nicole taylor - oxford...
TRANSCRIPT
Syllabus 2
Introduction 6
Components 10
Tour of a unit 12
Optional lessons using the DVD 22
Other features of the course 23
Ace! Digital 24
Starter unit 26
Unit 1 30
Unit 2 43
Unit 3 56
Unit 4 69
Unit 5 82
Unit 6 95
Unit 7 108
Unit 8 121
Unit 9 134
Revision stories 147
Festivals 153
Classroom language 159
Flashcards and wordcards 160
Ideas bank 161
Wordlist 163
Nicole Taylor
3
1
Teacher’s BookRAPID ROUTE
Syllabus2
Vocabulary Structures Phonics Skills Cross-curricular themes
Cultural themes / Values
Starter: Back to school!
CoreClassroom objects: book, crayons, folder, glue, laptop, notebook, pen, pencil sharpener, ruler, scissors, table, microphone
Ordinal numbers: 1st –31st
When’s (your birthday)? It’s on the 25th April.
What’s (your phone number / name / surname)?
How old (are you)?
How do you spell (your surname)?
Whose is this? This (pen) is yours, (Rory).
Reading: reading and understanding a story about a school show; reading to identify days, months, dates and ordinal numbers
Listening: listening for specific information (identifying days, months and dates; identifying classroom objects)
Speaking: asking and answering about personal information (When’s your birthday? What’s your phone number / name / surname?)
Writing: identifying and writing days and months of the year; writing questions and answers about personal information; identifying and writing ordinal numbers; writing classroom object words
Unit 1: Pop stars
CoreDescriptions: beard, eyebrows, freckles, fringe, moustache, earrings, glasses, ponytail, plait, wavy hair, straight hair, curly hair
Adjectives to describe people: clever, friendly, funny, grumpy, helpful, lazy OtherPortraits: bald, dark hair, fair skin, ginger hair, scared, sad
Pantomimes: fair hair, magic wand, wig
She’s got (wavy hair).
Has he / she got (glasses)? Yes he / she has. No, he / she hasn’t.
He’s / She’s funny, but he’s / she’s lazy.
What’s your character in the pantomime? I’m the dame.
Phonemes:
/s/ and /st/
silly, Sally, socks, sea, sings, sand; strong, Stan, stands, street, statue, strawberries
Revision: juice
Reading: reading and understanding a story about a concert; reading descriptions of portraits; reading descriptions of people
Listening: identifying words describing people (listening for specific information); identifying words with the phonemes /s/ and /st/
Speaking: asking and answering about people (Has he got curly hair? What’s your brother like? He’s funny, but he’s lazy.); describing portraits (He’s got big eyebrows.).
Writing: identifying and writing words to describe people; questions and answers; completing descriptions of people; writing about a portrait; writing notes for a film poster
Art:
Portraits
Pantomimes / Being quiet in the theatre and listening to the actors
Unit 2: Sports day
CoreSports (-ing forms): dancing, fishing, playing football / basketball / tennis, running, riding a bike / a horse, surfing, sailing, swimming, walking
Sports verbs and words: bouncing / catching / throwing the ball, net, points, match OtherSafe sports: before, during, after
Sports: cricket, lacrosse, netball, court, pitch, helmet, racket, bat, players
Does he / she like (swimming)? Yes, he / she does. No, he / she doesn’t.
What’s he / she doing? He’s / She’s (throw)ing the ball.
I drink lots of water.
There are eleven players.
We play on a pitch.
Phonemes:
/tʃ/ and /ʃ/Chuck, chicken, cheese, chocolate, chair, Shirley, sheep, shorts, she, shirt, shoes
Revision: house
Reading: reading and understanding a story about sports; identifying people from a description of activities; reading short texts about sports in different countries; identifying a sport from its description
Listening: identifying words related to sports and activities (listening for specific information); identifying words with the phonemes /tʃ/ and /ʃ/ Speaking: asking and answering about activities (Do you like swimming?); describing sports activities
Writing: writing questions and answers about activities; writing a description of activities; writing about preferences and activities; writing a sports article for a newspaper
PE:
Safe sports
World sports / Doing some exercise every day
Unit 3: Lift-off!
CoreJobs: actor, artist, astronaut, bus driver, cook, doctor, farmer, librarian, nurse, teacher, train driver, waiter
A doctor’s equipment: bandage, blanket, cream, medicine, plaster, thermometer OtherAstronauts: control panel, spacesuit, special food, straw, helmet, planet
Police officers: badge, buttons, truncheon
What’s his / her job? He’s a (farmer). She’s an (artist).
Can the aliens / they (speak English)? Yes, they can. / No, they can’t.
Can he / she (use a computer)? Yes, he / she can. No, he / she can’t.
They can (read). They can’t (paint).
The (aliens) have got (ears).
Whose is this bandage? It’s Doctor Zig’s bandage.
Whose are these things? They’re Doctor Zig’s / his things.
Phonemes:
/θ/ and /d/Seth, bath, fifth, mouth, teeth; old, blond, and, food, around, worldRevision: water
Reading: reading and understanding a story about planet Zing; reading short texts about abilities, possessions and clothes
Listening: identifying words related to jobs, possessions and abilities (listening for specific information); identifying words with the phonemes /θ/ and /d/ Speaking: asking and answering about ability (Can they rollerblade?); asking and answering about possessions (Whose is this medicine?)
Writing: writing questions and answers about ability; writing questions and answers about possessions; writing about jobs and preferences; writing a job advert
Science:
Astronauts
Police officers around the world / Keeping your clothes tidy
Unit 4: Animal fun
CoreClothes: bat, bear, crocodile, elephant, giraffe, hippo, kangaroo, lion, lizard, monkey, snake, tiger
Habitats: cave, desert, forest, jungle, land, water OtherWild animals and habitats: grass, polar bear, seal, panda, bamboo, rubbish, mountain, valley, fox, red deer, hedgehog
Is it (running)? Yes, it is. / No, it isn’t
Do they / hippos live (in water)? Yes, they do. / No, they don’t.
Polar bears like (cold weather).
Where does it live? It lives in (Africa).
What do they eat? They eat (insects).
Phonemes:
/ŋ/ and /n/young, long, earring, dancing, drinking, eating; Stan, clown, man, on, moon, melon, spoonRevision: teacher
Reading: reading and understanding a story about a safari park; reading short texts about animals, their activities and habitats
Listening: identifying animals and words describing animal activities and habitats (listening for specific information); identifying words with the phonemes /ŋ/ and /n/ Speaking: asking answering about animals (What’s the monkey doing?); describing animals and their habitats (Crocodiles live in rivers.)
Writing: writing questions and answers about animal activities; writing about animal habitats, completing descriptions of animals; writing a fact file for a leaflet about animals
Science:
Animal habitats
Native animals / Protecting the habitats of animals in your area
Unit 5: Lights, camera, action!
CoreFood: beans, biscuits, burgers, carrots, chips, fish, meat, onions, peas, potatoes, sausages, toast
Mealtimes and prepositions of time: in the morning, in the afternoon, in the evening, have breakfast, have lunch, have dinner
OtherHealthy eating: carbohydrates, vitamins, calcium, protein, fats, sugar
Breakfasts: tea, pancakes, porridge, black pudding, bacon, special bread, flour, honey, dumplings, herbal tea, oats
Would you like (a burger / some toast)? Yes, please. / No, thank you.
When do you have (breakfast)? I have (breakfast) in the morning.
What do you have for (breakfast)? I have (toast) for (breakfast).
Phonemes:
/ɪ/ and /iː/Billy, big, pig, drinks, milk, with, pink, hippos; Jean, teacher, eats, peas, cream, beach, seaRevision: drum
Reading: reading and understanding a story about lunchtime at a film studio; reading short texts about food, healthy eating and breakfasts in different countries
Listening: identifying words related to food and mealtimes (listening for specific information); identifying words with the phonemes /ɪ/ and /iː/ Speaking: asking and answering about food preferences (I like beans. I don’t like potatoes. Would you like a burger?); asking and answering about mealtimes (What do you have for breakfast?); describing healthy eating (Carrots have got vitamins. We need vitamins to stop diseases.)
Writing: identifying and writing words about food; writing questions and answers about food and mealtimes; writing a menu
Science:
Healthy eating
Breakfasts around the world / Having a good breakfast every day
Syllabus
3Syllabus
Vocabulary Structures Phonics Skills Cross-curricular themes
Cultural themes / Values
Starter: Back to school!
CoreClassroom objects: book, crayons, folder, glue, laptop, notebook, pen, pencil sharpener, ruler, scissors, table, microphone
Ordinal numbers: 1st –31st
When’s (your birthday)? It’s on the 25th April.
What’s (your phone number / name / surname)?
How old (are you)?
How do you spell (your surname)?
Whose is this? This (pen) is yours, (Rory).
Reading: reading and understanding a story about a school show; reading to identify days, months, dates and ordinal numbers
Listening: listening for specific information (identifying days, months and dates; identifying classroom objects)
Speaking: asking and answering about personal information (When’s your birthday? What’s your phone number / name / surname?)
Writing: identifying and writing days and months of the year; writing questions and answers about personal information; identifying and writing ordinal numbers; writing classroom object words
Unit 1: Pop stars
CoreDescriptions: beard, eyebrows, freckles, fringe, moustache, earrings, glasses, ponytail, plait, wavy hair, straight hair, curly hair
Adjectives to describe people: clever, friendly, funny, grumpy, helpful, lazy OtherPortraits: bald, dark hair, fair skin, ginger hair, scared, sad
Pantomimes: fair hair, magic wand, wig
She’s got (wavy hair).
Has he / she got (glasses)? Yes he / she has. No, he / she hasn’t.
He’s / She’s funny, but he’s / she’s lazy.
What’s your character in the pantomime? I’m the dame.
Phonemes:
/s/ and /st/
silly, Sally, socks, sea, sings, sand; strong, Stan, stands, street, statue, strawberries
Revision: juice
Reading: reading and understanding a story about a concert; reading descriptions of portraits; reading descriptions of people
Listening: identifying words describing people (listening for specific information); identifying words with the phonemes /s/ and /st/
Speaking: asking and answering about people (Has he got curly hair? What’s your brother like? He’s funny, but he’s lazy.); describing portraits (He’s got big eyebrows.).
Writing: identifying and writing words to describe people; questions and answers; completing descriptions of people; writing about a portrait; writing notes for a film poster
Art:
Portraits
Pantomimes / Being quiet in the theatre and listening to the actors
Unit 2: Sports day
CoreSports (-ing forms): dancing, fishing, playing football / basketball / tennis, running, riding a bike / a horse, surfing, sailing, swimming, walking
Sports verbs and words: bouncing / catching / throwing the ball, net, points, match OtherSafe sports: before, during, after
Sports: cricket, lacrosse, netball, court, pitch, helmet, racket, bat, players
Does he / she like (swimming)? Yes, he / she does. No, he / she doesn’t.
What’s he / she doing? He’s / She’s (throw)ing the ball.
I drink lots of water.
There are eleven players.
We play on a pitch.
Phonemes:
/tʃ/ and /ʃ/Chuck, chicken, cheese, chocolate, chair, Shirley, sheep, shorts, she, shirt, shoes
Revision: house
Reading: reading and understanding a story about sports; identifying people from a description of activities; reading short texts about sports in different countries; identifying a sport from its description
Listening: identifying words related to sports and activities (listening for specific information); identifying words with the phonemes /tʃ/ and /ʃ/ Speaking: asking and answering about activities (Do you like swimming?); describing sports activities
Writing: writing questions and answers about activities; writing a description of activities; writing about preferences and activities; writing a sports article for a newspaper
PE:
Safe sports
World sports / Doing some exercise every day
Unit 3: Lift-off!
CoreJobs: actor, artist, astronaut, bus driver, cook, doctor, farmer, librarian, nurse, teacher, train driver, waiter
A doctor’s equipment: bandage, blanket, cream, medicine, plaster, thermometer OtherAstronauts: control panel, spacesuit, special food, straw, helmet, planet
Police officers: badge, buttons, truncheon
What’s his / her job? He’s a (farmer). She’s an (artist).
Can the aliens / they (speak English)? Yes, they can. / No, they can’t.
Can he / she (use a computer)? Yes, he / she can. No, he / she can’t.
They can (read). They can’t (paint).
The (aliens) have got (ears).
Whose is this bandage? It’s Doctor Zig’s bandage.
Whose are these things? They’re Doctor Zig’s / his things.
Phonemes:
/θ/ and /d/Seth, bath, fifth, mouth, teeth; old, blond, and, food, around, worldRevision: water
Reading: reading and understanding a story about planet Zing; reading short texts about abilities, possessions and clothes
Listening: identifying words related to jobs, possessions and abilities (listening for specific information); identifying words with the phonemes /θ/ and /d/ Speaking: asking and answering about ability (Can they rollerblade?); asking and answering about possessions (Whose is this medicine?)
Writing: writing questions and answers about ability; writing questions and answers about possessions; writing about jobs and preferences; writing a job advert
Science:
Astronauts
Police officers around the world / Keeping your clothes tidy
Unit 4: Animal fun
CoreClothes: bat, bear, crocodile, elephant, giraffe, hippo, kangaroo, lion, lizard, monkey, snake, tiger
Habitats: cave, desert, forest, jungle, land, water OtherWild animals and habitats: grass, polar bear, seal, panda, bamboo, rubbish, mountain, valley, fox, red deer, hedgehog
Is it (running)? Yes, it is. / No, it isn’t
Do they / hippos live (in water)? Yes, they do. / No, they don’t.
Polar bears like (cold weather).
Where does it live? It lives in (Africa).
What do they eat? They eat (insects).
Phonemes:
/ŋ/ and /n/young, long, earring, dancing, drinking, eating; Stan, clown, man, on, moon, melon, spoonRevision: teacher
Reading: reading and understanding a story about a safari park; reading short texts about animals, their activities and habitats
Listening: identifying animals and words describing animal activities and habitats (listening for specific information); identifying words with the phonemes /ŋ/ and /n/ Speaking: asking answering about animals (What’s the monkey doing?); describing animals and their habitats (Crocodiles live in rivers.)
Writing: writing questions and answers about animal activities; writing about animal habitats, completing descriptions of animals; writing a fact file for a leaflet about animals
Science:
Animal habitats
Native animals / Protecting the habitats of animals in your area
Unit 5: Lights, camera, action!
CoreFood: beans, biscuits, burgers, carrots, chips, fish, meat, onions, peas, potatoes, sausages, toast
Mealtimes and prepositions of time: in the morning, in the afternoon, in the evening, have breakfast, have lunch, have dinner
OtherHealthy eating: carbohydrates, vitamins, calcium, protein, fats, sugar
Breakfasts: tea, pancakes, porridge, black pudding, bacon, special bread, flour, honey, dumplings, herbal tea, oats
Would you like (a burger / some toast)? Yes, please. / No, thank you.
When do you have (breakfast)? I have (breakfast) in the morning.
What do you have for (breakfast)? I have (toast) for (breakfast).
Phonemes:
/ɪ/ and /iː/Billy, big, pig, drinks, milk, with, pink, hippos; Jean, teacher, eats, peas, cream, beach, seaRevision: drum
Reading: reading and understanding a story about lunchtime at a film studio; reading short texts about food, healthy eating and breakfasts in different countries
Listening: identifying words related to food and mealtimes (listening for specific information); identifying words with the phonemes /ɪ/ and /iː/ Speaking: asking and answering about food preferences (I like beans. I don’t like potatoes. Would you like a burger?); asking and answering about mealtimes (What do you have for breakfast?); describing healthy eating (Carrots have got vitamins. We need vitamins to stop diseases.)
Writing: identifying and writing words about food; writing questions and answers about food and mealtimes; writing a menu
Science:
Healthy eating
Breakfasts around the world / Having a good breakfast every day
Syllabus
Syllabus4
Vocabulary Structures Phonics Skills Cross-curricular themes
Cultural themes / Values
Unit 6: Superheroes
Core Daily routine: brush my teeth, do my homework, feed the fish, get dressed, get up, go to bed, go home, go to school, go to sleep, have a shower, wash the dishes, wake up
Telling the time: o’clock, quarter past, quarter to, half past, at night
OtherTime zones: earlier, later
Hobbies: dog, horse, beach, dancing, volleyball, Irish dancing
He / She (wakes up), he / she (gets up) and then (has a shower).
What time does he / she (get up)? He / She (gets up) at (quarter to eight).
It’s (one) hour later / earlier in (Madrid) It’s (one o’clock) in the (afternoon).
Phonemes:
/ɒ/ and /əʊ/ Oliver, crocodile, frog, hops, clock, orange, socks; Roland, robot, alone, home, sofa, phone
Revision: rabbit
Reading: reading and understanding a story about Ace Girl; reading short texts about daily routines and different time zones
Listening: identifying words related to daily routines and time zones (listening for specific information); identifying words with the phonemes /ɒ/ as in frog and /əʊ/ as in phone
Speaking: asking and answering about daily routines (She has lunch, then she washes the dishes); asking and answering about times (What time does Ace Girl get dressed?); describing time zones (It’s one hour later in Madrid.)
Writing: writing about people’s daily routines; writing about time zones; writing about routines for the school web page
Maths:
Time zones
Daily routines around the world / Doing your homework every day
Unit 7: Fun transport day
CoreTransport: bike, boat, bus, helicopter, hot-air balloon, lorry, motorbike, on foot, plane, tandem, taxi, train
Basic directions and places related to transport: bridge, country, path, river, street, town, left, right
OtherRoad safety: bike, cycle path, bright clothes, a helmet, lights, a bell
London transport: river, upstairs, downstairs, tube, double-decker
Are they going by (bus)? Yes, they are. / No, they aren’t.
Can you tell me the way to the (zoo)? Go up / down / along / across.
Turn left / right.
Wear a helmet. Don’t ride on the pavement.
Phonemes:
/ɜː/ and /eə/girl, bird, shirt, skirt; Claire, fairy, chair, air, hairRevision: teeth
Reading: reading and understanding a story about a tandem; reading short texts about transport, road safety and London transport
Listening: identifying words related to transport, road safety, locations and following directions; identifying words with the phonemes /ɜː/ and /eə/ Speaking: asking and answering about transport (Are they going by bus?); asking and answering about basic directions (Can you tell me the way to the zoo?); describing road safety (Wear a helmet!)
Writing: writing about transport; writing directions and giving advice about road safety; writing a leaflet for tourists
PE:
Road safety
London transport / Travelling by public transport, bike or on foot
Unit 8: Around town
Core Places in the town: café, cinema, hospital, library, park, police station, school, shop, sports centre, supermarket, swimming pool, town hall
Directions: behind, in front of, opposite, near, bookshop, square
OtherMaps: north, south, east, west, needle, compass, explorer, satellite, map
Capital cities: castle, stadium, palace, town hall, capital
Where were you? I was in the (cinema).
You were in the (park).
The (supermarket) is in front of the (café).
The (mountains) are in the (north).
Phonemes:
/æ/ and /ɑː/happy, Pam, has, rabbit, and, bat, carrot, bag; Mark, artist, park, starfish, farmer, dark
Revision: football
Reading: reading and understanding a story about a map; reading short texts about where people were; compass points, maps and capital cities
Listening: identifying words related to places, position and maps, identifying words with phonemes /æ/ and /ɑː/ Speaking: asking and answering about where people were (Where were you at six o’clock?); asking and answering about where places are (Where’s the bookshop? It’s behind the school. The mountains are in the north.)
Writing: writing about where people were yesterday; writing a description about where places are in town; writing about a place for a holiday brochure
Geography:
Maps
Capital cities / Keeping your town clean
Unit 9: Summer camp
CoreCamping places and equipment: field, fire, grass, hill, lake, leaves, rucksack, sleeping bag, tent, torch, waterfall, woods
Country code: Don’t drop litter! Protect the animals! Close the gate! Don’t pick flowers! Put out the fire! Walk on the path!
OtherWater and weather: cloud, fog, ice, lightning, liquid, solid, storm, thunder, vapour
Camping: barbecue, caravan, hammock, tepee, yurt
I / You / He / She / We (walk)ed to the waterfall.
Don’t drop litter!
Walk on the path!
When there’s cloud, water is a vapour.
Phonemes:
/t/ and /d/fished, jumped, cooked, walked; closed, climbed, played, phonedRevision: photo
Reading: reading and understanding a story about a summer camp; reading short texts about camping places and activities; water and the weather, and the country code
Listening: identifying words related to camping, weather and the country code; identifying words with the phonemes /t/ as in fished and /d/ as in closed
Speaking: describing activities in the past (Yesterday she played football.); describing the country code (Don’t drop litter!); describing water and weather (When there’s cloud, water is a vapour.)
Writing: writing about camping activities; writing about activities in the past; writing rules; writing about water and the weather; writing a holiday postcard
Science:
States of water in weather
Crazy camping / Helping at home in the holidays
Rev s on Story 1 Review: jobs words, colours words, sports words, doctor’s equipment words, parts of the body words, He / She is a / an (astronaut, cook, farmer, nurse, pop star). I’ve got / He’s got / She’s got (grey eyebrows, a moustache, a ponytail). What are you doing? I’m (riding a horse, playing football, walking, dancing). Have you got (some cream, a bandage, a plaster)? Yes, I have / No, I haven’t.
Extra: costumes, dressing up, hurt, helpful
Rev s on Story 2 Review: days of the week, times of day, classroom equipment, habitats, bee, lizard, flying, walking, clever, magic tools, school hall, laptop, pen, poster, web page, We can / can’t (paint the scenery). You can (make the poster). We like (burgers).
Extra: scenery, What’s the matter? It’s broken
Rev s on Story 3 Review: places in town, prepositions, costumes, scenery, ready, excited, worried, party, clever, I was, the children were … I walked / cycled across the bridge / along the river. There is / There are
Extra: goal, football stadium, World Cup, footballers, referee, team, score, prize, winners, classroom, in, school, please, bring, OK!, come on, Wow! we’re, whistle, fantastic, Oh no! Look at, player, very, Yes! Now, Oh, dear! with, your
Fest val 1: Bonfire Night
Core: fireworks, firework display, bonfire, guy, toffee apple, jacket potato, hot dog, November 5th
Extra: remember, parliament, king, gunpowder, treason, plot
Fest val 2: Chr stmas Eve
Core: Christmas tree, decorations, fireplace, mince pies, stocking, sleigh, bells
Review: carrots, wake up, during the day, before, morning, horse, presents
Fest val 3: St Patrick’s Day
Core: flag, parade, shamrock, Ireland, patron saint
Extra: wheelbarrow, broad, narrow, cockles, and mussels, alive
5Syllabus
Vocabulary Structures Phonics Skills Cross-curricular themes
Cultural themes / Values
Unit 6: Superheroes
Core Daily routine: brush my teeth, do my homework, feed the fish, get dressed, get up, go to bed, go home, go to school, go to sleep, have a shower, wash the dishes, wake up
Telling the time: o’clock, quarter past, quarter to, half past, at night
OtherTime zones: earlier, later
Hobbies: dog, horse, beach, dancing, volleyball, Irish dancing
He / She (wakes up), he / she (gets up) and then (has a shower).
What time does he / she (get up)? He / She (gets up) at (quarter to eight).
It’s (one) hour later / earlier in (Madrid) It’s (one o’clock) in the (afternoon).
Phonemes:
/ɒ/ and /əʊ/ Oliver, crocodile, frog, hops, clock, orange, socks; Roland, robot, alone, home, sofa, phone
Revision: rabbit
Reading: reading and understanding a story about Ace Girl; reading short texts about daily routines and different time zones
Listening: identifying words related to daily routines and time zones (listening for specific information); identifying words with the phonemes /ɒ/ as in frog and /əʊ/ as in phone
Speaking: asking and answering about daily routines (She has lunch, then she washes the dishes); asking and answering about times (What time does Ace Girl get dressed?); describing time zones (It’s one hour later in Madrid.)
Writing: writing about people’s daily routines; writing about time zones; writing about routines for the school web page
Maths:
Time zones
Daily routines around the world / Doing your homework every day
Unit 7: Fun transport day
CoreTransport: bike, boat, bus, helicopter, hot-air balloon, lorry, motorbike, on foot, plane, tandem, taxi, train
Basic directions and places related to transport: bridge, country, path, river, street, town, left, right
OtherRoad safety: bike, cycle path, bright clothes, a helmet, lights, a bell
London transport: river, upstairs, downstairs, tube, double-decker
Are they going by (bus)? Yes, they are. / No, they aren’t.
Can you tell me the way to the (zoo)? Go up / down / along / across.
Turn left / right.
Wear a helmet. Don’t ride on the pavement.
Phonemes:
/ɜː/ and /eə/girl, bird, shirt, skirt; Claire, fairy, chair, air, hairRevision: teeth
Reading: reading and understanding a story about a tandem; reading short texts about transport, road safety and London transport
Listening: identifying words related to transport, road safety, locations and following directions; identifying words with the phonemes /ɜː/ and /eə/ Speaking: asking and answering about transport (Are they going by bus?); asking and answering about basic directions (Can you tell me the way to the zoo?); describing road safety (Wear a helmet!)
Writing: writing about transport; writing directions and giving advice about road safety; writing a leaflet for tourists
PE:
Road safety
London transport / Travelling by public transport, bike or on foot
Unit 8: Around town
Core Places in the town: café, cinema, hospital, library, park, police station, school, shop, sports centre, supermarket, swimming pool, town hall
Directions: behind, in front of, opposite, near, bookshop, square
OtherMaps: north, south, east, west, needle, compass, explorer, satellite, map
Capital cities: castle, stadium, palace, town hall, capital
Where were you? I was in the (cinema).
You were in the (park).
The (supermarket) is in front of the (café).
The (mountains) are in the (north).
Phonemes:
/æ/ and /ɑː/happy, Pam, has, rabbit, and, bat, carrot, bag; Mark, artist, park, starfish, farmer, dark
Revision: football
Reading: reading and understanding a story about a map; reading short texts about where people were; compass points, maps and capital cities
Listening: identifying words related to places, position and maps, identifying words with phonemes /æ/ and /ɑː/ Speaking: asking and answering about where people were (Where were you at six o’clock?); asking and answering about where places are (Where’s the bookshop? It’s behind the school. The mountains are in the north.)
Writing: writing about where people were yesterday; writing a description about where places are in town; writing about a place for a holiday brochure
Geography:
Maps
Capital cities / Keeping your town clean
Unit 9: Summer camp
CoreCamping places and equipment: field, fire, grass, hill, lake, leaves, rucksack, sleeping bag, tent, torch, waterfall, woods
Country code: Don’t drop litter! Protect the animals! Close the gate! Don’t pick flowers! Put out the fire! Walk on the path!
OtherWater and weather: cloud, fog, ice, lightning, liquid, solid, storm, thunder, vapour
Camping: barbecue, caravan, hammock, tepee, yurt
I / You / He / She / We (walk)ed to the waterfall.
Don’t drop litter!
Walk on the path!
When there’s cloud, water is a vapour.
Phonemes:
/t/ and /d/fished, jumped, cooked, walked; closed, climbed, played, phonedRevision: photo
Reading: reading and understanding a story about a summer camp; reading short texts about camping places and activities; water and the weather, and the country code
Listening: identifying words related to camping, weather and the country code; identifying words with the phonemes /t/ as in fished and /d/ as in closed
Speaking: describing activities in the past (Yesterday she played football.); describing the country code (Don’t drop litter!); describing water and weather (When there’s cloud, water is a vapour.)
Writing: writing about camping activities; writing about activities in the past; writing rules; writing about water and the weather; writing a holiday postcard
Science:
States of water in weather
Crazy camping / Helping at home in the holidays
Rev s on Story 1 Review: jobs words, colours words, sports words, doctor’s equipment words, parts of the body words, He / She is a / an (astronaut, cook, farmer, nurse, pop star). I’ve got / He’s got / She’s got (grey eyebrows, a moustache, a ponytail). What are you doing? I’m (riding a horse, playing football, walking, dancing). Have you got (some cream, a bandage, a plaster)? Yes, I have / No, I haven’t.
Extra: costumes, dressing up, hurt, helpful
Rev s on Story 2 Review: days of the week, times of day, classroom equipment, habitats, bee, lizard, flying, walking, clever, magic tools, school hall, laptop, pen, poster, web page, We can / can’t (paint the scenery). You can (make the poster). We like (burgers).
Extra: scenery, What’s the matter? It’s broken
Rev s on Story 3 Review: places in town, prepositions, costumes, scenery, ready, excited, worried, party, clever, I was, the children were … I walked / cycled across the bridge / along the river. There is / There are
Extra: goal, football stadium, World Cup, footballers, referee, team, score, prize, winners, classroom, in, school, please, bring, OK!, come on, Wow! we’re, whistle, fantastic, Oh no! Look at, player, very, Yes! Now, Oh, dear! with, your
Fest val 1: Bonfire Night
Core: fireworks, firework display, bonfire, guy, toffee apple, jacket potato, hot dog, November 5th
Extra: remember, parliament, king, gunpowder, treason, plot
Fest val 2: Chr stmas Eve
Core: Christmas tree, decorations, fireplace, mince pies, stocking, sleigh, bells
Review: carrots, wake up, during the day, before, morning, horse, presents
Fest val 3: St Patrick’s Day
Core: flag, parade, shamrock, Ireland, patron saint
Extra: wheelbarrow, broad, narrow, cockles, and mussels, alive
About Ace!Ace! is a six-level course for children learning English from Primary 1 to Primary 6.
The course combines a high level grammar and vocabulary syllabus with fresh, modern visual appeal and all the rich, imaginative context of a true story-based course.
The context for the Ace! course is The Ace School and the Ace! characters are all school pupils. In each cycle we experience the daily life and learning of a different age group of pupil characters. And just as the Ace! characters are given a chance to shine, pupils learning English with Ace! are also inspired to flourish.
The language and skills practice in Ace!, shaped in line with the requirements of the Cambridge English: Young Learners, Cambridge English: Key and Trinity examinations, have been carefully chosen and crafted to benefit all children in higher level learning contexts, whether they intend to sit external examinations or not. While the syllabus is fast-paced and comprehensive, lessons are carefully staged, the approach to practice and recycling of language is thorough, and the methodology is clear and supportive for teachers and children alike. The course empowers the children to achieve, and at the same time places importance on the fun and enjoyment of learning at primary school.
Ace! has an inviting, highly motivating concept and a wealth of story genres, which set the theme for each unit. The stories act as a springboard into meaningful presentation and practice of grammar and vocabulary, and extensive development of all four skills: listening, speaking, reading and writing. The course places strong emphasis on literacy, with the inclusion of a wide variety of text types and a regular phonics focus. In addition, importance is given to the development of the whole child, through the incorporation of Key Competence aims in the Ace! syllabus, as well as rich cultural input, the highlighting of values, and a cross-curricular lesson in every unit throughout the course.
To bring the Ace! world to life, the course offers a complete, up-to-date suite of learning and teaching materials, including a comprehensive Teacher’s Resource Pack, an External Exams Practice CD-ROM, and course-specific digital components.
Ace! 3In Ace! 3, we follow the adventures of the characters Jeb, June, Rory and Rose, who are all pupils at The Ace School.
In the Starter Unit story, our characters’ teacher, Miss Snow, tells the class that they must prepare a special summer show. She gives out four magic tools to help the children. June has a magic microphone to sing songs, Rory has a magic pen, to write stories, Jeb has a magic laptop to find out things on the internet, and Rose has a magic book. At the beginning of each unit, Rose opens her magic book to reveal a fictional location which sets the scene for the unit. The first vocabulary set is presented in the context of this location with a song. The unit theme continues in the illustrated story of the unit and the subsequent lessons.
We join either Jeb, June, Rory or Rose as they present a lesson which is appropriate to their magic tool. Rory presents
the unit story in Rory’s story, June presents a song in June’s tune, Jeb brings to life cultural information from his laptop in Jeb’s web and Rose presents cross-curricular information in Rose knows about… in the cross-curricular lesson.
The preparations for The Ace School summer show are told in the Revision Stories where we see the four characters preparing the costumes, the scenery, and resolving problems along the way.
Stories As a story-based course, Ace! 3 has storytelling at the very core of its methodology.
The value of stories is widely recognized in Primary English Language Teaching. Children come to the primary classroom already equipped with an understanding of stories and the way they work. This familiarity with narrative conventions, as well as an expectation of the pleasure and enjoyment that stories bring, empowers them with confidence and motivation from the outset – an ideal starting point for pupils learning English at this level.
In addition, in a fast-paced course like Ace!, stories are the perfect vehicle for the presentation of new language structures, due to the meaningful, visually supportive and very immediate context they naturally provide.
The emphasis on stories is also invaluable in the development of children’s literacy skills, as it furthers familiarity and understanding of the functions of text, as well as promoting a positive attitude to books and reading, which is key to academic success.
Stories are a way of immersing children in the target culture, which is a significant part of learning a foreign language and of considerable benefit to children preparing to sit external exams. They are also a useful framework for developing key competences, particularly raising awareness with regard to the target culture, as well as inter-curricular themes and citizenship.
In Ace! 3, the preparations for the summer show constitutes a story thread which runs throughout the level.
The unit stories pick up on the theme of the fictional location that Rose has discovered on opening her magic book. The stories have a rich and varied range of contexts, characters and genres to appeal to the imagination and diverse interests of every child in the class.
The carefully staged methodology and impressive package of story materials in Ace! 3 make it possible to exploit each story’s full potential. The unit stories are told initially using the storycards. The teacher can choose to tell the story using the guide script on the storycards or using the Audio CD. The children then listen again, following the story in their Class Books. The children are then encouraged to reproduce the story dialogue by acting it out in groups or as a whole class, with the aim of developing oral fluency and confidence, as well as competence, in speaking English. As a follow up, animated versions of all the unit stories on the DVD bring an entertaining extra dimension to the storytelling experience and the children’s learning.
Three stories at the end of the Class Book invite the children to share in the adventures of Jeb, June, Rory and Rose within
6 Introduction
Introduct on
Introduction 7
The Ace School world. These stories provide a motivating vehicle for reviewing the language presented and practised in each school term.
Vocabulary and grammarAce! is a high level English course and therefore incorporates a greater amount of vocabulary and a wider range of grammatical structures than would be expected in a mainstream English language course. The language syllabus for Ace! 1 to Ace! 6, has been specifically designed in line with the syllabi of the Trinity examinations, as well as the Cambridge English: Young Learners and the Cambridge English: Key (KET for schools) examinations. The path towards the goal of entering these external examinations has therefore been taken into consideration in the design and coverage of the Ace! 3 syllabus. At the same time, equal emphasis has been placed on the importance of teaching a practical, well-balanced, high frequency language syllabus, which is appropriate for all children learning English at this level.
In Ace! 3 twelve new core items of vocabulary are presented in Lesson 1 of each unit, with a further six core words taught in Lesson 4. All the new core vocabulary is grouped in semantic sets which relate to the unit topic. The vocabulary is presented through listening activities, including memorable songs and chants, and then practised through the retelling of the unit story, motivating communicative games and activities. Flashcards and wordcards are provided in the Teachers Resource Pack for ease of vocabulary presentation, practice and reinforcement.
In addition to the new core vocabulary, four to five words are also presented in order to facilitate understanding and practice in the cross-curricular lesson and the culture lesson of each unit.
Each unit of Ace! 3 also presents and practises two new core structures. The first of these grammatical structures is presented through the story in Lesson 2, with Lesson 3 providing a clear focus on how the grammar works. There is thorough listening, speaking, reading and writing practice of the structure in the Class Book and Activity Book.
A second grammatical structure is presented through a song in Lesson 4. This is then practised through an engaging, communicative pair work activity in Lesson 5, and followed up with reading and writing practice in the Activity Book.
Skills Ace! 3 has an integrated approach to language and skills development. The Class Book and Activity Book work closely together to develop the four skills. Through a variety of enjoyable tasks with a very systematic approach, the children progress from listening practice to speaking practice, from speaking practice to reading practice and from reading practice to writing practice.
Over the Ace! series as a whole, care has also been taken to ensure that children preparing for Trinity and Cambridge English examinations develop the required level of skills competency, as well as familiarity with examination task types.
Listening: Ace! 3 recognises the particular importance of listening in the early years of language learning. All new language is presented with clear models on the Audio CD for aural recognition. Listening to songs, chants, stories, and
cross-curricular and cultural texts also helps the children internalize the language and expose them to native speaker pronunciation. In addition, listening activities in the Activity Book help to prepare pupils for practical, everyday tasks in English.Speaking: In Ace! 3 speaking practice builds carefully and effectively from simple word-level production to sentence-level production and above. Attention is also paid to the development of both accuracy and fluency. Spoken accuracy is developed through activities which encourage repetition following a model provided on the Audio CDs, as well as through songs and chants, the retelling of stories and controlled practice games. The controlled practice games afford children plenty of opportunity for repetition of core language within a clearly defined framework.Contexts which children can easily relate to, as well as suggestions for teacher-led discussions provided in the Teacher’s Notes, allow frequent opportunities for the children to draw on the whole of their productive repertoire, thereby promoting fluency and confidence in speaking.The development of communicative competence is of paramount importance in Ace! 3. With this aim, Lesson 5 of each unit includes a pair work activity from the back of the Activity Book. This enables the children to practise new vocabulary and grammar in a meaningful way. Further optional communication games are detailed in the Ideas bank section. Reading and writing: Pupils learning English at a higher level need to be able to make good progress quickly with regard to reading and writing. This is particularly true for those studying in bilingual projects or with the intention of sitting external examinations. Ace! 3 takes a very systematic approach to reading and writing to allow this to happen. New language is always practised aurally and orally before the children are asked to read and write. Pupils begin by reading at word level. Only once they have practised reading new words, do they progress to writing them. They then read these new words within sentences, and gradually progress from reading at sentence and paragraph level to writing at sentence and paragraph level. This process occurs twice in each unit, firstly with the new vocabulary presented in Lesson 1 and the grammar presented and practised in Lesson 3, and then again with the vocabulary and grammar presented and practised in Lessons 4 and 5. As the unit progresses, the amount of guidance and scaffolding for writing steadily decreases, for example from gap fill completion exercises to whole sentence writing. In this way the children grow in confidence and independence with regard to their writing. In Lessons 8 and 9 of each unit of Ace! 3, the reading practice builds to more extended texts. The short paragraphs about culture in English-speaking countries all use known, recycled language and are supported with photographs and audio. Using these texts, as well as the Activity Book follow up activities, as clear models, the children are then enabled to produce a short, simple piece of personalized writing about their own lives and culture.
Introduct on
8 Introduction
External examinations for young learnersAt this higher level of English language learning, many young learners in Primary 1 to Primary 6 are entered for external examinations such as the Trinity examinations, the Cambridge English: Young Learners examinations (Starters, Movers and Flyers) and the Cambridge English: Key for schools examination (KET). The syllabus of Ace! 1–6 reflects the language and skills requirements of these examinations.
Trinity Examinations: The Ace! series aims to prepare pupils to enter the Trinity Grade 2 examination by the end of Ace! 2, the Trinity Grade 4 examination by the end of Ace! 4 and the Trinity Grade 6 examination by the end of Ace! 6.
Cambridge English: Young Learners Examinations: The Ace! series aims to prepare pupils to sit Starters by the end of Ace! 3, Movers by the end of Ace! 5 and Flyers by the end of Ace! 6.
Cambridge English: Key for schools examination (KET): The Ace! series aims to prepare pupils to sit the Cambridge English: Key for schools examination (KET) by the end of Ace! 6.
Practice tests for the Trinity, Cambridge English: Young Learners, Cambridge English: Key for schools (KET), as well as Cambridge English: Preliminary for schools (PET) can also be found on the Ace! External Exams Practice CD-ROM.
CultureAce! values intercultural education as an essential part of language learning. It is important for children to understand and reflect on the differences and similarities between their own and other cultures in order to develop Key Competences, in particular Competence in Social Skills and Citizenship and Competence in Interaction with the Physical Environment. The Culture lessons throughout the Ace! series raise the children’s awareness of being part of a global community by helping them to develop an awareness of the people around them, as well as a stronger understanding of the culture behind the language they are learning.
There are regular culture lessons in every unit throughout the Ace! course. Ace! 3 focuses on international English-speaking countries. The cultural information is presented through engaging photos and extended reading texts on the Class Book page in Lesson 8, as well as an interesting cultural fact in Lesson 9. At the end of Lesson 9, the children are encouraged to apply their newly acquired cultural knowledge to perform a dialogue between Jeb and a character from the cultural context of the unit.
The follow up activities in the Ace! 3 Activity Book give the children the opportunity to consolidate what they have learnt. They are also encouraged to reflect on the target culture and draw conclusions about similarities and differences by producing their own text and illustration, personalized with ideas and experiences from their own culture.
In addition to the cultural input in Lessons 8 and 9 of Ace! 3, further intercultural learning is provided through the three Festival Units located at the end of the Ace! 3 Class Book.
These are intended to be used at the appropriate times of the year: Bonfire Night, Christmas Eve and St Patrick’s Day. The lessons include new themed vocabulary, a fun festival song, activity worksheets and craft projects, all of which can be used to create an intercultural festival atmosphere in the classroom. Details can be found in the Festivals section.
PhonicsGames provide a natural context for language practice Ace! has developed a system which employs aspects of Phonics teaching which are of benefit to primary children learning English, making sure that they are fully adapted to the children’s needs. Like the UK and USA Phonics system for native speakers, the Phonics lessons in Ace! teach children skills to help them to read better in English. The Phonics lessons in Ace! also include an element of pronunciation practice, as children need to be able to recognize and say a letter sound before they can attempt to recognize and read it in text. In addition, the words used to exemplify each Phonics focus in Ace! are known words from the same unit, grouped semantically to aid memory and recall.
In Ace! 3 the Phonics lesson of each unit raises awareness of the relationship between the sound and the spelling of individual letters and letter combinations in English. Pupils are also taught to distinguish between two letter sounds or two groups of letter sounds.
SongsSongs are an invaluable way of practising new language, as they naturally include plenty of repetition and greatly aid memory through their use of rhythm.
Each unit of Ace! 3 contains two songs; one in Lesson 1 and one in Lesson 4. These present and practise the new language of the lessons and cover a wide variety of musical genre, specifically designed to encompass the diverse range of musical styles children enjoy in the real world.
Cross-curricular focusThe Ace! course embraces the opportunity to transfer useful, practical English language to a range of different areas of the curriculum including Art, Music, Science, Geography, History and Maths. The areas chosen reflect and build on the kind of subject matter that the pupils are working with in other classes.
In Lesson 6 of every unit of Ace! 3, we join Rose at The Ace School, who presents the key content. Full colour, photographic, cross-curricular cards are provided in the Teacher’s Resource Pack for presentation purposes for each cross-curricular lesson of the course. The cards provide step-by-step teacher’s notes for easy presentation of the cross-curricular concept.
For teachers who have access to an Interactive Whiteboard, an interactive version of the cards can be found on the Ace! 3 iPack.
The cross-curricular content of the lesson is then consolidated and practised through listening activities and a personalised communication game in the Class Book, as well as follow up activities in the Activity Book.
Introduction 9
ValuesLearning about values is a key feature of the Ace! series as a whole.
In Ace! 3, the values focus is presented in every Lesson 9 by Jeb. The Jeb says … feature integrates socio-cultural aspects of learning and helps to promote self-esteem, as well as positive attitudes, tolerance and respect towards others. The Teacher’s Notes for Lesson 9 outline the Ace! 3 Values routine, which involves the teacher monitoring and rewarding good behaviour and practice with regard to the values.
RevisionIn Ace! 3, the core vocabulary and grammar of the unit is revised in each Lesson 10. One of the four course characters presents the review material in an entertaining magazine style interview. The children answer comprehension questions on the interview and then have the opportunity to answer the interview questions for themselves. This is designed to elicit all the unit language from the children.
The language review in the Activity Book is accompanied by a self-evaluation My Work section.
Following each sequence of three units, there is also a more extensive revision section. The revision sections are each based around a story in the Class Book featuring The Ace School course characters. Two pages of follow-up exercises per story appear in the Activity Book. These revision story lessons review the core and secondary vocabulary and grammar from each term. Details can be found in the Revision stories section of the Teacher’s Book.
Optional lessonsEach unit includes two optional lessons, details of which can be found in the Optional lessons using the DVD section and in the lesson notes which follow. The first optional lesson comes after Lesson 3 and reviews the main vocabulary from the unit and provides reinforcement of the main grammar point presented in the previous lesson. This is also the suggested point for showing the animated version of the story on the DVD. The second optional lesson follows Lesson 6. It gives ideas for extending cross-curricular content and language taught in the cross-curricular lesson, and for a project based on the cross-curricular topic. This is also the suggested point for showing the real world film clips from the DVD.
Testing and evaluationChildren’s progress can be evaluated through formal testing, ongoing assessment and self-assessment. For formal testing, there are nine unit tests, three term tests and one end-of-year test on the Teacher’s Resource CD-ROM, which together cover the target language from the course. All these tests are available as printable or editable documents so you can choose to adapt the material to suit your class.
For ongoing and self-assessment, there are evaluation grids and portfolio material on the Teacher’s Resource CD-ROM, which allow you to continuously assess your pupil’s progress and provide them and their parents with feedback.
You will also find practice papers for the Trinity and Cambridge English: Young Learners, Cambridge English: Key for schools (KET), and Cambridge English: Preliminary for schools (PET) examinations on the External Exams Practice CD-ROM.
MultimediaAce! has a fresh, innovative and fully integrated approach to multimedia in the classroom, allowing teachers to create a tailored digital solution to best suit them and their school facilities. The Ace! digital tools include the iPack, Teacher’s Resource CD-ROM, DVD and Oxford Online Learning Zone website. Details of these features are provided in the Ace! Digital and Optional lessons using the DVD sections of the Teacher’s Book.
Key CompetencesThe inclusion of the Key Competences in the curriculum is designed to integrate the formal learning specific to each subject area with less formal learning. This helps pupils to see the relationship between different subjects and use skills learned in one area in different contexts. The Key Competences encourage the activation of resources that the learner already has. Foreign language learning contributes directly to the development of competence in linguistic communication as it increases, enriches and complements a pupil’s communicative capacity. When language learning is based on the development of the four communicative skills (speaking, listening, reading and writing), it helps to develop this Key Competence in the same way as the study of a native language. A more detailed explanation of how learning a foreign language can develop the other Key Competences can be found on the Teacher’s Resource CD-ROM, along with ideas and worksheets for further exploitation of each Key Competence.
The materials in Ace! 3 offer many opportunities for the development of the Key Competences. These are clearly highlighted and explained throughout the teacher’s notes.
Parental involvement.
Learning involves a co-operative relationship between home and school, and it is important to establish clear communication with parents to encourage home support. The following are suggestions about possible ways of doing this:• Keep parents informed about what their children are
learning and their progress. School blogs can be an effective way to keep parents up-to-date, as well as highly motivating for children. Please make sure, however, that the children in your classes are protected at all times when they are online. Ensure that the school blog has a password, so that it is only available for the people for whom it is intended. In addition, teach children about internet security. Screen what they plan to post before they post it and make sure that they don’t reveal too much personal information, especially not telephone numbers, addresses or personal emails.
• Set children homework to tell their parents the unit story, sing them a song in English or tell them about life in the UK, for example. Encourage parents to play the Songs CD, at home or in the car, to motivate their children.
• Inform parents of the values their children are learning, and ask them to encourage their children to employ them at home too.
10 Components
Class Book• a starter unit introducing Jeb, June, Rory, Rose and Miss Snow
their class teacher• nine teaching units of ten lessons per unit providing the core
material• three pages of festival materials• three revision stories featuring the course characters• a clear syllabus summary showing the main language learned
in each unit• a songs CD with all the songs and chants from the course
Activity Book• ten pages of activities per core unit, including a pair work
activity; a Book Club feature; follow-up to the cross-curricular, phonics and cultural lessons; unit review and self-evaluation
• activity ideas for fast finishers at the bottom of each page • follow-up to the revision stories• follow-up to the festivals• one pair work activity per unit• bilingual dictionary and grammar section
Teacher’s Book• an introductory section, including descriptions of the
methodology and concept behind the course• a full description of the syllabus• an annotated Tour of a unit• clear, succinct teaching notes for each lesson• teaching notes for two optional lessons per unit (one DVD
lesson and one cross-curricular lesson)• optional extra activity ideas• cultural notes• references to Key Competences• full answer keys for Class Book and Activity Book activities• transcript for each lesson• references to worksheets on the Teacher’s Resource CD-ROM• an Ideas bank with games, activities and ideas for how to
exploit the extra resources further (flashcards, storycards, etc.)• a list of the unit flashcards and wordcards• useful classroom language and a wordlist
Audio CDs• recording of all the songs, stories and listening activities
including test listenings
Teacher’s Resource CD-ROM• evaluation material• nine unit tests, three term tests and one end-of-year test• two worksheets to supplement the starter unit• one story worksheet per unit• two vocabulary and grammar worksheets per unit• one cross-curricular worksheet per unit • six festival worksheets (two per festival)• full transcripts and answers for tests, and full teaching notes
and answers for worksheets 31 Unit 1
Pop s tars Lesson 2 CB PAGES 6 and 7 and AB PAGE 5
STORY AND MAIN LANGUAGE PRESENTATION
Lesson objectivesAsk about and describe people’s appearance.Understand a story.
LanguageCore: beard, eyebrows, freckles, fringe, moustache, earrings, glasses, ponytail, plait, wavy hair, straight hair, curly hair, Has he / she got (glasses)? Yes, he / she has. No, he / she hasn’t. He / She has / hasn’t got …Review: guitar, tall, short, park, favourite, jump, under; Where’s (Sam Star)? I can / can’t (see). I love (The Stars). I / We haven’t got (tickets)Extra: pop stars, concert, problem, tonight, meanwhile, excited, tickets, look for, crawl, pull, give, start; Are you ready? Let’s play
MaterialsCD1 $ tracks 15–16, Unit 1 flashcards and wordcards Set 1 (appearance); Unit 1 storycards
Warmer• Play Find the pairs with the Unit 1 flashcards and
wordcards Set 1 (appearance). (See Ideas bank.)
Lead-in• With books closed, hold up the first storycard.• Ask the children questions about the picture, e.g. What
are they doing? (Playing music) Who are they? (They’re pop stars / a pop group) What do you think happens in the story?
Listen to the story with the storycards. $ 1•15• Tell the children to look at the storycards and listen and
enjoy the story.• Play the recording, holding up the storycards one at a time.• Point to key items in the pictures as they are mentioned in
the recording.
Answer the storycard questions.• Hold up the storycards one at a time and ask the
children the questions on the back of each card to check comprehension of the story.
KEY COMPETENCE: Competence in autonomy and personal initiative Focusing on the underlying message of stories is a good way to raise awareness of values and, often, to develop strategies for confronting problems. Ask the children what they would do if they found a guitar. Talk about the right and wrong things to do when you find something. Ask the class how the children feel in Frame 8. Ask how Sam feels in Frame 8.
Class Book
1 Listen and read. $ 1•15• Tell the children to open their Class Books.• Play the recording again, encouraging the children to
listen and follow the story in their books.
2 Listen and say the number. $ 1•16• Play the recording, pausing after each phrase.• Ask the children to tell you the number of the story frame
each phrase is from.
TranscriptListen and say the number.Sam You’ve got my guitar! Thank you! Here are tickets for the concert. [pause]Fred Has he got glasses? Yes, he has.Molly I don’t know! I can’t see. And we haven’t got tickets. [pause]Fred Pat, who’s Sam? Has he got curly hair? [pause]Narrator Meanwhile, Pat, Molly and Fred are in the park. Pat and Molly are excited about the concert. [pause]Fred Look! It says ‘Sam Star’.Molly He hasn't got his guitar!
AnsWERsFrame 8 Frame 6 Frame 4 Frame 5 Frame 2 Frame 3
3 Act out the story.• Divide the children into five large groups and assign a
role from the story to each group, e.g. one group is the drummer, one group is Sam Star, one group is Molly, etc.
• Play the part of the narrator yourself and encourage the groups to act out their part, saying the words from the story and doing appropriate actions of their choice.
• Then divide the class into smaller groups of five children to act out the story by themselves.
• Bring one or two groups to the front of the class to act out the story for the rest of the class.
Optional activity• Tell the children that you are going to try to retell the
story from memory but you might need some help.• Ask them to stop you if you make a mistake.• Say the following:
The Stars are a famous dance group. Sam hasn’t got his piano. Fred, Molly and Sophie find Sam Star’s guitar. They have got tickets to the concert. The children give Sam Star his guitar and Sam gives them some money. Fred is very unhappy.
08 AceTB3 U1 1P.indd 31 04/01/2012 11:58
Lesson 2
STORY AND MAIN LANGUAGE PRESENTATION
Lesson objectivesAsk about and describe people’s appearance.Understand a story.
LanguageCore:glasses, ponytail, plait, wavy hair, straight hair, curly hair, Has hehasn’t. HeReview:Where’s (Sam Star)? I canWe haven’t got (tickets)Extra:excited, tickets, look for, crawl, pull, give, start; Are you ready? Let’s play
MaterialsCD1 1 (appearance); Unit 1 storycards
Warmer• Play
wordcards Set 1 (appearance). (See Ideas bank.)
Lead-in• With books closed, hold up the first storycard.• Ask the children questions about the picture, e.g.
are they doing?stars / a pop group)
Listen to the story with the storycards.• Tell the children to look at the storycards and listen and
enjoy the story.
Class Book
Activity Book
Teacher’s Book
Audio CDs
Components
11 Components
• notes for Key competences and worksheets• three DVD worksheets per unit (two mini book worksheets
and one cross-curricular worksheet)• PDF version of the printed Teacher’s Book (English) as well
as PDFs of Guía Didáctica and Llibre del professor
External Exams Practice CD-ROM• practice tests for the following external exams: Cambridge
English: Young Learners, Trinity and Cambridge English: Key
Teacher’s Resource Pack
Flashcards• 180 flashcards for presenting the key unit vocabulary (Flashcards Set 1:
Lesson 1 vocabulary; Flashcards Set 2: Lesson 4 vocabulary)
Wordcards• 180 wordcards to accompany the flashcards – see the end of this
Teacher’s Book for the list of wordcards
Storycards• 72 large, full-colour storycards depicting the nine stories from
the course in Units 1 to 9• all the cards have the story text and comprehension questions
on the back
Cross-curricular cards • nine large, full colour cross-curricular cards for presenting the cross-
curricular theme for each unit. Each card includes teacher’s notes on the back.
Poster• one classroom language poster containing useful instructions and
questions
Clock• This is a large, full colour clock with moveable hands for teaching
the time.
DVD• animation of each unit story• one cross-curricular video clip per unit
iPackPresentation and practice material for Interactive Whiteboards and data projectors that includes the following:• stories• songs and chants• audio• poster, flashcards, and cross-curricular presentation material• Activity Book activities
Oxford Online Learning Zone• interactive website content for students to use at home
or in the classroom
3 Teacher’s Resource CD-ROM © Oxford University Press Photocopiable
I can
say the date
and the time.
dictionary in the
repeat words
and sentences
with good
pronunciation.
I can
evaluate my
own work.
I can
read and
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a story.
I can I can sing
I can
understand
the teacher and
ask and answer
questions.
My portfolio I can statements
and sentences
pronunciation.
I can
evaluate my
own work.evaluate my
Poster
Wordcards
Teacher’s Resource CD-ROM
Components
Flashcards
ClockCross-curricular cards
Storycards
12 Tour of a Unit
Lesson 1 Key vocabulary Lesson 1 teaches and practises the first key vocabulary set of twelve words. It shows Rory, Jeb, Rose and June, the course characters, in a story world setting. They enter this world through a magic book. The children learn about the magic book in the Starter Unit.
Flashcards• Use the flashcards to present and practise key
vocabulary.• Alternatively, use the digital flashcards on the iPack for
presentation via an interactive whiteboard.
Class Book• The children listen to the recording, point to the
corresponding item in the picture and then repeat the vocabulary in chorus.
• The children listen to the recording and say which word is missing in chorus.
• The children listen to the song and gradually join in singing themselves. Play the song several times.
• Then they do a pair work activity relating to the picture that prompts them to produce the vocabulary actively.
Activity Book• In the first activity, the children practise recognizing the
vocabulary by reading and writing the correct number next to each item.
• In the second activity, the children write each of the key words next to the pictures.
• An activity suggestion for fast finishers keeps all children engaged. This feature is present in all lessons.
Class Book 3
Activity Book 3
Clock
Tour of a Un t Tour of a Un t
Flashcards Set 1
Key vocabulary contexualized in the children’s fictional world entered through the magic book.
Active production of the key vocabulary through a song.
Active production of the key vocabulary through a pair work speaking activity.
Class Book presentation of the key vocabulary.
Activity suggestions for fast finishers.
Numbering activity practising the key vocabulary.
Flashcards and wordcards for presentation and practice.
13Tour of a Unit
Lesson 2 Story Lesson 2 teaches and practises the vocabulary presented in Lesson 1 through a story, and introduces the grammar point presented in Lesson 3. The story is based on the same context as the imaginary world. The children also practise the language by acting out the story.
Storycards• Use the storycards and audio to present the story the
first time.• Alternatively, use the digital storybook on the iPack for
presentation via an interactive whiteboard.
Class Book• The children listen to the story again and read along. • The children listen to frames from the story out of
order and say the frame number, to consolidate their memory of the story.
• The children act out the story, either as a whole class or in small groups.
Activity Book• In the first activity, the children practise recognizing
and saying the vocabulary from Lesson 1, within the story context.
• In the second activity, the children complete a summary of the story with words in a word pool.
• There are three Book Club review activities to develop literacy skills. In the first one, the children indicate how much they enjoyed the story and say what kind of story it is by copying words from a word pool. In the second activity, they write the name of their favourite character from the story. In the third activity, they write the number of their favourite storycard.
Optional• The optional story consolidation worksheet offers
reinforcement of the story to focus on developing literacy skills and awareness of narrative.
Class Book 3
Activity Book 3
StorycardsStory worksheet
as the imaginary world. The children also practise the language by acting out the story.
Tour of a Un t Tour of a Un t
Opportunity to act out the story.
Children review the story in the Book Club feature.
Storycards for story presentation.
Extra story worksheet for literacy development.
Key structure and vocabulary contextualized in the children's story from the imaginary world.
Class Book presentation of the key structure through a story. Story is presented via storycards.
Story consolidation through a listening activity.