Teachers Book Ace 6

6 Teacher’s Book Julie Penn 2

Unit 5

103

Introduction

10

Unit 6

119

Components

14

Unit 7

136

Tour of a unit

16

Unit 8

153

Optional lessons using the DVD 27

Unit 9

169

Other features of the course

28

Revision stories

186

Ace! Digital

29

Festivals

193

Starter unit

31

Classroom language

199

Unit 1

35

Wordcards

200

Unit 2

54

Ideas bank

201

Unit 3

71

Wordlist

203

Unit 4

87

Syllabus



Syllabus

Starter: New term

Vocabulary

Structures

Core School and learning words: term, timetable, subject, textbook, homework, test, exam, practice, club, coach, study

Question tags:

Other School subjects; clubs and hobbies; staffroom, science lab, stone, clay, play (n), noticeboard, announce, after-school (adj), train (v), regular, improve, schedule, leave school, karate, brainteaser, logic, puzzle, time zone, dictionary, leap year, calendar, kilo, pottery

Unit 1: Del ghtful drama

Core Dramatic verbs: shout, whisper, scream, laugh, mutter, cheer, catch, follow, hide, escape, chase, rescue Performers and skill words: comedian, acrobat, magician, musician, tell jokes, do acrobatics, perform tricks, play an instrument, get on with people, work as a team, practise a lot, learn new skills Other Shakespeare's Globe Theatre: build, notice (v), roof, firework, canon, burn down, chemical, entertainment, uncomfortable, experience, smelly, stinkard, cushion, ticket, comfortable, Street performance around the world: performance, puppet, puppeteer, wife, crocodile, seaside, comedy, string, dragon, stick, luck, parade, mime, shadow puppet, attach, storytelling

Unit 2: Global geography

Core Travel and transport words: canal, motorway, railway, tunnel, port, airport, coach, ferry, road sign, traffic jam, roadworks, speed limit Air travel words: check-in, passport, ticket, luggage, security, hand luggage, queue, gate, boarding, seat belt, take-off, landing Other The Channel Tunnel: lorry, terminal, enormous, shake hands, crossing, rough (weather), emergency services, organize, safety test, prentend, suggest, build Special transport around the world: aqueduct, street cable car, steep, metal cable, electric street car, tourist attraction, footpath, cycle path, vehicle, special clothes, equipment, safety instructions, mountain range, build

2

Syllabus

That’s an easy question, isn’t it? William likes puzzles, doesn't he?

Present simple and present continuous: They come to the beach once a week. There are pirates in the cave. Catch them! They’re hiding. so and such: It was so smelly in the summer. It was such an uncomfortable experience. Shakespeare is so famous that people came from all over the world to see plays here.

Verb patterns: verb + infinitive with to: need, expect, pretend, agree, offer, promise He pretended to do his homework. verb + gerund (–ing form): imagine, enjoy, avoid, suggest, mind Mum suggested going out for an ice cream. Present perfect and past simple: It has/hasn’t made travelling easier. The tunnel opened in 1994.

Phonics and pronunciation

Skills

Crosscurricular themes

Cultural themes / Values

Drama: Shakespeare’s Globe Theatre

Street performance around the world / The importance of making sure everyone can see a performance

Geography: The Channel Tunnel

Special transport around the world / The importance of being safe and following safety instructions

Reading: reading and understanding a story about brainteasers Listening: listening for specific information (identify information in a timetable) Speaking: giving definitions; arranging to meet; practise using question tags and giving a presentation about a club or hobby Writing: writing core language and preparing for a class presentation

Pronunciation: can and can’t Phonics review: homophones buy – by, some – sum, wait – weight, they're – their, pear – pair, sea – see, know, night, there, high, weeks

Reading: developing intensive and extensive reading comprehension skills of multiple text types: a drama textbook, a playscript, a play summary, a crosscurricular text about Shakespeare’s Globe Theatre, culture texts about street performance in different countries, a review of a play or show, a presentation plan about a favourite performer Listening: developing intensive and extensive listening skills: identifying vocabulary and grammar in context, listening for gist and/or specific information from multiple sources: a dialogue about homework, a song about performers and their skills, an extended dialogue about a Talent Show audition (skills and abilities); focusing on pronunciation: can and can’t; listening to a presentation about a favourite performer Speaking: developing fluency and accuracy: using dramatic verbs; talking about performers and skills and abilities; talking about repeated actions and facts, and using imperatives (There’s a school show every year.) as well as talking about things happening now (Mr Murphy is playing the piano.); using so and such to emphasize adjectives (Theatre tickets are so cheap! The theatre is such a smelly place!); focusing on pronunciation: can and can’t, talking about skills and abilities; giving a presentation about a favourite performer Writing: identifying and writing dramatic verbs and words related to performers and their skills and abilities; writing a review of a playscript; writing a play summary; writing a culture text about a puppet show in your country; identifying the features of and writing a review; preparing a presentation about a favourite performer

Pronunciation: numbers ending with –teen and –ty Phonics review: /aɪ/ sky, light, white, my, high, fly, why, buy, try, quite, side, flights, right, might

Reading: developing intensive and extensive reading comprehension skills of multiple text types: a blog, a diary, a cross-curricular text about the Channel Tunnel, culture texts about special transport in different countries, an opinion essay, a presentation plan about a family holiday Listening: developing intensive and extensive listening skills: identifying vocabulary and grammar in context, listening for gist and/or specific information from multiple sources: a dialogue about homework; a song about going on holiday; an extended dialogue about buying a train ticket; focusing on pronunciation: numbers ending in –teen and –ty; identifying words with the phoneme /aɪ/, listening to a presentation about a family holiday Speaking: developing fluency and accuracy: talking about travel and transport and air travel; using verbs with particular patterns (Anya’s parents suggested moving to the UK.); talking about past actions that are still true and actions that started and finished in the past (They started digging the tunnel in 1988.); numbers ending in –teen and –ty; practise buying a train ticket; giving a presentation about a family holiday Writing: identifying and writing words related to travel and transport and air travel; writing a review of a diary; writing a travel blog; writing a culture text about a special transport where you live; identifying the features of and writing an essay; preparing a presentation about a family holiday

Syllabus

3

Unit 3: L vely l terature

Vocabulary

Structures

Core Characters in different story types: detective, witness, thief, reporter, victim, assistant, hero, heroine, companion, enemy, giant, wise character

Past simple and past continuous:

Story words: clue, magnifying glass, disguise, diamond necklace, spell, magic cloak, creatures, shield, alien, UFO, time machine, spaceship Other Harry Potter film locations: steam train, cloister, tourist, theme park Famous writers around the world: stamp, non-fiction, comedian, crime, popular, film, solve, mystery, be born, statue, journey, imaginative, deep sea exploration, space travel, real life

He stole the jewel. Watson was eating dinner and Holmes was reading a book. Holmes was looking at a hat when Watson arrived. While they were walking away, a tall man arrived. Present perfect with for and since: They’ve eaten in the Great Hall for hundreds of years. They’ve travelled on steam trains since 1984.

Unit 4: Human h story

Core Life event words: be born, start school, grow up, leave school, go to university, learn to drive, leave home, get married, move house, get a job, have children, retire Family and community words: community, home, husband, wife, parent, toddler, child, grandparent, best friend, grown-up, teenager, neighbour

Modal verbs: It must/can’t/might/may/could be modern. Present perfect with just, already and yet: They’ve already/just found all the pieces. They haven’t found all the pieces yet.

Other Archaeological finds in the UK: archaeologists, discover, board game, missing, popular, chess, writing tablets, careful, law document, helmet, valuable, chief, cooking pot, puzzle, jewellery, sword, bracelet Homes in the past around the world: museum, Stone Age, archaeologist, post (n), cliff, war, desert, tepee, hunt, buffalo, villa, design, build, roof

Unit 5: Smart c t zensh p

Core Conservation words: endangered, extinct, protected, in the wild, in captivity, Chinese river dolphin, Atlantic albatross, African penguin, European bison, Iberian lynx, Arctic fox, Antarctic blue whale Environment words: recycle, turn off, use up, sort out, put on, give away, look after, clean up, cut down, pollute, throw away, waste Other Recycling: coal, oil, CO2, bag, packet, walkway, degrees, Celsius, energy, habitat, pollution, aluminium, fizzy drink, local Environmental projects around the world: trouble, build, pipe, storage tank, collect, roof, filter, clean (v), timer, precious, bat, species, destroy, habitat, healthy, crop, helpful, bat box, project, bees, sick, scientist, hive, plenty, honey, beekeeping, threat, rainwater, local, turtle, footprint, turtle egg

4

Syllabus

will for instant decisions and going to for plans: I’ll ring them now. We aren’t going to keep Coco. less and fewer with countable and uncountable nouns: We should use less energy. We should use fewer plastic bottles.

Phonics and pronunciation

Skills

Crosscurricular themes

Cultural themes / Values

Pronunciation: intonation in questions and answers

Reading: developing intensive and extensive reading comprehension skills of multiple text types: a summary of a story, an essay, a detective story, a crosscurricular text about Harry Potter film locations, culture texts about famous authors from different countries, a detective story, a presentation plan about a favourite type of book

Geography: Harry Potter film locations

Famous authors around the world / The importance of finding time to read every day

History: Archaeological finds in the UK

Homes in the past around the world / The importance of respecting your local area and learning about its history

Citizenship: Recycling

Environmental projects around the world / The importance of trying to protect and help your local environment

Phonics review: /uː/ knew, you, who, soon, glue, new, too, blue, clues, through, to, two, onto

Listening: developing intensive and extensive listening skills: identifying vocabulary and grammar in context, listening for gist and/or specific information from multiple sources: a dialogue about homework, a song about books, an extended dialogue about borrowing books from a library (enquiring and exchanging information about books); focusing on pronunciation: intonation in questions and answers, identifying words with the phoneme /uː/; listening to a presentation about a favourite type of book Speaking: developing fluency and accuracy: talking about characters in different story types and using story words; talking about parallel and interrupted actions in the past (This girl was running and this boy was drawing. While the man was reading, the cat stole his biscuits.); talking about how long something has been happening (Tourists have travelled on the steam trains since 1984.); focusing on pronunciation: intonation in questions and answers; enquiring and exchanging information about books; giving a presentation about a favourite type of book Writing: identifying and writing words related to stories and characters in different story types; writing a review of a story; writing an essay; writing a culture text about a famous author from your country; identifying the features of and writing a detective story; preparing a presentation about your favourite type of book

Pronunciation: linking words Phonics review: /iː/ sheep, leave, she, thief, we, ice cream, Beans, eat, three, feel, feet, cheese, sleep

Reading: developing intensive and extensive reading comprehension skills of multiple text types: an autobiography, a newspaper story, a cross-curricular text about archaeological finds in the UK, culture texts about how people lived a long time ago in different countries, a diary entry, a presentation plan about people from history Listening: developing intensive and extensive listening skills: identifying vocabulary and grammar in context; listening for gist and/or specific information from multiple sources: a dialogue about homework, a song about a Viking family and their longhouse, an extended dialogue about preparing for a party (offering and requesting help); focusing on pronunciation: linking words; identifying words with the phoneme /iː/; listening to a presentation about people from history Speaking: developing fluency and accuracy: talking about life events and family and community; expressing certainty and possibility with modal verbs (It can’t be the Ancient Greek. It might be the Viking.); talking about things using just, already and yet (Archaeologists haven’t found a lot of helmets yet.); focusing on pronunciation: linking words, offering and requesting help; giving a presentation about people from history Writing: identifying and writing words related to life events and family and community; writing a review of a newspaper story; writing an autobiography; writing a culture text about an old home in your country; identifying the features of and writing a diary entry; preparing a presentation about people from history

Pronunciation: intonation with question tags Phonics review: /əʊ/ show, toe, go, coach, rope, toads, ago, so, go, hope, homes, know, grow

Reading: developing intensive and extensive reading comprehension skills of multiple text types: a leaflet, a website, a rescue story, a cross-curricular text about recycling, culture texts about environmental projects in different countries, a personal account, a presentation plan about helping wildlife Listening: developing intensive and extensive listening skills: identifying vocabulary and grammar in context; listening for gist and/or specific information from multiple sources: a dialogue about homework, a song about recycling, an extended conversation about raising money (making and responding to suggestions); focusing on pronunciation: intonation with question tags; identifying words with the phoneme /əʊ/; listening to a presentation about helping wildlife Speaking: developing fluency and accuracy: talking about conservation and the environment; talking about instant decisions and decisions made earlier (I’ll ring them now. They're going to sell T-shirts.); talking about a smaller amount with uncountable and countable nouns (Recycling uses less energy than making new things. We should use fewer new plastic bags.); focusing on pronunciation: intonation with question tags; making and responding to suggestions; giving a presentation about helping wildlife Writing: identifying and writing words related to conservation and the environment; writing a review of a rescue story; writing a leaflet; writing a culture text about an environmental project in your country; identifying the features of and writing a personal account; preparing a presentation about helping wildlife

Syllabus

5

Unit 6: Spec al sport

Vocabulary

Structures

Core Expedition words: water bottle, sun cream, insect repellent, first aid kit, survival blanket, route, landmark, destination, campsite, picnic area, car park, national park

will and going to for predictions:

Extreme adjectives: hilarious, enormous, tiny, filthy, starving, exhausted, delicious, terrified, fantastic, awful, fascinated, delighted Other Safety in the mountains: weather forecast, mobile phone, emergency kit, whistle, mountain rescue team, emergency equipment, helicopter, volunteer, walker, danger, rescue dog

Jamie will remember his birthday! There’s going to be a storm. Indefinite pronouns: somewhere, something, someone, everywhere, everything, everyone, nowhere, nothing, no one, anywhere, anything, anyone

Scout groups around the world: scout, camp, camping, campfire, burnt, sailing, nature, hummingbird, bald eagle, habitat, owl sanctuary, tasty, march, parade, bagpipes, international

Unit 7: Dar ng des gn

Core Clothes and accessories words: belt, trainers, raincoat, suit, umbrella, handbag, suitcase, briefcase, tracksuit, hoody, jeans, leggings Textile adjectives: striped, spotted, checked, dark, pale, bright, tight, baggy, sparkly, comfortable, patterned, plain Other Modern fabrics and technology: traditional, cotton, raw materials, processed, fabric, weaving, synthetic, chemical, waterproof, hiking boots, gadget, MP3 player, mobile phone, integrate, electronic circuit, sew, scientist, develop, nanotechnology, smart fabric, conduct electricity, light up, record data, athlete, exercise, woven, clothes bank, second-hand clothes shop

Reported speech: He said the suit was great. She told him there was a famous designer. Present simple passive statements and questions: These fabrics are called smart fabrics. Are synthetic fabrics made from natural materials?

Traditional crafts around the world: traditional craft, cloth, natural dyes, weave, myth, universe, knitting, fibre, unwashed, oil, sewing, soldier, armour, firefighter, decoration, silk painting

Unit 8: Interest ng ICT

Core ICT nouns and verbs: password, icon, text message, download, link, log on, copy, paste, click on, save, attach, delete Gadgets and inventions words: telephone, mobile phone, laptop, e-reader, tablet PC, MP3 player, games console, sat-nav, calculator, digital camera, digital radio, walkie-talkie Other The history of computers: engineer, mathematician, solve, mistake, create, invent, mechanical, computer, design, build, difference engine, museum, digital computer, moon landing, computer chip, telephone exchange Internet use around the world: internet, skater website, skatepark, research, careful, useful site, social network, email

6

Syllabus

First conditional: If I log on, I will send a download. Past simple passive statements: Lots of mistakes were made. His ’difference engine’ wasn’t built.

Phonics and pronunciation

Skills

Crosscurricular themes

Cultural themes / Values

Pronunciation: word stress in prepositions Phonics review: silent letters:

Reading: developing intensive and extensive reading comprehension skills of multiple text types: a route plan, a survival story, a cross-curricular text about safety in the mountains, culture texts about scout groups in different countries, an advice text, a presentation plan about trying a new activity

Sport: Safety in the mountains

when, knee, island, comb, castle, knife, witch, write, white, hour, where, what, why, knock, know, mustn’t, listen

Listening: developing intensive and extensive listening skills: identifying vocabulary and grammar in context; listening for gist and/or specific information from multiple sources: a dialogue about homework, a song about an activity holiday, an extended dialogue about finding a place in a town (asking for and giving directions); focusing on pronunciation: word stress in prepositions; identifying silent letters; listening to a presentation about trying a new activity

Scout groups around the world / The importance of joining in and trying new activities

Design: Modern fabrics and technology

Traditional crafts and designs around the world / The importance of learning about traditional crafts and skills

ICT: The history of computers

Using the internet around the world / The importance of being sensible and safe when you go online

Speaking: developing fluency and accuracy: talking about expeditions and using extreme adjectives; talking about predictions about the future (He’s going to be very tired. They won’t go home by car. They’ll go home by bus.); making sentences that avoid being exact about who/where/what we are talking about (You should tell someone where you’re going.); focusing on pronunciation: word stress in prepositions; asking for and giving directions; giving a presentation about trying a new activity Writing: identifying and writing words related to expeditions and using extreme adjectives; writing a review of a survival story; writing a route plan; writing a culture text about an activity you do regularly; identifying the features of and writing an advice text; preparing a presentation about trying a new activity

Phonics review: /ʃ/

Reading: developing intensive and extensive reading comprehension skills of multiple text types: a website, a cartoon story, a cross-curricular text about modern fabrics and technology, culture texts about traditional crafts from different countries, a presentation plan about a design for a new school uniform

fashion, she, information, sugar, delicious, T-shirt, paintbrush, should, shapes, stylish, wash, special, instructions, sure

Listening: developing intensive and extensive listening skills: identifying vocabulary and grammar in context; listening for gist and/or specific information from multiple sources: a dialogue about homework, a song about being happy in your own clothes, an extended dialogue about trying on clothes (talking to a clothes shop assistant); focusing on pronunciation: schwa sound in a and the (/ə/), identifying words with the phoneme /ʃ/; listening to a presentation about a design for a new school uniform

Pronunciation: schwa sound in a and the (/ə/)

Speaking: developing fluency and accuracy: talking about clothes and accessories and adjectives to describe textiles; talking about what someone said (Billy told Mr Murphy he liked the cowboy hat. Jilly said the silver hat was her favourite.); emphasizing the person or thing affected by an action (It’s used to make raincoats and hiking boots. Are traditional fabrics made from natural materials?); focusing on pronunciation: the schwa sound in a and the (/ə/), practising talking to a clothes shop assistant, giving a presentation about a design for a new school uniform Writing: identifying and writing clothes and accessories and adjectives to describe textiles; writing a review of a cartoon story; designing and writing a website; writing a culture text about a traditional craft in your country; identifying the features of and writing instructions; preparing a presentation about a design for a new school uniform Pronunciation: saying website addresses Phonics review: /eɪ/ train, take, paste, play, break, ace, name, came, same, made, email, faithfully, days, say, great

Reading: developing intensive and extensive reading comprehension skills of multiple text types: an illustrated glossary, an advert, a playscript, a cross-curricular text about the history of computers, culture texts about internet use in different countries, an email, a presentation plan about a favourite gadget Listening: developing intensive and extensive listening skills: identifying vocabulary and grammar in context; listening for gist and/or specific information from multiple sources: a dialogue about homework, a song about when different gadgets were made, an extended dialogue about computer use (conducting a survey); focusing on pronunciation: saying website addresses; identifying words with the phoneme /eɪ/; listening to a presentation about a favourite gadget Speaking: developing fluency and accuracy: talking about ICT nouns and verbs and gadgets and inventions; talking about possible events and outcomes in the future (If you click on the link, the website will open.); emphasizing the person or thing affected by an action (In the 19th century, calculations were done by people.); focusing on pronunciation: saying website addresses; conducting a survey, giving a presentation about a favourite gadget Writing: identifying and writing different things connected with ICT and gadgets and inventions; writing a review of a playscript; writing an advert; writing a culture text about how you use the internet; identifying the features of and writing a formal email; preparing a presentation about a favourite gadget

Syllabus

7

Unit 9: Spectacular sc ence

Vocabulary

Structures

Core Planets and space words: planet, star, comet, orbit, moon, constellation, asteroid, solar system, satellite, continent, pole, ocean

Second conditional:

Science and space words: invention, build, inventor, design, astronomer, observe, calculate, record, experiment, notice, discover, scientist Other The Voyager mission: mission, spacecraft, scientific equipment and messages, launch, take photos, outer space, sounds from nature, greetings, astronaut

If I had a spaceship, I would explore the planets. Past simple passive questions: When were the spacecraft sent into space? Were the photos chosen by aliens?

Strange stories from around the world: crash, desert, museum, wonder, news report, realistic, strange, crop circles, mysteries

Rev s on story 1

Review: play (n), motorway, airport, companion, port, tickets, passport, luggage, catch, thief, canal, India, follow, detective, disguise, discover, railway, ferry, magician, circus, escape, rescue, whisper, enemy, heroine, perform tricks, tell jokes, audience, cheer, creature, spell, costume, Indian; present simple and present continuous; verb patterns; present perfect and past simple; past simple and past continuous; present perfect with for and since; so and such Extra: enjoy, avoid, surprise, boss, journey, mistake, circus, clap, hire

Rev s on story 2

Review: China, be born, grow up, water bottle, coach, fascinated, endangered, in the wild, starving, delicious, protected, cut down, hilarious, home, leave home, grown-up, picnic area; modal verbs; present perfect with just, already and yet; will for instant decisions and going to for plans; less and fewer with uncountable and countable nouns; will and going to for predictions; indefinite pronouns Extra: surprise, panda, zoo, guide book, omnivore, zookeeper, nap, wide awake, bamboo, sugar cane, lunchbox

Rev s on story 3

Review: design, hoody, walkie-talkie, tablet PC, password, link, download, satellite, observe, continent, ocean, notice, catch, tracksuit, raincoat, weather, calculate, log on, follow, chase, checked, striped, build, audience; reported speech; present simple passive questions and statements; first conditional; second conditional; past simple passive statements Extra: forget, project, dream, smart, sleeves, change colour, invent, programme, gadget, helium balloon, connect gas, competition

8

Fest val 1: Thanksg v ng

Review: dangerous, grandparent

Fest val 2: Chr stmas

Review: delicious, home, put up

Fest val 3: World Poetry Day

Review: laugh, notice, follow, moon

Syllabus

Extra: settler, prayer, celebration, thankful, be together, uncle, aunt, cousin, volunteer, soup kitchen, turkey, pumpkin pie, paper leaf, plantation, open-air museum, explore, tour, journey, pilgrim, fish, corn, harvest, website, charity, parade

Extra: festival, celebration, advent, decorations, Christmas cards, employ, deliver, mince pie, raisin, sugared fruit, recipe, supersitition, good luck, enjoy, Middle Ages, neighbourhood, popular, carol concert, dazzling, tasty, countdown, Santa, reindeer

Extra: competition, rhyme, rhythm, syllables, haiku, popular, ice melting, limericks, dream, terrible, fright, celebrate, invite

Phonics and pronunciation

Skills

Crosscurricular themes

Cultural themes / Values

Pronunciation: sentence stress

Reading: developing intensive and extensive reading comprehension skills of multiple text types: a science textbook, a quiz, a science fiction story, a crosscurricular text about the Voyager mission, culture texts about strange stories from different countries, a report, a presentation plan about making a Golden Record

Science: The Voyager mission

Strange stories around the world / The importance of not believing everything you see on the internet or on TV

Phonics review: Magic E: hide, made, note, tube, like, time, take, made, space, hope

Listening: developing intensive and extensive listening skills: identifying vocabulary and grammar in context, listening for gist and/or specific information from multiple sources: a dialogue about homework, a song about space, an extended dialogue about leaving a phone message for someone (asking for and giving information on the phone); focusing on pronunciation: sentence stress; identifying Magic E words; listening to a presentation about making a Golden Record Speaking: developing fluency and accuracy: talking about planets and space and science and space; talking about the outcomes of unlikely or impossible events (If the alien spoke English, I would ask him questions.); asking about the person or thing affected by an action (What was sent back to Earth by the Voyager spacecraft?); focusing on pronunciation: stress in sentences, asking for and giving information on the phone; giving a presentation about making a Golden Record Writing: identifying and writing words related to planets and space and science and space; writing a review of a science fiction story; writing a quiz; writing a culture text about what you think of aliens; identifying the features of and writing a report; preparing a presentation about making a Golden Record

Syllabus

9

Introduct on 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, who are the 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, children 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 for Schools (KET) and Trinity examinations, has 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. The course places strong emphasis on literacy, with the inclusion of a wide variety of text types and a regular phonics review. 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 (see Components, page 14). Ace! 6 Learners are guided through Ace! 6 by triplets Billy, Jilly and Milly Bean, who are all pupils at the Ace School. The triplets, along with their friends, family and teachers provide the background and context to each unit. In the Starter unit, the children return to school after the summer break and meet their new teacher, Mr Murphy. At the end of the lesson, Mr Murphy sets the class a homework assignment, which sets the topic for the next unit. The opening spread of each unit shows three texts that have been brought in by Billy, Jilly or Milly for their homework assignment. Each text is based on authentic material that children would find at home. The first, and sometimes second, text presents the vocabulary for the lesson; the second provides a gist reading activity and the third provides the story for Lesson 2.

10

Introduction

At the end of each unit, Mr Murphy reveals the homework for the next unit and the children are introduced to the context for the next unit. (See Using the homework assignment as an optional activity on page 13 for more information.)

Stories The value of stories is widely recognized in Primary English Language Teaching. In a fast-paced course such as Ace!, stories are the perfect vehicle for the presentation of new language structures. 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. 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 inter-curricular themes and citizenship. At this level, it is important that children have exposure to a wide variety of texts and understand that stories are not confined to simple narratives or cartoon strips. In Ace! 6 the stories are provided by a reading text that Billy, Jilly or Milly has brought in as part of his/her homework assignment. The text type changes from lesson to lesson, with the stories taking the form of a page from an internet blog, a theatre programme, a playscript, a detective story and so on. As a follow-up, animated versions of all the unit stories on the DVD bring an extra dimension to the storytelling experience.

Vocabulary and grammar Ace! 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! 6 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! 6, twelve new core items of vocabulary are presented in Lesson 1 of each unit, with a further twelve taught in Lesson 5. All the new core vocabulary is grouped in semantic sets that relate to the unit topic. The vocabulary is presented through listening activities, and then practised through motivating communicative games and activities. Wordcards are provided in the Teacher’s Resource Pack for practice and reinforcement, and the children are encouraged to keep a record of this new language (along with any more new

vocabulary) in their own Bilingual dictionaries in the back of their Activity Books throughout the course of the year. Each unit of Ace! 6 also presents and practises two new core structures. The children are exposed passively to the first structure 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 the cross-curricular reading text in Lesson 6. This is practised through engaging reading, writing and communicative pairwork activities in the Class Book, and reading, writing and listening activities in the Activity Book. The Grammar and everyday language posters for each unit, provided in the Teacher’s Resource Pack, can also be used to introduce and explain the grammatical structures in Lessons 3 and 6, as well as providing a visual opportunity to review the grammar, for example, at the end of a unit. Specific notes for using the posters are provided in the unit notes. At this level, there is also a focus on functional language. Lesson 7 centres around a dialogue based on an everyday situation, such as buying a train ticket or asking for and giving directions. Useful phrases are highlighted so that they are easy to pick out. These are practised through acting out the roleplay and completing a communicative activity with the fluency cards from the Activity Book. The Grammar and everyday language posters for each unit also have a section on functional language, providing useful language for the fluency card activities in Lesson 7.

Skills Ace! 6 has an integrated approach to language and skills development. The Class Book and Activity Book work closely together to encourage development of the four skills. Through a variety of enjoyable tasks with a very systematic approach, the children progress from listening practice to speaking 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! recognizes the particular importance of listening in the early years of language learning. All new language is presented with clear models on the Audio CD. Listening to songs, stories, and cross-curricular and cultural texts also helps the children assimilate the language and exposes them to native speaker pronunciation. In addition, listening activities in the Activity Book help to prepare pupils for practical, everyday tasks in English. Speaking: There is a strong speaking focus in Ace! 6, with activities designed to help the children develop fluency and accuracy. This includes personalized speaking activities, practice of the everyday dialogue in Lesson 7 and communicative games using the fluency cards from the Activity Book. The speaking practice in Ace! 6 culminates in the delivery of a class presentation at the end of every unit. The children are guided in this through a series of clear and supportive preparation activities in the Activity Book.

Further opportunities for speaking in class are provided through contexts the children can easily relate to, as well as suggestions for teacher-led discussions provided in the teaching notes. The Speak up poster, available in the Teacher’s Resource Pack, can also be used to support any kind of communicative activity, be it part of the core lesson, a warmer or lead-in activity or an optional activity. It can also be used for both open pairwork, where a pair of children work together while the rest of the class observes, and closed pairwork, where the children work in pairs without being observed by others. Structures and example sentences are provided for a variety of functions, such as talking on the phone and using numbers. Details of optional communication games are also given in the Ideas bank (see page 201). Reading and writing: Children learning English at a higher level need to be able to make fast progress in reading and writing. This is particularly true for those studying in bilingual projects or with the intention of sitting external examinations. Ace! 6 takes a very systematic approach to reading and writing. It familiarizes children with the structures and conventions of different types of text before any reading or writing takes place. Lesson 1 provides an overview of different text types; it begins with a text-type recognition activity and leads on to a gist reading activity. In Lesson 2, the children read in more detail to find specific information in a story. In Lesson 8, the children read each of the three cultural texts for gist before they read again to extract specific information to answer questions. Lesson 9 in the Class Book and Activity Book prepares the children for a writing activity. It presents and provides analysis of a particular type of text, for example a review, essay or diary entry. Following a series of preparation activities in the Activity Book, the children then produce their own texts. The Class Book and the Activity Book provide models that the children can use to support their writing.

External examinations for young learners At 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 the children 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 the children 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 the children to sit the Cambridge English: Key for Schools examination (KET) by the end of Ace! 6.

Introduction

11

Practice tests for the Trinity, Cambridge English: Young Learners, Cambridge English: Key for Schools (KET), as well as Cambridge English: Preliminary for Schools (PET) examinations can also be found on the Ace! External Exams Practice CD-ROM.

offer practice and reinforcement of the vocabulary from the lesson. They cover a wide variety of musical genre, specifically designed to encompass the diverse range of musical styles the children enjoy in the real world.

Culture

The Ace! course transfers useful, practical English language to a range of different areas of the curriculum, including drama, geography, history, citizenship, sport and design. The areas chosen reflect and build on the kind of subject matter that the pupils are working with in other classes. In Ace! 6, Lesson 6 is contextualized as a school trip where the Ace School pupils visit Shakespeare’s Globe Theatre, museums, film locations, a recycling centre and other interesting places that will spark curiosity in different areas of the curriculum. The cross-curricular content of the lesson is consolidated and practised through a reading activity and a personalized communication game in the Class Book, as well as follow-up activities in the Activity Book.

Ace! 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. The culture lessons throughout the Ace! series help them to develop an awareness of the people around them, as well as a stronger understanding of the different cultures around the world. There are regular culture lessons in every unit throughout the Ace! course. In Ace! 6, the children learn about aspects of the lives of children in different countries. The cultural information is presented as a web page in which different children respond to questions about their lives that Billy, Jilly and Milly have posted. This sets a context that the children will easily be able to relate to and shows how children from all over the world are united as part of a ‘global village’. The follow-up activities in the Ace! 6 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, personalized with ideas and experiences from their own culture. In addition to the cultural input in Lesson 8, further intercultural learning is provided through the three Festival sections located at the end of the Ace! 6 Class and Activity Books. These are intended to be used at the appropriate times of the year: Thanksgiving (November), Christmas (December) and World Poetry Day (March).

Learning about values is a key feature of the Ace! series as a whole. In Ace! 6, Lesson 8 ends with a Vital values focus. In this level, the pupils will encounter the following themes: • being a considerate member of an audience at a performance • being safe and following safety instructions • finding time to read every day • respecting your local area and learning about its history • trying to protect and help your local environment • joining in and trying new activities • learning about traditional crafts and skills • being sensible and safe when you go online • not believing everything you see on the internet or on TV.

Pronunciation and phonics

Revision

Ace! 6, like Ace! 5, has a strong pronunciation focus, which is found at the end of Lesson 7. These sections deal with intonation, stress in words, sentences and questions and pronunciation of numbers and web addresses. The children listen to a recording of the target words, phrases and sentences and repeat them with the class. The pronunciation point is reinforced through the dialogue from the lesson; the children listen out for the words and phrases in the dialogue before acting it out in pairs or groups. Phonemes in English can be represented by a variety of spelling patterns, which can be a great cause of confusion to learners of English. The phonics review in Lesson 9 of the Activity Book helps the children to recognize different spelling patterns for particular sounds as well as focusing on tricky aspects of English spelling and pronunciation, such as silent letters and homophones.

In Ace! 6, the core vocabulary and grammar of the unit is reviewed in each Lesson 10 through the Ace School newsletter. Each edition of the newsletter contains a range of fun activities to review vocabulary and grammar, such as word puzzles, magazine-style reports, surveys and picturebased activities. Following each sequence of three units, there is also a more extensive revision section, each based around a story in the Class Book featuring the Ace School characters. Two pages of follow-up exercises per story also 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 this Teacher’s Book (see page 186).

Songs Songs are an invaluable way of practising new language, as they naturally include repetition and greatly aid memory through their use of rhythm. Each unit of Ace! 6 contains a song, which is found in Lesson 5 and on the DVD. The song videos use real-life footage, which is particularly relevant for this age group. The songs 12

Cross-curricular focus

Introduction

Values

Optional lessons Each unit includes two optional lessons, details of which can be found in the Optional lessons using the DVD section of this Teacher’s Book (see page 27) and in the lesson notes that follow. The first optional lesson (Lesson 3a) 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 (Lesson 6a) 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.

Using the homework assignment as an optional activity Teachers may wish to set their own class the homework that Mr Murphy gives Class 6A at the end of the unit. This can then be used as an optional lead-in activity for the following unit. The children will find this interesting and rewarding, but it will demand some degree of classroom time. If you wish to set the homework assignments to your class, you will need to be sure that you have enough time in your schedule for the children to present what they have brought in. Some teachers may wish to set the homework assignment for some, but not all units; others may wish to divide up the class so that different children do the assignment for different units. You may choose to ask the children to present their homework to the whole class or within small groups. The second option may suit teachers with less time and those who have less confident pupils. Go around the class, listening and helping as the children present their homework. Also allow time at the end to discuss the activity with the class, for example by asking one child from each group to tell the class what the children have brought in

Testing and evaluation Children’s progress can be evaluated through formal testing, ongoing assessment and self-assessment. In terms of 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, each unit ends with a self-evaluation task in Lesson 11, encouraging the pupils to reflect on the activities they have done in the unit they have just finished. The focus is on becoming aware of the progress they are making and of areas that need more attention. As well as this, there are evaluation grids and portfolio material on the Teacher’s Resource CD-ROM, which allow you to continuously assess your pupils’ 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.

Key Competences The 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 the children to see the relationship between different subjects and use skills learnt 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 (reading, writing, listening and speaking), 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! 6 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 cooperative 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 being 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 telephone numbers, addresses or personal emails. • Set the children homework to tell their parents the unit topic, sing them a song in English or tell them about life in the English-speaking countries, 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.

Multimedia Ace! 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 Optional lessons using the DVD and Ace! Digital sections of this Teacher’s Book (see pages 27 and 29).

Introduction

13

Components Class Book • a Starter unit reintroducing Billy, Jilly and Milly Bean, their • • • • •

friends and Mr Murphy, their class teacher nine teaching units of eleven lessons per unit providing the core material three Revision stories featuring the course characters three pages of festival materials a clear syllabus summary showing the main language learnt in each unit a Songs CD with all the songs from the course

Activity Book • ten pages of activities per core unit, including pairwork • • • •

Class Book

•

activities; a Reading Club feature; follow-up to the crosscurricular 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 set of fluency cards per unit for communicative pairwork activities Bilingual dictionary, Grammar reference section and an Irregular verbs list

Teacher’s Book • a full description of the syllabus • an introductory section, with explanations of the • • • • • • • • • • • •

Activity Book

Audio CDs

• Del g h t f u l d ra ma Lesson 1 Les

CB PAGE 6 and AB PAGES 4 and 103

VOCABULARY VOC Lesson objectives Les Iden dramatic verbs Identify Identify different text types Iden Spe Speed read a page from a drama textbook for info information Iden Identify different ways to use your voice

Audio CDs

t
Tell the children that you are going to play the recording again. They must listen and find the text types that Billy talks about. Explain that they do not need to read the text, but should look for visual clues, such as layout and style. Before playing the recording, read the text types with the class and check that children understand what each one means. t
Play the recording, pausing where necessary for the children to listen and match the text types to the texts. t
Check the answers as a class.

• recording of all the songs, stories and listening activities including recordings for the tests

Transcript Language Lan Core: shout, whisper, scream, laugh, mutter, cheer, catch, Cor follo follow, hide, escape, chase, rescue Review: play (n), textbook, stage, hard-working, poor, gold, Rev stone, ston spider Extra: Extr voice, exercise, argument, complain, pirate, cove, mus footprint mussel,

Materials Mat CD1 $ tracks 06–09; Unit 1 wordcards Set 1; a watch or ti timer

Mum What are you doing, Billy? Billy It’s my drama homework for Mr Murphy. Mum What do you have to do? Billy We have to find out about a play. Mum Oh, OK. Great. What have you found? Billy I’ve got a drama textbook and a part of the script for the play we went to last month. Mum Oh, yes, that was an exciting story. I’ve got the play summary somewhere. Billy Can I take it to school? Mum Of course you can. I think it’s on my desk.

Teacher’s Resource CD-ROM

ANSWERS

A drama textbook B play summary C playscript

Warmer Warm

t
Play a game of Simon says … (see page 199) with action ver verbs that the children already know (e.g. run, jump, sit dow down, stand up, walk).

Lead-in Lead

t
Ask the children what they remember about the story

TTeacher’s h ’ Book B k

from the Starter Unit. Ask What is the new club? What do the children have to do? Are they ready for Brainteasers now? t
Ask What homework did Mr Murphy set at the end of the last unit? (Find out about a play.) t
If you have asked the children to do the homework assignment, ask them now to present what they have brought in to the class or their group. (See page 13 for the suggested procedure.) t
Ask the children Who do you think will talk about their homework this week? (Billy) What do you think he has brought in? Encourage a variety of suggestions from different children around the class.

1 Listen.

$ r

• • • • •

2 Match the words and the pictures (1–12). Listen, check and say. $ r

t
Ask the children to look at the drama textbook and the page from the play summary on page 6. Ask them to match the verbs to the pictures and write the answers in their notebooks.

t
Play the recording for the children to listen and check their answers. Check the activity as a class.

t
Play the recording again, pausing for the children to repeat the words, first in chorus and then individually.

Transcript 1 scream 2 cheer 3 mutter 4 laugh 5 whisper 6 shout 7 follow 8 hide 9 chase 10 catch 11 escape 12 rescue

3 Read text A. Listen and say the word.

$ r

t
Ask the children to look at the drama textbook page again. Tell them that they are going to read and listen to the text. They must listen and say the way of using your voice.

Class Book Look and find these text types.

t
With books closed, tell the children that they are going to hear a recording of Billy telling his mum about the things that he has collected for his homework assignment. Play the recording. Ask individual children to tell you what they can about Billy’s homework.

t
Ask the children to open their books. Focus attention on

t
Play the recording, pausing after each extract for the children to say the word. t
Check the answers with the class. ANSWERS

1 scream 2 cheer 3 mutter 4 laugh 5 whisper 6 shout

pages 6 and 7 and explain that these are the different things that Billy has collected.

Unit 1

14

Components

methodology and concept behind the course 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 culture 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 useful classroom language a list of the unit wordcards an Ideas bank with suggestions for games and activities that can be used to practise and reinforce the course language a wordlist for Ace! 6

35

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

Unit 1

Story

y. Read er the pla

1 Rememb 1

and spaper the new

• • •

wordcard worksheet full transcripts and answers for tests, and full teaching notes and answers for worksheets notes for Key Competences and worksheets PDF version of the printed Teacher’s Book (English) as well as PDFs Fs of Guía Didáctica and Llibre del Professor

play. nt to the importa that are articles e our 3 Welcom Friends Spanish ing from

th? good heal Ligh I secret to early, so what’s your . I get up ... Int: So, of sleep y night plenty ck ever LK: Get at 10 o’clo go to bed 5) es on page (Continu

er

Rememb

! ket Day y is Mar ket Thursda r local mar Visit you fresh fruit r for all you es. tabl and vege y. a specialit Mussels

• one Functions worksheet per unit • three festival worksheets (one per festival) • one cross-curricular DVD worksheet per unit and a DVD story

tick the

Our w with Keeper thouse

2 Intervie

5

t be ne mus 4 Everyo re are ful. The ! Soldiers very care in the area port and pirates ching the time. But are wat ge all the caves on the villa into the don’t go h! the beac

g for a Lookin ? present Jewellery Shop

’s Pendleton lots Try Tom r rings and laces, silve Gold neck more! take a look! Come and

rmation

at 2 Look

Blackb

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Find ’s plan.

the info

How to

get very n.

d from Spai to the islan on its way r. A ship is and silve of gold It’s full r and silve the gold (1) Aim: steal arriving. when it’s Find out d guar on soldiers Problem: ? (2) the time all e ther Are they (3) beach? the d guar Do they

ds in he nee

rich

Unit 9

is com rrow A big ship arrive tomo will Come Spain. It midnight. nesday night at on Wed to the party the port to at morning rs. our visito welcome

Vocabulary and grammar 1

1 Complete the words. Write T (True) or F (False).

T

1 Earth is the only p

l a n e t

2 The sun is a bright s 3 Some c

sail too

6 Don’t to the se

.

at the centre of our s

clo ks! big roc erous

5 Earth has got two p

very dang They’re s. ! for boat – stay away Think safe

6 Man-made s

are used d for communication co and entertainment.

7 There are seven c

1.

on Earth. in the sky are upside down. float in space butt never neve pass very close to the earth.

’s o

of Earth takes approximately proxim one month.

2 Write sentences using the second conditional.

n – my pla

erous. very dang rocks are The big sink? (4) make a boat e to sail. Can they ships wher e shows d lighthous house, and Problem: in the light the light put out s! can We big rock near the bed? er go to put a light keep e hous the light When does

rdd eard bea Blackb

(5)

9 Large a 10 The m

spa the new

.

on Earth. – East and West.

8 In Australia, the c

vity per in Acti

s

are only seen from Earth once in a century.

4 The Mediterranean is an o

1 a spaceship go / to Mars / take eight months

flf a spaceship went to μars, it would takee eight eigg months. 2 astronauts land / on the surface / do experiments and explore explor 3 they spend / a month on Mars / be away for 520 days 4 they meet aliens / bring one home 5 a spaceship broke down / astronauts have to fix it

plan. st ning about his liste list tes are 3 Can you imagine going on holiday to the moon? Write a text about tourism on the moon. . The pira is telling tes’ cave ckbeard conditional. In the pira tes.Use the ideas below (or your own ideas) and the second cond play. Bla Setting: h pira th for the kbeard. n to the to Blac a scene his plan lained 3 Write ard exp w are we ? How r: Blackbe kbeard? Blac , Narrato your plan ? What’s the gold Pirate 1: get to going … l, listen. ard: Wel see Neil Armstrong’s go on a day trip / drive stay in a moon hotel / have post office on the Blackbe 1 und a moon buggy float around moon / send lots of footprints / take photographs postcards tes the pira

rsity Press

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Resource

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flf fl saw ²eil årmstrong’s footprints, fl wouldd take takke photographs. 6 Teacher’s Resource CD-ROM © Oxford University Press Photocopiable

2

Teacher’s Resource CD-ROM

External Exams Practice CD-ROM • practice tests for the following external exams: Trinity, Cambridge English: Young Learners, Cambridge English: Key for Schools (KET) and Cambridge English: Preliminary for Schools (PET)

Teacher’s Resource Pack Wordcards

• 227 wordcards (Set 1: Lesson 1 vocabulary; Set 2: Lesson 5 vocabulary) y) – see page 200 of this Teacher’s Book for the list of wordcards

Posters

• Speak up poster with useful structures and models for classroom •

conversations and pairwork Grammar and everyday language posters for each unit, with grammar tables, explanations and examples of grammatical structures and useful phrases for the Lesson 7 everyday language fluency cards activities

Wordcards

Wipe-clean poster

• a wipe-clean Directions poster which can be written on with a whiteboard marker, wiped clean and used again

DVD • animation of each unit story • one cross-curricular video clip per unit • video clips of the nine unit songs

Speak Spea Sp eakk up pposter oste os terr

iPack Presentation and practice material for interactive whiteboards and data projectors that includes the following: • stories • songs • audio • poster and wordcard presentation material • Activity Book activities

GGrammar andd everyday d llanguage posters t

Oxford Online Learning Zone • interactive website content for students to use at home or in the classroom

Wipe-clean Wi l poster Components

15

Tour of a un t Lesson 1 Vocabulary Lesson 1 teaches and practises the first key vocabulary set of twelve words. The spread for Lessons 1 and 2 shows the three texts brought in by Billy, Jilly or Milly for the homework assignment nt that Mr Murphy set at the end of the previous unit. Writing activity based on definitions, s practising key vocabulary. y.

The texts brought in n by Billy, Jilly or Milly for their homework assignment allow w pupils to connectt with the course characters actterss and engage with h the t e text types.

Listening activity ctivity practising recognition off kkey ey vocabulary.

Identification of different text types. s.

Active production of A tthe key vocabulary tthrough a pairwork sspeaking activity.

Practice of the keyy vocabulary through h a matching activity followed by active production of the key vocabulary through a listening activity.

Activity Book ok 6

FFinding of iinformation tthrough a speed reading activity.

Class Book 6

Activity suggestions for fast finishers.

Wordcards Set 1

Bilingual dictionary (Activity Book 6)

Wordcards

Activity Book

• Use the wordcards for practice and reinforcement of

• Before the children move on to Activity 1 in their

the key vocabulary.

Class Book

• The children listen to the recording and find the •

• • •

16

Word-level writing activity practising key vocabulary. p pr

text types. The children listen to the second recording and match the words to the pictures. They listen to the recording again and repeat the words chorally and then individually. The children listen to a recording of definitions or sounds and say the new words. The children speed read one of the texts to find the answer to one or two gist questions. They then do a pairwork activity that prompts them to actively produce the new vocabulary.

Tour of a unit

• • •

• •

Activity Books, they add the new vocabulary to their own Bilingual dictionaries at the back of their Activity Books. The children then practise recognizing the vocabulary by writing the correct word beneath each picture. In the second activity, the children complete definitions with the key vocabulary. The children listen to a dialogue or conversation containing the new vocabulary, and then complete an activity that requires them to recognize the new vocabulary. The children write their own personalized texts with the new vocabulary in their notebooks, using word or question prompts in the Activity Book. An activity suggestion for fast finishers keeps all the children engaged. This feature is present in all lessons.