information
New vocabulary
frisbee
spaceship
New expressions Needs
Active
presentqtion
.
Revisewotds for clothesby
poinfing
to different
tems
of clothing which
you
or
your pupils
are
wearing: T:
What's this? What
.
Divide
class
nto
groups.
Allocate
one tem of clothing to
each
group.
They
is
it?
make
a note of the word.
.
Draw
three stick figures on
the
board
and
give
each onea name:Mary,
John
andPaul.
.
Describe
what the figures
are
wearing: T: Mary's
wearing sh
.
A memberof the relevant
group
comes o the board and draws the
item
of
Paul's
wearing tro
clothing onto the
correct
igure. Ask
the rest of the class f the
drawing
etc.
is
correcl
T:
Yes?No?
PB 122 Funny
photos
.
Pupils look
at the
pictures
at the top of
page
5. Ask them
to describewhat
the
charactersare wearing now
.
Choose ne character
and describe
him
or
her: T: He's
wearing a red
.
Pupils
guess
he
character
you
are describing
(Ben).
and brown houser
Listen and
.
Pupils listen to the recordingand point to the characterbeing described.
point
[E]
Check
by asking them to
grve you
the namesof the
characters.
H
.
Pupils
work
in
pairs.
One of them describesa
characterand the other
sayg
Pairwork
the character'sname.Play the recordedmodel
dialogue
irst.
Pupils take
guessing
game
turns describing and
guessing.
PB 1:3 Ben's
prize
Listen and
.
Ask
pupils
what
prizes
they can see.
Revise
vocabulary as necessary. sk T: What's
Ben's
prize
pracllqe
.
Pupils
choose hree
prizes
and
write
them down. They then
play
a
P: A skateboard.
lFl
guessing
game.
Each
must
guess
he
others'prizes.
Play
the recorded
model
dialogue irst. Pupils isten
and repeat.
. Pupilsplay in pairs: Pl: Haveyou got a
Pupil 1 is
allowed three
guesses.
He or
she wins a
point
for
eachcorrect
spaceship?
prize.
They
then change oles.The winner s
the
pupil
with most
points.
P2:No, I haven't.
Guessing
ome
.
Divide
the class
nto
groups
of four. One
pupil
in
each
group
chooses
photo
rom
page
5 of the Pupils'Book.The
othersask
questions
o
guess
which one t is: Pl:Is
shewearinga re
P2:Yes. she s.
rt
t
4
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AB
1:B
This activity
providespractice
or the Cambridge
Young Learners
Starters est.
Pupils ook at the
picture
and decide
whetheror not the sentences re
correct.
They write
Yes
or No as
appropriate.
AB
1:C
.
Pupilswrite a
captionundereach
picture,
using
/z's
got,
Slu's
got
or
They'ue
ot
and choosing
he correctnoun rom the word bank.
AB
AB
Key PB 1:2
Tapescript
Narrator:
This child
s wearinga
green
hat, orange nd blue rousers,
yellow
shirt and
purple
shoes.
Child:
Rick.
Narrator:
This child is wearing a black hat, a
red
coat,brown trousersand
brown shoes.
Chill:
Ben.
Narrator: This child
is wearing a
pink
hat,
a blue and
yellow
sweater,
green
and
red skirt
and
black shoes.
Child.: Sally.
A: She's
wearinga
pink
hat.
B: Sally.
1:B lyes 2no 3yes
4no
5no
6yes 7no
l:C 1
She's
otapizza.
2
He's
got
a cat.
3 She's
ot
a
parrot.
4 They've
got
a
fish.
5
He's
got
a spaceship.
6
They've
got
a bike.
Lesson
3
lfain
teaching
points
fu
-^dtnq
of
kuel
l
lnnguage
Main recycling
Family
members
How many brothers/sisters ave
you got?
I've
got
[two]
brothers.
Possessiue
's
Your
pupils
will ...
.
ask
questions
about he
family
.
listen for inJormation
\ew
vocabulary
New
expressions
Needs
.
pictures
rom magazines
o
represent amily members.Or
photos
of
your
own family.
Active presentqtion
.
Draw a
family tree on the board:
.
Use
a
photo
of
yourself
f
possible
nd
place
n
the
middleof the bottom
row.
T:
This is me.
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.
Hold up
the other
pictures.
Pupils dentify which membersof
your
family
they are and
help
you place
hem
n
the correct
position
on the family tee.
.
Invite
individrnl
pupils
to comeand write the
names
of the
family
members nder each
picture.
PB
1:4 Fomily
photos
Listen and
.
Pupils look at David's amily
photos.
Ask
them to find the
picture
of
point
David. Then
look at
the other
photos.
Readout the captionswith the
pupils,
revising family vocabulary.
E
.
Pupils listen to
David
describrng he
photos
and say
what
number
photo
he
is
talking
about.
PB
1:5 Whot ore
they
doing?
Make
.
Working
individually
or
in
pairs, pupils
make sentences bout he
sentences
pictures:
P:
This is David's athe
He's
eading
a book
Ploy o
gome (optionol)
.
Divide the class nto
groups
of six. One
pupil
is
the score
keeper.
. Disfribute tenpiecesof card o eachgroup.Pupils write thenumbers1 to
10 on the
pieces
of card.
They
then shuffle hem and
place
n
a
pile.
.
In turns,
pupils
ask he
pupil
to their righL
Pl:How
many
brother
.
Pupil2 takes
a card
from
the
pile
and answers:
you
got?
They return
the card
to the
pile.
The next
pupil
continues.
P2zl've
got
(two)
brothe
.
lf a
pupil
makes
a
mistake
with the
number
or
sentence,
he score
keeper
How many
sistersh
awardsa red
point.
The
pupil
with the
least red
points
is the winner.
you got?
AB
l:D
E
.
Pupils isten
to
the mime
chant
then
oin
in, doing the
actions.
AB l:E . Pupilscomplete he sentences y looking for theinformation n thepicture.
Go hrough the activity orally
in
class, hen ask
pupils
to
write
the activity
for homework.
Key PB
1:4
Tapescript
Dauid,: Hello,my name'sDavid. These
are
my
photos.
This is
my brother.
Narrator: Number
4.
Daui.d: This is my
grandmother
and
grandfather.
Narrator: Number6.
Dauid: This is
me
and
my
sister.
Narrator:
Number 5.
Dauid: This is my father.
Narrator: Number 3.
Dauid: This is my mother.
Narrator:
Number 2.
AB l:E
I Dauid,'s
atlur
is
playingtennis.
2
Daui.d'smotlwr is washing
he car.
3 Dauil's brothzr s riding a bike.
4 Dauid.'s ister s eating an ice cream.
5
Daui.d's
randmotlwr
is reading
a book.
6
Dauid's
grandfatlpr
is
playing
the
guitar.
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Key
AB l:F
1 Tom
-3,
2Paula-
2,
3
Klunk
-
4, 4 Wendy 1
Tapescript
Child,
A:
Number 1.
This
child is wearing
white socks.
She's
got
fair
hair. And
she'swearing
a blue skirt.
Who is
it?
Child
B:
It's Wendy.
Chill.
C: Number 2. This child
has
got
black
hair.
She'swearing
an
orange
T-shirt.
She's
got
glasses.
Who is it?
Chilt. B: It's Paula.
Child.
D:
Number 3. This child has
short, curly hair. And he's
wearing
eans.
Who s it?
Child
B:
It's Tom.
Child
E:
Number 4.
This
child isn't wearing
glasses.
He's
wearing
yellow
shoesand he's
green.
Who is it?
Child,
B:
It's Klunk.
Extro
gomes
ond octivities
Spiders
. To revisenumbers,colours,Haueyou got?Yes, hnae, No, hauen't.
.
In
pairs
pupils
draw two
grids
10
by 10 and label
with
letters A-J
across
the top and 1-10
down he side.
.
In secret,
each
pupil
draws
a spider
n
six of the
squares n oneof the
grids.
.
Pupils
take t in hrns
to ask
questions
and
mark
the
position
of their
partner's
spider n the other
grid:
P:
Ilave
you
got
a spid
.
The
first to find
all six spiders s the
winner.
C6?
Musicol
octions
.
Tb revise
he
present
continuous.
.
Find
a large space or
the
pupils
to move
around n. Play
some
ively music
or
use a
percussion
nstrument.
Stop the music
and
give
an
instruction:
T: You're iding
a bike
. Pupilsmime theaction. You're eadinga bo
Number
cfioin
.
To revisenumbers
.
Start a number chain. The
first
pupil
saysone, two, three
and the second
pupil
says/our.The hird
pupil
saysfiue, six,seuen
nd he fourth
pupil
sayseight,
and so on. Continue
o
one
hundred.
.
Then
start two
chains at the same
ime
-
one at the
back of the classand
one
at the
front
T:
Go
.
The first
pupil
to reach one hundred
shouts
out Sfoll and
is
the winner.
Crossword
.
To revise
vocabulary rom
Level 1.
.
The
pupils play
in
groups
of four, one
pair
against he
other
pair.
.
Each
pair
makes
one
10
by 10
grid.
The
pairs
use different
coloured
pens.
.
Each
pair
write
any word they know
in their
grid
vertically
or horizontally.
They
score
a
point
for
each etter.
.
The
grids
are exchanged.
ach
pair
must write
anotherword in
the
grid,
using a letter from
the existing word.
They score
a
point
for
each etter.
.
When no more words
can be entered
he
game
s
over.
The
pair
with the
most
points
wins.
18
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Lesson1
tlir
teaching
points
tuKfut
Main
recycling
Acfion uerbs
Can
ou
,. ?
Your
pupils
will ...
.
read and understand
a storv
{i'vwabulary
TffiT
New
expressions
I
don't
know
Needs
.
a
piece
f A4
paperper pupil
.
marker
pens
.
scissors
.
dice
.
question
nd answer ards
or'Questions
a
.
Excellznt flashcards
animals,
ood,
etc.)
Active
presentotion
.
Play
a
guessinggame.
nvite
two
pupils
to the front of the class.They each
choose flbshcardwithout showing t to the rest of the class.Onepupil
then standsat
the back of the classand one at the front.
.
The class
has
to
guess
which cards hey have
got.
Point
to the
pupils
and
ask the class:
Pupils ake t in turns to ask
Is
it
a ...iThe two
pupils
with
the cards
answer:
Yesor No.
When a
pupil
guesses
orrectly,he or she akesa flashcardand replaces
the
pupil
whose ardhasbeen
guessed.
T:
What's his?What's
PB
221
I iqpn
and
*rrswer
EI
TheMystery
Troin
.
Tell them a new
male
characterappears
n
the story.
Elicit
some
questions
abouthim and
write
theseon the board:Wha.t's is name? tc.
. Play the recording.Pupils istenandfollow to answer hequestionsabout
the new character.
Then
play
again and ask
pupils
to
listen
and count the
numberof different
questions
n the story.
Ploy
o
gome
.
Ask
pupils
about
hings they can and can't do. Put a list of known verbs
on the board
and ask:
.
Pupils makeword cardsusing these
verbs.They
fold a
piece
of .{4 into
eight
sectionsand write a
verb
in eachsection.
They
then cut these
sections
nto
cards.
.
Pupils copy this
game
rom the board:
Stort
o
T: Can
you
drive a train
Can
you
swim?Can
ride a bike?etc.
o
o
o
oa
.
oo
t ta.
a
o
o
to.
Ot.
oo
oo
o
.
o
o
a
oo
o
a
o
at t
o
o'
O
rlnittt
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.
In
groups
of four,
pupils
play
the
game
with
a dice.When a
pupil
lands on
a big dot, hey take
a card and show he
group,
who ask Can
you...lThe
player
must answer
truthfully and also mime
the action correctly. f the
mime
s not correct,
he
player
misses
a turn. The first
pupil
to
finish
is the
wmner.
AB 2:A
.
Pupils
ompletehe
sentencessing hisor thnt.
Questions
ome
.
Write
a selectionof
questions
rom Level 1
on colouredstrips
of card:
What's
your
name?
Where do
you
live? How
old are
you?
How many
brothers and sisters have
you
got?
Can
you
swim?
What's
your
favourite
sport?
Do
you
ike
cats?
.
Write
answers o the
questions
on
different-coloured trips of
card.
You
will need
enough
or
each
pupil
to have
eithera
question
or
answer
card.
Questions
an be duplicated.
.
Distribute
the
question
and
answer sfips. Pupils
stand up and mingle
in
the
class,asking and answering
questions,
o find the matching
pairs.
Key
AB 2:A
1 that 2 that 3 this 4 this 5 that 6 This
Lesson
Main teaching
points
Main recycling
Action
uerbs
Can
you
...?
Yes,
can./i.{o, can't.
He/She
can4can't
Your
pupils
will ...
.
askand answer bout hings hey
ca
andcan'tdo
New vocabulary
play
the
guitar
walk
on
your
hands
closeone
eye
New
expressions
Needs
.
recordingof
lively music
Worm-up
.
Play a questiongame.Play some ively music.Whenyoupause he music,
pupils
must
turn to the
pupil
beside,behindor next to them
and ask any
ouestion hev
can remember.
PB 222
Read
Con
you
ride o bike?
.
Pupils ook
at the cartoonand read
he speech ubbles.They repeat
he
questions
s a whole class, hen ndividually.
8/11/2019 Excellent 2_TG.pdf
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$e
d Ask
pupils
to look at the
pictures.
Elicit vocabularyand teach
any
Grer new words and expressions. sk individual
pupils questions,
sing the
picfures
as
prompts:
T:
Can
you
touch
your
t
.
Pupils
then ask
and answer n
pairs,
following the example
given.
etc.
f, aB
.
Pupils ook at the four
pictures
and decidewhetheror not they can do the
actions
shown.They
write
Yes, can ot No, can't n the spaces
rovided.
f,
2:C
.
Pupils
ask
heir
partners
f they cando the various
sportsor actions, s
n
themodel.They record heir partner'sanswersby ticking the boxes.
.
Pupils
write sentences
bout
heir
partners,
s
n
the example.
Pt
2:3
This
s Klunk
REad
.
Pupils work in
pairs.
They read
he descriptionof Klunk aloud and take t
in
turns
to substitute he
pictures
or words.Checkby asking ndividual
pupils
o read he sentenceso the class.
.
Optional. Still
in their
pairs, pupils
can makeup
their own aliens o
describe o the
class,saying what they can
and can't do.
Questions
oce
. Do a questionchain around he class,eachpupil asking his or her nearest
neighboura
question.
This
can also be doneas arace.Divide the
class
nto
two teams.
The first team o finish is the winner.
Lesson
3
ffiin
teaching
points
'mu-:.
*tere
are
'mF*?ras'were
Main recycling
in, on,under
Animals
Furniture
Your
pupils
will ...
.
say
a
rhyme
. describe hings in thepast
\s
vocabulary
ur[:LR
TtrF:1IJn
New
expressions
Needs
.
ExcellzntlPoster
The
funfair
.
a selectionof objects
pupils
know the Englis
words for
Active
presentotion
.
Put
a selection
of objectson a tray.
Invite
two
pupils
to comeand ook
at
the tray and describewhat they see.
Prompt
them
o :use
Tlwre is/are
.
Place he
tray
out of sight, e.g.
n
a cupboardor outside he door.Say: T:
Can
you
remember
w
.
Elicit
all the
objects rom
pupils.
Write was and were on the
board and talk was
on the tay?
about
he objects singsentences: T: Therewas a ...Ther
.
Pupils epeat.
were
.. etc.
PB
2:4 There's
o cot on
the cupboord
Llslen
and
.
Pupils
ook
at the
picture
and say
what
animals hey can see.Elicit and
read
teachany new words, using there s and hpreare: T: There'sa mouse.
The
q
.
Play the
rh1'me
on the
recording.Pupils isten
and
follow in
their books. are rabbits, etc.
8/11/2019 Excellent 2_TG.pdf
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Say the
.
Play
the
rhyme
again.Pupils say
the
poem.
They
can be divided nto
poem
two
groups,
with one saying the first
verseand the other saying
the second.
Listen and
say.
True or
false?
[El
.
Play
he
questions
n he ecording. upils
ookat the
picture
nd
answerrueor
false.
Key PB 2:4 Tapescript
There are
two
rabbits
on the
TV
(false)
There's
a cat on the bed.
(false)
There are four rabbits
on the floor.
(true)
There are two
parrots
on the door.
(true)
There's
a rabbit on the
stairs.
false)
PB2:5 Memory
gome
Ask and
.
In
pairs, pupils
take t in
turns to test eachother'smemory
about he
answer
picture.
Onecovers he
picfure
and the
other asks
questions,
ollowing the
model
given.
Then they
change
oles.
AB 2:D
|Hl
.
This activity
provides ractice
or theCambridgeYoungLearners
Startersest.Pupils isten o
the
ecording
nddraw ines o showwhere
the
animals re
positioned
n the oom.
.
In theirnotebooks,
upils
write
sentencesbout he
picture,
sing he
past
tense.
Action
gome
.
Give
nstructions,
usingin, on, under
and classroom bjects:
T: Put
yourpen
un
book.Put
your
b
yourhead, tc.
Posteroctivity
.
Stick the funfair
poster,
on
the board.Pupils describewhat they can see,
using Tlrcre s
and
There
are.
.
Removehe
poster
and
give
pupils
two minutes
o write as
many
things
as
they can remember rom the
poster.
Key AB 2:D Tapescript
There'sa fish
on
the table.
There are miceunder he table.
There'sa
penguin
on the door.
There'sa cat
under
he
chair.
There are rogs on the
bookshelf.
There'sa
parrot
in the cupboard.
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bsson
4
h..a-hing
points
-;i@f
.-yt-rtiorn
to
elicit
;irs,'f
Ed.'
n
fo
m
atio n
Main recycling
canJcan't
Question
orms
Sports
Your
pupils
will ...
.
listen or
nformation
.
interview heir
partner
'lS51
rmbulary
illtil
New expressions Needs
Miscellnneous
lnshcards
animals
tc.)
Active
presentotion
.
Write a selection
of words on the board n random order
(whnt,
can, haue,
liae, ike, kow
rnany,
auourite,
etc.).
Pupils ook
back at Units
1
and
2
and
makeany
questions
hey can from the words. Write these
questions
on the
board.
.
Ask individual
pupils
he
questions.
upils henwork in
pairs,
askingand
answering
he
questions
rom
the board.
PB
2:6
Whot sports
con they do?
I AB
2:E
.
ruprls
look
at the
photos
of the hreechildren.
Teach heir names
Martin.
'qe.r
and Christine nd Sarah).
mrrtr
er
.
Pupils isten o childrendescribing
he
sports
hey
canand can'tdo,and
tick the
chart accordingly.
.
Check omprehension
y asking
pupils questions
bout he children, sing
the models
n
the
Pupils'Book: T: Who can't ski?etc.
.
In
their
notebooks,
upils
write
a sentence bouteachchild,usingcaz
or can't.
W 227
Tolk to o
friend
fread and . Read hequestionsaloud with the class.Explain that pupils aregoing to
pactise
use hese
questions
o interview a friend. In
pairs,
they
take t in
turns
to
choose
nd ask
ive
questions,
nd
keep
a
note
of the answers.
.
They
then write
sentences bout heir friend in their notebooks,ollowing
the example
iven.
Questions
ome
.
Divideclass nto two teams.
A
pupil
from
each eamcomes o the board.
Show hese wo
pupils
a
flashcard
hey alreadyknow.They must
go
to the
board and
write
a
question
sing
hat
word. t
canbe a crazy
question,
.g.
Is thz elzphantwearinga shirt?
.
If thequestions grammatically orrect, he eamgetsa point.The
winning eam
s the one
which
has he
most
points
onceevery
pupil
has
had a turn.
[hrd
Book
.
Pupils
ind
page
3
in their WordBooks
and complete
he activities elating
to Unit
2. When they
have inished
the activities, hey can colour he
page.
They should
answer
he
Can
you
remember?'
uestion
n the
quiz page
at
the backof the Word
Book,
hen
ind theExcelknt sticker nd
put
it in
position.
8/11/2019 Excellent 2_TG.pdf
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Key
AB 2:E
play
tennis ski
ride
a horse swim
Martin
r' r'
x
r'
Christine
x x
r' ./
Sarah
x x x
r'
Tapescript
Martin: Hello. My name'sMartin. I like sports. I canplay tennis,I can ski
and I can swim. I
can't
ride a horse.
Can
you?
Cltristine:
Hello.
My name's
Christine.I
can't
play
tennis but
I
can
ride a
horse. can't ski
but
I
can swim.
Sarah: Hello. My name's
Sarah. don't
like
sports.
I
can't
play
tennis,
can't
ski and
I can't ride
a
horse.But I
can swim.
I like
swimming.
Extro
gomes
ond octivities
Mirrors
.
Torevi*,
can.
.
Pupils
stand in
pairs.
The
pupils
nearest
you
face he
back
wall
of
the
classroom; he
pupils
furthest from
you
stand facing
you.
.
Mime an actionor sport and say
can
... The
pupils
acing
you
copy he
mime.
Their
parbrer
watches hem
and
finishes
the sentence
with the
action that they see.
.
Invite a
pupil
to take
your
place.
Foce roce
.
To revisedescriptionsof faces.
.
Divide
the class
nto
teams.Stick a magazinepictureon the board for
each eam.
.
Think
of a sentence escribingeach ace.Write it in
jumbled
order under
the
picture.
Each team must unjumble the description.
.
The first
team to
give you
a correct written version s
the
winner.
Closssurvey
.
To revise
question
orms.
.
In
pairs, pupils
createa class
questionnaire,
sing
questions
ike How old,
are
you?
How rnany brotlwrs hnae
ou
got?
etc.
.
They interview all the
pupils
in the class
and make a
poster presentation
of
the results.
Whispered
sentences
.
To
revise short sentences nd expressions rom
Unit
2.
.
Divide
the class
nto two or
three
teams.Teams ine
up
in
single
file.
.
Whisper a short sentence r
expression o
the first
pupil
in
each eam. Say
Go The
pupil
whispers
he sentence o the
pupil
behind, and so on.
The
last
pupil
in the team either
calls
out
the sentence,
r
runs to the board and
writes
it.
.
The first team
o
finish
with the correct sentence re the winners.
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Good uck
.
Good
uck
.
Oh, dear
.
Better uck next time.
.
It's
your
turn.
.
Well done
Listen ond
proctise
.
The
photo
sequence
n
page
12 of the Pupils'Book
presents hrases
people
use
when hey're
playing
sports or
games.
ook
at the
pictures
and
ask
pupils
to consider
what is happening
and
what
the children
might be
saying.
Ensure
hat
everyone
nderstandshe
children areatafair and are
playing
a
game
of hoopla,
hoping o
win aprize.
E
.
Phy the recording.
Pause
fter each
phrase
and ask
pupils
to repeat.Make
sure all the
phrases
re ully understood.
.
Pupils
practise
n
pairs,
covering
he
phrases
with
a
piece
of
paper
and
role-playing he children
n the
pictures.
.
Play
any
game
n
classwhich will allow
pupils
to
practise
he
new
expressionsn a real-lifecontext.Onepossibility s 'Drawthe tail on the
donkey'.
First, draw a simple
picture
of
a donkeyon the board,shown
sidewayson, but with
no tail. Pupils ake
urns
to
put
on
a
blindfold, hen
try
and draw a tail on the donkey.
Encourage hem
to use
phrases
rom
page12.
l8
poge
10
Choose
ond write
.
Working
ndividually
or in
pairs,pupils
ook at the
cartoons
and choosehe
bestsentence
or eachspeech ubble.
ftlk
Time
Key I Gooduck 2 Ohdear -Betterucknextime. 3 Well one -t'syour urn.
The
phrase:
don't
know.
s not needed.
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FqirgroundRides
r-l
Check he
text before he
lesson
nd selectwords for
pre-teaching.
he
number
will vary depending
on the
level
of
your
class.
Do not
try to
pre-teach
veryunknown word.
Ask thepupils to listen o the recordingandfollow on page13 of their
Pupils'Books.Tell
them hat three
names
of countries
appear
n
the text.
Can hey find them?
Russia,
ritain,
Japan)
Ask
pupils
what neq unknownwords
they can
ind
in the text. Write these
on the board,keeping
hem
n
small word
groups
where
possible,
.g.
blacks of ice,Don't u)orry. Encourage
pupils
to deduce he meaning rom
the contextbefore
you provide
any explanation
or hanslation.
Project
.
Pupils
draw their own roller
coasterand write about t. Encourage hem to
identify
and reproduce
hrases
rom
the
reading
ext which will allow
them o describe heir ride,e.g.This ride is uery rightentng ... It goes
upside
own
..
.
Ask
pupils
to imaginewhat the
people
n
the
ride
might
be saying.
They
can add
these
phrases
o their drawings,using
speech ubbles,e.g.I like
fairground
ides. .. I'm
scared... This s
un.
.. .
AB
poge
11
Cqmbridge
Young
Leorners est
prcctice
.
This activity
provides practice
or
the Cambridge Young Learners
Mouers
est.
.
Pupils read
he text and write in the missingwords,
with the help of the
picture
clues.Then, as in the
Cambridge est, they select he
appropriate
title
for the
text
from
the three choices
offered.
Kgy eyes,
hair, house,
door, school,
poshnan,
hairdresser,
omputer, orest, dogs,
guitar,
bike, swim,
pizza,bana
Title: An English boy
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Lesson
1
Active
presentotion
.
Play
a
game
of Simon
Says.
Use
egular verbs
such as open,close,
and, ouch.
.
Explain
(L1)
hat when
we want
to
know
what
happened
n the
past,
we
ask Whnt hnppened?When e want to talk about events n
the
past,
we
can
put
-ed
on a verb. Say he
verbs
and ask
pupils
to repeat.
.
Invite four
pupils
to the
front.
Give hem eacha card with
an action verb
written on
it. Ask
a
fifth
pupil
to
go
outside he classroom.Meanwhile,
eachof the four
pupils performs
an action,using the verb on
their card.
.
Ask the
ifth
pupil
back
nto
the classroom. rompthim or her
o ask:
Wlat
hn\fened?R.ompt
nd model
he answers, sing he
past
ense.
T:
SimonSays,open
yo
mouth,etc.
rlt
m teaching
points
il-;
wr;pb
tense
regulnr
uerbs)
mii45:[.
Main recycling
climb,open, lose,
touch
was,were
Your
pupils
will
...
.
readand
understand story
tr*rn rocabulary
r"l[L]r'eC
'*1ire:
Lli-iiE
New expressions
Be careful
Needs
.
four
pieces
f cardwith
an
action
verb
written
on
them
close lw door
open he window
touch lu
floor
climb the tree
PB
3:1
..ltmcn
and
read
The
yellow
lever
.
Ask
pupils
o look at the story text and ind
verbs
n the
past
ense.
Focuson Frame3 and on the sentence he train went n. Explain
(L1)
hat
some
erbsdon't ollow the
-ed
ule whenwe're alking
about he
past.
For
example,obecomes ent n thepast ense.
.
Ask
pupils
o look at the itle of the story episode nd
hen
ook or
a clue
in
the
story to help them
guess
he meaningof lpuer.
They
find
the
picture
of the
yellow
lever).
.
Play
he story
on the recording. upils isten
and
ollow n
their books.Ask
O1)
which
word
tells
you
how
the children feel
(scared).
ql
AB
3:A
.
Pupils complete
he account
of Nigel'sday by writing the verbs n the
past
tense.
Tblk
through
the
activity
first
with the
whole
class.Remind hem
about he irregular
past
tenseof
go (went).
Help them to deduce
he
regular
past
enseof.watch
watcheA.
AB 3:B . Pupils ook or fivepast ense erbs n the wordgrid.They write them
beneathhe appropriate
icfure.
Choin
gome
.
Play a chain
game
ound
he class, singverbs n the
past
ense:
.
Help
pupils
by miming actions o
jog
their memory.
Start again
when
he
chainbreaks.
Keepa noteof the number
of events he
ast
pupil
in the
chain
emembered.
.
At
the end, he
pupil
who remembered
he most
when
he chainbroke s
the winner.
P1:
Yesterday
played
e
P2: Yesterday
played
e
and
washed
he
car
P3: Yesterday
played
e
washed
he
car and
w
to the
zoo.
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Key AB
3:A
Yesterday
Nigel
had
a busy day.He
washed he car. He went shopping.He
Plnyed
ootball.He
climbedatree.He
watcludTY.Hewent o bed.
Lesson
Main teaching
points
Past simple ense
Main
recycling
Your
pupils
will ...
.
talk about
past
events
.
play
a board
game
New vocabulary
yesterday
New
expressions
Miss a turn
Go back
Go forward
Start/Finish
Needs
Active
presentotion
.
Before
he
lesson,
write on the
board Wlnt did
you
do ast night?
.
Start the
esson
y aking oneor
two
pupils.
Wlnt did
you
do
ast night?Help
understanding y addngl
played
ut'tth or any other
activity which the
pupils
will understand
r which
you
am
easily
mime.Ask
the
question
ga.in,
pointing
to the
written
form on
the board Translate nto L1 if necessary.
.
Accept
answers
n
Ll and translate nto
English. Ask
pupils
to repeat he
answerback o
you
n English,
e.g I watched V
...
I
phyed
football
.
When
you
havehad
collected lree or four answers,
um up using the
pupils'
own names,e.g.Maria watchpdTV... William
plnyed
football.Ask
other
pupils
to
repeat.
PB
3:2 Whot hoppened
yesterdoy?
Read
.
Pupils ook
at the
pictures
and
tell
you
what actions hey
show
(go
shopPtng,'
wash lw
car, climb a tree).
Rrpils then read he
sentences
n
the
past
tense.
'
Play the
.
l,ook at the
game
board and explain
(L1)
he
instructions:
Miss
a turn,
game
go
back,
go
forward.
.
Look
at each llusfation in
the
game
and ask
pupils
to
identify
the
matching
text
circle. Reviseand
teach
vocabulary
as necessary. mphasise
lw,
slu
or theyas the subject
of the illusfrations.
.
Explain the rules usinga groupof four to demonstrate.Use L1 where
necessary.n
groups
of
four,
the
pupils
take turns to
throw the dice and
move
he appropriatenumber
of
squares.
When they land
on a
picfure
they
must
makea sentence,
.g:
P: He
played
ootball
.
The
others check o
see
f
the
pupil
is right. If
so,he/she
gets
another urn.
If not, they
go
back to where hey were
before.
Pronunciotion
gome
.
Divide
the
class
nto
two teams.They line
up
in
front of the
board.
.
Divide
the board nto two
and write an identical ist
of
regular
verbs
n
the
present
enseon both
sides.
You
will need
one
verb
per
member n
each
team.
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.
Say
a verb in the
past
tense.The first two team members
go
to the board
and circle the
matching verb in the
present
ense.The first
pupil
to circle
the correctverb wins a
point
for
the
team.
Continue
until everyonen the
team has had a turn.
.
Pupils copy he
list
of
verbs rom
the board,adding the
past
endings.
n
pairs,
they
point
to the verbs and say them.Circulateand
help
as
necessary
Et
.
Pupils isten o the
our children
on
the recording. hey write numbers1 to
AB
3:C 4
under
he
pictures
o show he order
n
which the childrenspeak.
. They write sentences bout he four children n their notebooks.
AB
3:D
.
Pupils
unscramble
he sentenceso
make
a correct aption
or
each
picture.
Key AB 3:C
Boxes
should
be numbered
4
-
3
-
7
-
2.
Tapescript
Voi.ce: One.
Boy 1:
Yesterday climbed a tree and
I
watched
TV.
Voice:
Two.
Girl
1:
Yestgrday went shoppingand I
played
he
piano.
Voice: Three.
Boy 2: Yesterday went shoppingand
I
washed he car.
Voice:
Four.
Girl
2: Yesterday climbed a tree and
I
played
ootball.
AB 3:D
I They went to the funfair.
2 Ben
ate
an icecream.
3 They
looked
at
the elephants.
4 They climbed
n the rain.
lesson
3
Main
teaching
points
i.qms
in the house
Main recycling
Past
simplz
(regulnr
uerbs)
went
was/were
Your
pupils
will ...
.
learn
words
for rooms n
the
house
.
reciteapoem
\ew
vocabulary
ittchen
:flng
foorlr
:rrung
room
:-rilet
:rAlfs
rdroom
sathroom
:aunt
(u.)
New expressions Needs
.
Excellent Room flashcards
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Key AB3:F
in
the
town
in the
country
ina
flat
ina
house
Peter
r/
./
Adam
1/
r'
Helen
1/
r'
Tapescript
Interuiewer
You'rePeter?
Peter: Yes.
Interuipwer:Hi, Peter.
Now can
you
tell
us
where
you
live?
Do
you
live in the
town
or
in the
country?
Peter:
I live
in
the town.
Interuinner: Do
you
live
in
a flat?
Peter: Yes,
do. live in
the town
in
a flat.
Interubwer: Thanks.
Interui,ewer:Adam,
what
about
you?
Do
you
live in
the
town
or
in
the
country?
Adnm: I live in the country.
Interui,e,wer:
n
a
house?
Ada.m: Yes.
live
in
a house.
Interuicwer: Hi, Helen.
How are
you
today?
Helen:
Fine, thanks.
Interuiewer:Tell
us,
Helen:
do
you
live in
the
town
or
in
the country?
Helpn:
I l ive in the town.
Interuipwer:And
do
you
live
in
a flat?
Helen:
No, live in
a
house.
Interui,ewer: hank
you
very much.
AB 3:G
House notdescribed;ouse = Text2;House= Text3;House =Text1
Extro
gomes
qnd qctivities
Word
roce
.
To
revise rooms n
the
house.
.
Stick
the room flashcards
down the centreof the
board.
Attach
two
complete
sets
of room
word
cards down either side of
the
pictures.
The
word cardsshould be in jumbledorder.
.
Divide
the class nto
two
teams.They
line up
at the
board
(one
eam
acing
either
side
of
the board).
.
Call out a room word. The first
team member
o draw a
line from
their
word
card to the
picture
flashcard
wins a
point
for
their
team.
Continue
until
evervone
as had
a turn.
8/11/2019 Excellent 2_TG.pdf
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Spelling oce
.
To revise
ooms n the house.
.
Draw a
line
down
he middleof the board o divide
t into
two.
.
Divide he class
nto two teams. hey ine up at the board.
.
Say Go
One
pupil
from each eam comes o the board and writes a room
word.
The next
pupil
caneithercorrect
a
word
f they seea mistakeor
write a
new
word.
.
Continue
ntil everyone
ashad a turn. The teamwith the mostcorrectly
spelt
wordswins.
Miming
.
To revise ooms
n
the
house r
past
simpleverbs.
.
Place
a
pile
of
rooms
or
action verb flashcards ace down at the front of
the class.
.
Pupils ake
t in turns to come o the ront and choose card.They
mime
either
where hey are
n
the
house r what they did
yesterdaydepending
on which
you
are
practising).
he rest
of the class
has o
guess.
sk T: Where s he/she?
Or
T:
What
happened
yesterday?
Snop
.
To revise
past
simpleverbs.
.
Write
a list of known
verbs n the
present
enseon the board.Elicit the
simple
past
orm and write
it next o eachverb.Pupilsmake
a
set of cards
each;onecard
for each
verb in the
present
enseand one card or the same
verbs
n
the
past
ense.
.
Pupils
work in
pairs.
Each
pupil
shuffles
heir
two setsof cards.
They
take
it in
turns
to
place
a card
aceup
between
hem, hensay he word. f a
pupil places
matching ardon the
pile
(in
the
past
or
present
ense), e or
sheshoutsSnap and
picks
up all the cards.
The
game
continues
ntil
one
pupil hasall the cards.
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Lesson1
Main
teaching
points
Reuisionof l,anguage
rom
Units
1-3
Main recycling
Clothes
Past simflz
(regulnr
uerbs)
Your
pupils
will ...
.
read
and
understand
storv
New
vocabulary
suddenly
everything
go
back
different
surprised
New
expressions
Needs
Active
presentotion
.
Ask
pupils
about the
Excellent
tory
so far, encouraging hem to answer
using
he
past
simple ense:
. Ask pupils how the children n the story felt (scared).Ask pupils (L1)how
else hey might have elt.
Elicit
the word surprised and,write
it on the
board.
.
Tell
pupils
O1)
that in Unit
4
the children are
going
to be in
a strange
new
place.
Ask
pupils
to
predict
how
things might be different here.
T:
What
happene
story nUnit 3?W
colourwas
he
e
PB
4:1 No-time
E
.
Play the recordingand ask
(L1)
pupils
to
listen
and
find
three hings
that
are
different n
the
new
place. There
s no time, no
days
and they are
wearing someof eachother'sclothing.)
.
Write these
phrases
rom the story on
the
board: Suddcnlyeuerything
stopped.Euerything
was
different.
kt's
go
back o the
unfair
Explain the
meaningn L1 if necessary.sk pupils o read he story againand n pairs
find the wordsand
phrases.
.
Play the story
againand
ask:
.
Tell
pupils
hat they
earned
hencolours
n Excellent evel1.
See
f
they
canname
hem.
red,
ellow,
blue,
green,
lack,
white,
brown,
purple,
pink,
orange.)
T: How
many
door
there?
t6l
Act out the story
.
Divide
class
nto
groups
of six, one
pupil
for each
characterand
one as the
narrator.
. Play therecordingagain,pausing or pupils to repeat heir character's art.
.
Pupils work in
groups
of six to
practise
he
role
play.
.
Choose
group
to
perform
their
role
play
to
the class.
Pupils read he sentences nd match them to the
pictures.
Pupils
write sentences
bout what happenedn
the
pictures,
using the
past
ense.
AB
4:A
r
a
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Optionol octivity
-
Infiormotion
gop
.
To
practise
elling
he time
(o'clock).
.
Pupils draw ten clocks on
a
piece
of
paper.
They draw the time on five of
theseand
leave ive blank.
.
ln
pairs,
and without
showing heir
partner,
hey dictate he time
of the
five clocks hey
have
completed.
heir
partner
listens and draws hese
times onto
their empty
clocks.They then compare locks and change oles.
W AB4:A
6
-
Sue
s happy.
2
-
Sheopens he
ridge.
1
-
Sue
s
very hungry.
4
-
She
goes
hopping.
3
-
It's empty
5
-
Shesees fruit stall.
Suewas very
hungry. Sheopened he
fridge. It
was empty.
She
went
shopping.Shesaw a
fruit stall.
Sue
was
happy.
hsson
2
fih
naching
points
niltrmltrqm'rm
_fnnguage
rom
mm
-3
Main recycling
Whose
s
this?
Possessiae's'
has
got
Present
simple
Present ontinuous
Clothes
TelJing hz time
Your
pupils
will ...
.
attribute objects o their owners,using
-'s
.
describedaily
routine
.
tell the ime
(o'clock)
i{lm
raabulary
New expressions
Needs
.
a tray
.
pens,
etc. ent by
pupils
Active
presentotion
.
Play
a
memory
game.
Takea tray around he classand ask several
upils
to showa
personal
bject o
the
classand
put
it on the ray.Tell
pupils
o
concentrate
n trying
to remember he objectsand owners.
. When he ray is full, holdup itemsand askpupilswhose hey are T: Whose s this?
P: It's
Sonia's.
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PB 4:2
Everything is
different
Make
.
Pupils ook
at the
pictures
of the charactersn Real
ime and No-time.
sentences In
pairs,
they
make
sentences bout
what each character s
wearing
in
No-time,
ollowing the model.
.
Checkby
pointing
to an item of
clothing on the
page
and asking
pupils
to
identify the
correctcharacter:
T:
Whose s
this?
P: Its Ben's.
Memorygome
.
In
groups
of
four,
pupils put
a collection f
personal
tems
on
the
table n
front of them.They
might
be
pens,
ubbers,watches,
tc.
.
One
pupil
is chosen.
He/She tudies
he
items
hen urns
away,while the
otherschoose n object
and
remove
t.
.
The
pupil
has
up to three
guesses
o
find
what is missing:
Pl: Is it
Sonia's
watch
.
If the
pupil guesses
n
three
guesses
e
or shescores
point.
The
pupil
with
the most
points
wins.
Seta time limit for
the
game.
PB
4:3
Klunkk
doy
Make
.
Pupils ookat thepicturesand say what Klunk is doing n eachpicture.
sentences
Elicit vocabulary:
get
u , work,
hauebreakfast,
unch and tea,
plny
and
go
to bed.
.
Pupils
ook
at
the
clocksand tell
you
what
time
t
is in
each
picture.
Ask
T:
What time doesKlu
.
Pupils
ask and answer
aboutKlunk in
pairs.
They
then make
sentences
get
up?
aboutKlunk's
day,
ollowing
the model.
P: He
gets
up
at eight
o'clock.
AB
4:B
.
Pupils
ook
at the
pictures
and
write who each tem
belongs o.
AB 4:C
@
.
Pupils isten
o Gemmaon
the
recording
and circle
he correct ime. They
thenwrite sentencess in the example.
Key AB
4:B
Albert's
kateboard.
oe's
lock. lbert's
ooks. lbert'sabbit.
Joe's
paceship.
lbert's -shirt.
oe's
omputer.
oe's
hoes.
AB 4:C
1 I
get
up at seveno'clock.
2 I
go
to schoolat eight
o'clock.
3 I comehome
at four o'clock.
4 I
go
to bed
at
nine o'clock.
Tapescript
Man: Hi,
Gemma.
So
ell me
... What time
do
you get
up?
Gemma: At
seven
o'clock.
Man:
What time do
you go
to school?
Gemma:
At
eight o'clock.
Man:
What time do
you
come
home
?
Gemma: At four o'clock.
Man:
What time do
you go
to bed?
Gemma: At
nine o'clock.
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fi..csson
g1q
re,ar-hing
points
tnltr,-itr;
beoble
Main
recycling
Familymembers
in. on.under
Your
pupils
will ...
.
match
pictures
of
people
o a spoken
description
.
write descriptions f
people
.
talk about he
past
usingzoas ndwere
'lilluu*
mbulary
New
expressions
Needs
.
photos
of
your
own family and friends
Active
presentotion
.
Show
pupils your photos
of
your
family and riends.Usesimple anguage
to describe achone: T: This is my sister.
He
.
As
you
finish describing hem,attach he
photos
o the board.Describe
one
name'sClare.She's
go
of them
o the class.
Pupils listen
and
guess
which
photo you
are fair hair. She's ery
n
describing.Choose nepupil to come o theboard and take the correct She ikesanimals.Sh
photo
down.
Repeatwith another
hoto.
very tall.
FB
4:4
Which one is
your
little brother?
'rmm
and
.
Pupils ook
at the
our boys.Elicit a description f eachone:
point
He's
got
dark/fair
hair
He
likes ce cream/an'imals,
tc
@
.
Explain
(L1)
hat
pupils
will heara
girl
describing
er
brother o a
friend.
They must
listen
and
point
to
the correct boy.
Play
the
recording
pausing
after each
sentenceo allow
pupils
o take n each
piece
of information.
\[ake
.
Pupils make
sentences
bout he other boys, ollowing the model.
JTEilMgDCES
FB4:5 Where were they?
;m,en
and
.
Pupils ook at the
pictures.
Ask
them o tell
you
which animals hey can
find
see,and he ime
n each
picfure.
Lrk
q
.
Phy the
recording,
ausing
after he
narrator's ine
each
ime.Pupils
give
lmL
unswer
the
answer.
Then continue he
recording
so they can check heir answers.
AB
4:D
.
Pupilscomplete
he sentencesbout he
pictures
and make
questions
or
Numbers and 6.
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Key
PB
424 Tapescript
Girl
1:
What's
your
brother ike?
Giil 2: He's
got
short
hair
and
he's
very sweet.
He ikes toys.
GrI
1:
Which toys does
he ike?
Girl
2: He ikes toy cars.
Girl
1: Is he tall?
Girl2: No, he
sn't
tall, and
he sn't
small.
Girl
1: What's his name?
Gi.rl2: He'scalledWilliam.
PB 4:5 Tapescript
Narrator: The dog was n the
garden.
Child:
At
three
o'clock.
Narrator: The cats were
on the
bed.
Child:
At
one
o'clock.
Narrator:
The
dog
was n
the car.
Child:
At six o'clock.
Narrator:
The
cats
were
on the
TV
Child: At
five
o'clock
Narrator: The
dog
was under he table.
Child: At four o'clock
Narrator:
The cats were
under the chair.
Chiild,:
At two o'clock.
AB
4:D
I Where were he
mice
at seveno'clock?They were behind he clock.
2 Where
were
he mice at eight o'clock?They were under he bed.
3 Wherewere he
mice
at
nine
o'clock?
They were
on the
TV.
4 Wherewere he mice at ten o'clock?They were n the cupboard.
5 Where were
he mice
at eleveno'clock?
They
wereon the train.
6
Where were he mice at
twelve
o'clock?They were
under
a
chair.
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Lesson
l-lain
teaching
points
-
.,
differences
round the woild
Main recycling Your
pupils
will ...
.
listen or information
.
talk about he ime
n
different
arts
of the
world
'"ers
vocabulary
- : ta\-
-
:. r,ln,
New York, Moscow,
:
-::,rS
Aires, Kyoto
New
expressions
in the morning
in the afternoon
at night
What time
s it in
[Moscow]?
Needs
. a globe
Active
presentqtion
.
Usea
globe
o identify he
position
of London,Moscow,NewYork,
Kyoto
and
BuenosAires.
.
Use he
globe
o explain
L1)
how
he sun risesand creates ay at different
times n different
arts
of the world.Givean example, howing
wo
countrieshat
areon opposite idesof the
globe
rom
eachother
e.g.
BritainandAustralia).The wordsday,night, nidday,midnight,before nd
after canbe ntroduced
n
this
way.
PB4:6
Whqt's the time
where
you
live?
&
AB4:E
.
Puorls ook at the
map
and he
photos
of childrenand
cities
rom
around
-:=ten
and the
world.Ask
questions
bout he children:
T: WheredoesAnna
i
answer
.
Remind
pupils
hat different
parts
of
the world
have
different imes
of day.
Makesurechildrenunderstandn tke
rnorning,
n theeuening
ndat night.
E
.
Explain hat
pupils
are
going
o listen o the children alking
about he ime
of day
t is in
each
of their
cities.
Play
he
recording. upils isten
and
completehe clocks
n their Activity Books.
Check nswers.
.
Ask
pupils
o
ook
at the
map
on
page
21
of thePupils'Book gain.Ask
questions boutdifferent itiesand imes, ollowing he modelgiven: T: Wheres it seven '
.
Pupilsmake
up
questions
o ask he rest of the class.
in the
morning?
.
Pupils
canwrite a sentence
n
their
notebooks bout he
ime
n
their city
or countrv.
n relation
o
Britain.
AB
4:F
.
Pupilswrite about
Pictures ,3,
and
4,
ollowing he model
given
or
Picture .
*t'ord
Book
.
Pupils ind
page
5
in
their
Word Books
and completehe activities elating
to
Unit
4. When hey have
inished
he activities, hey cancolour
he
page.
They shouldanswer he
Can
you
remember?'
uestion
n the
quiz page
at
the back of the Word
Book, hen ind
the
Excellent
tickerand
put
it in
posihon.
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Key PB 4:6 Tapescript
Terry:
Hi, this is Terry. t's 12
o'clockmidday
n
London.What
time
s it
in Moscow?
Anna: Hi, Terry.Anna
speaking.Here n Moscow,
t's threeo'clock n the
afternoon.
Terry: Thanks,Anna.
Terry: Hi. Is
that
Mike?
Mike: Yes.
Terry: Hi, Mike.You're n
New
York,
aren't
you?
Mike: Yes.
Terry: What time s it in
New York?
Mike: It's
seven 'clock
n
the morning.
Terry:
Great.
Thanks,
Mike.
Yoko:
Hello.
Terry: Hi. Yoko?
Yoko: Yes s that Terry?
Terry: Yes, t is. Yoko,what
time
is
it in Kyoto?
Yoko: It's nine
o'clockat
night.
Terry:
OK.
Thanks,
Yoko.
Terry: Hi.
Silvina?
Siluina:
Yes.Hi, Terry.
Terry: What
time
s it in Buenos
Aires?
Siluina:
It's nine
o'clock
n
the morning.
Terry: Nineo'clock n
the morning.
OK.
Thanks,
Silvina.
AB 4:E
London
12:00;
Moscow 15:00; ew York
-
7:00;Kyoto 21:00;
BuenosAires
-
9:00
AB 4:F
1 He's
got
short hair.He'swearing
a sweater. e ikesbooks. t's four
o'clock.
2 She's ot short hair.She'swearinga hat.She ikescats. t's two o'clock.
3 She's
ot
long hair.She's
wearinga dress.She ikes
clocks.
t's
eight
o'clock.
4 He's
got
short hair.He's
wearinga T-shirt.He ikes
penguins.
t's twelve
o'clock.
Extro
gqmes
ond octivities
Whot's different?
.
To revise
hz/she's earing, lothes,
ossessive's.
.
The
pupils
sit
in
a
large
circle.Three
pupils
stand n the middle
and
he
pupils
ook
at what they are
wearing
or
sixty seconds.
.
The three
pupils
leave
he room
and exchange ne tem of
clothing each,
including
glasses,
atches, tc.They then eturn
to the circle.
.
Ask:
What's
d;ifferent?Pupils
ut
up their hands.
Choose
ndividuals
o
answer,
.g.:
P: Anna s
wearing
T
.
The first
three
pupils
o
guess
orrectlyand say
he
sentence
orrectlywill coat.
go
out of the room n
the
next
round.
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FrtsrhGCa
.
To rerise Past simple.
.
l-ur
Fill
ne€dcardboard
n two
different colours,
scissors,butterfly clips
and a dice
or
each
group
of four
pupils.
It would
also help to make a
steel
before he class o show the
pupils.
.
Derronstrate
how to make he wheel
step-by-stepwith
the
pupils.
With a
pupil,
demonstrate
ow
to
play
the
game.
Throw
the dice.Your
partner
moveshis/her
wheel so
that the number
you
have
hrown appears
on the outer
rim.
He/Shemust
make
a sentencewith that verb in the
past
simple,e.g.
Other
pupils
in the
group
must
agree
hat the sentence
s
correct. f it is,
the
pupil
scores
he
points
indicated
n the
centreof the wheel. This
pupil
then throws the dice and the next
in
the
group
moves
he wheel.
A
pupil
may not repeat
a sentence. hey must ask
you
if
they are not sure
whether
a sentence
s correct.The
pupil
with the
most
points
at the end of
the
game
s the
winner.
+
P:
See: saw.my riend
vesterdav.
Drow-ond-fiold
gome
.
To revisehp/shz's
ot
andparts
of the
body.
.
You will needa
sheetof A4
paper per pupil.
Pupils
play
in
groups
of
three.The aim is to draw a
monster
between
hem,
each
drawing a
different
part.
. The first pupils in eachgroup draw a headand neck, old thepaperand
pass
t on.
The
second
pupils
in each
group
draw the
body,arms and
hands
on the
paper
they receive,
hen
fold
it and
pass
t
on. The third
pupils
draw the
legs and
feet
on
the
paper
hey receiveand
pass
t
on.
.
One
pupil
from each
group
opens
up the
paper
and
describes he
monster:
He's
got
a big head.H
got
four
arms,
etc.
8/11/2019 Excellent 2_TG.pdf
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It's
ime
for lunch
.
It's time or lunch.
.
It's time
o
go
home.
.
Can ask
you
some
questions?
.
I'm sorry. haven't
got
time.
Listen
ond
proctise
.
On
page
22
of
thePupils'Book,
we
meet
someeveryday
hrases
sing he
word
time.Ask
pupils
o look at the
pictures
and considerwhat is
happeningn eachone.Ask simple
questions
bout
he
pictures:
Where re
the chiLdren?
in
the
classroom)
Who's his?
the
eacher)Wat tirne s
it?
(twelve
o'clock), tc.
E
.
Phy
the
recording. ause
fter each
phrase
and ask
pupils
o repeat.Make
sureall the
phrases
re ully understood.
:
Pupils
practise
n
pairs,
covering he
phrases
with a
piece
of
paper
and
role-playing
he
people
n
the
pictures.
.
Ask the
pupils
f they can emember nother entence ith the word time,
which hey earned n the
previous
Talk Time
page. Better
ucknext iyne.)
Can hey hink of a
question
sing he word timewhich hey earned
n
Excellent LeveI?
(Wat
time s i/.1Revise elling he ime n English
wholehoursonly.
.
Revise
ocabulary
sing a mime
game.
Say,
or
example,
t's time to wash
the car Pupils espond y miming washing he
car.Continuewith other
known verb structures: t's time to wash he dishes
cut
thp
grass
utater
the
lowers
clean he nindons
fick
u? rubbisk
feed
he
enguins Dlay
tennis
go
to
bed
get
up,
etc.
.
Taking oneof
these
It's
time o'
phrases
s a starting
point (or
any other
sentence
n
page
22)
pupils
create heir own
minisketch.
Working n
pairs,
they write a dialogue f threeexchanges,ddinga line of dialogue efore
and after the Talk Time
phrase.
f they
can
write more,
encouragehem
o
do so,but it is best o set achievable
oals
n the irst instance.
Youcansuggest context or
the dialogue
f
you
wish e.g. wo
people
n a
beach, wo
animals
n
the
zoo,
wo aliens
n
a spaceship or
leave
his
for
the
pupils
o decide.
Circulate nd
help
as
necessary.
nvite volunteer
airs
o act heir
minisketch n front
of the class.
AB
poge
20 Choose nd write
.
Working
ndividually
or in
pairs,pupils
ook at the cartoons nd choosehe
bestsentenceor eachsoeech ubble.
Tolk
Time
Key 1 Let'shave
a
pizzat.
I'm
sorry.
haven't
got
time.
2
It's
time
or lunch.
3
It's time
o
get
up.
The sentence:t's time to
go
home.s not needed.
8/11/2019 Excellent 2_TG.pdf
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Tell ing
he t ime
l.='l
.
Check he text
before he esson nd
selectwords
or
pre-teaching.
he
numberwill vary, depending n the
evel
of
your
class.Do
not try to
pre-teach
veryunknownword.
Ask
the
pupils
o
listen
o the
recording
nd
ollow
on
page
23 of
their
Pupils'Books.Tell them here
are wo
new names
f countriesn the text,
as well as one hey already
know.
Can hey ind them?
France,
Germany)
Ask
them
(in
L1) o look or
the
English
word
for
a clockhand.
Play herecording gain,pausing or pupils o answer hequestions
embedded
n the text.
Ask
pupils
what
new,
unknownwords hey can
ind
in
the text. Write these
on
the board,keeping hem n smallword
groups
where
possible,
.g. he
sun shines
or in the middle of London.Pupils
should ry to deducehe
meaning rom the context,before
ou provide
any explanation r
translation.
Pupils
close heir books.
Dictate
a
few
sentences
rom
the ext and ask
pupils
o write themdown.The
paragraph
about
he
cuckoo lock
s
a
suitabledictation
passage.
Project
. Pupils ind apictureof a clockand write about t. Postcards r tourist
brochures hould
prove
a
good
source
f
photos,
ut
if
pupils
can't ind a
photo,
hey
can draw
a clock.The best
choice
would
be a large
clock
n
their town
or in the capitalcity of
their country.
They
could magine hey
are sending heir
picture
and heir descriptiono their English
penfriend.
Test
iw*
l8 poge
21
Combridge
Young LeornersTest
proctice
.
This activity
provides ractice
or
the Cambridge
Young
Learners
Mouers est.
.
Pupils
ead
he story
and
answer
he
questions
n not
more
han
hree
words.
Key
1
5
9
black and white
2
thirty-four
Fluffy
the
cat 6 a
pink
mouse
under he clock
3 inthe dining oom 4 a little
bird
7 to the
cinema 8 at
nine
o'clock
8/11/2019 Excellent 2_TG.pdf
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8/11/2019 Excellent 2_TG.pdf
http://slidepdf.com/reader/full/excellent-2tgpdf 47/167
AB
5J{
.
Pupils ook at Meganand
Rick's
diary and write in the missing
questions
and answers
below.
Optionol octivity
-
A choosing
gome
.
Tb
practise
want
to.Take a small object, or example,
dice,and
show t to
the class.
Put it in
one
of
your
handsbehind
your
back.
.
kesent
your
two
closed ists
to
a
pupil
and say
a
guessing
hant:
.
Pupilsmustguessn whichhandyouare holding he dice:
.
Pupils
play
in
pairs.
Each
pupil
hides
he object ive times
and his or her
partner guesses.
he
pupil
who has the most correct
guesses
s the
winner.
T:
P:
Fee i fo fee,which
doyou want to see
That
one.
Key
AB 5:A
1
What did
he do on
Thursday?He
u'ent
o the cinema.
2
What did shedo
on Tiresday? hz ant to tlu zoo.
3 Whnt did shz do
on Mond.ay?She leanedher bedroom.
4 What did they do
on Wednesd.afThey
plal-ed
ennis.
5 What did he do on
Friday? He uatched TIi
6 Whnt did hp do on Tuesdny?He
lal'ed
fmtball.
2
ffain
teaching
points
Im.
uou
..?
-1's
tr
did.No,I didn't
Fr
vocabulary
Active
presentotion
.
Reviseactions,using the
word cards
rom
l.esson 1.
Pupils
take furns to
come
o the
front
of
the class.The-v
hoce
a
flashcard
nd
mime he
action.
The
class
guesses:
.
After each
mime,write the verb on the bmrd e.g.
ky
football.Whenyou
have
a
list of
verbs on
the board,
write
Lld
;ou
in front
of the first verb
and write a questionmarkat the end:Dd youpky footballt
.
Explain
(L1)
hat this
is
how to make
a
quetion
for
something hat
happenedn the
past.
Elicit and
write up
the
question
orm for the rest
of
the verbs
n
the
ist.
P:
You're
playing
oot
etc.
Main recycling
Past simplz, hird
penon
singulnr
Davsof thp ueek
Your
pupils
will ...
.
askabout
events
n
the oast
Needs
.
Excellznt Action flashcards
8/11/2019 Excellent 2_TG.pdf
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PB5:2
Did
you
ploy
ootboll?
Pairwork
.
Pupils ook
at the
chart.
Check
vocabulary:plny
ootball,
uatch
TV,
play
guessing
tennis,
o
shoP\tng,wash
he car,listen to music,
go
to school.
game
lEl
.
Explain
(L1)
hat the
children
at the bottom of the
page
are
playing
a
guessing
game.
Play
the
pairwork
modelon the recording.
Pupils isten and
follow
in
their Pupils'Books.
.
Demonstratehe
game
by asking a
pupil
to choose day.
Ask
questions
o
guess he day.Pupils thenplay in pairs.
Act
out on
interview
.
Pupils
work
in
pairs
and write an
interview about heir last weekend.
\
rite
time expressions
on
the board
to help them:. hen, after that, in the
ntorning, in the afternoon,
in
the euening
.
Circulateand encourage elf correctionas they
are
writing
the nten'ies-.
.
Pupils
practise
heir interview Choose
pair
to
perform
their
inten-ien'for
the
class.
If
possible,
arrange or
pairs
to
record
hemselves
n cas-rette r
video.)
AB 5:B
.
Pupils ind the
appropriateanswer
or each
question.
AB 5:C
.
Pupils unscramble he words on the cards o
make correct
question-i
Key AB
5:B
4
-
No, I
didn't.
2
-
She
played
ennis.1
-
Yes, did. 6
-
Yes,
he
did 3
-
\6.
they did. 5
-
He went shopping.
AB5:C
1 Did
you
go
to the
zoo
yesterday?
2
What did
you
do on Wednesday?
3 What did Ben do
yesterday?
4
Did
you
brush
your
teeth his morning?
5 Did Rick
play
football on Monday?
6 What did Megan do on Tuesday?
46
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Lesson
3
Main recycling
Action aerbs
New
expressions
What do
you
want
to do?
What about
you?
Iain
teaching
points
rant
to
+
aerb
lSer
vocabulary
Your
pupils
will ...
.
talk about what
they want to do
Active
presentotion
.
Ask
(L1)
pupils
o think
of something
hey'n'ant
o do
at the
weekend.
.
Ask individual
pupils:
.
Pupils mime an action or the others o
guess.
T:
What
do
you
wa
PB5:3
U$en,
point
md
say
El
Whot do you wont to do?
.
Explain
O1)
that
pupils
are
going
o
plal'a
listening
game.
.
Pupils work individually. Each
pupil pus
a finger
on the circle marked
Start.
They listen
to children
describing hings
they want to
do, and move
their
finger
to the appropriatecircle each
ime.
.
When the series
inishes,
he
pupils
sa-r-he nameof the
child to whom the
arrow
is
pointing.
When
you
hear
the
question
4'lnt's
my
namn?,
ause
he
recording
or
pupils
to say the namebefore he child
on the recording ells
them.
.
Pupils
put
their
finger
back on Start, and
listen
to the next
child.
.
Pupils
play
the
game
hemselves
n
small
groups.
Each
pupil
takes a turn
to say a sequence.he others ollon' rith their fingers.
Ask
your portner
.
In
pairs, pupils
ask eachother
what
thel-
silt
to do after
school hat day,
and at the
weekend. each
he
expression
lhat
about
ou?
.
In their
notebooks,
upils
write one hing thel-
*ant
to do after
school
hat
day.They can draw an illustration.
AB
5:D
.
Pupils decidewhat eachchild wants
to do. Thev rmite
the appropriate
sentences
n
the speechbubbles.
AB 5:E
tEil
.
Pupils isten to three children
talking
about
c'hat
they want
to
do
on ther
birthday. Pupils circle the correct alternatir-e n each
pair.
In their notebooks,
upils
write about he threechildren,
as
n
the example.
Pl:What do
you
wa
after school
oda
P2:I
want
to
go
swi
What about
you
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Vocobulory
building
.
Write the word W E D N E
S
D
A Y on the board.
.
Divide
he class nto several
eams.Each eamhas o makeninewords,
eachonebeginning
with a different etter of
the word. No repetitionsare
allowed.Seta time imit.
.
Ask individual
eam
members
o write
their wordson the
board.
The team
with
the
most
correctly
spelt
words
s the winner
Key PB 5:3 Tapescript
1 I
want to
go
swimming.
want to
play
football.
want to eat an apple.
What's my name?My name
s Andy.
2 I want
to watch
TV I
want to
go
shopping. want to
go
to the
zoo. \hats
my name?
My name s Liz.
want to
listen
o music. want
to
go
to the cinema.
want to
read
a book.
want to watchTV
What'smv name?Mv name s Ted.
4 I
want to listen
o
music.
want
to
play
tennis, want to watchT\1 I
n-ant
to eat an ce cream.
What'smv name?Mv name
s Mo.
5 I want to
play
tennis.
want to
go
swimming.
want
to
eat
an ice crearn I
want to
go
shopping. want to read
a book. want to
go
to the cinema
What's my name?
My name s Len.
6 I want to goswimming. want to play football. want to wash the car.
What'smy name?
My name s Nick.
7
I
want to
play
tennis. want
to
wash
the car. want to listen
to
music.
want to
go
to the
cinema.
What's my
name?
My name s Tess
AB
5:D
1 I
want to eatan apple.
2 I
want to watchTV
3 I want
to read
a book.
4 I
want to
play
the
piano.
5
I
want to eat an ce
cream.
6 I want to draw
a
picture.
AB 5:E Tapescript
Don: I
want to
play
with my friends.Then I
want to
go
suimming.
Then
I want
to
have
unch.
Tara:
I
want to openmy
presents.
hen I
want to
go
to the zm. Then I
want to
play
with my
presents.
Luke: I want
to
go
to
the cinema.Then I
want to
go
shopping.
Then I
want to eat cake
48
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Lesson
Main recycling
Days
of the neek
Past
simple
Animals
New expressions
like
his
On heway o school
-\[ain
teaching
points
::.,--
;ir-.€
o_f rreguklr
uerbs'.
:-TIZIL
f?il. ate. fead
\eE- vocabulary
Your
pupils
will ...
.
sing an action
song
.
write
an imaginarydiary
Needs
.
small cards or
pupils
to write
questions
answers
you
will need wo
per pupil
Active
presentotion
.
Ask
(L1)pupils
to
remind
you
of
the rule for making
a verb
n
the
past
tense
regularverbs add
-ed.
Ask them
rvhich
rregular verbs hey
know
(went,
saw,dren, ate).
.
Write animal
names
on the
board, hen eiicit or teach he
actionassociated
with each
one:
abbit
jumf,
fish
-
su'int,
ntonkey
climb,
bird-
fly,
cat- miaow,horse rwt, etc. \'nte theverbson the board.
.
Ask the
pupils
to
identify
the
regular verbs
on the board.Add-ed
to the
end of these.
Write the
new rregplar
past
tenses: llam,
flew
and ran.
PB
5:4SOn the woy to school
t='
-..::-
Tell
pupils
they
are
going
to listen
o a
song.
Explain
the meaning
of Oz
the way to schooland ike
this.
Play the songon
the
recording.
Pupils
isten, ead
and
point
to the
pictures.
Play
the
songagain and mime
he
actions.
Pupils
oin
in.
Divide the class
nto
groups.
Pupils
sork
together o make
up
more verses
for
the song
with differentanimalsand
actions.
Circulateand help
asnecessary.
Groups
present
heir new versions
of the
song
o
the class.
PB
5:5
Read
and
write
My diory
.
Discussdiaries
n L1. Ask if
anyone
n the classkeepsa
diary.
.
Pupils
read
he diary
in the Pupils'
Book
and
ook
for two new rregular
past
tense erbs
saao
ndread).
Thel-
guess
vhatverbs
hey correspondo
in the
present
ense
see
and
eaQ.Wactiv-
the
pronunciation
ifference
between
ead
fttresent
ense)and
read
past
ense).
.
Pupils
make
a
similar diary
page
n their
notebooks nd write a sentence
for
eachday.
The entriesdo not
har-e o be true. Pupils
can use heir
imaginationand borrow
vocabula4'from the
Pupils'
Book.
8/11/2019 Excellent 2_TG.pdf
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Ask and
.
Disbibute
the cards.Pupils
write a
question
or
their
partner,
e.g.
Whnt did
'
answer
you
dn on Frid"ay?
.
Pupils
hand the cards o
their
friends,
who write their answersbelow he
question.
AB 5:F
.
Pupils
completeeachday of their diary with one maginary
thing that they
did
last
week.They hide
the
page
rom their
partner.
.
Pupils
take
t in
turns to ask
questions
o find what their
partner
did They
complete heir
partner's
diary alongside heir
own.
. fupils comparediaries andcheck hat all words are spelt correctly.
Optionol
octivity
-
teom
gome
.
Draw
a
noughts-and-crosses
rid
on the board and write the verbsgo, s,
are, eat, swim, run, see, ead
andwatch in
the
squares.
.
Divide
the class nto two teams.
One eam
s
the O team
and
the other the
X team.Teams
ake turns for a member
o come o the board,chom a
verb
from the
grid
and
say it in
the
past
tense.He or she must
then
write
the verb and
pronounce
t correctly. f their
past-tense
erb is correct, hey
write
an O or X for their team n
the spaceon the
grid.
.
The
aim
of
the
game
s to
get
a
line of
three Os or
Xs,
diagonally,
vertically
or horizontally.
Word
Book
.
Pupils find
page
6
in
their Word Books
and complete he activities relating
to Unit 5. When they have inished
the activities, hey
can colour
the
page.
They
should answer he'Can
you
remember?'
uestion
on the
quiz page
at
the
back of the Word Book,
hen find the Excelknt sticker
and
put
it in
position.
Extro
gomes
ond
qctivities
Get i'nto groups
.
To revisedays of
the week.You
will
need
space
or
pupils
to movearormd
.
Make
a card with
a
day
of the week
written
on it for each
pupil.
Distribute
the cards.
.
Say a day of the week.The
pupils
with that
day
move
ogether o form a
group.
Repeat or
each
day
of
the
week n
random order.
.
Finally
say
the
days of the
week
n
order.
The
pupils
in
each
group
hold
up their cards or
you
to
check.
Listen
.
To
revise
days of
the week.
. Divide the class nto sevengroupsandgive eachgroup a dayof theweek
You could
grve
he
group
a large
abel
with the day on
it.
.
Give nstructions or
pupils
in
each
group
to respond
o, e.g.:
T: Monday,
point
to
a
.
Continue n this
wav
with
other davs
and commands. window
50
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Pelmonismond Snop
.
To revise regular and
irregular
past
tenseverbs.
.
Both
thesecard
games
can be
played
by
preparing
one set of cards with
verbs n the
present
ense,
nd
onewith verbs n the
past
ense.
The rules
of
the
games
are described n
pages
31 and 53.
Whot did
you
do on Mondoy
.
To
revise
questions
n the
past
tense.
.
Pupils work in
groups.
Each
group
has
a
dice.
.
Hand
out copies
f the
photocopiable
ctivify on
page
164of the TB
.
Each
group
copies he
verbs in
the
present
enseonto a
set of cards and
places
hem
ace
down
on the desk
befween
hem.
.
One
pupil
throws he dice,matches he
number
o the day on the list and
asks the
question
Whnt did
you
do on
(Fridny)?
.
The
pupil
to the
right
picks
up a
card rom the
pile
and makes
an
answer
using
he verb n the
past
tense.
.
If
the rest of
the
group
agrees hat it is a correctsentence,he
pupil
keeps
the card.That
pupil
then hrows he diceand the
game
continues.
. The wi4ner s thepupil with themostcardsat the end of thegamewhen
there are
no more
cards.
Diory
quiz
.
To revise
questions
n the
past
tense
.
Pupils divide a
sheetof A.4
paper
n half
and draw seven ircles n the top
half and
seven
n
the bottom
half. They label
the circles Monday to Sunday
in eachhalf.
.
Write seven
activitieson the board,e.g.I wentswimrning,
Pkyed
football,
etc.
.
In the top
half of
their
page
pupils
write an activity in eachcircle.They
mustn'tshow heirwork to anyone lse.
.
In
pairs,
he
pupils
take urns to ask
questions
bouteachother'sdiaries: P:
Did
you (go
shop
.
The aim of
the
game
s
to discover
which
activities he
partner
did and Monday?
when and fill
in the bottom circles.The
first
pupil
to finish is the winner.
8/11/2019 Excellent 2_TG.pdf
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Lesson1
Main teaching
points
this, that, these, hose
Main
recycling
Did
you
...?
thin, fat,
old,
young
tall, short
want to
was/were
Your
pupils
will ...
.
readandunderstand story
New vocabulary
king
castle
knight
dragon
witch
New
expressions
in the
past
Needs
.
ExcellzntlPoster he castle
Active
presentotion
.
Ask
pupils (L1)
f
they
know
the name
of any
kings
of any countries n
thepresentor in thepast.Write hi;ngonthe board.
.
Tell them
O1)
that the children
are
going
o meetan English king
called
King futhur. Explain
that history
booksare
not
certainabout
he
exact
identity
of this king as he ived
so
ong
ago,but that many
storieshave
been
written aboutKing futhur
and
his
knights.Writein tlrc
past
on
the
board and translate to Ll. Ask
pupils
if they have read
about or seenany
films about
his time n history.
.
Use he castle
poster
o
describe
eople
and
set
he time context or
the story.
.
Write knight on the
boardand explain
(L1)
hat this is the name or the
soldiers
of the king and
they wore armour.
PB6:1
IEI
Listen and
read
King Arthur
.
Ask
pupils
to
listen
and
read
the story
and
find
two words
that describe
King Arthur. Play
the recording.
Check he answer
(youttg
and tall). Discuss
the meaning of these
with reference
o the
picture.
Elicit
other adjectives
pupils
remember
o describe
people thin,
old,
at,
etc.)
.
Play the recording
again.Ask
pupils (L1)
f they
can ell
you
what the
difference s
between his/tlnt
and
tlpse/those
this/thzse
are for
objects
near the
speaker and that/those
are
for
objects ar from
the speaker).
Practisewith
objects n the classroom,
olding up
or
pointing
to objects
and asking
What's
this/thnt?
What are these/those?
.
Ask
questions
o check comprehension:
Whnt did
the
children
see?
King
futhur,
someknights, somedragons).
Dd theyseesomeDzrds?No, hey didn't.)
Dd they ike tlw dragons?
No,
hey didn't.)
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AB
6:A
.
Pupilshelp
he
knights
o
reach
he castle
by drawing heir
path
through
themaze.
.
They
look
at the
various
creatures
which
each
knight
meets
on
his
way to
the
castle.
They compare hese
with the three
paragraphs
at the bottom of
the
page,
and decidewhich knight is speaking.
.
In
their
notebooks,
upils
write
a
paragraph
about he ourth
knight,
beginning saw ..
Optionol octivity - Story dice gome
.
Write
1 to
6 on the
boardnext
to
the names
f the characters
n the eoisode
of the story.
Pupils
copy he
ist:
1 Ben 2 Mr Wozz 3 King Arthur 4
Sally
5 Megan
6 Rick
.
Pupilswork in small
groups
with a diceand he
story
page.
n turns,
each
pupil
throws he diceand ooksat his or her
ist to seewhich role
o take.
He
or shesaysoneof the
speech
ubbles rom the
story
for
that
character.
.
Circulate
and
help as necessary,modelling
correct ntonation
and
pronunciation.
Key
AB
6:A
Reading rom the eft, he exts belong o Sir Fred,Sir SidandSirJohn.
Sir
Len's
ext couldbe'I sawa
witcll
a cat anda monster.
didn't seea
dragon.'
Lesson
2
liain
teaching
points
?;t
simple
ense,negatiue, sing
t-
ln't
Main recycling
I
saw
..
Your
pupils
will
.. .
.
talk about ife in
the oast
\ew
vocabulary
:J I
:-lephone
New expressions
What
did/didn't hey have n
the
past?
They had
../
They
didn't
have.. .
Did
you
have ..?
Were
ou
afraidof ...?
Needs
Active
presentotion
. Introduceshort answers:Yes, did and Nq I didn't.
.
Give
ndividual
pupils
nstructions:
T:
Open he door.Close
door.Sit down,etc.
.
Then ask
pupils
f
they
can emember hat
they have
ust
done.
Ask
T: Did
you
open
he doo
.
Model he answer
Yes,
did.
Then
ask
T:
Did
you
open he
.
Model
he
answerNa
I didn't.
window?
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8/11/2019 Excellent 2_TG.pdf
http://slidepdf.com/reader/full/excellent-2tgpdf 57/167
8/11/2019 Excellent 2_TG.pdf
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Key AB
6:C
I
that
2 those
3 these
4
this
5 these
6 those
7 That's
8 this
Lesson
Main teaching
points
Questions
and
answers
ahout thp
recent
past
Main recycling
Verbs znotingeisure-time
actiuities
Your
pupils
will
...
.
listen or information
.
singasong
New vocabulary
dream
star
shine
hsht
(u)
New
expressions
in
your
dreams
sing like
bird
swim
like
a fish
Needs
Active
presentotion
.
Revise
ctivities
n
the
past
ense. sk
pupils:
.
Write up any verbs heysay
on theboard.Use he
present
ense, .g.
o
shoPping,o to tlw cinerna, isitgrandparents, atchTV,phy football
.
Ask
pupils
o
guess
what
you
did at theweekend.hey
askDd
you
...?
questions,
sing heverbson
the
board.
T: What did
you
do
at
weekend?
PB 6:5
&
AB 6:D
Listen and
answer
lEt
Whot did
they
do?
.
Explain
that
the
girls
in
the
photo,
Paula
and Wendy,are talking about
what they did
yesterday.
.
Pupils isten o the recording
and add ticks to the chart n the AB,
pageD,
showing
what Paula and Wendy
did
yesterday.
.
Pupils answer he
questions
n
the Activity Book,
using
IZes,
lp did or
No,
she
didn't.
PB6:6
Dreoms
.
Introduce
any vocabulary needed or
the song using the illustation.
.
Discuss
(L1)
dreams
and how impossible hings
can happen.Use
illustrations
to
predict
what dreams
are mentioned n the song.
E
.
Divide
the
class
nto
six
groups
and
give
each
group
a
name:
bird,fi.sh,
star,
hite,
dragon ndhnight. Play
the
song.
Groups
isten
and
put
up their
hands when
they
hear
their
name.
.
Play
the song again, encouraglng
pupils
to sing along.
8/11/2019 Excellent 2_TG.pdf
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AB
6:E
.
Explain the tradition
whereby
the
knights
of
legend
are known
as
the
Green
Knight, the
Black Knight,
etc.
.
Pupilscolour he knights according o the clues.
Book
.
Pupils ind
page
7 in their
Word
Books
and
complete
he activities elating
to Unit 6. When hey
have inished
he activities, hey can colour he
page.
They shouldanswer he'Can
you
remember?'
uestion
on the
quiz page
at
the back of the Word
Book,
hen
ind the Excelknt sticker
and
put
it in
position.
Key
AB
6:D
Tapescript
Wend,y:
Hi, Paula t's Wendy.How are
you?
Paula: I'm
fine,
hanks.
Wendy: What
did
you
do
yesterday?
Paula: I
went
swimming. And then I went to the cinema.
Wendy:
Did
you go
shopping?
Pauln:
No, didn't.
What
about
you,
Wendy?
What
did
you
do
yesterday?
Wendy:
I
went shopping
n
the
afternoon.
Pauln: Great
Wendy: And in the evening
was
tired. I watched
TV.
Pauln:
OK. What
are
you going
o do today?Do
you
want
to
...
AB
6:E
Reading rom left to right, the knights shouldbered,blue,orange,green,
yellow,
black.
went
swimming
went
shopping
went
to
the cinema
played
tennis
watched
TV
Paula r'
x
r'
x x
Wendy
x
1/
x
x
r'
ond octivities
Verb ennis
.
To
revise
verbs n the
present
and
past
tense.
.
Pupils work
in
groups
of
three. Photocopy
page
164of
this
Teacher'sBook
and giveone copy to eachgroup.
.
One
pupil
is
the
umpire and looks at the list.
The
other two
pupils play
'tennis'
with
a
verb: one says a verb
in
the
present,
he other says t in the
past,
then says
another verb in the
present.
This
continues
until
one
pupil
makesa
mistake.
.
The umpirechecks hat
the
past-tense
orms are
correctand that the
pronunciation
s
accurate.
.
lf. a
pupil
makesa mistake, a
point goes
o his or her opponent.Scoreas
in
tennis, or fix a time
limit or
a
maximum number
of
points
that
can be
scored
before
he
game
inishes.
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Monsters
.
To revisedescriptions nd colours.
.
Describe
monster. he
pupils
draw and
colour t
T: There
was
a mons
.
Pupils
compare
ictures
with their
partner's.
s'as
hin. It had
gr
.
Pupilswrite a
description f their own
monster
and
read t to their
partner,
eres.
t had six arm
who draws
t.
Moke o song poster
.
To revise
questions
n
the
past
tense'. d
you
...?
.
Divide
he
class nto
groups.
Groups
work together o
write new
ines or
theDreams ongon
page
31
of
the Pupils' Book.
.
Groups
make a
poster
for their song
with
illustrations of the dreams
hey
have
hought
up.
.
In turn,
groups
show
their
posters
o the classand
sing their
new version
of
the song.The
rest
of
the
classjoins
n
the chorus.
FingerWords
.
To
revise
he spelling
of vocabulary n the unit.
. Pupils work in pairs.Onechooses word from the unit and raceseach
letter carefully with one
inger on the back of his or
her
parbrer.
.
The
partner
writes down what
he or she hinks each
etter is, until the
word is finished.
.
The
pupil
tells he
partner
he word and
checks f
it
is correctly
spelt.
.
Seta time
imit. The
pupil
with most
words
correctlyspelt
s
the
winner.
8/11/2019 Excellent 2_TG.pdf
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How
do
you
sqy ... in English?
.
How
do
you
say ... in
English?
.
Can
you
repeat hat,
please?
.
How
do
you
spell t?
.
Can
you
write
it
down,
please?
.
Of
course.
Listen
ond
proctise
.
Tell
the
pupils
n L1 that
they are
going
o
learn o
ask what newwords
mean
and how they arespelt. f
they
use
hese
questions,
hey will sound
like
confident peakers,
ot
ust
learners.
.
Ask
them o open heir Pupils'Books
at
page32.
Hold
up
your
book,
point
to the children n the
photographs
nd
ask Wo's this?Establish
hat the
children
are
Terry
and
his Russian riend,
Anna,
who we saw talking
on
the
phone
on
page
21.
.
Explain
that
Anna
is
visiting
Terry in London.
Shewants
to
improve
her
English,so
whenever
he
sees omethinghat she
doesn't now
the word
for in English,sheasksTerry.
.
Look
through the sequence f
photos
with the
class.Consider
what the
children might be
saying
n
eachcase.
f
your
class
worked vnth Excelknt
Level
1,
they may
remember low
do
you
sfelJ t?
E
.
Phy
the recording. ause fter
each
phrase
and ask
pupils
o
repeat.
Explain
hat EAEOIIKA is the Russian or
butterfly.
.
Pupils
practise
n
pairs,
covering
he
phrases
with
a
piece
of
paper
and
role-playing
he children
n
the
photos.
.
Distribute the Animals flashcards
and ask
pupils
to
prepare
a version of
the sceneusing the
flashcard
animal in
place
of the butterfly.
.
Invite volunteer
pairs
to
come o the
front
and
act
out the scene n
front of
.
the class.
poge
30 Choose.ondwrite
.
Working individually or
in
pairs,
pupils
look
at the cartoons
and choose he
bestsentenceor eachspeech ubble.
Time
Key
1 Can
you
repeat hat,
please?
2
Can
you
write it down,
please?
3 Can
you
speak
English? Of
course.
The
question:
Can
you
ridp
a bike?s not needed.
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r-t
Clothes n
the
post
The first
photo
on
page
33 of
the Pupils'Bookshowsa modern
reproduction
of a
l5th-cenhrry
dress.The detachable
leevehas been
removed
o show
a
substantial
undergarment,
eminding
us how cold
people's
ousesmust
havebeen.
Exfavagant
headgearwas fashionable
or womenall over northern
Europe n the 15thcentury.Tall woodenarmatureswere coveredwith silks
and
fine
threads.
The
second
picfure
is
taken rom a
French
manuscript,
the ladiesare watching knights
in mock battle. The figure with
the
raised
right hand s
judging
the tournament.
Whether he was
taking
part
in
a tournamentor fighting in earnest,a
knight's
armour
must
havebeenhot and
uncomfortable.The
jerkin
of
chain
offered lexibility
and
protection.
On
top of this, heavy metal
armour restricted
movement
everely.
nights
could not
put
on their
armour, which might
consistof
forty
pieces,
without the help of a servant.
Check he text
before he lessonand selectwords for
pre-teaching.
he
number
will
vary,
dependingon
the
level
of
your
class.Do
not
try to
pre-teach
very unknown
word.
Ask pupils o lookat page33 of the Pupils'Book.What do they hink is the
themeof the
page?
Working
n
pairs, pupils
nameas many
of
the items
shown as
they can.
Pupils
listen to the recording
and follow in their books.Tell them
to
look
for four
words for clothing
as they read,.
dress,
T-shirt,
shorts,
hnt)
Ask
pupils
what
new,unknown words
they can
find
in
the
text. Write these
on
the board,
keeping
hem
n
smallword
groups
where
possible,
.g.
child.ren nd
adultg clothpsmade
of usool.Help
pupils
to fry and deduce
the
meaning rom
the
context
before
you
provide
any
explarntion or
translation.
Ask
pupils
what they know
about he clothes hat
children wore
n the
past.
What do we earn
aboutchildren's lothes n
the ext on
page
33?
Focuson the
sentenceTlwir clothes
were
ike
adults' clothzs.Explain this
use
of the
preposition
ike
and ranslate nto L1 if necessary. upils may
remember
a similar structure n
a song
n ExcellentlLevel
1:
Can
you
swim
like
a fish?'
Project
.
Pupils
look for
pictures
of
people
n the
past.
They may have old
photos
at
home,
or
gallery
postcards
howinghistorical
porkaits.
Pupils
write
a
short
paragraph
sayrngwho
the
person
s
and
what
they
are wearing.
AB
poge
31 Combridge Yqung Leorners
Test
proctice
.
This
activity
provides
practice
or
the
Cambridge
Young Learners
Mouers
est.
.
Pupils read
the telephone
onversation etweenDan
and Ken and choose
the
correct
eplv
for Ken n
eachcase.
Key
1C
2C 38 4C
5B 64 7B
8C
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UllR
W
Lesson
Main recycling
Numbers
L[
in
teaching
points
l
_:11 l : . . .1
'
-:trt'nents
\ew vocabulary
New expressions
Follow
me
It's
over
a
housand)
ears
old
It's
(fifty)
metres
all
Don't
ouch hat
Your
pupils
will ...
.
ask or
and
give
measurements
.
practise
numbers p
to
100
Needs
.
postcards
f
famous
buildingsor monume
.
a tapemeasure
__r_:
-
-^ . . l
-
-:{lu
Active
presentotion
.
Show
pupilspostcards
f
famous
andmarks. sk
O1)
f
they
know
where
any of themare.
Discuss
L1),
how old
they are,how tall
the buildings
are,
etc.Explain hat
pupils
are
going
o
be
ooking
at an English
castle n
this unit.
.
Ask
O1)
pupils
o try to
guess
ow high
a metre s
against
he
wall.
Measure metreagainst
he wall with the
ape
measure
o see
f
they were
right. Introduce
metresandcentinnetresn
this way.
PB 7:1
cl
tr-isten
nd
read
AB 7:A
AB 7:B
Don't touch
.
Play he story recording nd
ask
pupils
o listen, ead
and ind out
the
heightof the ower.
Write
on the board:How tall
s the ower? upils eport
back:
t's
fifty
metres alL.
.
Play
he
recording
gain.
Ask
somemore
questions
bout
he story:
.
Look
at
Picture
6 and ask why Mr
Wozzsays
Don't
touch
hat Ask
,])
what
happens
whenSally ouches
he armour.
.
Pupilsalternatelywrite the heights
as wordsand
as
numerals.
.
Pupils
ook
at the
pictures
and
write
in
the heights
of the owers, s n
the
examole.
T:
Howold s thecast
(Explain
uer n L1
do
you
spell
castle
Number
gqme
.
Pupils
write
down n numerals
ive numbers
etween ero
and one
hundred.
.
Pupils
work
in
pairs.
One
eads
he numbers
nd he other
writes hem
down,also
n numerals.
hey compare
nswerso check.
.
Ask
pupils
o write five more
numbers nd exchange
heir ist
with their
partner.Theywritethe numbers ut in words,and returnthe ist.
.
Pupilscorrectany mistakes. he
partner
with leastmistakes
wins.
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Key
AB 7:A
1 97mefes
2
tit$ metres
3 112
metres
4 eighty-fivemetres
5
zl}metres
6 onehundred
ndseventv-four
etres
AB 7:B
I This
tower
s
thirty-fourmetes all.
2 This
tower
s
forty
metes
all.
3 This
tower
s twenty-eightmetres
all.
4 This
tower
s
twenty-five
metres
all.
5 This
tower
s thirty-sevenmetres
all.
Lesson
Main
teaching
points
How all is ... ?
It's x mefres all.
Main recycling
It's x
years
old.
Your
pupils
will ..:
.
ask
or
and
give
nformation
bout
amo
buildings
.
listen or information
.
write abouta
famous uilding
New vocabulary
thousand
Egypt,
France, taly, the USA
New
expressions Needs
Active presentotion
.
Ask
pupils
to look at the story on
page
34 of the Pupils'Book. Ask them:
.
Write some
numbers
over
1,000
on the board n
numerals.Then write the
numbers
n words. Pupils
match the numeralsand words.
.
Point
out written
conventions:
a)
hundred
or thousand
never akes an 3'
(two
hundred,
hree housand);
b)
hundreds
are
inked with andto the
following units, e.g.
one
hundred
andtvtenty'.
Remind
pupils
of
the
hyphen n numbersover twenty,
e.g.
wenty-eight.
.
Write
some
arge numberson the
board.
Pupils
practise
saying them.
PB 722
How
old is the Greot Pyromid?
Listen and . Pupils look at thephotosof famousbuildings.Ask O1) if they know what
point
they are called.Teach he English name or the
countries hey are
in:
fojtpt,
France,
tlu USA, hab.
E
.
Play
the
recording.Pupils
listen to the descriptionsof the buildings and
point
to the correct
photo.
Read
and
.
Pupils work in
pairs
to match the written descriptions o the
photos.
match Play the
recording
again
if
necessary.
.
Pupils
then
answer
he
questions
about their own
house
and school.
62
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F f:t How
toll is
the
Eiffel Tower?
f.d
.
Pupils
ook at the
height chart. Read
he
heights
of eachbuilding
out
aloud.
E
.
Pupils work in
pairs
to ask and answerabout
he buildings,
following
t
ise
the model
dialogue.
Play the model
dialogueon the
recording.
.
Pupils
play
a
pairwork game.
One describes building for the
other to
guess:
E
.
Pupils
listen to Richard alking about
places
n lnndon. Pause he
recording
o allow
them time to circle the number
hey
heard.
f,
7:D
.
Pupils complete he sentences t the bottom of the
page
eferring
to the
information n AB 7:C.
.
Pupils
find a
picture
of a
famousbuilding
and
paste
t in
their
notebooks.
They
should
ry to find out
its
height and
its
age.
.
They
write a
short
paragraph
about the building, using
the texts in AB 7:C
as a model.
Pl:
It's
324
metres
all.
It's
over a hundredyearsold.
P2:The Eiffel
Tower.
Kry
PB 722
Tapescript
1
Grl: This is really old
Boy: What
is
really old?
Girl: The
Great
Pyramid of Khufu.It's in Egypt.
Boy:
How old
is it?
Giil: It's over 4,000
ears
old.
Boy:
Wow I'd
like
to
visit
that.
2
Gil: I
went
to France
ast
year.
Boy:
Oh,
you
arelucky.
Giil:
Yeah,.wewent to Paris,and we went up the Eiffel
Tower.
Boy: Oh
Is it
very high?
Grl: Yes. t's
over
300metres all.
And it's
over a hundred
years
old.
Boy:
I'd like to
go
to
Paris.
3
Girl:
Look, his is in the USA.
Boy: Yes, know.
Girl: It's the Statueof
Liberty.
Boy: It's
over
100
years
old.
Girl:
Is it?
Boy: Yes.And it's over 90mefes tall.
Grl: Really?
Boy: And it's n New York.
ts nose
s ...
4
Grl: Do
you
know
where his
is?
Boy: Yes. t's in ltaly. It's the
Tower
of
Pisa.
Girl: How old
is it?
Boy:
It's very old.
It's
over
600
years
old.
Girl:
How tall is it?
Boy: It's 55 metres all, from the
ground.
Girl: Why
is it leaning?
Boy: I don't know It's a mystery.
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Key PB 722
1 The Leaning Tower
of
Pisa.
2 The Eiffel Tower.
3 The
Great
Pyramid.
4 The
Statueof Liberty.
AB 7:C Tapescript
,
Voi.ce:
lMy house.
Richnrd,: My name'sRichard. live in Inndon in England.This is my house.
It's 30
years
old. It's
about 10
metres
all.
Voice: 2 The Tower
of
London.
Richard: The Tower
of London s now
a
museum.It's
over 900
vears
old.It's
about 30 meffes all.
Voice:
3 TelecomTower.
Richnrd: This is
a
very
tall tower in London. t's 180mehes
all.
It's
not very
old.
It's
nearly 40
years
old.
Voice:
4 Tower Bridge.
Richnrd:
Tower Bridge s
very big.It's 48 mehes
all and it's over 100
years
old.
AB 7:D
1 Richard's
house
s
thirty
years
old.
2 The Tower
of London s over
900
years
old.
3 TelecomTower s 180metres
all.
4 Telecom
Tower s nearly
40
years
old.
5
Tower
Bridge s 48 mehes
all.
Lesson3
Main teaching
points
Don't
. .
Months of thc
year
Can
L..?
(Jor
permission)
Main recycling
Action
aerbs
Your
pupils
will ...
.
learn how to ask
permission
o
do someth
.
practisegiving
negative nshuctions
.
sing a song o
help
them
earn
the months
the
vear
New
vocabulary
fune
New
expressions
Needs
Active
presentotion
.
Remind
pupils
of what Mr
Wozzsays o
Sally when she ouches he
armour in
the
story: Don't
touch lwt Ask
pupils
to think of some hings
they are not
allowed o do
in
the
classroom.Write theseon
theboard:
Don't
shout.Don't run Don't
eat. etc.
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fr 724 Don't climb on
the stotue
I iqen
and
.
Pupils
look
at the
pictures
and say
where he charactersare
(at
a
museum).
practise
Discuss
L1)
he
kinds of
rules
thereare
n museums.
E
.
Pupils isten o the example
ialogue etweenCraigand
his mother
and
repeat.
.
Working
n
pairs,
pupils
ook at the other
pictures
and
role-play
dialogue
between
Craigand
his
mother or
each
picture.
PA 7:5[ The months
.
Focuson the sign outside
he museum
n activity 7:4.Read he sentence
Closed
n Mondnys.
sk
pupils
what they think
it means.
On the
board,
write
another
sentence:
losed
n
January.
Chose
different
month
if the
L1 equivalent
s more
similar than s the
case orJanuary.)
See
f
pupils
recognise he
nameof the
month. Tell them they are
going
to learn the
English names
or
the twelve
months
of the
year.
E
.
Play he
monthssongon the
recording.
upils
istenand
oin
in.
.
Practise
months
n
a
chain round the
class.The first
pupil
says a month of
the
year.
The next
pupil
says
he next month and so on.
Increase
dfficulty
by starting
a second,
hird and fourth chain
going
at the same
ime.
AB 7:E . Pupilswrite sentencesndereachpicture o showwhat thepark keepers
saying
to the
girl.
The
verbs n
the
word bank
provide
an exffa clue.
AB 7:F
.
Pupils
complete
he word
cards.Bxplain hat
only
one
of the twelve
months
will fit
correctly
on
eachcard.
Also,
one
month s
missing: an
hey
find it?
.
Pupils write
in the names
of the months.
They
discover
he missing month
by
process
of elimination.
Key
AB 7:E
I Don't
play
football.
2 Don'tplay the
Cuitar.
3 Don't sit on the statue.
4 Don't eat an
cecrezrm.
5
Don't ride a bike.
6 Don't ouch
he bird.
AB
7:F
April, March,
October,
November
July,June,
December
August, May,
September,
anuary
The missing
month is Febmary.
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n4
Main teaching
points
Talhing about
peoplz's
uight
Main rerycling
How tall are
you?
Descriptionsof
people
The
alphabet
Your
pupils
will ...
.
listen
for information
.
read and
write messages
n
code
New vocabulary New expressions Needs
.
height chart or
measuring
ape
for Activ
presentation'
.
poster
paper
.
coloured
marker
pens/crayons
Active
presentotion
.
Revise
he
language or
describing
people.Invite
a
pupil
to the front.
Measureand describehim or her, e.g.:
T: He's1 metre 35 c
.
Repeat
with
other
pupils.
Ask the
class
o help
you
describe hem. Choose
got
short black h
pupils
carefully
and avoid
any who
may
be sensitiveabout their
brown
eyes.
appearance.
PB 7:6
Who
is speoking?
&
AB 7:G
.
Ask
pupils
o
open
heir
ActivityBooks
t
page
5.
They isteno he
our
l,i51sn
lEl
short
conversations nd decide
which
child
is speaking.They write the
and
answer name
of
the
child
in
the appropriate
box.
.
Working
with
the
whole
class,answer he
questions
on
page
37
of
the
Pupils'Book
T: How
tall
is Mich
PB 7:7 Moke
o
secret
code
poster
Read and
.
Revise
he
English
alphabetwith the class.
write
.
Look
at
the code n
the
Pupils'Book.Discuss
oncept
f
codes
n Ll.
Why
and when are they used?
Pupils
look at the codeand try
to work out
the messages
n
the
poster.
.
Go through
the instructions
with
pupils.
Working
in
pairs,
they
write
a
messagen normal writing.
Then they
write it in
code.Circulateand
help
as
necessary.
.
Fix
some
poster paper
to the wall. Each
pair
attaches heir message o
it.
.
Pupils
take furns to comeand read the messages nd to decode hem.
AB 7:H
.
Pupils
ranscribe he coded
questions
nto the normal alphabet,henwrite
authentic answers.
Spelling op
.
Revise
he alphabetand spelling. Stand
n
front of class.Choose word
they have
earned ecently,
e.g.castlz.
.
Start a spelling
rap.
Say:
T:
Give
me
an C
Ps:
C
T:
Giveme an A
Ps:
A
.
Continueuntil word
is finished. Ask T: What does t sp
.
The
first
pupil
to call out the word correctly takes
your
place.
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Book
.
Pupils ind
page
8
in
their Word
Books
and completehe activities elating
to Unit 7.
When hey
have
inished he activities, hey can colour he
page.
They shouldanswer he'Can
you
remember?'question
n the
quiz page
at
the back of the Word
Book,
hen
ind
the
Excelknt sticker
and
put
it in
Position.
Key PB 727
How tall are
you?
What'syourname?
It's time
for lunch.
AB
7:G
Conversation
1
-
Sonia
Conversation
-
Michael
Conversation
-
Philip
Conversation
-Lisa
Tapescript
Voice: Conversation
1.
Interuiewer: How tall are
you?
Sonia: 'I'm onemetre orty-five.
Interuiewer: You're
one
metre ..
Sonia:
Forty-five.
Interuinwer:
Thank
you.
Voice: Conversation
.
Interuiewer: Hi.
Michael:
Hello.
Interuiewer:
How tall are
you?
Michacl:
I'm one metre
orty.
Interuiewer: One
metre
orty.
Thanks very much.
Michnel:
You'rewelcome.
Voice:
Conversation .
Interuiewer: Hello. Can
you
tell
me, how tall
are
you please2
Philip: How tall am I?
'm
one
metre
hirty-five.
Interuiewer: Sorry?
Philip:
One
mehe hirty-five.
Interuiewer: OK.
Thanns.
Voice: Conversation
.
Interuiewer: Hi, how are
you?
Lisa:
Fine,
hanks.
Interuiewer: How tall are
you,please?
Lisa:
I'm onemetre wenty-five.
Interuiewer: One
mefe
twenty-five.
That's
great.
Thanks very much.
AB 7:H
1 How tall are
you?
2 Where do
you
live?
3 Can
you
skateboard?
4
Have
you got
a cat?
5 How old
is
your
school?
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gomes
ond octivities
Colendors
.
To revisemonths
and the alphabet.
.
In
groups,pupils
make
and
illusbate
calendars.
Clossroom ules
. Torevise on't ..
.
In
groups,pupils
make
up someclassroom ules.
.
They make
and
illustate
a
poster
and display it in the classroom.
Meosurements
project
.
To
revisemeasurements nd large
numbers.
.
Pupils
work
in
groups
and research
all buildings, monuments, tc.
.
They
prepare
a
project
book with illushations
and facts.
Quiz
.
To revisemeasurementsnd age.
.
In
small
groups,
using reference
ources n L1,
pupils
make
up a
quiz
of.
ten
questions
about
ocal
or famousbuildings.
They use he
questions
/oeu
tall b ... ?,
How
old is...?and
give
a list multiple
choice
nswers.
.
Groups
exchange heir
quizzes
or other
pupils
to
complete.
Descriptions
boqrd
gome
.
To
revise
descriptionsof
people.
.
Draw
a snake
game
on the
board:
.O.t . .o'o. .
a
a
o
a
o
a
a
a
o
o
a
o
o
o
a
O
o
o
a
a
a
a
a
o
o
oooo
oloooo
.
Pupils
work in
groups
of
four.
They make
one copy
per
group
of the snake
game
board.
. Give eachpupil a pieceof A.4card andeachgroupa pair of scissors.
Pupils fold
their A4 card nto
eight
pieces
and cut them out.
.
On each
piece
of
card,
hey
draw a faceof a boy
or
girl
and
colour their
eyesand hair. Hair must
be short or long.
.
Give
each
group
a dice and four counters.They
may start
on any
small dot.
.
They
shuffle all the
cards
ogether
there should
be 32
per group
-
and
place
hem facedown.
.
In
h;rns, they throw the dice
and
move
heir
counter.
f
they land on a
large
dot
they take
a card and
describe
t. If
their sentences correct, hey
can
keep
he
card.
.
The
game
continuesuntil all the cards
are
finished.The
winner is the
pupil
with themostcards.
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Lesson
1
tein
teaching
points
frrrrvbl
of lnnguage
rom
t--rits
5-7
Main recycling
Past simple,
egulnr
and
irregulnr uerbs
want to
Your
pupils
will ...
.
read
ndunderstandstory
.
look or information
n a
picture
Nr vocabulary
l?rlrF
xr*
New expressions
I
want
o
bea
.. .
It's
ime o ...
Needs
Exce knt F ood l ashcards
ExcellentPosterThe castle
Active
presentotion
.
Use he
food flashcards o
revise
ood.
Play
a
game
of food Bingo.Attach
the
flashcards
o
the board.Pupils choose our food tems
and write or
draw them on a
piece
of
paper.
Call
out the food tems
one by one, aking
down the flashcardsas
you
do so.
Pupils tick
off the
food
tems hey have
as they hear
hem
calledout.
The first
pupil
to tick off all four food tems
callsoutBingo
.
Use he castle
poster
o remind
pupils
of the theme
of the
past.
Ask
them
O1)
o
imaginewhat
people
te
n
castles.
o
they hink the ood
was he
same
as we eat oday?Ask
pupils
o
look
and
ind
people
ating n
the
poster.
What foodcan hey see?
PB
8:1
| wont
to be
o cook
Listen
lFl
.
Play the story on
the recording.Ask
pupils
to read
and
and read
listen and find two different
ypes
of
food
that are
mentioned
n the story
(cake
and oranges
.
Explain the meaning
of
rry
cooh
n Picture
3.
.
Play the story again.
Ask comprehension
uestions:
.
Ask pupils to look at Picture 4 again.Ask WhntdnesMegan want to be?
.
Explain the
meaningof uant to be andask individual
pupils
what they
want to be
(L1):
AB
8:A
.
Pupils ook at the
pictures
of
Craig's
edroom
nd Sally'sbedroom. he
items ying around n theroomsgivecluesaboutwhat Craig andSally
havebeendoing today.
.
Pupilswrite sentences
n
the
past
ense, aying
what
Craig,and henwhat
Sally,
did today.
T:
Where are he children
What is the cook
making?Whosebirthd
is it? Do the
children
ik
the castle
now?
Can
he
stay n the castle?
Whi
door do they
go
throug
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Key AB
8:A
Sentences
may
come
n
any order.
Craig
-
He
played
football. He
went swimming. He
drew a
picture.
He watched
TV
He ate a
banana.
Sally
-
She ead a
book.She
istened
o music.
Shewent shopping.She
played
tennis. She
played
the
guitar.
Lesson
Main teaching
points
Pastsimplz,affirmatiue,
negatiue nd nterrogatiue
Main recycling
Roomsof the house
Your
pupils
will
.. .
.
ask
questions
bout
eventsn the
past
New
vocabulary
some
New
expressions
Needs
.
Excellent Room lashcards
.
preparea word card for eachpupil in the
each
card
has
either a
verb
in
present
ens
its
past-tense
quivalent
Active
presentotion
.
Revisenzrmes
or
rooms
n
the
house
using
the
Room lashcards.
.
Draw
a big castle
shapeon the
board.
Divide
the shape nto
sections o
represent
ooms. nvite
pupils
to
guess
what rooms
there are
n
the castle.
As
pupils
suggest he names
of rooms,
draw symbols to represent
each
room
in
your
castle
picture
an oven or
the kitchen, a
bath
for
the
bathroom, a table for the
dining room,
etc. Ask T: How
many
bedroo
there?How many
bathrooms?
s ther
garden?
PB
8:2 Whot
did they
do
in
the
costle?
Listen and
.
Pupils ook
at the
pictures
of the
children
n
the castle.Elicit
whereeach
say
child
is
and what he or
she saw
E
.
Play
the recording.Pupils listen
and say who is
talking.
PB
8:3 Where
did Megon
go?
Listen
lEl
.
Pupilsisten
o themodel ialogue.
Ask
and
.
Pupils
ask and answer about
the
pictures
in
pairs,
following
the model
answer dialogue.
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Memory cfioin
gome
.
Begina memory hain:
.
Choose
pupil
to
add o the chain:
.
Pupilscontinue dding o the chainuntil
a
mistake s
made.
T:
P:
I went n the classro
and saw somebook
I
went
n the
ciassro
and
sawsome
book
andsome
ens.
AB8:B
t"=l
Pupils isten o the
recording
and draw a line to show
where
Mr
Wozz
went.
Pupilswrite aboutMr Wozz'swalk through he castle,
sing
past-tense
verbs.Thev
sav
wherehe
went
and
what
he saw.
Verb
motching
gqme
.
Distribute
he
word
cards
you
prepared,
ne
per pupil.
.
Point o a
pupil.
He or shestandsup and shorvs is
or her card o the
class.
The
pupil
with the
matching
past
or
present
ense ardalso
standsup and
showshis or her card.
. The two pupils give hecardsback o youand sit down.Repeatwith
another
pair
of
pupils.
Key
PB
8:2
Tapescript
Rick: I went n
the dining
room
and
sarv
sonte
pictures.
Sally: I went n the
garden
and saw some lowers.
Ben: I went n
the
owerand
saw
some
bats.
Megan: I went
n
the kitchenand saw some akes.
AB
8:B
Tapescript
Mr Wozz: went n the
garden
and
saw
some
tatues.
hen
went
n
the
dining roomand saw some hairs.Then went n
the kitchenand
I
saw
some ooks.
hen
went n the hall
and sawsome nights.
Then I
went n
the bedroom nd sau'some ats.Then
went n
the
bathroom
nd
saw
a
drason
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Lesson3
Main teaching
points
What
do
you
want to
be?
Jobs
Main recycling
want to
this, hese
Questions
n thz
past
simble
tense
Your
pupils
will ...
.
ask heir
riendswhat
ob
they
would
ike
New vocabulary
doctor
filrn star
football
player
mechanic
police
officer
teacher
New
expressions
somethingbeginningwith D
Needs
.
Excellznt
Jobs
flashcards
Active
presentotion
.
Use theExcellzntlJobFlashcards
o teachdnctor,
ilrn
star,
ootball lnyer,
mechnnic,
olice
oftcer, teaclpr. Discuss
O1)
which of these
obs
require a
uniform or special lothes
f some ort.
.
Introduce he
question
Whatdo
you
want to beiPupilscananswer sing
the names or
jobs
which
they
have
ust
learned,
or they suggest heir own
ideas
n Ll. Teachadditional
ocabularv s necessarv.
PB
8:4
Whqt
do
you
wont
to be?
Listen
lEl
.
Pupils ook
at the
pictures.
They listen to the recording
and
and
point
point
to the various characters
as their
jobs
are
mentioned.
.
Invite
a
pupil
to the front of the
class.
He
or she chooses
job
and
mimes
it.
The rest of the class
guesses
what it is.
Pairwork . Pupilsplaya pairwork guessing ame,ollowing he modeldialogue
guessing
on
the
recording. each
he expression omething
eginningwith ....
game
.
Demonstrate
he
game
by
playing
t with
a confident
upil.
Pupils
hen
close heir booksand
play
n
pairs.
PB 8:5
Jimmy
Volentine s
o
film
stor
Make
.
Ask
pupils
if
any of them want to be film stars.Discuss
O1)
someof the
sentences things that
might
be
good
and bad
about
being
a
film
star.
.
Pupils
ook at the
pictures
at
the
bottom of the
page
and makesentences
using
/zs
andtlwse.
AB 8:C
.
This exercise
rovides
ecycling
f
question
orms n the
past
ense. upils
read hequestionsn thefirst columnand find the answer n the second
column.They write
the
number
of the
question
next to
the answer,
s
shown n the example.
AB 8:D
.
Pupils find
the tops and bottoms of the doctor,
he
teacher,
he
mechanic,
the
police
officer, he filrn star, he football
player.
They record
heir
answersas shown n the
example.
72
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Key
PB 8:5
1
This is my house.
2 These
are
my
shoes.
3 This is my watch.
4
Theseare my horses.
AB
8:C
I I went to the museum.
2 I saw somepictures.
3 Yes,
hedid.
4
No,
he
didn't.
5 lt's in my town.
6 It's over two hundred
vearsold.
7
Yes, do.
AB 8:D
1and8
-
Doctor
3and2
-
Teacher
5 and 12
-
Filrn star
7 andf
-
Mechanic
9 and 6 - Policeofficer
11
and
10
-
Footballer
4
llein
teaching
points
.l|.rtqg
and
answeing about
whnt
pt
want to
be
Main
recycling
want
to
tobs
Questions
Your
pupils
will ...
.
listen or
information
.
singasong bout
uestions
{r
vocabulary
New expressions
Needs
.
a
toy
microphone
optional)
Active
presentofion
.
Go
round
the classroomwith a
pretend
or real microphone
as a
prop.
As if
vou were an
interviewer ask:
T:
Excuseme What do
y
want
to
be?
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PB8:6
&
AB
8:E
Whot do
they
wont
to be?
Listen
and
.
Explain that
the
four
children
n
the
photos
are alking about
what
they
circle want to be
in
the future. Ask the classwhat they think the children want to
be. The answer
grid
on
page
39 of the Activity Book shows hree
possible
choices or eachof the four children.Pupils
can draw a circle
n
pencil
round
he
ob
that they hink eachchild wants o do.
E . Pupils isten to the recordingand see f theyguessed orrectly.They circle
the
obs
they
hear,
his time
in
pen.
.
Use he
questions
n the Pupils'Book or whole-class
iscussion:
T:
What doesAliso
.
Pupils write
a sentence bout eachchild,
following
the model
given
for to be?etc.
Alan. Then
they write what they want to be themselves
n
the space
provided.
Act out on interview
.
Pupils
work in small
groups
and make
up their
own radio
or
TV interview
Circulateand help as necessary
s they are writing
it.
.
Pupils
practise
heir interviews n small
groups.
f there s time, they can
act them out for the restof the class.
PB
8:7
The
Questions
Song
U
m
.
Phy thesong n he ecording.upilsisten
nd
oin
n.
.
Checkand reviseany vocabulary rom
the song.
Pupils
then
work in
pairs,
asking and answering he
questions
rom
the song.
.
In
small
groups,pupils
can
write
their own version of the song,
using
different
questions.
.
Invite the
groups
to sing their
new
versionsof the song or the class.
AB
8:F
.
This
activity
provides ractice
or the Cambridge Young Learners
Moaers e-s;t..
Pupils read
he
five
definitions and match them o one of the six nouns
illusfated. They write
the
noun
alongside he definition.
Word Book
.
Pupils find
page
9
in
their Word Books and
complete he activities
relating
to Unit 8. When they have inished
he activities, hey can colour he
page.
They
should ansrtrerhe'Can
you
remember?'
uestion
on the
quiz page
at
the
back
of the
Word
Book,
hen
find
the Excellent ticker and
put
it in
position.
Key AB
8:E
Alan
wants to be a mechanic.
Lisa wants to be a doctor.
Alison wants
to be a teacher.
Mark
wants to be a filrn star.
PB
8.6
Tapescript
Interuiewer:
Alan, what
do
you
want to be?
Alnn: I don't know.
' Interaiewer: You ike
cars,don't
you?
Alan: Yes. love
cars Yes. know: want
to be a
mechanic.
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Interuinwer:Hello,
Lisa.
What do
you
want
to be,
please?
I;isa: I'm not sure ..
Interuiewer: Do
you
want
to be a teacher?
Lisa: No,
I
don't
want to be a teacher.
Interuiewer:
Or
maybea
police
officer?
Lisa: No.
know I want to be a doctor.
Interuiewer: Good.
Interuiewer:
What about
you,
Alison? What
do
you
want to be?
Alison: Well, like school.And I like English.So want to be a teacher.
Interui.euer: You ike children hen?
Alison: Yes, hey'reall right.
Interuiewer: Hello,Mark. Do
you
want to be a teacher?
Mark: Nq
not really.
Interui.ewer:What do
you
want to be?
Do
you
want to be a football
player?
Mark: Er
...
I want to
be a
film star. That's it A famous ilrn
star.
Interaiewer:
OK. Good
uck
then.Mark.
AB 8:F
1
bat
2 kite 3 stars
4
paruot
5
penguin
Extro gomes
ond octivities
How
do
you
spell t?
.
To revise he alphabetand
practise
spelling.
.
Each
pupil
looks
at Units
5 to 8, chooses neword
and writes
it on
a
piece
of
paper.
Pupils
then close
heir books.
.
Divide
the
class nto two teams.
n
turn, onememberof each eam says a
word to a memberof the other team and asks him or her to spell t.
.
Keep he'scores.
eams
get
one
point
for every correct
spelling.
Continue
until
everyone
as had
a turn.
The team with most
points
are the
winners.
Crozy stories
.
To
revise
he
past
simple
ense.
.
Give each
pupil
a sheetof A4
paper.
Write some
questions
on
the board:
Who was t?
Where
did
he/shz
o?
Ahcndi.d
hn/slu
go
there?WInt
did
hz/slw see?Wnt did
he/slw
say?Wat
dit he/she
o?
.
Pupils
look
at
first
question,
write down a name,
old
the top
part
of their
paper
over o
hide
what they
havewritten, They then
pass
t
to the
next
pupil.
. Pupils look at thesecondquestionand write down a placeon thepaper.
They fold it again and
pass
t to
the
next
pupil.
They
continuedoing this
until all
the
questions
are answered.
.
Each
pupil
opens he
piece
of
paperpassed
o themand
reads
he story to
their
partner.
.
Choose
ome tories o
read
o the class.
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Quiz
.
To reviseHow
tall es...? nd measurements.
.
Each
pupil
researches
he
height
of
a
famous
building
person
or
animal,
writes
the
question
and a multiple
choiceanswer.
.
Pupils work
in
groups
and make
a
quiz,.
hey
exchange his with another
group.
Groups
ry
to answer he
quiz
they have
been
given,
hen they hand
it back. The
authors
of each
quiz
correct
he answers.
Crosswordgome
.
To
reviseany vocabulary
tems.
.
Draw
a
10 x 10
grid
on the board.
Pupils copy t
onto a
piece
of
paper.
.
Pupils
work in
groups
of four. In turn,
each
pupil
writes
a
word
either
vertically or horizontally
n the
grid.
They
score
one
point
for each etter in
the
word.
.
The
next
pupil
must
write
anotherword, rsing
the
first
or last letter in
the
word. If a
pupil
cannot hink
of a word, the
turn
passes
o
the
next
pupil.
.
The
game
continues
until
no
one n
the
group
can
think
of
any words.
The
winner
is the
pupil
with
the most
points.
.
Circulateand checkspelling.
Pupils must
ask
you
if they need
o check
a spelling.
76
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How
much is
this,
pleose?
.
How much
s
this,
please?
.
It's
three
pounds.
.
Which way
s
the castle,
lease?
.
It's that way.
.
Which
way did Mandy
go?
. Shewent that way.
Listen
ond
proctise
.
Ask
the
pupils
o
look
at the hreescenes n
page
42
of the Pupils'Book.
Consider ach
n turn and ask he
pupils
what s happening.
Wlrcre re thc
children?Whnt might
tlrcy be saying?
E
.
Tell the
pupils
that they are
going
to
listen
to the boy and the lady in the
shop.
Play he recording nd ask he
pupils
o repeat
each
phrase.
Explain
that the currency
n Britain is
pounds
and
pennies.
f
you
can, show he
pupils
someBritish coinsand banknotes.
.
Proceedn
the
sameway
for
the other
photos.
Pupils then
practise
n
pairs,
covering he
phrases
with a
piece
of
paper
and trying
to
reproduce
hem
from memory.nvite volunteers o act out the scenesn front of the class.
.
Taking the
photo
n
the shop as a starting
point,
help
the children o
expand
he conversation.
hat
other hings n Englishcould he characters
say?
Encourage
upils
to introduceother characters. or example, he
boy
couldbe
visiting
a
museum r a castlewith friends.Therecould
be other
people
round:
Boy:
Guard:
Boy:
Sales assistant:
Boy:
I like
this castle. want to buy some
postcards.fo
guard)
Excuseme. s therea shop here?
Yes. t's that
way.
Thank
you.
(/o
salps
assistanf)Two
postcards,please.
Here
you
are.
Thank
you.
piching
up
guide
booh)How much s this,
please?
Sales assistant:
It's three
pounds.
.
Proceedn the same
way with
the other dialogues.
You
could
ncorporate
these
hrases
nto the scene r use hemas the starting
point
for another
sketch.For example,
our
classcouldcreate short
play
n which some
children
osea
friend n a castle hen
ind
him or
her
again.
l8
poge
40
Choose
ond
write
.
Working
ndividuallyor
in
pairs,pupils
ook at the cartoons nd choosehe
bestsentence
or eachspeech ubble.
flk Time
Key 1
Which
way is thezoo,
please?
It's that
way.
2
Which
way did the
mouse
o?
It went hat
way.
3 How much
s
this,
please?
It's
one housand
ounds.
The
question:
ow tall are
you?
s not needed.
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t- l
Worwick
Costle
William
the Conqueror uilt the
irst
castlehere n 1068. t was madeof
.wood.
tanding n a strategic ite
on a
bend n
the RiverAvon, he castle
was
gradually
ebuilt n
stone.By the
ate
14thcentury, he
castle
kyline
was recognisably hat we see oday,
dominated y the
huge
gatehouse
nd
barbican,and two
great
corner
towers.
The castlewasthehomeof theEarlsof Warwick, most famously Richard
Neville:
Warwick
he
Kingmaker'. n 1469,
uring the Warsof the Roses,
Neville
ed an
army againstEdward V, and briefly held
he
King captiveat
WarwickCastle.
Since1978,he castlehas
belongedo the Tussaud'sGroup,who
have
developedt
as a tourist attraction.Medieval anquets nd ournaments
are
part
of an events
rogramme
which asts
all
year
ound.Visitors can
now watchactors n
period
costume, emonstrating ncient kills suchas
falconry
or
jousting.
Check
he ext before
he esson
nd selectwords
or
pre-teaching.
he
numberwill vary
depending n the evelof
your
class.
Do not try
to
pre-teach veryunknownword.
Draw a simple
picture
of a
ghost
on the board.Tell the
pupils
hat
the
Englishword for this is hidden
somewheren the ext.
Can hey
ind it?
Play
he
recording. upils
ollow n
the book.
Ask
pupils
what new,unknown words
they can ind
in
the text. Write these
on the board,keeping hem n smallword
groups
where
possible,
.g.at
first
or historical ostumes. elp
pupils
o try and deduce
he
meaning rom
the
context
before
ou provide
any
explanation
r translation.
Project
.
As a homework
ask,
pupils
ind a
picture
of a
castle.
hey
cancut
a
picture
from
a
magazine
r holiday
brochure,or copy a
picture
from
a
book.They shouldwrite a shortparagraphabout t, using hequestions
which
appear n the
Pupils'Book
o structure heir
writing.
AB
poge
41 Combridge Young Leorners
Test
proctice
.
This
activity
provides
ractice
or
the Carnbridge Young Learners
Mouers est.
.
Pupils
ead he story and answer
he
questions,
sing
no
more han
threewords.
Key
1 in the
country
2
He s six 3
Joan's
mum 4
Joan's
ad 5
7 on
the chair 8 a man
9
ninety
years
old
10 to the shop
upstairs 6
King
Charles
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Lesson1
llrin
fsashing
points
gmg
to
Main recycling
Leisure
actiuitins
Your
pupils
will
...
.
read
and understand
a story
I[tn
vocabulary
ggle
:tlout
mII
wmg
New expressions
Don't worry.
Needs
. Actions'word cards romUnit 5. Lesson
Active
presentotion
.
Use he word cards o revise actions.
.
Play
a
guessinggame
o
introduce
going
fo. Choose neof the
word cards
and
attach t
to
the board, ace
down.
Ask:
.
Explain
your question
briefly in Ll.
.
Pupils
guess
by calling out
the actions only:PIny
ootballt
Go shopping?
tc.
.
When one
guesses
orrectly, ake the
word card
from
the
board,
show t
and
say:
.
Practisewith
the
classand ndividual
pupils.
T:
What
am I
going
to d
after school?
T: Yes, 'm
going
to
(play
football).
PB
9:1
Listen
md read
E]
You're
going
to be stqrs
.
Ask
pupils
if
they can
remember
which door
the children
went
through n Unit
8
(The
orange
door.)Ask if
pupils
can
guess
where
the orangedoor eads.
.
Play
the story
on the recording.
Ask
pupils
to listen
and
read
and tell
you
where he characters renow: n the
ungle
... on a film set ...
.
Teachnew vocabulary:
unglp
and, trong.Ask
some
questions
about he
story to checkpupils arefollowing properly:
Whereare the childrennow?
(In
thi
jungle/on
a
fi).m
set)
WIwt
ilrn
are thcywatching?
(Tanan)
Who s
gotng
to looh
or
snahes?
(Rtck)
Whl is
going
to
alP
(IVIqgan)
Whnt are Megan and
Sally
going
to do
in Picture
5?
(They're oing
to
shnut
..
They're
oing
o be n
tlw
rtbn)
Whntdoes hn director tell thpm n Pirture 6
(You're/Tluy're
going
to be
tlm
stars.)
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AB 9:A
.
Pupils look at the
pictures
of
the
people
and complete
heir
speech
bubbles
lusing
'm
going
o
...
.
They
ask their
partners
what they
are
going
to do today and on Saturday,
then
write sentencesn their notebooks.
A
drowing
gome
.
Draw
part
of an object on
the board.
Pupils have
o
guess
what it's
going
to be. Continue o draw theobject n stagesuntil a pupil guesses orrectly.
.
Pupils
can
then
play
in
pairs.
Key AB 9:A
I I'm
going
o listen
o music
2
We're
going
o
play
tennis.
3 I'm
going
to wash
the
fain.
4 I'm
going
o
watch
TV
5 I'm
going
o
climb
the
ree.
6 Were
going
to
go
shopping.
Lesson
Main
teaching
points
going
to
(third person)
isn't/aren't
going
to
(Activity
Book)
What's
he/she
going
to do?
Main
recycling
Action
uerbs
Your
pupils
will ...
New
vocabulary
ladder,
all
off, cowboy
New
expressions Needs
Active
presentotion
.
Ask
pupils
to
guess
what
you
are
going
to do. Say: T: What am I
going
.
Mime actions,
pausing
ust
before
you
complete
he action,e.g.
pick
up a
Ps: You're
going
to w
pen
as
if
you
are
going
to write;
pick
up a cassette
s
if
you
are
going
to
listen
to music; draw
your
chair up to
you
as if
you
are
going
to sit down;
go
to the
door as
if
you
are
going
to
open
t,
etc.
PB
9:2 Whot's
she
going
to do?
Ask
[Fl
.
Play the model
dialogueon the recording.Pupils
look at the
pictures
and
and answer ask and answerabout what is goingto happen.
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PB
9:3 Whot's
going
to hoppen?
Li*en
and
.
Pupils look at the
picflre
of the
filrn
studio.They tell
you
someof
the
point
things they can see
which
are
gorng
o happen.Help them to
deduce he
meaning
of the
word lnddnr.
E
.
Phy the
recording.Pupils isten
and
point
to the correct
people
n
the
picture.
.
Pupils
work
in
pairs,
following
the model
dialogue.Onedescribes
something hat's
going
to happen n the
picture.
The
other
points
to the
correctpersonandgives henumber.
.
Pupils write sentences bout the studio
n
their notebooks.
AB 9:B
.
Look at the
picture
of the ilm
set with the class.
Ask
pupils
f they can
identify anything which
is
gorng
o
happen.
Give
prompts:
T: The
cowboy
s
going
.
Go
hrough he exercise rally with the class.Showhow sn't
and, ren't are to ...
used
with
going
o
to
makenegative entences.
P: ... ride a
horse.
A'freeze'dromo
.
In
groups,pupils
create
short scenerom
a
film
and
practise
t.
They
'fteeze'the
actionat a critical
point.
They
write what s
going
o happen
next on a slip of paperandgive t to the teacher.
.
Each
group
acts
out the scene or
the
rest
of the class.When they freeze
the action, he class
guess
what
is
going
to happennext. The
teacher
checks he slip of
paper
o see
f
they are ight.
Key PB
9.3
Tapescript
Number1.
He's
going
o fall off
the
adder.
Number2.They're
going
o
go
swimming.
Number
3.
He's
going
o
play
the
guitar.
Number
4. He's
going
o
ride
a
bike.
Number5. She's
oing
o eat an cecream.
Number6.
She's
going
to throw a frisbee.
Number7.He'sgoing o take a photo.
Number8.
He's
going
to
open he door.
PB
9:2
1 She's
going
to
wash her face.
2
She's
oing
o brush
her
teeth.
3
She's
oing
o open he door.
4
She's
oing
o
go
to bed.
AB 9:B
1 The
boys aren't
going
to
go
shopping.They're
gorng
o
go
swimming.
2 The
woman
sn't
going
to wash a sweater.
She's
going
to wash
a
T-shirt.
3 The cats aren'tgoing to jump on the chair. They'regoing to jump on
the table.
4 The
old
man sn't
going
o eat an apple.He's
going
o eat
a sausage.
5
The
girl
isn't
going
to climb a tree. She's
going
to climb a ladder.
6
The
cowboy
sn't
going
o ride a
bike.
He's
going
o ride
a
horse.
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Lesson
Main teaching
points
Film
genres
What's on
TV?
Which
channel s it
on?
What time does t start?
Main
recycling
Telling
tlu time
(o'clock)
New
vocabulary
cartoons
fantasies
musicals
spaceadventures
westerns
New expressions
What sort of films
do
you
ike?
Your
pupils
will
...
.
talk about dffierent ilms and
sav what tim
they start
Needs
.
a teaching lock
Worm-up
.
Use he
teaching
lock o revise
ime
(o'clock).
. Ask a pupil to call out a time in English. Mimethe fime by movingyour
arms
into
a
position
to match
the time
(e.g.
one arm
pointing
upwards and
one downwards or
six o'clock.).Repeat
with another ime. Then
call
out
times
or
the class o mime
with their arms.
Active
presentotion
.
Ask
pupils
what
their
favourite
film is:
.
Write the different ilm
categories
n the
board:
cartoon,
antasy,
musical,
space
aduenture,Luestern. ranslate
eachone f necessary
nd ask
pupils
for names
of films
they know in
that category.Write them
on the board
under eachheading.
. Keepa recordof these ilms for Lesson4.
T: What's
your
favou
film?
PB
9:4
Listen
[El
and read
Ask
and
answer
PB
9:5
Ask
[El
and
answer
Whot
sort of films
do they like?
.
Pupils
look
at the
video
boxesand
the titles of
each
ilm. They
try and
identify
what sort
of
film
eachone s.
.
Play the conversation
bout ilms
on the recording.
Pupils listen
and
read.
.
Pupils
ask and
answerabout he films,
following the model
dialogueon
the recording.
Whot's
on
TV?
. Pupils lookat theTV page.Ask what sort of films they can seeon
the
page.
.
Play
the
model
dialogue
on the
recording.
Ask
pupils
which film the
children are talking
about
@lanet
X). Then
play
the
dialogueagain,
pausing
or
pupils
o repeat.
.
Pupils
work in
pairs
and make
up
similar
dialogues
about he other films.
.
Pupils
practise
a dialogue
about one
of
the films,
then act it
out
in front
of
the class.
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Whot's
your
fiovourite ilm?
.
Write the different
ilm categories n the board.
Ask
pupils:
T:
What's
your
favourit
.
Find out which sort
of filrn is the
most
popular.
For
eachcategory
have
a sort of
film?
show
of handsand
write the number of
pupils
who like it best.
.
If there
s time,
pupils
could
work in
groups
o designa
poster
or their
favourite sort
of film.
They
teatea title, and a starting time.
Each
group
presents
heir
poster
o the class.
AB 9:C . Pupils completehe conversation y choosing hecorrectquestionsrom
the
phrase
ank.
.
Thev then write
a similar conversation bout one of the other
ilms.
AB
9:D
.
Pupils ask each
other about ilms and
film
stars,
using the
questionsgiven.
.
They write about
ilms in their notebooks, .g. like spaceaduenturesMy
fauourite
ilm
is Star
Wars My
faaourite
i.lm
star is ...
Key AB 9:C
What
i.lm
are
you
going
o see?
The
RedPlanet.
What sort of
film
is it?
-
A spaceadventure.
Wlure is it on?
In
Cinema
3.
Whnt ime
does t start? At six o'clock.
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n4
Main teaching
points
goingto
or
near
and distant
uture
Main
recycling Your
pupils
will ...
.
listen for inJormation
.
play
a
game
about he fuhre
New vocabulary
wm
ptve
have
five)
children
rich
money
New expressions
Youaregoingto be a .
Needs
. two card spinners,eachnumbered1 to 6
Active
presentotion
.
Using the titles of films suggested
n ksson 3, say the
name
of a
film
O1).
Pupils
say what sort of film it is.
PB
9:6
& AB 9:E Whot ore they going to do this weekend?
Listen
lHl
.
Pupils
ook at the
photos
of the children and the
picture
of Klunk. Explain
and
answer that
pupils
are
going
to
listen
to them talking aboutwhat
they are
going
to
do this
weekend.
Play
the recordingand ask
pupils
to tick
the
chart on
.
page
45 of
their
Activity
Books.
.
Check
pupils
have ollowed
he activity,
by asking the
questions
rom the
Pupils'Book
T:
What'sPippa
goin
do?etc.
PB
9:7
Tell
your
fortune
Make
.
Pupilsmake
spinnersike those
shown
n
the Pupils'Book.
and do . Demonstratewith a pupil how to play thegame.Each spin a spinner,add
up the scoresand read the fortune from
the key in the Pupils' Book.
.
Pupils
play
the
game
n
pairs.
Whot
ore
you
going
to do ofter sdrool?
.
Pupils
write on
a slip of
paper
one hing they
are
going
to do after school.
They
give
the
paper
o their
partner.
.
Go
round
he class
pointing
o
pupils
and asking heir
partner:
AB
9:F
.
Pupilswrite
captions
or
the
pictures,
eginningYou
are
going
o ...
T:
What's he/she
goin
after school?
Word Book
.
Pupils ind
page
10 n theirWord Booksand completehe activities
relating
to Unit
9. When they have inished
the activities, hey can
colour
the
page.
They should
answer he'Can
you
remember?'
uestion
n the
quiz page
at the back of the
Word
Book,
hen find the Excellpnt ticker and
put
it in
position.
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8/11/2019 Excellent 2_TG.pdf
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Extro
gomes
ond octivities
,
Alphobeticol ists
.
To revise
vocabularyand
alphabeticalorder.
.
Write
a
selection
of words
from
the
unit
on
the board.
.
Pupils
write a list,
putting
them n
alphabeticalorder
Runningdictotion
.
To
revise
pelling
andpunctuation.
.
Copy
out a sectionof the story in
Unit
9 onto
severalcards.
Make
he
copies arge
and clear.
.
Divide the class nto
groups
and stick a card on the wall near
each
group.
.
Say
Go
n
turn,
each
pupil
runs
to the card, reads
a sectionof the
first
sentence,
uns back to the
group
and dictates t. Each
pupil
writes down
the
section.
.
The
group
can
ask the
runner
to return
as often as
necesvry
until the
sentence
s
finished.They can
also consult eachother.
.
The
winning
group
is the
group
that
finishes
irst and has the
leastmistakes.
Solving
problems
.
To revise
going
to.
.
Give each
pupil
a slip
of
paper
with a situation written on it,
e.g.
You're
hungry.Situations
can be
repeated.
Pupils think about
something hey
can
do to help
the situation,e.g.eat an
applz.
.
Invite
a
pupil
to the
front
to
read
out their situation.
The
classasks: C: What are
you
goi
.
Repeatwith other
pupils.
to
do?
P: I'm
going
to eat
a
My
weekend
.
To revisegoittg
o andactions.
.
Make
a
list
of ten things that
you
might do at the weekend, .g.
go
shopPing, isit my
sister,
go
to
(nearest
ocd town),
go
to the cinemn,eat at
thp new restaurant
n
(local
own),
etc.
.
Make
photocopies
f
the list
and
give
one o each
pupil.
.
Decideon six
or seven hings that
you
are
going
to
do and tell the class:
This
weekend
'm
going
o... Pupils
ick off the activities
ou
mentionon
their list.
.
Pupils
do the sameactivity in
pairs.
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Lesson1
Main recycling
past
simplz
present
imple
present
ontinuous
New expressions
good
dea
Hain
teaching
points
\ \ 'hy. . .Because
lJew vocabulary
arr
dtuIy
Earth
pollute
problems
nYer
sell
shoot
space
space tation
rusk
Your
pupils
will ...
.
read
and
understand ston
Needs
.
a
globe
Active
presentotion
.
Show
pupils
he
globe
and
ell them hat the story
today s about heEarth.
Write
this on the board.
.
Tbll
pupils
O1)
that in
the
story
they are
going
o learnabout
some
of the
Earth's
problems.
PB 10:1
Listen
The GreenSpoceStqtion
.
Read he itle of the story and
ook
at
Picture1.Ask:
.
Explain
(,1)
that
green
s
a colourassociated ith
conservation
roups.
Explain he unctionof space tations
to
ind information
and send
t
to
Earth). Ask if
pupils
know of
any environmental
problems
acing the
Earth.Write
pupils'answers
n the board.
.
Play the story on the recording. upils
isten
and seewhich of the
problems
hey
thought of are mentioned n the story.
.
Introducewhy andbecause.Write
Wy?
andBecause n
the board.
Ask:
.
Pupils
find the answer n the text:
.
Look at the
questions
n Pictures4
and 5 in the sameway, checking
pupils
understandhemeaning.
.
Ask
pupils
o iook
at
picture
6 again.
Ask:
.
Elicit
meaning
f
Let's
../ and
practise.
and
read
T: Whereare
h
norv?
In
spa
Which dmr
open?
The
g
Whv is the
a
Becausehe
polluting
it
Whv
do
the
to Earth?
Becausehe
help the chil
EI
T:
P:
T:
P:
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AB 10:A
.
Pupilscomplete
he summary
of thestory using hewords n
the
word
bank.
AB
10:B
.
Pupils
hunt n the rubbish
ip
for items
hey canname.They
then
ind
the
corresponding
anagtam and write in the correct
orm.
Word
quiz
.
Pupilschooseen newwords n thestory and makeagappedwordsquiz,e.g.
1)s
_a _e
(space)
2)b
_o _n(brown)
.
They exchange
quizzes
with their
partner.
Pupils
then complete heir
partner's
quiz.
They
canuse he Pupils'Book
o
help
hem.The
quiz
canbe
made nto
a
race
between he two
partners.
Key AB
10:A
went, door,
ooked,
problems,
Why,
Because,
lephant,sell, usks, river,
rubbish,
hem.
AB 10:B
bike, doll,
clock,sofa,
Cuitar,
kateboard,
hoe, ed,bus,kite, adder, adio
Lesson
2
Main teaching
points
Why
...Because
Ohject
ronoun:
hem
Main
recycling
Nanrcs
of animab
want
to
Your
pupils
will ...
.
ask and answer
questions
using
Wlry?and
Because.. .
New vocabulary
buy
necklace
sell
kill
hrsk
New
expressions
in danger
Needs
.
Excellent Animal flashcards
.
a
photo
of a real elephant
Animql
droin
.
Use he Animals flashcards
o revise
animals.Play a
game
of
I uent to the
zoo.Startthe
game
off
T: I
went to the zoo a
.
Choose
pupil
to
go
next. They
repeat
your
sentence
nd add a new saw an elephant.
animal
to
if
P: I went to the zoo
a
.
Continuewith other
pupils
addingmoreanimalsuntil someonemakes saw an elephanta
a
mistake.
hippo.
Active
presentotion
.
Introduce
he concept
of animals
n
danger.Ask
the
pupils
to namesome
endangeredpecies,n English
or in L1.
Show
pupilsyour
picture
of an
elephant
and discuss
L1)
why
elephantsare n danger.
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PB
10:2
Why ore the elephonts
n
donger?
Read
El
.
Pupils ead
and
isten o the text describing
why elephants re
n
danger.
end
listen
.
Teachor
revisevocabulary: n danger,hill,
tusk, selJ, uy,statue,necklnce.
.
Ask the
questions
n the Pupils'Book.Make
sure
pupils
understandhe use
of the object
pronoun
hem.
Askwho/what t is referring
o in
each
question.
-{sk
4l
.
Pupils
ask and answer
about elephants,ollowing the model
dialogueon
rcd
answer
the
recording. upils
must
ransform he answerso each
question
nto
a
newquestion eginningwith Wy.
PB
10:3 Why is
she shouting?
.
Pupils ook at the
pictures
and ell
you
what
is happening
n eachcase.
L.t
and
Fl
.
Pupils
ask and answer
about the
pictures,
using the
verb
prompts
answer
and ollowing he modeldialogue n
the recording.
AB
10:C
.
Pupils
consider ach
picture
and choosehe
appropriate
uestions
nd
answers
rom
the ohrase
bank.
Key
PB 1O:2
1 Because
eople
want to kill them.
2 Becausehey want the elephants'usks.
3
Because
hey want
to sell hem.
4
Because
eople
want to buy them.
5
Because
hey
makestatues nd necklaces ith them.
PB 10:3
I Why is sheshouting?Becausehere'sa
mouse.
2 Why are hey
running?Becausehere's lion.
3
Why is he
umping?
Because
here's spider.
4 Why is she aking a
photo?
Because
here's n elephant.
PB 1O:C
1 A: Why aren'tyou gorng n the sea?
B: Because can'tswim.
2 A:
Why aren't
you
eating
your
spaghetti?
B: Because
'm not hungry.
3
A: Why are
you
so
happy?
B: Becauset's
my
birthday.
4 A: Why are
you
wearlng that
hat?
B: Becauset's cold.
5
A:
Why aren't
you
wearing
your
shoes?
B: Because can't ind them,
6
A:
Why
are
you
running?
B:
Because
here's
cat.
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Lesson
Your
pupils
will
...
ain teaching
points
Let's....
Object
ronouns:
im,
her, t, them
Main recyclin€
Why
...Because
present
ontinuoas
uerbs
of action
Howmuch.. .
going
to
Days
of tlu
week
New vocabulary
make
money
to sponsor
sponsored wim
.
read about a fund-raiping
event
or
chari
.
offer to
helo
'
New
expressions
in the world
Aqtive
presentqtion
. Pupils ook at the sponsorship
orm on
page
50 of the
Pupils'Book.
Ask
(L1)
f
pupils
know what
it is and if
they
have
ever aken
part
in
a
sponsored
ctivity to raise money
or charity.
.
Ask
pupils
which
actions
hey could do as
part
of a sponsored vent
(sponsored
walk, bike ride,
dance,
wim,
ump,
etc.).
Pleose
sponsorme
.
Pupils
look
at the
photos
and isten
to and read Kerry's
letter
about her
sponsored wim. Play
the
recording.
Ask
pupils
to
tell
you
who Kerry wants
to
raise
money or
(hungry
children).
.
Play
he recording gain.Pupils
answer he
questions
n the Pupils'Book.
PB
10:4
Listen El
and read
Answer
PB 10:5
Listen and
practise
lEil
Let's
help trhem
.
Pupils
look at
the
pictures
and
say what the various
people
are doing.
For each
pichre,
practise
with
the classhow they
can offer help: zfs heh
him/lur/it/them.lvlake
sure
pupils
know
the correct
pronoun
o use
each ime.
.
Pupils
then
practise
describingwhat
the
people
are doing
and offering to
help
them, ollowing
the model dialogue
on the recording.
.
This
can also be
played
as a dice
game.
Pupils
play
in small
groups.
Give a
dice
o each
group.
n
turn each
pupil
throws the
dice and looks at the
picture
corresponding
o the
number
on the dice.He/She eads
he
text and
the otherpupils choose hecorrecthelpingexpression:
This
activity
provides
practice
or the
Cambridge Young Learners
MouersTest.
Pupils listen
to the recording
and write
the correct day of the week
under
each
picture,
basedon what Kerry
says.
3. They're
pick
rubbish.
Let's help them
AB
10:D
.
16l
.
90
AB 10:E
.
Pupils
completehe sentences ith
the correct
object
pronoun.
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Arronge o sponsored
event
.
If appropriate,
pupils
can
plan
their ovrn classsponsored vent.Pupils
decidewhat to
do. n the classroom nvironment, sponsored anceor
jumping
session
would be a
good
dea.Pupils
then decideon a charity
to
help.
.
They copy the sponsor
orm on
page
50 of the Pupils' Book.They
can use
it to list actualsponsors
r they
can
nvent
sponsors'
ames
nd
write
imaginary sponsorship ums.
Key PB 10:5
I Let's help her. 2 Let's
help him.
3
Let's help
them. 4 Let's help
them. 5
Let's help it. 6 Let's help her.
AB 10:D
I
Saturday
2 Monday
3 Thursday 4
Wednesday 5
Tuesday
6 Sunday
Tapescript
Man: What did
you
do
last
week,
Kerry?
Kerry: On Monday
drew a
picture.
drew me and my friends
at the
swimmingpool. put thepictureon our classroomwall. And I
wrote ?lease sponsor
me.'
Man:
That's a
good
dea.
Man:
Did
you go
out on Sunday?
Kerry:
Yes, went to my friend's house.We watchedTV
Man: What did
you
watch?
Kerry: A
programme
about
ions in Africa. It was very
good.
Man: How many sponsors
have
you
got
now?
Kerry: Four.No, ive.
My
grandmother
sponsored
me. went
to seeher.
Man:
When?
Kerry:
I
went to see
her on Saturday.She's
going
to
gve
me six
pounds.
Man: So
how much moneyare
you going
to
get?
Kerry: Thirty-onepounds.
Man: What did
you
do
on Tuesday?
Kerry: On Tuesday went
to the swimming
pool
with my friend
and
her
Mum. We wanted o
practise
or
the sponsored wim
next
week.
Man: How far did
you
swim?
Kerry:
Eighty metres.
Man:
Erghty metres Wow Were
you
tired?
Kerry: Yes. was very tired.
I
went to bed after dinner. was asleepby
nine o'clock.
Man:
Did
you play
football this week?
Kerry: No,I
played
ennis.
Man: When?
Kerry: OnThursday. played ennis with my brother.
Man: Are
you good
at tennis?
Kerry: Yes.But
my brother s very
good.
Kerry:
I went
to the
museumwith my class.
Man: When?
Kerry: We went on Wednesday.
Man: What did
you
see?
Kerry:
I
saw
ots of
paintings
and statues.
Man:
Did
you
like the
museum?
Kerry:
Yes, t
was
very
interesting.
AB 10:E
I it 2 them 3 her 4 him 5 them 6 it
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n4
Main teaching
points
Why do/don'tlcan't..
Main recycling
Why/Because
Past simplz
Your
pupils
will ...
.
listen for information
.
sing
a song
New
vocabulary
tired
bottle
bank
In
tlu song:belongs o, clouds,
energ'y,
all
down,
grow,
hate,
leaves,ovely,
petals,
eason, ky,
waste,
wings
New
expressions
To
not sleepvery well
To have
a bad dream
Needs
Active
presentotion
.
Yawn exaggeratedly
nd say:
. Write theword tired on the board.
.
Ask
pupils
to
guess
why
you
are tired. Tell
them,
or
example:
T: I'm
sorry. I'm ve
today.
T:
I'm tired becaus
sleep
well
last
n
went
to the
cine
saw a space
adv
had
a bad dream
PB
10:6
&
AB 10:F Why
ore they
tired todoy?
Listen
and
.
Pupils
look at the
photos
and fy to
guess
why
the children are so tired.
answer Read
heir namesaloud.
@ . Play the interviewon the recording.Pupils listenandtick the chart in their
Activity Books.
.
Use he
questions
n
the
Pupils'Book
o checkunderstanding nd
practise
key language.
.
Pupils
write answers
o the
four
questions
n
the Activity Book.
PB10:7 Why?
tEJ
.
Pupils
listen
to the song
and
follow
the text.
.
Checkvocabularyand
ask
(L1)
f anyone
can suggestanswers or someof
the
questions
n
the song.
.
Play
again, encouraglng
pupils
to
join
in
with the words.
.
Pupils
work
in
small
groups
to
make
up their
own
verse
of the song,using
their own questionsbeginning Whydo or Whydon't. Grotps can then sing
their verse
of the song
o the
rest
of the class.
AB
10:G
.
Pupils
create
uestions
nd answers
bout he
story of
Joe
ecyclinghis
bottles.They
can do the
activity orally, working in
pairs,
then write the
questions
and
answers
or
homework.
.
Help
pupils
to deduce he meaning
of. bottle bank
and
protect
fromthe
pictures.
Moke
o
poster
.
In
groups,pupils
make
posters
o
publicise
an ecological ssue.
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Book
.
Pupils find
page
11 n their Word Booksand complete he activities
relating to Unit
10.
When
they have inished the activities, hey can colour
the
page.
They shouldanswer he'Can
you
remember?'questionn the
quiz page
at the
back of the Word Book, hen
find
the Excellent stickerand
put
it in
position.
Key AB 10:F
Tapescript
Man:
Wake
up
you
three What's
wrong?
Why are
you
tired?
Larry, why
are
you
tired?
Inrry:
Because went to bed
ate.
Man: What
time did
you
go
to
bed?
Larry: At twelveo'clock.
Man: At twelve o'clock That's
very bad. Why did
you go
to bed
ate?
Larry:
Because've
got
a new computer
game.
Man: I see.
Pam,what about
you?
Why are
you
tired?
Pam: Because
got
up early this morning.
Man: Really?Why did
you
do
that?
Pam: Because
t was sunny.
wanted
o
play
in the
garden.
Man:
I
see.What
about
you,
Bill? Why are
you
tired?
Bill:
Because
did
a sponsored wim
yesterday.
swam wo kilometres.
Man:
Well
done
How much moneydid
you
make?
Bill:
A hundred
pounds.
Man:
That's fantastic
1 Larry.' 2
Because e's
got
a new computer
game.
3
Because
he
got
up
early
this morning.
4
One
hundred
pounds (t100).
AB 10:G
Why was
Joe
ired?
Because
e
got
up early this
morning.
Why did
he
get
up early this
morning? Because e
wanted o
go
to the
bottle
bank.
Why did
he
want
to
go
to the bottle bank?
Because e
wanted
o recycle
his
bottles.
Why did
he want to recycle
his
bottles?
Because e wanted
o
protect
the Earth.
crnema
bed late
got
up
early
sponsored
swim
Larry
./
Pam
(
Bill
r'
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gomes
ond
octivities
Animol Hongmon
.
To revise he
spelling of animals.
.
Choose n animal word and write the
correct
number
of blanks on the
board, or example:
(elephant).
.
Pupils
have o
guess
he letters n the
word. Write
the correct etter on the
blanks. For every ncorrect etter,draw a line on thehangmandiagram.
'Why
ond Becquse'
gome
.
To revise
questions
and answersusing Why and Because.
.
Give
pupils
a
piece
of
paper
apd ask them
to
write a
question
beginning
with Wlty?e.g. Wlty
are
ou
uearing red
sochs?They hen
fold the
paper
over and
give
it
to
their
parbrer.
.
Their
partner
writes an answer,without seeing
he
question,
e.g.Because
lihe sausages.
.
Pupils open
up the
questions
and answersand read them out to the class.
'Why'project
.
To revise
questions
and answersusing Why and.Because.
.
Pupils need access o cross
curricular
resource
books
(L1),
encyclopedias
r
the
Internet.
.
Pupils
work
in
pairs
and look
for
facts which
they
think will interest
the class.
.
They write
a
question
on a
piece
of card,
e.g.
Wlry do kangarooshnue
a
pouch?They
llustrate the
question.
They
write the answeron a separate
strip
of
card.
.
Walk around the class and supply
any
new language
hat
is needed.Help
pupils
look
up words
in
junior
dictionaries, f
you
have access o them.
.
Display
the
questions
at the
front
of the class.
Distribute
the answercards
o
pairs of pupils.They must match heir answercardto the correctquestion.
Story
quiz
.
To
revise
questions.
.
Divide the
class
nto
small
groups.
Each
group
writes six
questions
about
the Excelknt story
so far. Encourage hem to include
some
questions
beginningwithWlry.
.
Circulate
and
point
out
mistakes or
self-correction.Each memberof the
group
keeps
a copy of the
questions
and answers.
.
Regtoup
pupils
so
that
eachnew
group
has one representative rom each of
the earlier
groups.
Pupils
take turns to ask each other their
questions.
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Are
you
going
o ...
?
.
Are
you going
to take
a
photo?
.
I'm
not
sure.
.
Are
you going
to buy
it?
.
No, I don't think
so.
.
Are
you going
to do
your
homework?
. Yes.Iam.
Listen
ond
proctise
.
The scenes n
page
52 of the Pupils'Book
show
people
alking with
different
degreesof
certainty about what they
are
going
to do.
.
Workingwith the wholeclass,
onsider ach
photo
n
turn.
Ask
the
pupils
where
hey
hink the characters re.
in
the street; n
a clothes
hop;at
home)
n eachcase, he
person
on
the left
is asking
the other
f
he or she s
going
to do something.Can he
pupils guess
what the
question
s?
Are you
going
o takea
photo
do
your
homework buy hnt
dress?)
iFj
.
Play
the recordingand ask
pupils
to repeat
each
phrase.
Focus
on the
repliesand
ask
which
expresseshe eastcertainty
No,
don't
think so.)
and hemost certainty Yes, am.).
.
Pupils
practise
n
pairs,
covering he
phrases
with
a
piece
of
paper
and
fying to reproduce hem from memory. nvite
volunteers
o act out the
scenesn front of
the
class.
.
The
scene f the skeet
performer
could
provide
a starting
point
for
a
sketch.Pupils
play
different
ourists, all
looking
at
the
performer
and
discussingwhether
or not to take
a
photo.
Perhaps
omeone
sks a
stranger o take their
photo,
standing next
to
the
performer.
You could
ake
photos
of the
pupils play-acting
he different situations
and createa wall
display.
Pupilscanwrite
speech ubbles, ut
them
out
and stick them
onto
the
photos.
The
shop scene
ould
equally
provide
a basis or role
play.
Or
pupils
could
role-play
swimmersat a
pool,
discussingwhether
or not to
jump
off
a
high
diving
board.
poge
50 Choose
ond
write
.
Working
ndividually
or
in
pairs,
pupils
ook
at the
cartoons
nd choose
he
best sentence
or
eachspeechbubble.
Time
Key
I Is
it
going
o rain?
I'm not
sure.
2 Are
you going
to
jump?
-
No,
I
don't think
so.
3 Are
you going
to eat that? Yes, am.
The sentencqYes, lease.s not needed.
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\n/\,VF
the
globol
environment
n
Established
n
1961, he World Wide Fund
for
Nature s dedicatedo
listing
and
protecting
endangered
pecies
round he world. Chief among hreats
to
animalsare destruction f
their habitats
by
forestclearance nd
building;
pollution;
climatechange; nmanaged
ishing hat exhausts
ish
stocks;and
llegal hunting
as
n the
case
of African
elephants,
unted
or
their tusks.
The
WWF has undedover 13,000 onservation
rojects
around
he world,
using
money
aised
hrough
national
appeals.
s well
as working
to
protect
endangeredpeciesike tigersand
rhinos,
he WWF
invests n
research
nd
n
educational
rogrammes.
The WWF has been working with the Chinese
government
or
over
20
years
o secure he future of the
giant panda.
The
panda's
orest
habitat
in
south-western hina
has
been
steadilydisappearing s a resultof
population growth.
But today
there are 33
giant
panda
reserves overing
over 16,000 m
of
forest.
The
giant panda
s of special mportance o
the
WWF, which took the
panda
as
ts emblem rom
the beginning.
But
pandas
epresent nly a
smallpart of WWF'swork.Yourpupilscan earn moreabout he
organisationat www.uurf.org where hey
will
also
ind
somestunning
animal
photographs.
Read
he text beforehand nd selectwords or
pre-teaching.
he
number
will
vary depending n the evelof
your
class.Do
not
try to
pre-teach
everyunknownword.
Play
the recording.Pupils follow the book.
Ask
pupils
what new,unknownwords hey can ind in the text. Write
these
on the board,keeping hem n small word
groups
where
possible.
Help
pupils
to try and deduce he meaning rom the context before
you provide
anv exolanation r translation.
t-r
igl
Project
.
Using reference
ooks
or
the
Internet,
pupils
research
n endangered
species nd write a short
paragraph
about
t.
If
you
feel
he topic
s too
advanced
or
your pupils,
ask them o
prepare
an informationsheetabout
the animalusing a
question-and-answer
ormat, e.g.
This
is a
panda.
Whnredoes t liue? In the
orest
in China.
lilhnt
colour s it?
-
Blnck and nhite.
Whnt does t eat? It eatsbamboo.
W
is it in danger? Because he
orests
are disappearing
AB
poge
51 Cqmbridge
Young
LeornersTest
proctice
.
This
activity
providespractice
or the Cambridge
Young
Learners
Mouers
est.
.
Pupils
read he conversation etweenDaveand his
grandfather
and circle
the correct esDonseor
Dave
n eachcase.
96
Key 1B 2C 3A 4C 5B
6A 7C
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AB 11:A
.
a
Pupils
read he story and write
the times on the clocks n each
picture.
Pupils
ask their
parbrers
what time they went to bed ast night, etc.
Using
the answers o
these
questions, upils
write about heir
partners
n their
notebook.
Key
AB
11:A
1 9:30
2 8:20 3 8:45 4 9:.45
5 12:106 2:50
Lesson
Your
pupils
will
.
tell the ime
.
talk
about rules and obligation
.
learn rules of road saJetv
Needs
.
teaching
clock
.
cardswith times written on them:hnlf
p
quarter
past,
quarter
to, ten
past,
tm
to
Mime
o
sport
.
Play
a mime
game
o revise
sports that
pupils
know.Mime
a sport and ask
pupils
to
guess
which
one t
is.
. Individual pupils then take turns miming sports. Either let them choose
these
hemselves, r whisper
sports
for
them
to
mime.
Main
teaching
points
half
past,
a
quarter
to/past
(ten)
olpast
our,
their
must.
mustn't
New
vocabulary
healthy
kick
other
players
to train
Active presentotion
.
Teachhnlf
past,
quarter
Past/to,
en
past/to
using the teaching
clock
or by
drawing
different imes
on the board.
.
Distribute
the time cards o
pupils
in
the class.
.
Say he times on
the
cards
aloud.Pupils listen.
When they hear he time on
their
card,
hey
comeand stick it into
position
on the
clock
on
the board.
PB 11:2
Listen lFl
then
ask
and
answer
Whot
time did
the motdr
stort?
.
Pupils
look at the
pictures
and
read
he captions.
.
Play the example
on the recording.Pupils isten
and repeat.
.
Ask
questions
about
each
picture,
following the
example.
Pupils
then ask
and answer n
pairs.
.
Practiseclock
times at five minute ntervals
n
a chain
round
the
class: Pl:
Oneo'clock.
P2:Five
past
one.
P3:Ten
past
one.
98
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PB
11:3
Be o
good footboll
ployer
Make
.
Ask
(L1)
f
any
pupils
in the classwould like
to
be
a
football
player.
Ask
sEntences
what
players
must
do to train.
Model
somesentences singmust and
mustn't,e.g:
T:
Youmust eat
healthy
.
Pupils ook
at the
picfures
and makea sentence
or
eachone,usingmust
or
food.Youmustn't eat
o
mustn't.Makesure hey
understand hat is meantby weara
watch,eat of chocolate
Ircaltlty
ood
and
the verb train.
They can do
the activity
in
pairs,
with one
saying he
sentence nd he other
pointing
o the correct
picture.
. Punilscanwrite thesentencesn their notebooks.
AB 1
1 B
.
First, focus on the expressionsur
team and heir team n activity 77,.2n
the Pupils'Book.Ensure hat
pupils
understandhe difference
etureen ur
and heir.
Revise
he
other
possessive
djectives:m)r,
our,
his and her
.
Pupils urn to activity
11:B n the Activity
Book.
They complete
he
sentences,
sing our, their,
his or her
AB
11:C
E
.
Pupils listen to the six
rules
of
road safety and choose he
picture
which
illustrates
each
ule. They
write
the
number
of
the rule on the
picture.
.
Pupilswrite the
road-safety
ules
and hen
write rules
or their classroom
in their notebookusingmust and mustn't.
Mime
the time
.
Pupils
play
in small
groups.
n turns, one
pupil
faces
he
rest
of the
group
and saysa time.
The
others
place
heir arms n the
position
of a clock,
corresponding
o that time.
Key
AB 11:B
I
Our
2
Thet
3 Our
4 his 5 Her 6 their 7 his
AB 11:C Tapescript
Number
1
You mustn't run in the
road.
Number 2 Youmust isten.
Number 3
You must look both ways.
Number 4
Youmustn'tskateboard.
Number
5
Youmustn't
play
with
a ball.
Number
6
You must wait at red lights.
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3
Main teaching
points
in front
of
behind
next to
Main recycling
There's
AB)
on
Your
pupils
will
...
.
talk about
where
people
are
.
learn
a song
.
ask
and
answer
questions
about ootbal
New vocabulary
support
(a
team)
kids
street
New expressions
football mad
Which team do
you
support?
Needs
Active
presentotion
.
Revise
prepositions
in
front
of, behind,next to
-
by
inviting
pupils
to the
front.
They should
stand
acing
the
class, hen take
positions
as
you.
instruct:
T: Anna,
standne
John,
stand beh
Isabella.etc
PB
11:4
Pairwork
lEl
guessing
game
Where
ore they?
.
Pupils
look at
the
picture.
Read he
rurmesof the children
aloud.
Play
the
model
dialogueon the recording.
Then makeup
similar
sentences nd
ask
pupils
to say who
you
are talking about:
.
Working in
pairs,
pupils
describewhere
children are n
the
picture
and
ask
their
partners
to say which
child they mean.
T: He's
behind
Ann
PB11:5
E
my Aunt
feon
oves iootboll
f-l
AB 1l :D
AB 1l :E
Ask
pupils
to
put
their hands up if
they love ootball. Then
ask them to
put their handsup if someonen their family loves ootball.Ask pupils
which
memberof
their
family
it is
(father,
mother,
sister,etc.)
Pupils isten
to the song about AuntJean
and look at
the
picture.
Play
the
song again, encouraging
pupils
to
join
in
with the words as much
as
possible.
Ask about ootball
teams hat
pupils
know.
Teach
he
expressions
o
flay
for
(a
team) and o support
(a
team).Make sure
pupils
understand he
difference.Ask
pupils
if
they
support a team.Ask them
to tell
you
the
names
of the captain
and someof
the
players.
.
Pupils
write sentences
bout the changing oom,
as shown n
the
example.
.
Pupilsask theh friends questionsabout ootball. They record heir replies
on the
chart, then use he information
to write
sentences
n
their notebooks.
e.g.
Mary
doesn't ike
football.
Bob
supports
Manchester
United.
Bob's
aaourite ootball
phyer
is Dauid Beckhnm.
100
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Action
gome
.
Pupils
stand
and
get
into
groups
of three.
They
name hemselvesA,
B and
C.
.
Call out a seriesof
inshuctions for
pupils
to respond o: T: A
and
B are n front of C.
B is behindA.
A is next
to C. etc
Key AB
1l:D
1 There'sa football next to the chair.
2 There's
a bag
in front of the table.
3 There'sa shoe
next to the cupboard.
4
There'sa clock next to the door.
5 There's
a
T-shirt
on
the cupboard.
6
There's
a sock
n front
of the
cuoboard.
4
teaching
points
tocahulnry
Main recycling
Family
tnembers
want
to
must
time
Your
pupils
will ...
.
readabout
he
ife
of
a trainee ootballer
.
listen or information
professional,
o fain
New expressions Needs
.
Ercelknt lobs
flashcards rom Unit 8
Worm-up
.
Revise
obs
using the
flashcards.Ask individual
pupils
what they want to
be.
Then ask
pupils
to write the
name
of the
ob
they
have
chosenon a
piece
of
paper.
.
They
play
a mime
game
n
pairs.
One
pupil
mimes he
ob:
the
other
guesses
what
hdshe wants to be.
Active
presentotion
.
Ask
pupils
if
they can
remember omeof the things a football
player
must
and
mustn't do from
Lesson2.
Write a
list
of these
on
the board.
.
Ask
about
ootball
teams
hat
pupils
know. Revise he expression o
Phy
for
(a
team).
Ask
pupils
if they
play
for a team:
he
school eam, or
example.
PB
11:6
Meet lon
.
Look
at the
photo
of
Ian
Jackson
nd explain
01)
that he wants o be a
hpn
and
professional
ootball
player.
circle
.
Readabout anJackson.Pupils
isten
to
you
and
follow
in their books.
.
Read he
questions
n the
Pupils'
Book aloud and ask individual
pupils
to
answer hem.Pupils can
write the
answers
n their notebooks.
E
.
Play
the
recordingof
Ian's nterview
and circle the correct answer o each
question
n the AB,
page
55.
1
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AB
1
:G
.
Pupils
ook at
the
picture
and read he descriptions
f the different
people.
.
They
deducewhich
person
s which,
and write their
names
n
the
spaces
provided.
Word Book
.
Pupils ind
page
12 n
their Word Books
and completehe activities
relating
to Unit 11.
When they
have inished
the
activities,
hey can colour
the
page.
They
should answer he
'Can
you
remember?'
uestion
on the
quiz
page
at the
back of the Word Book,
hen
ind
the Excelknt sticker nd
put it in position.
Key
PB 11:6
I
A
professional
ootball
player.
2
The YoungLions.
3
Andy.
4
Bread,pasta
nd bananas.
5
Manchester
United.
AB 1l :F
I 9 2 1m35.
3 OnSundaymorning.
4 8:30p.m. 5 6:30a.m.
Tapescript
Man: Hello,everyone.Welcomeo ExcelkntKids Today I'm goingto
talk
to
IanJackson,
who's
a
footballer
with the Young Lions
football
eam.
Hello, an.
Ian: Hello.
Man:
So
irst
of all lan. how old
are
vou?
Ian:
I'm
nine.
Man: And how tall
are
you?
Ian: I'm
one metre hirty-five.
Man: You rain
twicea week,don't
you?
on
Monday
and Wednesday.
When do
you play
your
matches?
Ian:
Mostly
on Sundaymorning.
Man:
OK. Now as a footballer,
you
must keep it. What
time
do
you
go
to bed?
Ian: I
always
go
to bed at half
past
eight.
Man: And
what time
do
you get
up?
Ian:
At half
past
six.
Man:
Very
good Thankyou,
an.
And
good
uck.
AB 11:G
Back row,
eft to righl me,
my sister,my teacher,
my
uncle
Front row, eft
to
right
my friend Rob,my
aunt, my mum, my
dad
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gomes
and octivities
Drow
the
time
.
To revise elling the time.
.
Draw ten
blank
clock faceson
a
piece
of
paper.
Make
a
photocopy
or
each
pupil.
.
Pupils
work
in
pairs.
Each
draws
n
times on five of
the clock
faces.
.
Pupils
tell
eachother he time. Their
partner
draws the time on his/her
remaining
clock
faces.
.
Pupils
comparedrawings.
Whot's in
your
bedroom?
.
To revise
prepositions.
.
Draw
a simple
bedroom/living
oom
with furniture in
the top halJ of
a
sheetof
paper.
Repeat he drawing in the bottom half.
Make a
photocopy
for
each
pupil.
.
Pupils work in
pairs.
They
agreeon six objects o
draw
in
the bedrooms.
.
They
both draw
theseobjects n the top bedroom.
.
Pupil A describes o
Pupil B where eachobject s.
Pupil B draws
the object
in the correctplace n the secondbedroom.ThenPupil B describes he
bedroom
he
or she
has drawn,
and
A reproduces
his on the second
bedroomoutline.
A shopping
gome
.
To reviseclothesand colours.
.
Pupils
play
in
two teams.
They
sit
in
a
line facing
eachother.
.
The first
pupil
in TeamA
says: Pl:I
went shopping nd
bought
a blue hat.
.
The first
pupil
in TeamB has o add o this:
P2:I
went
shopping nd
.
Pupils
continueuntil one of them
makes
a
mistake.
The opposing
eam bought a blue hat and
thengetsa point and the gamebeginswith a new chain. red skirt.
.
Set a
time limit. At the end of the
game,
he
team
with
the most
points
are
the winners.
Role
ploy
.
To
revise
must and,mustn't.
.
In
pairs, pupils
createa dialoguebetweena doctor and someone
who wants
to
get
fit. Encourage he
use of
junior
or
pichre
dictionaries.
.
Pupils act out their scenes
or
the class.
Punctuotion
gome
. To revisey'unctuation.
.
Pupils
work
in
small
groups.
One
pupil
has
a
red
pen.
.
Copy he text on
page
57 of the
Pupils'Book,
omitting all
punctuation.
Make he copy
arge
and clear.
Make
a
photocopy
or
each
pupil.
.
Distribute the copies o the class.Write on the board how many capitals,
full stops,
commasand apostrophes re missing.
.
Set a time
limit
and ask
pupils
to replace
he
missing
punctuation.
Pupils
work together n their
groups.
The
pupil
with the red
pen
adds
he
punctuation
o
his/her copy.
.
Say S/o1lGroups
exchange heets
and count how many
punctuation
marks
are correct,by
checkingagainst he text in
the
Pupils'Book.
.
The
group
with
most correct
punctuation
marks are the winners.
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Lesson
1
Main
teaching
points
Namesof buildings n
a city
Reaision
f hnguage
rom
Units9-11
Main recycling
going
o
our
Why
-
Because
in front of, next
o, behind
Your
pupils
will ...
.
read
and understanda story
New vocabulary
robot
city
the future
hospital,
ost
office, upermarket,
library
to show
between
New
expressions
Welcomeo ...
Needs
Active presentotion
.
Discuss
L1)
any
films,
booksor stories
about he uture
which
pupils
have
seen
or read.Ask them f
they
know
of any stories
aboutcities n space.
Discuss
what life might
be
ike
in sucha city and why
people
might want
to live n
space.
.
Introduce
he word city
and he expressionn
the
uture.
PB 1221
Listen and
read
l@l
Eqrth
Caty
22OO
.
Ask
pupils
o look
at the story title and ell
you
when he story s
happening
2200).
Play
he story
on the
recording.
upils isten
and ollow n
their books.
Ask
pupilsO1)who ives n Zello's ousen addition o his family (arobot).
Write the words
hospital,
post
office, ibrary and
supermarhet n the board.
Ask
pupils
o
find
these uildings
on
page
58
of the
Pupils'Book.
Play he
recording
gainand ask
pupils
o
point
to
the buildings hey hear
mentioned.
Ask
comprehension
uestions
o
make
sure
pupils
are
ollowing
he story:
Focus
on the word betneen
n Picture 4. Ensure
hat everyone nderstands
what t
means.
Play
he story
again.Pupils ead
and isten or
enjoyment.
AB 12:A
.
This
activity
provides ractice
or
the Cambridge Young Learners
Starters
est.
Pupils
ook
at the
picture,
ead
he sentencesnderneatht,
and writeyes
or ao depending
n whether
he sentencesrecorrector not.
T:
Where
are he ch
now?
In
the utu
Earth
City 2200
Do
they ike Ear
2200?
Yes.)
What
buildings
city
have?
A
ho
postoffice,
supermarket,
li
and
a
museum.
Are
thereany ca
city?
(Yes,
nly in
museum.)
104
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E l2zB
.
For eachsituation,
pupils
choose reply
from
the sentencesn
the
sentence
ank.
Ploy
o
locotion
gome
.
You will need wo objects, or example, wo toy cars.
.
Divide
he class
nto two teams.
Callout a
place
or
pupils
o
put
the cars:
T: The
car s behinda book
.
A member
rom each eam comesand
places
he car
in
the correct
place.
The first to complete he action
(without
running )
gets
a
point.
.
Repeatwith other nstructions:
T: The
car
s undera table,
etc.
rcl AB 12:A
lyes
2no
3no
4yes 5no 6yes
AB 12:B
1 Because've
got
a surprise.
2 Because
we're
going
to havedinner.
3 Because
'm
going
to take a
photo.
4 Because
here'sa monsterbehind
you.
2
eaching
points
_fangu.age
rom
-- 6
-9-l1
Main rerycling
going
to
in front ol behind,next to,
between
Telling he time
Your
pupils
will ...
.
talk about what
people
are
going
to do
.
solve clues o work out aouzzle
New expressions Needs
.
realia
to
give
clues
about
what
you
are
going
to
do at the weekend
Who
is it?
.
Choose
pupil
and describe
his/her
position
in relation
to other
pupils
in
T: This
pupil
is
sitting
in
the class.
Pupils must
guess
who
it
is.
front
of
John,
and
between
Anna
and
Maria
Active
presentotion
.
Revise
going
/a as
follows. Bring some
props
to class.Ask the
pupils
to
guess
someof the things
you
are
going
to do at the weekend.For
example,
show
them
a tennis ball:
You're
going
to
phy
tennis Alternatively,
draw
simpleclueson the
board.
.
Pupils
then work
in
pairs.
Each child
draws simple
pictures
o represent
three hings they
are
going
to do, e.g.a football,
a
pair
of ballet shoes,
bike, etc.
Their
partner
has to
guess
what they are
going
to do.
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PB
1222 Whot
ore they
going
to do?
Ask
and
.
Pupils look at each
picture
and
say what is
going
to
happen.
answer lEl
.
Play
the model
dialogue
on the recordingand ask
pupils
to repeat.
Pupils then
work
in
pairs.
One
pupil
asks what
is
going
to
happenand the
other replies.
PB 12:3
Whidr
child is hiding o frog under the toble?
Read and . Explain (L1) hat oneof the six childrenhasbrought a frog to school
find
and
is hiding it under
the table.
Pupils read
the
puzzle
o
find
out
which
child has
got
the
frog. Pupils
can do this exercise n
pairs.
.
The
child hiding the
frog
is Tessa.
AB 12:C
.
Pupils make
sentenceso describe he
robot's
day.
AB 12:D
.
Pupilswrite
sentencesith
prepositions,
o saywhere he
rog s in
each
icture.
Key
PB
1222
I lt's
going
to
land on the hospital.
2 She'sgoing to talk to therobot.
3
She's
going
to
buy a
postcard.
4 They're
going
to
seea
film.
5
He's
going
to take a
photo.
6 They're
going
to
go
through the
purple
door.
AB 12:C
Zed s
going
to wake
Zeko
at half
past
seven.
He's
going
to make
breakfast
at
eight o'clock.
He's
going
to wash
the dishesat
half
past
nine.
He's
going
to cleanZeko's oom at a
quarter
to
ten.
He's
going
to
go
to the bottle bank
at
ten o'clock.
He'sgoingto go shoppingat half past ten.
AB 12:D
1 It's in front
of the clock.
2 It's
behind he
clock.
3
It's next
to the ball.
4
It's between he car and
the
doll.
5 lt's behind the
pencil
case.
6
It's in
the shoe.
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lcsson
3
llain
teaching
points
Fra:rvan
of lnnguage
rom
'--sits
9-11
Main recycling
must,mustn't
Whose
possessiue's
Your
pupils
will
.. .
.
talk
about
ules
and obligation
.
talk about
personal ossession
l{cr vocabulary
w:ch
off
m:ifre
phone
smrh-
badge
r
--cmb
New expressions
Needs
Vocobulory
ome
.
Play
a
vocabulary
ressinggame
using
page
58 of the
Pupils'Book.
Pupils
look
at the
page
or a minute.
Then
give
them
cluesabout words on the
page,
e.g:
T: This word has ive lette
.
Pupils
guess
he
word,robot.
and
has
a
T at the end
. Repeatwith otherwords from the story. Makesureyou include ibrary.
Active
presentqtion
.
Discuss ules
you
haveat schooland
n
the classroom. ncourage
upils
o
use he
Englishwordsmust andmustn't
We
must isten o the eacherWe
rnustn't
eat n
the clnssroom. tc.)
.
Ask
pupils
o think of
rules n other
places
in
a
restaurant,or
example.
Include n a library. Use
English
as
much as
possible
and
model
answers
wherenecessary.
PB
1224 Librory rules
Read
.
Read he ibraryrulesaloudwith the class, hecking omprehensionnd
inhoducingnew
vocabulary.
.
Pupilswork in
pairs,
saying
what
visitors o the
Earth
City
Library
must
and
mustn't
do.
l-mk
and
.
Pupils write out the
rules in their notebooks.
write
.
As an extensionactivity,
pupils
could also makeup a set oJ rules for
their school.
PB 1225
Whose is this?
.
Pupils ook at the
pictures
of Zelloand
his family. nfoduce
their names.
Then ook at the objects
elowand
check
vocabulary.
.
Pupils ollow he angled
ines
o
find
out which objectbelongs o
eachcharacter.
-{sk
and
.
Pupilswork in
pairs,
asking
and
answeringtheWose
questions.
rcrer
€
.
Play
the
model dialogueon the
recording irst
and ask them to repeat.
Check y
asking ndividual
pupils
he
questions.
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Ploy
o
memory
gome
.
Pupils
play
in
groups
of four,
each
group
round
a table.
Each
pupil places
threesmall objects
n
the middle
of the
table.
.
In
turn,
each
pupil
closes
his
or
her
eyesand takesan object.
The
group
asks:Whose
pen)
s this?
.
Pupil must
use
memory
o answer
t's
(name)'s.
AB 12:E
E
.
Pupils isten o the our
short
dialogues
nd decide
which
picture
illustrates what
they
hear.They
write the number of the dialogue
beside he
pichrre.
.
Pupilswrite a sentenceor each
picfure,
beginning
vdrth
Youmust or You
mustn't.
AB
12'.F
.
Pupils find
the different
tems llustrated. They
then write a
question
and
an answerabout he
item,
as
in
the example.
Key
PB
12:4
Youmust
e
quiet.
oumustn'tun.
You must switch off mobilephones.You mustn't eat or drink.
Youmust wear
your
identity
badge.
Youmustn't
drop
rubbish.
PB
1225
Whosebike s this? t's Zello's.
Whose
glasses
re
these?
They're Zeta's.
Whose
shoes re
hese? hey're
Zeko's.
Whose
mobile
phone
s
this? t's Zana's.
Whose obot s
this?
t's Zeko's.
Whosehat
s this? t's Zello's.
Whose rousers re hese? hey'reZana's.
Whoseskateboards this? t's Zeta's.
AB 12:E
Pictures
are
numbered
-2
-I -
4.
Tapescript
I
Girl: Yum
yum
Thesechips are really nice. like chips and I
like
pizza
and like burgers.The last
one.
All
gone.
Streetclzaner:
Oi
You mustn't
drop
rubbish in
the street.
2
Girl:
Mum I
can't ind my schoolbag.
Mother: Is it on thechair?
Girl:
No.
Mother: Is
it next o the able?
Girl: No.
Mothpr:
OK.
I'm
coming upstairs.
Motlrcr:
Goodness
e
Look
at
this mess Youmust
idv vour
bedroom.
3
Giil:
Seven 'clock. t's
time
o
get
up.
'm
going
n the
bathroom.
I'm
going
o
wash
my
face.
Oh
no,Alice
Look at
your
hair
You must
comb
your
hair in the morning.
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4
Boy: 11
o'clock.
t's
time
or our English esson.
Girl:
Here
come
Look
out
Teacher:
Alice Stop Stop
t
immediatelylYoumustn'tskateboardn
school.
AB 12:F
1
sweater
Rick's
2
glasses
Mr Wozz's
3 T-shirt- Ben's
4 shoes Zello's
lesson
4
tfiein
teaching
points
:ua"Jng's
n
a city
Main recycling
Telling hz time
Your
pupils
will ..
.
listen or
detail
\rr
Yocabulary
New
expressions
Havea
nice
day.
Good uck
Needs
.
pictures
of
famous
buildings around he
world
PB
12:6
Where wos Len of holf
post
two?
-{sk
and
.
Reviseexpressions
or
telling
the
time,
f
you
feel t's necessary.
raw some
enswer
blank clock
aces
on
the board.
Ask
volunteers
o comeand draw
n
the time
you give
hem,e.g: T: A
quarter
o ten.
.
Pupils
ook
at the
pictures
llustrating Len'safternoon
on
page
61 of the Twenty
past
seven.
Pupils'Book.
Ask
them
questions
bout
each
picture,
as
n
the model. Ilalf
past
eleven.
. Working n pairs,pupilsaskand answerabouteachpicture. Five o five.
AB
12:G
.
Pupils
work out what
will be he ourth clock n
eachsequence.
hey
draw
the
clock, henwrite the ime
n
words.
Active
presentotion
.
Introduce he topic of
famousbuildings
by showing he
pictures
of
famous
buildings.See f
pupils
recognise
ny of the
buildingsand
f
they can ell
you
which
country they are n
(L1).
.
Choose coupleof the buildings,and ell
pupils
as
much
about hem n
English
as
possible,
.g: T:
This
is my
favourite
building. t's a clock.
It'scalledBig Ben.
It's
in London.
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PB
1226
& AB 12:H
E
Listen and
match
My
fuvourite building
.
Pupils
urn to
page
61
of
the
Pupils'Book
and
ook
at the
photos
and
postcards.
Explain
that eachof the children s
going
to
talk
about
a
building
in
their
country.
Play
the
recording.
Pupils listen and match the
children to the
postcards.
.
The
three children n the recordingeachhavea specialmessageor
the
pupils.
Pause
he
tape
after
each nterview
and ask what that messagewas.
.
Play
the nterviewon the recordingagain.Pupils isten
and complete
he
sentences n
page
59
of the
Activity Book.
Word
Book
.
Pupils ind
page
13 n
their
Word Books
and completehe activities
relating
to Unit
12.
When they have inished
the activities, hey can colour
the
page.
They should
answer he
Can
you
remember?'questionn the
quiz page
at the backof the Word Book,
hen
ind
the Excelknt stickerand
put
it in
position.
Key PB 12:6
1
Where
was Len
at
half
past
two?
-
He was in the library.
2 Wherewas Len
at ten to three? He was n the hospital.
3 Where
was
kn at a
quarterpast
three? He was in
the
museum.
4
Where
was
Len at twenty
past
four?
-
He was n the
post
office.
5 Where was Len at
a
quarter
to
five?
He was
in
the supermarket.
1ZzG
a
quarter
to eleven
ten
to five
a
quarter
to ten
twenty
past
one
AB 12:H
Anna's
building s
a
museurn.lt's
bout240
years
old. Anna s from
Russia.
Her
specialmessageo
you
s'You
are
uer
good
pupils'
M6lanie's uilding s afootballground.It'souer sixyearsold. M6lanie s from
France.Her specialmessage
o
you
s
'Good
uch'.
Ram6n's
uilding s a
post
offrce.lt's bouta hundred
ears
old. Ram6n
s
from
Spain.
His
specialmessageo
you
is
'Haue
a
nice
day,'
AB
l i
2 l
3 i
41
Tapescript
Interuicwer:
Anna:
Interui.ewer:
Anna:
Interuiz.ner:
Anna:
Interui.ewer:
Anna:
Interuipwer:
Anna:
Interuizwer:
Interuiewer:
Ramdn:
Hello, Anna.
Show
us
your
postcard.
Here
you
are.
And this is a building in
your
country?
Yes. t's in
St
Petersburg.
St Petersburg s
a city
in Russia.
am from Russia.
And
what
is
this building?
It's a museum.t's called he Hermitage.n thepast, t was a
castle or the king
but
now it is
a
museum
a wonderful
musenm.
How
old
is it?
It's about240
years
old.
Good .. And do
you
have
a specialmessage
or
the
pupils
using
Excellent ?
Yes,
do.
My message
s:
'You
are very
good pupils'.
Thank
you,
Anna.
Hi. Your
name s ...?
Ram6n.
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Interuizwer:
Where are
you
from, Ram6n?
Ramdn: I'm from Spain.
Interuiewer: And
what's
his
building? t looks ike
a big station.
Ramdn: No,
t's
a
post
office.
Interaiewer: A
post
office?
Ramdn: Yes. t's the central
post
office
n Madrid,
Interuiewer:
And how old is it?
Ramdn: It's
abouta
hundred
ears
old.
Interuinwer:
Do
you
live in Madrid?
Ramdn: Yes, do.
Interuip.wer:
Thanks, Ram6n.And what's
your
message
o the students
learning English
with
Excellent ?
Ramdn:
My messages:
Have
a nice
day'.
Interuiewer:
Thanks.
Interuiewer:
Hello.Now
what's
his building?
Mdlnnie: Hi,
yes.
My name'sMelanie
and 'm French.
'm from Paris.
My
postcard
can
you
all
see t?
-
is
of a
big football
ground.
t's
the biggest ootball
ground
n France.t's
called
the Stadede
France.
Interuipwer:
And how old is it?
Mdlnnie: It wasbuilt in 1997 or the WorldCup,so t's oversix years
old now.
Interuiewer:
Do
you
ike
football,
M6lanie?
Mdlnnie: Yes,
do.
And rugby.
Interaiewer:
Great.And
what's
your
messageor
the children
using
Excellent ?
Mdlnnie:
My message
s: Good
uck '
Extro gomes
ond
octivities
Do it
.
Tb revise
prepositions.
.
Pupils
work in
groups
of four. They sit facing
eachotherwith
a
large
book
or screen f some ort betweenhem.
.
Each
pupil
in
the
group
hasa set
of
objects. hese
couldbe
personal
tems
or setsof
plastic
ruit, animals, oloured uilding
bricks or shapes. ach
pupil
in
the
group
must havean identical
et.
.
Each
pupil
writes down a set of
five
instructions, .g.:Put
a car n
front
of
a
bus.
.
In turns, one
pupil gives
the
group
his/her set
of
instructions.
The
group
listens
and carriesout the
nstructions.
. They remove heir screens nd he
caller
checks
everyone's
bjects gainst
the nstructions.
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Don't orget
your
sunglosses
.
Don't forget
your
sunglasses.
.
Don't forget o write.
.
Have un
.
Let's hope
he weather
s
good.
Listenond proctise
.
The
scenes n
page
62 of
the Pupils' Book
present
some
everyday
imperative
hrases.
Consider ach
photo
n
turn and
ask
he
pupils
what is
happening.
Where are the
photos
aken?What might
the
people
be saying?
Ensure hat
everyone
nderstands
hat the
two
girls
are
going
on
a class
holidaywith their school riends
and
teacher.
E
.
Play
the dialogue
or
each
picture.
The
pupils
repeat
each
phrase.
.
Help
pupils
to deduce he
meaning
of
Don't
forgef.
Encourage
hem
to
imagine someother sentenceshat the mother
might say
using Don't
forget
and
referring
to the other
tems
on the bed.Don't
forget
your
T-shirt,
etc.
Point
out
how Don't
orget
can
be
followed
by an object,
as
n
Don't
orget
your
sunglnsses r by an action word, as in Don't
forget
to write.
.
Focus
on the expression
et's
hope.Help
upils
o deducets meaning.
.
Pupils
practise
n
pairs,
covering
he
phrases
with
a
piece
of
paper
and
trying to
reproduce
hem.
.
Focuson Don't
forgef.
Ask
pupils
what
things they must remember
when
they eave he house
n
the
morning
o come
o school.What might
their
parents
say
to
them
as
they
are
getting
ready?:
Don't
forget
your
pencil
case schoolbagmoney,etc.
.
Optionally,
pupils
can expand he
phrases
nto
a
short
sketch about two
children
getting
ready for
their
holiday.
Alternatively,
they could
prepare
a
sketch using Don't
forget
in
anothercontext,
such as a witch
going
out
at
night. Her
cat
would remindher
of what sheneeds,
.g.
Don't
orget
your
hat. Don't
orget
your
magicwand.
AB
poge
60 Chooseond write
.
Working ndividuallyor in
pairs,
pupils
ook
at the cartoons
nd choosehe
bestsentence
or
eachspeech ubble.
Elk
Time
Key 1
We're
going
on
holiday, Don't forget
your
camera.
2
Let'shope t
isn't
hungry.
3
Don't
orget o close he door.
The
sentence:
on't
orget
to open he
window.s not needed.
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Tower
Bridge
For Londoners
nd visitors alike,Tower
Bridge s the most amous
and
distinctiveof
London's
ridges. t crosses
he RiverThamesnear he
Tbwer
of London
and
s
close o LondonBridge.
In the 19th
century with
rising
population
n
the eastof the city around
thedocks,demand rewfor a river crossing astof LondonBridge.The
final design, nspired
by a
French
hAteau, as selected
n 1884.
Building
began
wo
years
ater and he
bridgewas completedn 1894.
The
bridge
was
designedo allow
ships o
pass
below.The two halves or
'bascules'
of the ower
part
of the bridgeopen
upwards.
Traffic
and
pedestrians
ait
while the ship
passes
nder he bridge.The
bridge
s
opened ver900 imes
each
year.
The
high-levelwalkways
weredesignedo allow
pedestrians
o cross he
river while
the bridgewas open.As it
turned out,
people referred
o wait
at street
eveland watch
he bridgeopenand close,
o he upperwalkways
wereclosed. hey now
house n
exhibitionshowing he history of the
bridge.
In 1952
a London
bus was caught n the middle
of the bridgeas t opened
and
had
o leap
rom
onebascule
o the other.
Pupils
open
heir Pupils'Books
at
page
63.
n Ll,
ask
f
they recognisehis
bridge.Can hey hink
of other
amous
bridges
anywhere
n
the
world?
Pre-teach
ridgeanda selection f
other
new
words rom the
ext,
The
number
will
vary
depending
n the evel
of
your
class.Do not try to
pre-teach
veryunknownword.
Project
.
Pupils
write abouta bridge hey know. f
they can't ind a
picture
of it,
they can ry drawing
heir bridge.Encouragehem
o
write
abouta bridge
in or near
heir town.Help hem
by suggestingwords hat they
can
incorporate
nto a sentence
bout heir
picture,
e.g.big
(This
brifue is big),
riuer
(It's
on a
riuer).
AB
poge
61
Cqmbridge
Young
LeqrnersTest
proctice
.
This
activity
providespractice
or_the
Cambridge
Young
Learners
Mouers est.
. Pupils ead he text aboutLondonand ill in thegaps,choosing neword
for each
gap
rom
the choices
ffered elow
Key 1a 2very
3got 4at
5in 6at 7Do
Scan
gmustn't
10 to
14
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Lesson1
lfain
teaching
points
Talhing
about
prehistoric
animals
Main recycling
Wh-
question
orms
Past
simple
Your
pupils
will ...
.
read
and understand story
\ew vocabulary
dinosaur
Yiceratops,
yrannosaurus,
roodon
:1uge
dangerous
plant-eater
aleat-eater
il l ion
New expressions
Look out
Quickly
Needs
.
pictures
or booksabout
dinosaurs
Active
presentotion
. Write triceratops, yrannosaurusandtroodonon the board.Ask pupils (L1)
if they know anything about hese
words.
Write the word
dinosauron the
board.
.
In L1, ask
pupils
what they
know
aboutdinosaursrom films
and books.
What
did they ook ike?Were hey big or small?How many egs
did they
have?Did they
have ong necks? id
they have ong
ails?What did they
eat?Whendid they
ive?
Use
pictures
and books o stimulate
discussion.
.
Write
relevantEnglishvocabulary n the
boardas t
is
mentionedn
your
discussion: nnt eater,
me t eat
er,
huge,
etc.
.
Ask
pupils
f they candraw a
quick picture
of oneof
the
dinosaurs
written on the board: riceratops,yrannosaurus r troodon.
PB 13:1
Listen
and
read
AB 13:A
t@l
Thedinosours
.
Pupils
ook
at the cartoon
tory
and
dentify
he hreedinosaur ypes.
They comparehem
with their
drawings.
.
Write on board: Whzndid thesed:inosaursiue?Hon long is
the triceratops?
What did
the tyrannosaurus at?
.
Play the story on
the recording.Pupils isten
and
follow
.
Ask
pupils
he
questions ou
havewritten on the board.Then
askWat
did tlw
triceratopseat?
.
Pupils listen to the story again and
find
the answer.
Checkby asking
individual
pupils.
Pupils
ead
he ext
about he
yrannosaurus.Workingaloneor in
pairs,
they write answers o the ive questionsn theirnotebooks. ring the whole
class ogether o check
he answers.
Pupils
ead
he ext
about he stegosaurus.hey
practise
askingand
answering
bouteach
piece
of
information
n the ext.
Circulate nd check
they are
using he
past
ense orrectly.
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Moke o
questions
poster
.
In their
own
language
and in English,
pupils
discussother
questions
hey
might
want to ask about
dinosaurs.
.
Write someof the English
questions
on a large
poster.
nclude
different
question
orms, but
write the Wh-
questions
n
a different colour.
Key
AB
13:A
I Twelvemetres ong. 2 Six mefes tall. 3 Meat. 4 TWo. 5 About
65
million
years
ago.
Lesson
Main teaching
points
some,any
Main
recycling
Fooduocahuhry
I'd like
Sorry
Your
pupils
will
...
.
ask
questions
. roleplay a restaurant scene
New
vocabulary
leaves
New expressions
We haven't
got
any ..
Needs
.
props
for restaurant ole
play:
menus,no
for
waiter/waifress,etc
Active
presentotion
.
Play
this
team
game
o revise
words for food.Divide
the
class
nto
two
teams.Draw
a
vertical
line down
the cenhe of
the board.Teams ine up in
front of theboard.In turns, a memberof each eam comes o theboard
and
writes
a
food item in
English.
Set
a
time limit for this
game.
.
The
team with
the
most
correctly spelt
food
items
are the
winners.
.
Discusswhat
dinosaurs
ate:animnh,
ish,
pla.nts,
zaues,
rees ..
PB
1322
Some snd dny
.
Pupils look
at the dinosaur caf6
scene.Ask
(L1)
what
pupils
think
the
dinosaurs
are asking for in
the
caJ6.
Listen,
lEl
.
Phy
the dialogueon the recording.
Pupils listen
and read.
read
and
.
Play
the
dialogueagain. Pupils
repeat.Then
divide the class nto
three
practise groups:
he
triceratops, he boodon
and the waiter/waitress.
Play the
dialogue
again.
Pupils
ust
repeat he lines for their character..
Divide
pupils
into
groups
of three,
eachwith one
riceratops,one roodon
and
onewaiter/waihess.Pupils
practise
he role
play
in
their
group.
Encourage
pupil
to
extend he
conversation, hoosing
appropriate ood
items or
eachdinosaur,
.g:
P: I'd like
a
hee
... I'
.
The
waiter/waifress
should
reply
negatively
each
ime, and suggest
some
horse.
alternative.
Focuson correct
use of.some
and any.
.
Choose ome
groups
to
present
heir scenes.
.
Ask
pupils
to look at the
dinosaurcaf6
dialogue
again.
Ask
pupils
the
questions
rom
the Pupils'Book
T:
When do we use
s
.
Make
sure
pupils
realise
hat some s
used
or
requests,
and any
for
When do we
usea
negative
answers.
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Ask
El
.
Tbll
pupils
hey are
going
o act
out
going
o a restaurant.
and
answer Play
he dialogue n the recording o serve
as a
model.
.
Pupils ook at
the
menuand choose
hree hings hey would ike
to order.
Then
hey
work in
pairs.
n
turn, they act out being he
customer nd
waiter/waitress
n
the
restaurant.
Optionol octivity
-
Moke
your
own
cof6 menu
.
In
pairs
or small
groups, upils
makeand llustrate
a menu or
their own
caf6or restaurant. ncouragehem o think
of a fun nameand
heme
or
their caf6.Pupilscan hen ake urns visiting
eachother's
af6sand
ordering ood rom the menus.
AB
13:B
E
.
This listening-comprehension
ctivity
provides
ractice
or
the Cambridge
Young Learners
Mouers est.
t
canbe usedat
any
point
n
Unit
13.Pupils
listen
o the our conversations.fter each.
hev ick the correct
oicture.
AB
13:C
.
Pupils ook at the wo
pictures
and write the
differences.
o hrough he
exampleirst, makingsure
pupils
understand ow to
luse
omeandany.
Key AB 13:B
1-b 2-b
3-a
4-b
Tapescript
Narrator:
Number
1.
Which
s Megan's
inosaur?
Rick: Hi Megan
Which dinosaurdid
you
draw? s it
the big one?
Megan:
No,
t's
small.
Rtch:
How many
egshas t
got?
Megan: It's
got
two legs and two
small arms.
Rtck:
Was
t dangerous?
Megan:
Yes.Very dangerous.
Narrator: Number2. Which s Mr
Wozz's
ouse?
SalJy: Tellus aboutyourhouse,Mr Wozz.Is t in the town?
Mr
Wozz: No. t's in the country. t's next to a river.
Sally: How manywindowshas t
got?
Mr
Wozz:
It's
got
four windows.
Narrator:
Number 3. What did
Ben
have
or
lunch
yesterday?
Megan:
What did
you
have or lunch
yesterday,
en?
Ben: I had ish
and chips.
Megan: Did
you
have
any
ice
cream?
Ben:
No
ce
cream,
o. had
an apple.
Narrator:
Number
4. What did Craigdo ast weekend?
Rick: Hi
Craig
how are
you?
Craig:
Fine,
hanks.
had
a
great
ime ast weekend.
Rick: What did youdo?
Craig: I went or long ride on my bike. was
with two friends.
Rich:
What was he
weather ike?
Craig: Great t was sunny all day.
AB
13:C
There are
some
lowers n Picture A. There
aren't any flowers n Picfure B.
There
aresome hairs
n PictureB. There
aren'tany chairs n Picture
A.
There
are
some
mice n PicfureB. Therearen't
any
mice
n PictureA.
There
s a burger n Picture
A. There
aren'tany
burgers
n Picture
B.
There
are somedinosaurs
n Picture
A. Therearen't
anv dinosaurs n PicfureB.
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Lesson
3
Main
teaching
points
Wh-
question
orms
Main recycling
Past
simplz
Transport
ocabulnry
Your
pupils
will
...
.
read for
information
.
ask and
answer
questions
New vocabulary
seats
Britain, France, taly,
Germany
the USA
New expressions
How
fast can t
go?
(200)
ilometres
an
hour
Needs
magazine
icture
of.acar
sunglasses
Active
presentotion
.
Show
he
magazine
photo
of
the car to the class.Ask
questions
about t
T:
What colour s
it?
'
Ask
the class Wlure was t
made?Was t
mnde
n Britain?Wite
namesof
many
doors has
t
countries
on the board
-
Britain,
France,Italy,
Germany, hz USA
-
and How many
wheel
help the
class o deduce
he
meaning
of Wlure
was t mad,e?
got?
.
Ask
Can t
go
ast?InLl,
ask
pupils
how
we measurehe
speed
f a
vehicle.Introduce
he concept
f
kilometres
er
hour
(kph).
PB 13:3
Question
words
.
Pupils
look at the
picture
of
Jimmy
Valentine.
See f
they
remember im
from
Unit
8. If necessary,
xplain
that
he s
a famous ilm
star with lots of
cars.A reporter s interviewing
him
about hem.
.
Focus
attention on the
yellow
car and
ask
questions
ike
thosewhich
appear n the
pairwork
model
T: What colour s it?
Listen
lHl
.
Play
the recording
so
pupils
can see
f
their
guesses
were correct. was t made?
tc.
then
lFl
.
Tell
pupils
they are
going
to interviewJimmy
about his other
cars.
ask and Play
the model dialogue
about he
green
car,
JV2.
Pupils
follow in
their
answer books and repeateachphraseafter thevoices n the recording.
.
Ask
a volunteer
o come o the front
and beJimmy:
you
could
give
him
or
her
a
pair
of
dark
glasses
o
wear.Ask
the five
questions
about he car and
see f
Jimmy'can
answer
without ooking n
the book.
.
In
pairs, pupils
ask
eachother
questions
about he other
three cars.
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Do
you
know?
.
To revise
anybody, obodry,
omebody.
.
Write a list
on
the board of
ten countries hat
pupils
know. Pupils copy
the ist.
.
Write words or relatives,
tc.on the board:cousin, ncln, unt,
riend,
gr
andmo hzr,
gr
andfat u r.
.
Pupils must
choose ix counties and make up
a
relative who
lives
there.
They note their choiceson a pieceof paperbut donot show their partners.
.
Pupilswork in
pairs.
n hrns, they ask Pl:Do
you
know
any
.
The first
pupil
to locateall six of
their
partner's
elatives
s the winner.
(Italy)?
P2:Yes, know som
(my
cousin)or
No. nobodv.
Our cqf6
.
To
revise ood vocabulary,
prices
and making requests.
.
Working in
groups,pupils
create
heir own caf6 menus.
Help
them fanslate
namesof food or let them
use a
junior
dictionary.
.
Pupils role-play
a cafd
scene sing the menus hey havemade.
Word
web
.
To revise
ood vocabulary.
.
Pupils
brainstorm all the food and drink they know. You
makea word web
on
the
board.
.
Divide
the board nto
categories:Meat, Fruit, Vegetables,
ilh
froducts,
Drinks.
Pupils write
the words in the web under
the
categories, upils work
in
groups
and use
unior
dictionaries o add to the various categories.
.
Each
group
then
produces
a
poster
of
one
of the
categories. hey illustrate
it
with
pictures
cut from magazines
nd drawings.
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Qtionol
octivity
-
Write
on
interview
.
In
Firs
or
small
groups,pupils
can write another nterview withJimmy
\'-ahtine
in their notebooks.
hey
can use another
of his
cars,
or a
difiermt ransport
item they think he may
have,
such as a
plane
r a speedboat.
I
tEO
.
Ssking
individually or
in
pairs, pupils
read Denis'sdescriptionof
his
imagina4'car.
They decidewhich drawing
corresponds
o
the description
andcirite thenumber n the spaceprovided. Answer:Denis'scar is
x*lmb€r
2.)
'
Optionally
pupils
write
a
description
of the car in Picture 1.
f llf
.
Rpils draw
their own imaginary
car
and complete
he four sentences
abor-rtt. Alternatively,
give
them
sheets
of drawing
paper
and ask
them
to
do big drawings
of a car to createa
wall display.They should write a
paragraph
alongside heir
drawing using the ActMty
Book
sentences
as a
model.
.
Organise he
pupils
in
pairs.
They interview each
other
about the
cars they
bave
drawn
and
write
their
partner's
answerson the
rules at
the bottom of
paCe
&.
kl PB
13:3
Tapescript
Journalist:
What
colour
sJVl?
fimmy:
Yellow.
Journalist:
Where
was t made?
rtmm)':
In France.
Jounnlist:
When
did
you
buy
t?
Jimmy:
In 2001.
tounalist:
Howmanyseats
as t
got?
finm;:
It's
got
enseats.
Journalist:
How ast can
t
go?
fimmy:
150 ilomefes n
hour.
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Key AB
13:F
1
In CapeTown, South
Africa.
2 Six
people.
3 Horse-riding
and
painting.
4 When shewas
four
years
old. 5 Twelve
years
old.
6 Enrique glesias. 7 France. 8 At her friend's house.
Tapescript
Philip:
OK,
Alison. 'm
going
o ask
you
some
questions.
Alison: How many
questions
are there?
PhiJip: Er, eight. Right. Number one:Wheredo
you
live?
Alison: In
Cape
Town. That's in
South
Africa.
Philiq:
South
Africa? Good.
Number
wo: How many
people
ive in
your
house?
Alison:
Six
people.
My mother
and
father,my
aunt, my two sisters
and
me.
Philip:
Six
people.
Thanks. Number
hree.What are
your
hobbies?
Alison:
Well,
like riding
-
horse-riding
mean.And I like
painting.
Philip:
Number
our:
When did
you
learn
to swim?How old
were
you?
Alison:
I learned o swim
when
was
four.
PhiJip: Right. Number ive:How old is
your
school?
Alison: I don't know. think
it's
about .. Miss,how
old
s
our school?
Womnn: It's
twelve
years
old.
Alison: There.Twelve.It was built
twelve
years
ago.
PhiJip:
Numbersix Who
is
your
favourite
singer?
can
guess.
Alison:
Enriquelglesias.
Philip:
I thought so.
Philip: Numberseven:Where did
you go
on
holiday
ast
year?
Alison: We went to France.
Philip : Lucky
you Last question.
Numbereight.
This is
a memory est.
Where were
you yesterday
at
four
o'clock?
Alison: At four
o'clock
n
the afternoon?
PhiJip:
Yes.
Alison:
I was at my friend's
house.
Philb: OK. Thanks,Alison.
Errtrogomes
ond octivities
Project
.
To revise Wh-
qtrcstionforms.
.
Pupils ook
at the
questions
about he fyrannosauruson
page
62 of the
Activity
Book
and use hem o
research
notherdinosaur ype. They make
a short book about
t,
using the answers o the
questions
and adding any
more n-formation hey can ind.
Odd word out
.
To revisevocabulary rom
Unit
13.
.
Write five
or six wordson
the
boardunder hese ategory eadings:Foo4
Drink, Animak, Colours, umbers.Ineachcategoryncludeoneodd word
out.Pupilssay which word
s
the odd word out.
.
In
pairs, pupils
makea similar
puzzle
and
exchangewith another
pair.
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Cof6 role
ploy
.
To
revisesome
and any.
.
If
pupils
mademenus n
Lesson ,they
c:m use hese or a cafe ole
play.
Otherwise, sk
pupils
o makemenus n
pairs
or small
groups.
.
Ask
pupils
to help
you
think of a dialogue n a
caJ6.Write it on the board,e.g.:
Waiter
Can help
you?
Customer: Yes,
lease.
'd like
somepizza.
Waiter.
I'm sorry.We
haven't
got
any
pizza.We've ot
some
sandwiches.
Customen
OK. 'd like
a
ham
sandwich,
lease.
.
In
small
groups, pupils
use
menus
or caf6 ole-plays, ollowing
this example.
Celebrity
poster
.
To revise anguage
or
describing
people.
.
Bring to class
several
ictures
of
popular
amous
people,
r
ask
pupils
to
bring some
n.
.
Pupils
work in
groups.
They make
posters
with
the
pictures
and
write
about the celebrity'sappearance.
hey can research
iographical details
and
write
sentences
bout he
celebrities.
Celebrity
interviews
.
To revise
questions.
.
Pupils
work in
pairs.
Each
createshe dentity
of
a famous
person.
.
In
turns, they interview
eachother,
asking
questions.
.
Alternatively,
pupils
can nterview
eachother using
the details hey
have
researched
or
their celebrity
poster (see
above).
Group
dictotion
.
To revise
spelling and
punctuation.
.
IMake
arge copies
of one of the
stories or dialogues n
Unit
13.Divide
the
class nto
small
groups.
Place
one copy
per group
on the wall nearest
each
group.
.
In
turns, one
pupil
from
each
group
goes
o the text, memorises
a chunk,
goes
back to the
group
and says he
chunk. The
rest
of the
group
write
it
down. The
group
can ask
the
pupil
to repeat or
ask
for
spellings.
.
The
group
with the most
accurately-written
ext is the
winner.
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Lesson1
Iir
teaching
points
E+nssrtgrortions
of
food
ond
birh
Main recycling
Food
and drink
Your
pupils
will ...
.
read
and understanda
story
New expressions
Wild West
Oh,dear
Handsup
Needs
. picturesof foodanddrink cut from magazines
to illushate
a bottlz/glnss/piece/cup
f
Worm-up
.
Revise ood and drink
vocabulary
pupilslalready
know.
Use he food
flashcards
o elicit
the
names
of food
tems.
Attach the Excellznt Food
Flashcards
o the board.
. Mime eating one of the food temsandaskpupils to guesswhat it is. Ask
individual
pupils
to comeand choose heir
favourite
food from
thoseon
the board.
Active
pre3entotion
.
Use he
magazine
pictures
o
introduce
new vocabulary
a
bottlzlbowUcup/fizce
f
).
Write the expressions
n the board, eaving a
spacebetweeneach
one.Showeach lashcard
and ask
pupils
to
say
which
of
the expressions
n the board
s most
suitable o that item
of
food
or
drink.
Attach
each
lashcard o the board,
next
to the correct
expression.
.
Play
a
game
of.Come ndfind.
Ask
individual
pupils:
.
Repeatuntil all thecardshavebeen aken rom the board.Thenask
individual'pupils
to attach
hem
to the board again
n the
correct
place.
T: Comeand find a bottle
o
lemonade. tc.
PB
14:1
Usten
and
read
EI
The troin robbers
.
In L1, introduce he themeof westernsand cowboys.Do
your pupils
like
westerns?Do they
know the namesof any famous
cowboys?Useany
pictures
of cowboys
you
have
o discuss he clothes
hey wore.
Write
up
the expression
The Wild.West.
.
Tbll
pupils
O1)
they are
going
to read a story about a train robber n
the
Wild West.
Play
the story
on
the
recording.Ask
pupils
to
listen
for the
nameof the train robber and the
year
the story
happened.
tIarry
Holster,1880)
.
Play therecordingagain,and thenask
pupils
a seriesof concept-checking
questions
in
English
and
L1). They
scan he text
for
the answers:
T:
Where are hey?
ln
The
Wild West.)
What do they order
to
drink?
(A
cup of tea and
a
glass
of orange
uice.)
What
sort of things doe
Harry Holster ake?
(money,
old,
watches)
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I'd like
o
piece
of
breqd
Eead
.
Focus
on the
picfures
of
food tems
and on the menu below.
Check
vocabulary
and
read out the
prices
rom
the
menu.Make
sure
pupils
understand he
dollar sign.
lE
.
Pupils
act out a role
play,
asking
for
things
from
the menu
p-tise
and responding
with the
price.
Play the model
dialogueon the
recording
irst.
l{:3
How
do
you
come to sdrool?
t|En
.
Use he Transport flashcards o introduce ransport vocabulary.
d
d
Then
ask:
T: Have
you got
a
bike?
relrEr
.
Pupils ook
at
page
69.
Say
he
name
of a transport tem.Pupils
point
to Have
you gotacar?
the
correct
picture
on the
page.
.
Ask individual
pupils:
How
do
you
come o schoolz licit the reply By
(bus).
Pupils
epeat,as a classand
ndividually.
.
Put
the same
question
o a child
who comes o
schoolon
foot
How do
you
come
o school?
y
bus?
By train? Teach
he
expression
On
oot.
lEf
.
Plal'the
model
dialogue
n
the
recording.Pupils hen ask
eachotherhow
thev come o school.
Plqy
o tronsport
gome
.
Gire each
pupil
a slip of
paper
with a transport tem
written onit: by
train,
etc.
.
Pupils must
mingle and
find
others with the same ransport to make
small
groups.
Say Gol
Play
somemusic
f
you
like.
.
Get the
groups
to stand togetherand name hem: T: This
group
is
travelling
by car.
etc.
.
Plat'an instructions
game:
T: The
group
hat's
travelling
by
train, clap
your
hands.
The
appropriate
group
responds.
Continuewith other
instructions.
t+.f
.
Rpits
write
captions
or each
picture,
using words from
the word bank. Go
through
the exerciseorally
in class.Pupils
can then write
it
out
a-.homes-ork.
l{O
.
Rpils ask
three
riends how they come o
school,
etc. They write
their
Crnds'names
along he top of the chart, hen record heir answers:
l'1' bfl_{.
etc.
.
Tt)€l
nrite
complete entences
n
their
notebooks,
s
n
the example.
.
ff fie
question
with
swimming
poolis
not
appropriate o
your
locality
rplace it n-ithsomethinghepupilswill recognise. hey cancrossout
sximning
poal
before hey begin
he activity and, or
example,
write
arnt*tt
in its
olace.
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Key AB 14:C
1
Joe
goes
o schoolby hain.
2 Albert
goes
o the beachby
plane.
3
Joe
goes
shopping on
foot.
4 Albert
goes
o
the
post
office
by
bus.
Lesson
Main teaching
points
somebody, nybody,
nobody
Main recycling
Words
or
euerydnybjects
Clothes
has
got
Your
pupils
will ...
.
ask
questions
sing
ndefinite
ronoun
New vocabulary
New expressions Needs
.
Excellent
Flashcards
. an envelopewith a circle cut out of it, f
warm-up
activity..This
should be big
en
fit a flashcard
n.
.
a dice
per group
of 6
pupils
Worm-up
.
Revisewords for everyday
objects.
Play a
guessinggame,
using flashcards
and an
envelopewith a
circle
cut out of it. Put
a
flashcard n the envelope,
so
that
part
of
the
picture
can be seen hrough the cut-out
circle.
Show
he
envelope o
the
class.
Pupils look
at the sectionof
picture
and
guess
what
the object s.
.
Alternatively,
draw
the items
slowly on the board,
pausing
between
sectionsof drawing to
allow
pupils
to
guess.
Active
presentotion
.
Fland out the flashcards
o
pupils
in
the
class.
.
Walk around
he class
and
say:
T: Somebody's
ot
.
They hold the flashcard
up
to show
the
class. Who
is it?
.
Then
ask
more
directly:
T: Ilas
anybody
go
.
The
pupil
with that card shows he class.
Repeat n this
way
for
several
lashcards.
PB 1424 Whot hove
they
got?
.
Pupils look at the word bank
and
find the
objects
n the
picture.
Look
l^a=l
.
Pupils ask and ans\Mer
bout the
people
n
the
picture,
and
practise
following
the
model
dialogueson the
recording.Practise
each
dialoguewith
the
whole class,
asking
the
questionsyourself
initially.
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Ploy
o dice
gome
.
Pupils
work in
groups
of six.
Each
group
chooses
ix items
rom
the
picture
of the railway carriageon
page
70 of
the
Pupils'Book.
They make
three
picture
cards or eachof these tems,
eachwith a
picture
and the
nameof the item. There should
be eighteencards
per group:
tlree cards
for
eachof
their
six chosenobjects.
.
In
their
Sroups,
hey
make
a separate ist
of the
six items
and number
them 1 to 6.
. Onepupil in eachgroupshuffles hecards hey havemadeand deals hree
cards
o
eachchild.
.
Pupils
take
t in
turns to throw the dice.They match
he number
hrown to
the item on their list, and ask:
P: Has
anybody
got
a
.
Several
pupils
might have t, but
the
first
to lay
their
card
down has the
(book)?
next
hrn throwing the dice and asking.The first
pupil
to lay down
all
threecards
s
the winner.
?l
l{:5
ls
onybody weoring
q
red
sweoter?
.
Now
pupils practise
a different
question
using
anybody.Say:
T: Look
at
your
friends. s
but
in
place
of.a red
suueater,
ame
a
garment
which
someone
n
the class
anybody wearing
(a
red
is actually wearing.
sweated?
. Repeatwith othergarments.Write the questionon theboard and invite
volunteers
o makeup similar
questions
about what their friends
might
be wearing.
.
Ask about
an
item
of clothing that
nobody
s
wearing.Teach he reply
No, nobody.
El
.
ln
pairs, pupils
ask and answerabout
he
items
of clothing shown
n the
Pupils'Book.
Play the modeldialogue
n the recording f
you
wish.
f, l{:E
.
Pupils ook
at the
picture
of the children and
write sentencesn
their
notebooks n the model of.
Somebody's
ot
a
(football)
and
Has
anybody
ot
(an
ice cream)?Theyexchange ooks
with
their
parbrers
and write a reply.
fil
lt:F
.
Go tbrough the four
questions
orally and make
sure everybody
understands hem. Pupils then write answers n
the space
provided.
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Would
you
like o lift?
.
Would
you
ike
a
lift?
.
No, hanks. 'd
rather walk.
.
Would
you
ike
to sit down?
.
Yes,
please.
.
Which is the train
for London?
. It's this one.Hurry upl
Listen ond
proctise
.
The
scenes n
page
72 of. he Pupils'Book all
present
everyday unctional
phrases
ssociated ith travelling
and hansport.
Consider
ach
picture
n
turn.
Ask
the
pupils
where hey think
the
photos
were aken.
in
the street,
in a bus,at the station)
.
Focuson the
photo
with the car.Ask the
pupils
what
they
think
the
girl
on
the
eft might be suggesting o her
friend.
Elicit
the
suggestion
in
L1) that
the
girl
is
offering
to
give
a
friend
a
lift.
Do the
pupils
think the friend is
going
o accept
he offer?
El
.
Play the recordingof the
first
two
phrases.
sk
the
pupils
to
repeat.Focus
on the
question
Woull
you
lihe
a
lift? andensure hat it is fully understood
by all
pupils.
f
you
wish,
teach
your
pupils
the expressiono
giue
someone
a
liftbut
present
t
in
context,using
known anguage,
.g.I come o school
by car.
My
friend
giues
me a
ffi.
.
Similarly, ensure
hat the
phrase
No, hnnks. 'd
rathzr
walk isfully
understood.
xplain
(L1)
how
the
phrase
'd
rather s
used o express
preference.
Use mime
to
elicit
other
preferences:
'd
rathcr run /
fly
/
ride a
bike.
.
Proceed
n
the same
way with the other
photos.
Each ime,
use
nitial
questions
n English o establish ontext,but
acceptanswers
n L1.
.
Pupils
practise
he dialogues
n
pairs,
covering
he
sentence ank
with
a
sheetof paper.Ask volunteerso actout the scenes t the ront of the
class.
Useclassroom
hairsand other
props
o set he scene.
.
Any of the scenes
ouldbe extendednto a short sketch,
f
you
wish.
More
people
ould
oin
the bus.
The
other
passengers
ouldask them Where
re
you
going?
Or
at the station,other ravellers ould
come
up to
the
guard
and ask him
questions:
When s the train
for
Manchester?Were is the
toilet?etc.
tA
poge
70 Choose
ond
write
.
Working ndividually or
in
pairs,
pupils
ook at
the cartoonsand choosehe
bestsentence
or eachspeech ubble.
ftlk Time
Key 1 Whichs
hebus
orLondon?It's his
one. urryup
2 Would
you
ike to sit down? No, hank
you.
3
Would
you
ike
a lift?
-
No, hanks.
'd rather walk.
The
question:
How do
you
come
o school?
s
not needed.
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Lesson
1e,+ching
points
f
language
rom
'-,mre
l3-14
Main recycling
Pastsimple
Telling
hz time
Your
pupils
will ...
.
readandunderstandstory
.
reconstuct
story
n
the
past
ense
rwabulary
New
expressions
of course
That's strange
Needs
Active
presentqtion
.
Talk
to
pupils
about he story of MrWozz and
he childrenwhich
runs
throughLevel2 of
Excellpnt Usehe
story
pictures
n
your
Pupils'
Book.
Hold up the book and ask
questions
bout he story,e.g.:
.
Pupils respond
using
he
past
tense.
T:
What
happenedn
Unit 3?
What happenedwhen
they went through the
green
door ?
Fl
l5:1
and
read
Er
Home
ogoin
.
Explain
O1)
that the children
in
the story
finally
get
back to the funfair in
this episode.Write some
questions
n the boardand ask
pupils
to listen
and
find
out the answers:
Whnt
dny h it? Whnt time
is it? Whnt's strange n tlw story?
.
Translate
he
word strangeand
play
the story on the recording.Pupils
listen
and
ollow in their books.
.
Check
pupils'
answers o the
questions.
There
are two strange
hings: it's
the sameday and time as when
they left
the
funfair, and nobody knows
who Mr Wozzs.)
.
Pupils
can speculate
n the reasons or these hings
n L1.
Story
extension
.
In
groups,
pupils
write a
further final
episode f the story.Write some
questions
n
the
board o
help with
their
deas,
e.g.
Whnt
happened ext?
Dd Mr
Wozz ome
back?
Whnt
hnppened lnn thzy
went
home?
Dd
othzr
strange hings happen?
.
Pupilsmake
and
llustrate heir episode n a
poster.
Display
he
posters
and
get
pupils
to comeand
readeach
others'episodes.
.
If
appropriate,
you
could have a class vote
on
their
favourite
episode.
ll f
5n
.
Pupilswrite
he
story of Klunk's
visit
to
Earth,
using hewords n the
u'ord
bank.
AB 15:A
1 He andedon Earth at twenfy
past
one.
2 He met Alf
at ten
past
two.
3
He went
to Alf's
house
at
half
past
two.
4 He
saw a
plane
at
five
past
four.
5
He
ate a
pizza
at twenty to
five.
6 He went home
at six
o'clock.
kl
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Lesson
Main
teaching
points
Main recycling
Past simple
Your
pupils
will ...
.
talk about events n the
past
.
write an adventure
storv of their own
New vocabulary New expressions Needs
.
Excelbnt Flashcards
.
blu-Tack
.
a slip of
paper
or
each
pupil
with
an ad
idea
on
t
Active
presentotion
.
Help
pupils
to
remember
as much as
possible
about the story
in Excellent
Pupils'Book2. Draw a
tableon the board.Add a list of verbs n the
present
ense, nd clues or variousevents.
Seebelow.
.
Fill in
the table
with
the class.Elicit the
past
ense
orm of
eachverb and
write in on the chart.
.
Then elicit a sentence
bout the story using eachverb and
clue
word. Write
the
sentencesn the chart,as llusftated
below. n
its
completedorm, the
chart
should
ook ike
this. talic text
shows he
tems
which
you
should
add
to the table n class, n
collaboration ith
your pupils.
present
past
clues What happened?
take
took
photos
Rick
ook
some
hotos
go
went mvsterv
tram Tlw childrenwent on tlu
Mystery Tratn.
meet met
King uthur Tluy metKing Anhur
see sau dinosaurs
They saw
somed:inosaurs.
PB
15:2
Rid<'s
hotos
Point,
Listen
.
Pupils look
at the
photos
and find the
events hey havealready alked
and answer about on the table
on the board.
.
Go hroughall the
pictures
and ask
ndividuals
what happenedn
each
photo,
using
he
captions s
a
prompt.
E
.
Pupilswork in
pairs.
Following
he model
dialogue, ne
points
o a
picture
and asks what happened. he
other answers.Play the model
dialogueon
the recording.
I'"T#IJ,
ill
:::il:lJi,""**
they
avead
n dventurer
their own.
Hand
out the slips of
paper you
have
prepared
with ideas or adventure
stories,
.g.
You
go
to a dinosaur nuseuln.
You
and
your
friend
go
to a
castlzand seea dragon.
You
and
your
sister
Inue
tea n thc WiM
West.
Youand a
friend
trauel
nto spam.
Youonly needabout ive story ideas,whichyoucanduplicate.
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.
Discuss
he ideason the slips
with the class.Write any useful vocabulary
on
the board,e.g.spaceship, oon,
plnnet,
or
the adventuren space.
Pupils
can
choose differentadventureo the one
on
their
slip if they
wish.
.
Pupils work individually,
imagining
their adventureand
drawing
pictures
to illustrate t in their notebooks.. hey
thenwrite
about
t
(I
went o
a
castlp.
saw a dragon.He was uery
big, etc.)
.
fupils
then work with a
partner
and try
to
correct
eachother'smistakes.
Circulate nd help as muchas
possible
t this
stage.
Pupils
hen
write their
final
version
n
their notebooks.
f f
5A
.
Pupils
trace he line from the number
o the base orm of
the
verb.
They
nrite
the
past
ense f the
verb n
the space
rovided.
f, f
5f
.
Pupils
complete he story using
past-tense
erbs rom
the
preceding
activity.
.
They
put
the
six
pictures
n
order,so as to
follow
the
story
of the
boy and
the
giant
spider.
rcl
PB
15:2 Tapescript
Clild 1:
What
happened
n this adventure?
Clild
2: They
went
to
the future.
t-{nswer:
Number our,)
gtid
1:
What happenedn this adventure?
Child2: Er
...
they
saw a big cake.
t-{ns.,r'er:
Number
six.)
ClnU 1: And what happenedn
this adventure?
ChiA 2: That
was
my
favourite
part
of
the
book they saw some
dinosaurs.
t-{nsu-er:
Numberone.)
Child
1: What happenedn
this
adventure?
ChiA 2: They
openedhe
yellow
door?
r
Arrqn'er:
Number ive.)
CliM 1:
OK
-
what happenedn
this adventure?
Clild
2: They
played
n
a football match.
r,
-{n-*sr-er:
umber eight.)
Child1: What happenedn thisadventure?
Child2:
That was Unit Six: hey
met
King Arthur.
l
-\n---n'er
Number
hree.)
CTild1: What happenedn
this adventure?
Child
2: They
were
n
a
film. With Tarzan
t
{rus$-er:
Number
wo.)
Child
1:
.{nd
what
happenedn
this
adventure?
Child2: They were n a train. n the
Wild West.
r
-\Lsn-er:
Number
seven.)
AB
15:B
I ate
2 saw 3 ran 4 went 5
jumped
6 had
AB 15:C
I rent
to ttrezoo. saw
a big
spider. t
futdbig, angry
eyes.
ran
very
ast
and
.;untped
n a train. I
a/e
a sandwich.
Picrures
hould
be
numbered
-
2
-6
-
3
-
4
-
1
1
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Lesson
Main teaching
points
Reuision
of
la.nguage
rorn
Units 3-14
Main recycling
Prepositions
There's
Rooms
n a house
Present ontinuous
Your
pupils
will ...
.
talk about
where ooms
are
.
do a
pairwork picture
dictation
.
listen for information
New
vocabulary
above
attic
New expressions
Needs
.
Excellent
Room
lashcards
Active
presentqtion
.
First, revise
he words for rooms
n
the house.Use lashcards
o elicit the
rurmes
of
the
rooms.
.
Draw
a
simple
house
outline
on the board.Divide
the outline horizontally
and vertically into differentrooms.Ask pupils to helpyou decidewhich
room
s
which.
Invite
individual
pupils
to fix
the room
flashcards
o the
house n
the correct
place.
.
Then revise
prepositions.
Ask
pupils
to
arrangevarious tems,
e.g:
.
Repeat,
evising n, on,
under,
behind, n
front
of,
next
to,
aboaeand
betueenn this
way.
.
Invite tlree or four
pupils
to the
front.
In
furns, they
give
the
class
instructions
to
perform.
Repeat
with different
sets
of
pupils.
T:
Put
your
uler
u
.
partner's
hair,
PB
15:3
Albert
ond
foe's
house
.
Pupils
look
at
the
picture.
Elicit
the
nzlmes
f
the
rooms
again.
Pairwork [El
.
Pupilsplay a guessinggame, ollowing the model dialogueon the
guessing game
recording.
One
pupil
says he location
of a room. Their
partner guesses
he
room
they
are talking about.
PB 15:4
& AB
15:D
Listen
and
draw
Monsters
everywheret
.
Pupils
do the information-gap
activity in
pairs.
Pupil A
looks at Picture 1
and describes
where he monsters
are hiding. Pupil
B
listens
and draws the
monsters
n the correct
place
n the Activity
Book. Then
they swap roles
and
Pupil
B desoibes
Picture 2.
.
Pupils
check
heir
drawings
against the
original
pictures.
AB
15:E
H
.
This listening
comprehension
ctMty
provides
practice
or
the
Cambridge Young
Learners
Mouers
est.
Pupils
listen
to the
recording
and identifu
each
child in the house
by drawing lines
between
he
names
at
the top of
the
page
and the
children
n
the
picture.
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J(r.'.I AB 15:E
John
s
in
the
bathroom.
He'sbrushing
his
teeth.
Maria's n the
garage.
She's
painting
a chair.
Mandy's
n
the
kitchen. She'sdrinking
a
glass
of orange
uice.
Robert's n the bedroom.
He'sdoing exercises.
Kate's n
the attic.
She's leaning
a bike.
Ed's n the
living room.
He's
pickrng
up
toys.
Tapescript
Grl 1: Where'sJohn?
can't
ind
him.
Boy 1:
John?
He's
upstairs.
Girl
1: In the bedroom?
Boy 1: No,
he's n the bathroom.
He'sbrushing
his teeth.
Girl
1: OK.
Thank
you
Boy 1: I'm looking
or lMaria.What's
she
doing?
Grl
1:
She's
ainting
hat
old chair.
Boy 1: So she's
n the
kitchen?
Girl 1: No.
She's
n
the
garage.
Girl l:
Where'sMandy?
Boy 1: She's
n
the
kitchen.
GirI 1: Mandy ue you in thekitchen?
Boy
1:
Yes,she s. She's
drinking a
glass
of orange
uice.
Grl
1: Oh
yes.
can seeher.
Boy 1: What's
Robertdoing?
Grl
1: Robert's oingexercises.
Boy 1: Exercises?
Girl l: Yes.
He's raining.
Boy 1: Where
s he then?
Girl 1:
In the bedroom.
Girl 1: Where's
Kate? can't
find her.
Boy 1:
She's
leaning
hat
old bike.
Girl 1:
Pardon?
'Boy1: She's leaninghat old bike n the attic.
Grl
1:
Let'shelp her
Boy 1: Where's
Ed?
Girl
1:
He's
n the living
room.
Boy 1: Ed What
are
you
doing?
Boy
2: I'm
picking
up toys.
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Lesson
Main
teaching
points
Discussion f aduenture tory
Main recycling
Past
simple
Present
simble, hird
person
+
(in
sons)
Your
pupils
will ...
.
discuss heir favourite
part
of the book
.
listen or information
.
sing a song
. makevocabularypuzzlecards
New
vocabulary
clever
New
expressions
I
liked t when ..
ever so
Needs
Active
presentotion
.
Ask
pupils
o
look
at the cartoonstory nExcelkntlPuplls'Book
2 again.
Ask
them to
choose
heir favourite
episode, nd to think of reasonswhy
they
liked
it.
. Ask individrnl pupils:
.
Encourage
hem
to tell
you
why,
using English
and
Ll.
T: What wasyour fav
part
of
the book?
PB 15:5
& AB
15:F
'Listen
and
answer
t@t
I l iked it
when ...
.
Pupils look
at the
photos
of the children.Explain
that they are
going
to
listen
to them talking about
the Ercellent
story.
Explain
that the children
are also
going
to tell
us what is their favourite
word in English.
.
Play
the
interview
on the recording.
Pupils listen
and
fill in
the chart on
page75
of their
Activity Books.
.
Check
pupils'
answers.Then
pupils
write
answers o two
questions
What
was
your
faaourite
part
of tlu book?and
What's
your
fauourite
word n
EnelisW).
PB 15:6 ne's ever
so dever
lG5l
.
Pupils
look
at the
illushations
for
the song and tell
you
who it is
about.
$nrWozz)
Read
he title of the song.Explain
thnt euer
so
s
another
way
of saying
uery.Explainthe meaning
of clzuer f necessary.
sk
pupils
if
they
can
think
of
reasons
why Mr
Wozzis clever.
[Ie
can
drive a tain; he can travel
in time;etc.)
Play
the song on the recording.
Pupils listen and follow,
tapping out
the rhythm.
Play the song again. Pupils listen and oin in with as many wordsasthey
can.Repeat
ntil
pupils
are
singing
happily.
Working
aloneor in
pairs, pupils
complete
he vocabulary
puzzle
cards.
Pupils
make new
puzzle
cards or
their friends. They can
choose entences
from
anywhere n
the
book.
Encourage
hem to
focus
on useful vocabulary
and on words they
think
they
might
easily forget.
AB 15:G
o
a
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l(ey
AB
15:F
Barry
-
I
liked
it
when
they were n
the train and therewas a
robber.
My
favourite word in English
is
skateboard.
Ivlartha I liked it when hey saw the dinosaurs.My favourite word in
English s orange
uice.
Simone
I liked
it when
hey met King Arthur. My favourite word in English
is
hnfinny.
Tapescript
Man: Hi, Barry.
How
are
you?
Bany:
Very well, thank
you.
Man: Great
.. Barry,
can
you
ell us,
please:
hat was
your
favourite
part
of the book?
Bany:
Er, let me think. I liked it when they were n the
tain and there
was that
robber.
What
was his name?
Man: Harry
Holster?
Bany: Yes.That was my favourite
part.
Man: Good.
've
got
another
question
or
you.
What's
your
favourite
word n
English?
Barry: Er,shateboard.
Man: OK.
Thanks, Barry.
Man:
Hi, Martha. What was
your
favourite
part
of the book?
Martln: I liked it when they
saw
thosedinosaurs.
Man: In
Unit
13?
Marthn: Yes.
Man: You
weren't
scared?
Marthn:
Of
coursenot.
Man: Very
good.
And
question
number wo: what's
your
favourite word
in English?
Marthn: My favourite
word is
orange
uice.
Man: That's two words.
Martlm: OK.
They're my
two
favourite words.
Man: Thanks,
Martha.
Man:
Hi, Simone.
How
are
you
today?
Simone: Great
hanks.
Man: Good.OK.
Question
One.What
was
your
favourite
part
of the
book?
Simonz:
I liked it when they met King Arthur.
Man:
And when they went in the castle?
Simone.'
Yes.That was nice.
Man:
Did
you
like it when hey saw the dinosaurs?
Simone: Not really.
Man: Why not?
Simone: . . .
It was
scary.
Man: OK.
Question
wo:
what's
your
favourite word in English?
Simonc:
My favourite word
in English
is holiday.
Man: Mine oo.
Thanks.
Simone.
AB 15:G
The
tyrannosauruslived
5
million
years
ago.
I come o school
onfoot.
Let's recycle hesebottles.
It's raining.Haveyou gotan umbrella?
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(Units1
ond 2) Your
nome
Listen
o
your
teodrer.Mork
/
lrignt)
o,
X
(wrong).
1
(5 poin
Write.
2
(s
poin
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obout the
picture.
a fooLbalt
in Lhe
euoboqrd.
@sW
w
@
8e&
are caLs
on Ll'r.. chalr.
(4
potnt
he
questions.
vou
ive?
vour
favourite
colour?
you got
a dog?
vour teacher's
ame?
ou
ski?
day
s it
today?
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A
1
2.
3
4
5
6
(Units
3 ond
4) Your
nome
Listen o
your
teocher
ond write the
words.
Albert
and
Joe
were
L-,^so
monsters.
The children excited.
lever.
Albert and
Joe
went up the
We
ive
n
the
You'rewearing
glasses.
Rick
pushed
he
B
Write.
Yesterday arol
ada busyday.
an icecream.
shopping.
tennis.
(5 po
She
r^qshea the floor.
a
picture.
(5 po
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Look
qt
the house.
Write the
words.
Write wos
or
were.
Where
urere
the
catsat
five
o'clock?
hqtt
lLvlnq
room
--r
They
in the
iving room.
two dolls
on the chair.
the
dog?
in the
hall.
a bird
in
the
bedroom.
(5
points)
(5
points)
There
Where
It
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(Units
5
ond 6)
Yournome
A Listen o
your
eocher.Mork
y'
$gnt)
or
f
lwrong).
Write.
v
She
r^rqnLs
Lo
plqq
Lhe
plqno.
-
s\*
]6
B
1
3
5
T
(5
p
(./+
{D, l
J
n
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C
Write
lttis, thot,
these
or fhose.
(5
poin
D
1
2
3
4
c
6
Find he onswers
o
the
questions.
Did
you
play
ennis
esterday?
tr
What
did
Rick
do
yesterday?
tI
DidBen
and
Rick
play
ootball?
Ll
What
did
you
do
onSaturday?
L__l
No,
hey didn't.
I went shopping.
He went to the
zoo.
She
went swimming.
No,she
didn't.
Yes, did.
(5
poin
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(Units
7
ond 8) Your
nqme
A Listen
o
your
teocher.
Choose
he onswers
o the
questions.
It's in France.
I'm
ten.
A film
star.
I
T
r
T
fl
T
It's
three
pounds.
Shewent
n
the kitchen.
It's
twenty-five
years
old.
(5
po
B Look
of the
drort ond write
how
toll
things ore.
The Lou*r Ls sb<Leen mdt-res Latt.
2
3
4
c
6
8
(5
poin
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c
1
Write.
D
Write the months.
Tqnuqry
May
February
April
(5 poi
(5
poi
October
Julv
December
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(Units
9 ond
10)
Yournome
Listen o
your
teocherond
write the
words.
Thechildren
were
n
theGreen
Spqce Station.
A
1
2
3
4
c
6
They
They
at a screen.
pictures
of the Earth.
'Why
are hose
children
n
the
'They
are
'Let's
go
to Earth and
help
Write.
?'asked
Rick.
up the
ubbish,' aid
Mr
Wozz.
,'
said
Rick.
(5p
B
1
3
c
(5p
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1
2
3
4
5
6
Write him, her, it or them.
Sally
s
picking
up
rubbish.
Let'shelp
her.
There
are wo
kites n the skv.Can
vou
see
It's my
grandmother's
irthday.
'm
going
o
visit
This book s excellent. ovouwant to read
Jimmy
Valentine
s
my favourite ilm star.
Do
you
ike
My friends
are doing a
sponsored wim.
'm
going
o sponsor
D Write sentences
with Becouse.
(s poin
(5
poin
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C
Write
our, their,
his or
her.
My
friends
and
I
play
footballon Saturdays.
O-r team's olours
are
red
and
yellow.
My motherand
father
ike films.
We ive in the town.
My mother s a teacher.
oday
s birthday.
Ben
can't
ind
watch.
Emma
and
Mary are
sisters.
cat's
name s Minnre.
D Look ond
reod. Write
yes
or
no.
2
3
4
c
6
favourite ilm star
sJimmy Valentine
houses next to thepostoffice.
(5
poin
I
2
3
4
5
6
7
A
man s washing
his car.
The womanhasgot threedogs.
Thereare wo
girls
in
front of the
ibrary.
It's
half
past
five.
The
museum s next
to the
supermarket.
A
girl
is
going
nto the
museum.
A woman s riding a
bike.
(5
poin
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Yournqme,
A
Listen o
your
teocfier.
Find six
pictures
ond
write the
numbers.
(Units13
ond
14>
uestions.
tr
T
tr
T
T
T
B
1
2
3
4
c
6
Find the onswers
o the
q
Howdoyoucome o school?
What
colour
s
your
car?
How many seats
has
t
got?
Where
was
t made?
How
fast
can
t
go?
How old
is
it?
Four.
200kilometres n
hour.
By
car.
It's ten
years
old.
In France.
It's blue.
o
h
(5
po
(5
po
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C
Spot the differences.
1
@
Ln
PecLure 6. Tl'p.re
qrentL
qn.l
bLrds
F cLwe A
M
ro
s@M
ssw
@*
D
1
2
3
4
c
6
Write somebody,
onybody
or
nobody.
Has qnqbodq in your classgot a horse?
--
No,
's
got
a
skateboard.
Has
got
a bike?
Does come
o schoolbv
train?
(5 poi
(s
poi
No,
comes
o schoolby
train.
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A
1
2
3
4
c
6
(Generol)
Yournqme
Listen
o
your
teocherond
write
the words.
The
children
opene.d
the white
door.
They
at the unfair.
?'asked
Sallv.
'Who
is no Nk
Wozz
here,'
aid he woman.
strange,' aid
Megan.
\/k
Wozz?'
'Is Mr
Wozz
B Complete he
poem.
Use erbs n
the
post
tense.
Mr Blake
Mr
Sands his hands. Mr
Wise
(5
poin
big eyes.
a snake.
(5
poin
Mr Dee clLmbed a tree.
c
6
Mr Dennis
tennis. Mr Drake
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C
Find ond
write.
I
2
3
4
5
6
7
8
I
10
11
It's
above he
elephant.
It's betweenhe
space
tationand
the window.
It's next to the dragon.
It's
under he
snake.
They'reabove
he dragon.
He'sunder he elephant.
It's
under
he
frogs.
It's next to the
adder.
It's
above
he
guitar.
It's
above he
castle.
It's
betrveen
he elephant
nd the
football
player.
The
r^rlndour
(1O
poi
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Test
1
A
Ly' zX sX 4X sy' 6y'
Wherenere the
cats
at
five
o'clock
They were
nthe living
room.
Therewere wodollson the chair.
Where
was the
dog?
Itwas in the hall.
Thereu)asabird
in
the
bedroom.
Shewants o
play
the
piano.
He
wants
to
go
swimming.
Shewants
o
play
football.
He wants to
go
to the
zoo.
He
wants to
watch
TV
She
wants o
go
shopping.
Are kese
our
shoes?
What are
hose?
Is this
your
skateboard?
Is
that
your
house?
This
is
my brother.
Arethose
our
books?
No, hey didn't.
I went shopping.
He went to the
zoo.
She
went
swimming.
No,shedidn't.
Yes, did.
B
1
2
3
4
c
6
c
1
2
3
4
o
6
Test 2
A
1
,
3
4
c
6
B
1
2
3
4
c
6
c
They're
playing
ootball.
She's
aking
a
photo.
He'swashing
he car.
She's
ookingat the
elephants.
They're
playing
he
piano.
He's
eadinga book.
There's
a
football n the cupboard.
There are cats
on the
chair.
There's skateboard
nder he
chair.
There
are
bookson
the table.
Thereare
mice
under
he table.
There's
snake
n
the bag.
Test 3
A
rX 2y' sX 4X sy ' 6X
D
1
2
3
4
c
6
B
1
2
3
4
o
6
c
I
,.
3
4
c
6
D
c
6
4
1
2
3
Albert
andJoe
were
wo monsters.
The children
wereexcited.
Rick
pushedthe
ellon
ever.
Albert and
Joe
went up
the stairs.
We
ive
in
the
country.
You're
wearing
Ben's
glasses.
She
wasked
he loor.
Shewent
shopping.
She
ate an
icecream.
She
layed
ennis.
Shedrew
a
picture.
ShewatchedTY.
t hall
2 living
room
3
kitchen
4 toilet 5 diningroom 6 bedroom
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Test4
A
4
6
1
3
2
c
B
1
2
3
4
o
6
c
1
2
3
4
c
6
D
It's n France.
It's
three
pounds.
I'm
ten.
Shewent n thekitchen.
A film star.
It's
twenty-five
ears
old.
The
tower
s
sixteen
metres
all.
The
house s eleven
metres
all.
The
giraffe
s five
metres all.
The
cupboard
s
three
metres all.
The
knight is two
metres all.
Thegirl is onemetre all.
Don't touch he
dog.
Don't
open
he window.
Don't
eat
heapple.
Don't sit on the
piano.
Don't eat he
frog.
Donllswim
in the
ountain.
She's
oing
o
open he
door.
They're
going
o
fall.
He's
going
o
play
the
piano.
They're
going
o eat
he cake.
She's
oing
o wash
he window.
He's
going
o
brush
his teeth.
Sally
s
picking
up
rubbish.
Let's
help h
There are
wo
kites
in
the sky.
Can
you
see
hem?
It's
my
grandmother's
irthday.
'm
goi
to
visit her.
This book
s
excellent.
o
you
want to
readit?
Jimmy
Valentine
s my
favourite
ilm s
Doyou like trtirn?
My friendsare
doing
a sponsored
wim
I'm
going
o sponsor
kem.
Because/'s
cold.
Because can't
ind
it.
Because
'm not
hungry.
Becausehere's
alion.
Becausewent
o bedlate.
Becauset's rny birthday.
B
1
2
3
4
o
6
c
1
2
3
4
c
6
Missing
monthsare
January,
March,
une,
August, September,
ovember.
Test 5
The
children
were
n the Green
Space
Station.
They ooked t a screen.
They saw
pictulres
f the
Earth.
'Why are hose
children
n the
riuer?'
asked
Rick.
'They
are
piching
up the
rubbish,'said
Nk Wozz.
'Let's
go
to
Earth
and
help tkern,'
said
Rick.
1
Ron 2
Andy 3 Wendy
4
Jenny
SLiz
6 Simon
A
1
2
3
4
c
6
D
1
2
3
4
c
6
Test 6
A
1
2
3
4
{)
6
B
A
quarterpast
nine.
Half
past
two.
Twenty
past
seven.
Ten o eleven.
A quarterpast our.
Twenty o
twelve.
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My friendsand
I
play
football
on
Saturdays.
Our team's oloursare
red
and
yellow.
My mother
and
father ike films. Tlrcir
favourite
ilm
star
sJimmy
Valentine.
We ive in the town. Ourhouse s next to
the
post
office.
My mother
s
a teacher.
Today s lur
birthday.
Ben can't indhis watch.
Emmaand
Mary
aresisters.
Their
cat's
name s Minnie.
2no 3no 4no
Sves
6ves
a
piece
of
bread
an
umbrellaand an apple
a
dinosaur'sail
a
gold
watch
a
glass
of
water
a fat robber
Four.
200
kilometres
n hour.
By car.
It's
ten
years
old.
In France.
It's
blue
There
are somebirds
in Picture B. There
aren'tany birds
n PictureA.
There
are
some
books
n Picture A. There
aren'tany books
n PictureB.
There
are
somemice
n
PictureA. There
aren'tany
mice n PictureB.
D
1
2
3
4
D
6
There
aresome
ish in
Picture
B. There
aren'tany fish
in PictureA.
There
aresome
lowers
n Picture
A.
There
aren't any
flowers
n
Picture B.
There
are
somesausages
n Picture
B.
There
aren't any sausages
n Picture
A.
Has
anybody
nyour
class
got
a
horse?
No,nobody.
Somebody's
ot
a
skateboard.
Has
anybod,y
ot
a bike?
Does
anybody ome o schoolby train?
No,nobody
omes
o schoolby train.
Test 8
A
1
The
children
openedhe white door.
2
They wereat the funfair.
3
'Is
Mr Wozz
tere?'
skedSally.
4
'There
s no Mr Wozzhere,' aid
he
woman.
5
'That's
strange,'
aid Megan.
6
'Who
was
Nk Wozz?'
B
1 Mr Deeclimbed tree.
2 Mr Blake
ate a
cake.
3 Mr
Sandswashed
is
hands.
4 Mr
Wisehadbig eyes.
5 Mr
Dennis
kyed
tennis.
6 Mr Drake
sawa snake.
c
1 The
window.
2The fountain.
3 The house. 4 Thestatue.
5
The rabbits.
6Tarzan. 7
The kite.
8
The
moon. 9 The
robot.
1OThe
postcard.
11 The Earth.
4
c
6
2
3
4
i)
6
D
1
yes
/no
Test 7
A
1
2
3
4
c
6
B
3
c
1
6
4
2
c
1
2
3
0
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lmse
;r--rksheets
anbe usedat the appropriate
imesof
year,
o
provide
ffirri5
The act that
you
can
photocopy
he worksheets
makes hema
'firsn'i:L
:eaching
ool,which
you
cancustomise
o suit
your
class.
:'n*:
c
-
,imtion
otes
below.
Crury owkes' Night
I,nui-
-l. \ovember sees he commemoration
f the
;,rrfr,6flg1
Plot of 1605,
when
a
group
of
RomanCatholics
c.[.C
to cause
n explosion t
the Palace
f
Westminster.
*:cr
:rtentionwas
o kill KingJames
, his
Queen
nd
his
:,er
-,i
destabilise
he
government.
n the ensuing narchy,
-
i:
-:e
conspirators oped, heir co-religionists
ould ake
-':r -:.r
country
and secure
he religious oleration hat
was
ir--
-+::,1'
them.
--.-=
King rvas
due o come o Westminster
on 5th
-
..'-'Der
to open
he
new
session
f
Parliament.n the
u--rs
D€tore
he ceremony,he conspirators
enteda cellar
r-.::he palace.Here,Fawkes id several arrelsof
E-:-:-.rn'der.ut
the
plan
was oiledwhen
oneof the esser
rr
*rirators,
FrancisTresham, dvised is brother-in-law,
-.
-
\Ionteagle, ot
to
attend he ceremony.
onteagleold
::r
:uthorities
and he cellars
were
searched.
uy
Fawkes
m1:
-'l1pfl
and aken o the
Tbwerof London.
All the
:,:,rr-irators
died esistingarrestor
wereexecuted.
,-rildren
still
make'guys'to collect
money, ut the
i.r:-en'hat
savageradition
of burning the
guy
on
top
of the
';i-
Farvkes'
ight bonfire
has allen rom favour
n recent
..=-::s-
Firework
parties
areorganised
n a localbasis,by
o::-':"rls.illages,
tc.
. Tetrl-ourpupils he storyof the Gunpowder lot n L1.
he-teachkey
words
n English:
unpowder,
ellnr,
+ng,
etc.
.
Photocopy
he worksheet n
page
162once.Usecorrection
-luid
to white out oneor
two words n each
caption.
Replace
hem
with a line.
Write
the
missingwordson he
:lackboard,n
alphabetical
rder. n this
way,
you
can
gauge
ifficulty of the exercise
ccording
o the
evel
of
-,-our
lass.
.
Photocopy
our
amended ersion
of the worksheet nd
eive
a
copy o each
pupil.
Read
he
exts with the classand
ask
hem o suggestwords
o fill in the
gaps.
.
For he next esson,makemorephotocopiesf the
s-orksheet,
his time without altering
he ext. Cut he
*'orksheets
nto eight sections, o
hat all the
pictures
and
all
the captions reseparate.
.
Hand
out the
photocopies
ou
havecut up. Working
individually
or
in
pairs,pupils
match
he
pictures
with
the
captions.Once
ou
havecheckedhat
answers recorrect,
pupils
canstick
the
pictures
n their
notebooks.
.
Discussirework
estivals
n
your
own
country.
Pupils
could
makea displayabout
sucha
festival,with drawings
and captions.
Apri l Fools 'Doy
April Fools'Day
or
All Fools'Day')
lways
allson
1stApr
People
lay
tricks
on eachother,of which
he commonest
type
s
to mislead omeone y saying,
or
example
Your
shoelaces
undone,' o
hat they
ook
at their
shoes or no
reason.
he
oker
hensays
April Fooil'
The media
sometimes
lay
moreelaborate oaxes.Once
the BBCmocked p a convincing
iece
of
TV reportage bo
'spaghetti
arming',with
pictures
of spaghetti pparently
growing
on trees.
Traditionally,
ll April
Fools'Day hoaxingceases t
midday.
In the spirit of April Fools'Day, he worksheet n,page
givespupils
a chanceo
makedeliberatelymisleading
statements.
heir friendsmust hen
correct hem.
The
worksheet ouldbe usedas ollows:
.
Tell
your
classaboutApril Fools'
Day,
using
Englishas
a
as
possible.
Discuss ny similar
estivals n
your
country
.
Photocopy
he
worksheets nd
hand
hem
out. Look at
th
example
n Picture1, and ensure hat everyone
as
understood
ow
he activity
works.When
pupils
write
their
ncorrect
entences,nly oneword
shouldbe wrong
.
If
you
feel he activity s too advanced
or
your
class,
wri
your
own
ncorrect
entencesn the sheet
before
ou
photocopyt, e.g.
2 It'shalf
past
en.
3 He's
watching
he window.
4 There's hippo on the able.
5 She's
ot
a
giraffe.
6 They're eading paghetti.
7 It's sunny.
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ffiribi[BER
Lz
s
a$a78e
t0 lt
12
13
14
15
16
7
18
lq
zo
ef
LL
L3
uzsun
28
2i30
The
fifth
of
Novembers
an
important
estival n
Britain. t's
called
Guy Fawkes'Night.
On
Guy
Fawkes'Night,
people
emember
he
year
1605.
Guy
Fawkes
ut
gunpowder
n a cellar
under he
Palace
f Wesftninsteq
n london.
Hewas
going
o
kill
the
King
and he
English
Parliament
n 5th November.
In
November 605, omemen
wanted
o kill Ki
James.
Oneof thosq
qenwas
Guy
Fawkes.
One
of
the
men
old
his
brother-in-law:
Don't
g
the Palace f
Westminster
omorro'd/.'The
rot
in-lawwas
suspicious.
e
told the Governmen
The King's
soldiers
ound
Guy
Fawkes
n
the cellar.
He was arrested.
ater,
all the
men
were
executed
because
hey wanted
o kill the King.
Every
year
n November,
olice
officers earch
cellars
of the Palace f
Westminster
efore
he
Queen
omes.
Before
Guy
Fawkes'Night,
hildrenmake
a'guy'
with old clothes. hey collectmoney n the street.
Around
5th November,
eople
makebig bonfir
They havepartiesand watch ireworks.
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-lltnra;r'
an
incorrect
sentence
bouteach
;ilr:::e. Ask
your
friends o write a correct
iiffil:ence.
{
There's
l There
There
are
Lhree cqLs o\
Lhe
chaL
3 He's
5 She's
7
It's
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1
2
;
4
b
;
Whot did
you
do
on Mondoy?
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
has
had
is
-
was
ask asked
swim
-
swam
run
-
ran
draw
-
drew
wash
-
washed
are
-
were
eat
-
ate
clean
cleaned
go -
went
see saw
play
-
played
read read
have
had
listen
-
listened
/
clean
go
read
swlm
fly
lumD
climb watch
eat
plav
draw listen
o
1S
see
run
wash
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Excellent s
o
four-level rimory
nglish
ou,rse.thot
ffershe ight
evel
f
chollenge
o
hetp
pupils
chieve
eol
esults. upils
roctise
he ourskills
rom
hebeg,inning
hroughqsks hot elo
to theirown ives
ond
stimulote
heir
moginations.
leor
oir-work
ctivities
oke eorning
more
memoroble,ond
ncouroge
olloborqtionn heclossroom.
The Teodrer's
Guide
provides:
.
Cleor, tep-by-step
esson
otes,with
opescripts nd onswer
eys
.
Lots
of
id6os or
further
proctice
ctivities
.
Eight
hotocopioble
ests
.
Photocopioble
orksheetsor
usewith he recommendedenguin oungReoders
.
Photocopioble
orksheets
n Britishestivols
.
Instructionsor
using he sur
clossroom
osters
nd
he
loshcords
Level2 includes:
.
Pupi ls 'Book
.
Activity
Book
Floshcords
Poster ock