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New sky 1 teacher book

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New Sky takes the clear syllabus and methodology
of the original course and adds new and exciting
content to make it even more effective and
motivating for both teachers and learners.

New Sky 1


Fly high with

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Visually appealing and easy to use, New Sky
provides short achievable lessons, clearly
contextualised grammar practice and integrated
skills work.
With its songs, raps, games, puzzles and stories,
New Sky makes learning English stimulating,
lively and fun!

Teacher’s Book

COURSE COMPONENTS

• Students’ Book
• Activity Book with Students’ Multi-ROM
• Class Audio CDs
• Teacher’s Book with Test Master Multi-ROM
• Photocopiable Test Book with A and B tests
• Two DVDs - Kirsty’s Secret and Life in Britain

Mugglestone Abbs Freebairn

• New characters, dialogues and situations engage students’ interest.
• New reading and listening passages keep students motivated.
• New cross-cultural and cross-curricular content bring the world into the classroom.
• New testing package covers all your assessment needs.
• Updated Activity Book provides practice and graded exercises for mixed ability classes.

1

Teacher’s Book



Patricia Mugglestone
Brian Abbs
Ingrid Freebairn

www.pearsonELT.com

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1

Teacher’s Book

Patricia Mugglestone
Brian Abbs
Ingrid Freebairn
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Pearson Education Limited
Edinburgh Gate
Harlow
Essex CM20 2JE
England
and Associated Companies throughout the world
www.pearsonelt.com
© Brian Abbs, Ingrid Freebairn and Pearson Education Limited 2009
All rights reserved; no part of this publication may be reproduced, stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical,
photocopying, recording, or otherwise, without the prior written permission of the
copyright holders.
The right of Patricia Mugglestone to be identified as author of this book has been
asserted by her in accordance with the Copyright, Designs and Patent Act 1988.
First published 2009
Fourth impression 2013
Illustrated by Susan Harrison and Margaret Wellbank (Linda Rogers Associates)
Set in 10/11pt Times New Roman
Printed in Malaysia, KHL  (CTP)
ISBN: 978-1-4058-7481-6 (Teacher’s Book)
ISBN: 978-1-4058-7489-2 (Test Master Multi-Rom)
ISBN: 978-1-4082-0595-2 (Teacher’s Book and Test Master Multi-Rom Pack)
Photocopying
The Publisher grants permission for the photocopying of those pages marked
‘photocopiable’ according to the following conditions. Individual purchasers may
make copies for their own use or for use by the classes they teach. Institutional
purchasers may make copies for use by their staff and students, but this permission
does not extend to additional institutions or branches.
Under no circumstances may any part of this book be photocopied for resale.

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Contents
Introduction
General description ................................................... 6

Specific procedures ............................................... 10































1 Who the course is for
2 What the course is about
3 How the students learn
4 How the syllabus is constructed
5 How the material is organised

Principles behind the course .................................. 6








1 Capturing young learners’ attention
2 Making language learning active
3 Keeping learning goals simple
4 Keeping pace with the learners’ development
5 Supporting and monitoring students’ progress
6 Using language learning for general educational
   purposes

Course components ................................................. 7
1 The Students’ Book
2 The Activity Book (with Multi-Rom)
3 The Teacher’s Book (with Test Master
   Multi-Rom)
4 The Class CDs
5 The Test Book
6 DVDs
General teaching techniques ................................... 8
















1 The role of the native language (L1)
2 Presentation
3 Photographs and illustrations
4 Vocabulary
5 The board
6 Repetition and choral practice
7 Pronunciation
8 Question patterns
9 Pair work
10 Group work
11 Oral correction
12 Homework and homework correction
13 Revision and assessment
14 Classroom language

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1 Listen and read dialogues and texts
2 Everyday phrases
3 Look and learn
4 New words
5 Speak
6 Act
7 Games
8 Songs
9 Raps
10 Sounds fun
11 Listen
12 Read
13 Write
14 Picture story
15 Across cultures
16 Across the curriculum
17 Project
18 Writing tips and Study tips
19 Revision
20 Chatterbox
21 Lesson by lesson word list
22 Banjo’s Grammar Store
23 The CEF Portfolio

Before you start ...................................................... 14






1 Timing
2 Classroom equipment and material
3 The first lesson
4 Abbreviations used in the Teacher’s Book

Students’ Book contents ....................................... 16
Teaching Notes . ...................................................... 18
Photocopiable resources . ................................... 106

1 Resource teaching notes
2 Resources
Activity Book Answer Key and audio script....... 129
Word list . .............................................................. 140

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How does New Sky work?
New Sky has forty lessons divided into eight cycles. This is how one cycle works:

Students’ Book

Activity Book

Teacher’s Book

Lesson 1

Lesson 1

Lesson 1

Presentation and
practice

Accuracy
practice

Teaching
notes

Lesson 2

Lesson 2

Lesson 2

Presentation and
practice

Accuracy
practice

Teaching
notes

Lesson 3

Lesson 3

Lesson 3

Presentation and
practice

Accuracy
practice

Teaching
notes

Lesson 4

Lesson 4

Lesson 4

Across cultures +
Project/Across the
curriculum + Project
+ Picture story

Skills and consolidation
(Fluency
practice)

Teaching
notes

Lesson 5

Lesson 5

Lesson 5

Revision

Check and
self-assessment

Teaching
notes

Test Book: Photocopiable A and B tests

(plus rewritable versions on Test Master Multi-Rom)
Test 1

Skills Test 1

Test 1

Skills Test 1

Language: Lessons 1–3
Grammar and
Vocabulary

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

Language: Lessons 1–3
Grammar and
Vocabulary

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

Test 2

Review Test 1

Test 2

Review Test 1

Language: Lessons 6–8
Grammar and
Vocabulary

Revision:
Lessons 1–3; 6–8

Language: Lessons 6–8
Grammar and
Vocabulary

Revision:
Lessons 1–3; 6–8

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New Sky also offers extra materials:

In the Students’ Book:
• A Grammar Store

• Twenty-four
Photocopiable
Resources

• A lesson-by-lesson
Word list

• Answer keys
• Audio scripts
• An alphabetical Word
list with phonetic
transcriptions

In the Activity Book:
• Four ‘James Blonde’
Puzzle Stories
One story for every ten
lessons

• Two plays
One for use half-way
through the book and
one for use at the end

A Student Multi-Rom
New Sky One

Student
Multi-Rom

In the Teacher’s Book:

• Interactive language
practice
• Activity Book
audio material

Class CDs
New Sky One

• All Students’ Book
audio material

Class CD1

Test Master Multi-Rom
• Rewritable versions
of the Test Book tests
• Test Book
audio material

New Sky One

Test Master
Multi-Rom

Two DVDs
New Sky One

New Sky One

Life in Britain
DVD

Kirsty’s Secret
DVD

• A culture DVD
showing teenage
lifestyles in the UK
• A teenage drama

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Introduction
General description

1 Who the course is for

New Sky is a four-part course for young learners of English
aged from 9/10 to 13/14. There are two possible entry points:
New Sky Starter for complete beginners or for students with
a minimal knowledge of English, and New Sky One for false
beginners.

2 What the course is about

New Sky One features a typical British family living in the
south-east of England. The children make friends with a
family who have moved to their town. Together, they are
seen in domestic, school and leisure settings with their
families and friends. The real characters and the authentic
photographs and situations provide an up-to-date realistic
view of the UK today – its people, their lifestyles and their
cultural background. Although the main focus is the UK, the
learners also get regular glimpses of life in the USA and other
English-speaking countries.

3 How the students learn

New language is presented through dialogue or text, and
practised in a series of simple steps which include carefully
graded listening, speaking, reading and writing activities,
and a lively selection of games, songs and raps. From the
beginning, students learn to communicate information and
ideas in realistic and amusing situations.

4 How the syllabus is constructed

The language syllabus is a careful mix of grammar, vocabulary
and communication. Grammatical structures are linked
closely to everyday language use, whilst the topic areas relate
to the students’ own lives and experiences, and have been
specially chosen to present a range of useful vocabulary.

5 How the material is organised

Each lesson in the Students’ Book is presented on a doublepage spread in order to foster a sense of achievement
and progress in the student. Clear signposting of each
activity enables both teacher and student to identify the
learning focus at every stage of the lesson. For more details
on the organisation of the Students’ Book, see Course
Components.

Principles behind the course

1 Capturing young learners’ attention

We believe it is essential that young learners’ early contact
with learning English should be rewarding and fun. The first
step towards this is to capture their attention as soon as they
open their new textbook. New Sky does this by:
• using colourful, authentic location photography
• introducing real characters with whom young learners can
identify

• showing real life situations which children can immediately
recognise and respond to
• presenting lively, everyday language and expressions
which they will want to learn

2 Making language learning active

Young learners need to be actively involved in the language
lesson. This not only makes learning more effective but
also makes it more enjoyable. In New Sky, students are
involved when they:
• repeat and act dialogues
• communicate and share information with others
• solve reading and listening tasks
• write in simple, real-life contexts
• play language games
• sing, rap, draw and roleplay

3 Keeping learning goals simple

If learners are to stay motivated and make progress, it is
important to keep learning goals simple. An over-heavy
vocabulary load can be daunting, especially if the words are
low frequency. Equally, too many new grammar points in
one lesson can be confusing. Each lesson of New Sky keeps
learning simple by:
• focusing on a limited number of grammar points
• presenting grammar in clear and prominent Look and
learn boxes
• revising the new language regularly through stories,
exercises and puzzles
• introducing a carefully regulated number of words
• presenting all key new words with pictures and sound

4 Keeping pace with the learners’ development

A language course for young learners is more effective if it
keeps pace with the children’s physical, cognitive and social
development. In New Sky, the learners’ physical development
is mirrored in the main characters; their cognitive development
is reflected in the subject matter and organisation of the texts
and task types; and their social development – how they
interact with peer groups and adults, and how confident they
feel about themselves – is reflected in the methodology, in
particular with the types of activities, projects and games
suggested for language practice.

5 Supporting and monitoring students’ progress

It is important that young learners have regular opportunities
to consolidate the language they learn and are also given the
means to monitor their own progress.
New Sky helps students to revise and check progress
through:
• Skills lessons in the Students’ Book (Across cultures and
Across the curriculum) and the Activity Book (Reading
and Writing skills). These consolidate and extend the
language and skills learnt in the preceding cycle of work,
whilst developing students’ knowledge of the world

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6 Using language learning for general
educational purposes

Learning a new language can be more motivating for
young learners when they realise they can learn about the
outside world through their English lessons. New Sky aims
to increase students’ awareness of the world outside the
classroom through texts relating to children and situations
in other countries. The Across cultures lessons, in particular,
increase students’ knowledge of the English-speaking world,
and the linked projects encourage them to write about their
own lives and experiences. There are also special Across
the curriculum lessons in New Sky, which present topics of
interest relating to other subjects in the school curriculum.
In this way students use English to extend their general
education.

Course components
At each level the course consists of:
• a Students’ Book
• an Activity Book (with Multi-Rom)
• this Teacher’s Book (with Test Master Multi-Rom)
• Class CDs
• a Test Book
DVDs also accompany the course.

1 The Students’ Book

The Students’ Book consists of forty lessons. These are
divided into eight sections of five lessons. Each section
follows a pattern:
Lesson 1 Language input
Lesson 2 Language input
Lesson 3 Language input
Lesson 4 Across the curriculum + Project
Lesson 5 Revision
Lesson 6 Language input
Lesson 7 Language input
Lesson 8 Language input
Lesson 9 Across cultures + Project
Lesson 10Revision
Language input lesson:Presents and practises new
language
Across the curriculum: Develops skills, and recycles and
expands language by looking at
topics which are related to other
areas of the school curriculum.
Across cultures: Develops skills, and recycles and
expands language by looking at

culture and lifestyles in the Englishspeaking world
Project:
Encourages self expression
Revision: Provides a controlled progress
check

introduCTION

• picture stories in the Students’ Book
• Revision lessons in the Students’ Book and Check lessons in
the Activity Book, both containing Self-Assessment boxes
to encourage students to monitor their own progress
• a booklet of photocopiable tests, containing parallel A and
B tests to minimise students’ opportunities for copying
their neighbours’ answers
• interactive language practice with the Multi-Rom
accompanying the Activity Book

At the back of the Students’ Book, there are four Picture
story lessons. These two-page comic strip stories recycle the
language which has been used in Lessons 1–3, 6–13, 16–23
and 26–33. Also at the back of the Students’ Book are:
• the words of the recorded Songs and Raps
• a grammar reference: Banjo’s Grammar Store
• a lesson-by-lesson Word list

2 The Activity Book (with Multi-Rom)

The Activity Book, to be used in class or for homework, gives
further extensive practice of the language in each input lesson
of the Students’ Book. Many exercises are at two levels, a)
and b), to cater for mixed ability classes. The first level e.g.
2a is a basic exercise and 2b is a more challenging exercise.
At regular intervals, skills sections reinforce students’
reading and writing skills. For added interest, and to recycle
the Everyday phrases from the Students’ Book, the skills
sections also contain short cartoon strips featuring regular
characters. Frequent Check sections, with self-assessment
boxes, enable students and their teachers to monitor progress.
There are also six additional songs at regular intervals. At the
back of the Activity Book is a unique Stories and Sketches
section. This contains four ‘James Blonde’ puzzle stories,
designed to encourage students to read for pleasure and two
light-hearted plays for students to act in the middle and at the
end of the year.
The Student Multi-Rom that accompanies the Activity Book
contains:
• interactive language practice
• the Activity Book listening activities, stories, plays and
songs

3 The Teacher’s Book (with Test Master
Multi-Rom)

In addition to the Introduction, this Teacher’s Book contains
detailed lesson-by-lesson teaching notes. The notes include
keys for exercises, suggested model answers, audio scripts
of the listening material, suggestions for extra games and
activities, and ideas for further practice. At the back of the
Teacher’s Book are the following:
• Twenty-four photocopiable resource sheets, one for each
input lesson in the Students’ Book. These contain extra
practice activities for use in class, and are accompanied by
teaching notes
• The Activity Book answer key and audio script
• An alphabetical list of Words and expressions with
phonetic transcripts
The Test Master Multi-Rom that accompanies this book
contains:
• rewritable tests (as in the Test Book, see below)
• the test audio material

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4 The Class CDs
These contain the presentation dialogues and texts, new words,
listening activities, Sounds fun pronunciation activities, songs
and raps from the Students’ Book. The audio scripts for the
Students’ Book are printed in the appropriate lessons in this
Teacher’s Book.

5 The Test Book
The Test Book contains: eight progress tests – one for every
five lessons of the Students’ Book, four skills tests and four
review tests. The tests are presented in A and B sections so
that students sitting in pairs cannot copy each other. There is
also an Answer key and audio script in the back of the Test
Book. Rewritable versions of the tests are available on the
Test Master Multi-Rom, giving teachers the ability to tailor
tests to the specific needs of their students. The test audios
are also included on the Test Master Multi-Rom.

6 The DVDs
Two DVDs provide a motivating context for further
consolidation and extension of language, and help to relate
language learning to the wider world. Life in Britain, a
documentary culture video, provides an insight into the
lives of young teenagers in the UK today. Kirsty’s Secret, a
drama, follows the adventures of four friends whose lives are
changed when a new girl comes to town.

General teaching techniques

1 The role of the native language (L1)

3 Photographs and illustrations

Photographs and illustrations can be used for scene-setting
and for presenting new language. Questions for each
photograph occur in the lesson notes. Simple questions can
be asked about the characters and their relationship to each
other. More complex questions involving what the characters
are wearing, doing and thinking can be asked and answered
in the L1.

4 Vocabulary

When learning a new language, learning words is as important
as learning grammar. For young learners, it can be especially
motivating to learn new words. Classroom techniques for
presenting new vocabulary at beginner’s level include:
• showing or pointing to real objects or pictures in the
Students’ Book
• drawing on the black or whiteboard
• showing flash cards, posters or magazine pictures
• miming and acting
• explaining in the native language (L1) or translating
• using a picture dictionary
It is essential to keep a regular check on vocabulary so that
new words are continually recycled. Teachers can make flash
cards of new words to use for word games, sentence building
and competitions.

5 The board

Presentation of new language on the whiteboard or interactive
whiteboard is extremely important. It focuses the students’
attention and enables the teacher to control the activity
effectively. Simple line drawings on the board can be used
to explain a new word quickly. New structures, words
and expressions should be written boldly and clearly, and
arranged in sections, e.g. new vocabulary in one area and
examples of key language structures in another. It is a good
idea to keep a free area for spontaneous examples, drawings
and game scores.

Most teachers will find it necessary to use the students’ native
language to introduce the book and explain what is in it, to
establish who the characters are and where they live, and,
importantly, to explain how they want the students to work.
Once lessons start, use of the L1 is helpful to:
• clarify language points
• give instructions for more complicated exercises and
activities
• explain the meaning of some words
• set up games and role plays
As the course progresses, however, use of English in class
should be increased. Teachers will find that students soon
learn to follow basic instructions in English if they are
used frequently and consistently. Students will also soon
learn to respond to words of encouragement and general
remarks. Even at this early stage, any new words which are
not illustrated in the Students’ Book can easily be explained
through mime, acting or illustrations on the board.

Repetition helps to reinforce a sound or structural pattern.
Repeating in chorus helps students to gain confidence before
they are asked to perform individually. Suggestions for
choral practice occur throughout the detailed lesson notes.
Different choral patterns can be made by using:
• the whole class
• half the class at a time
• vertical or horizontal rows
• groups
• individuals

2 Presentation

7 Pronunciation

The detailed lesson notes in the main part of this book
suggest a variety of techniques for presenting new language
to young learners. Because there is much for the students to
take in at one time – new structures, words and sounds – the
teacher needs to repeat new language two or three times
before asking students to repeat it. It is also helpful for the
learner to see the written form of the language after the initial
oral presentation.

6 Repetition and choral practice

All new words should be thoroughly practised by means of
choral and individual repetition, using the CD as a model.
The technique of ‘back-chaining’ for repetition of phrases
and sentences can be most effective with young learners.
Students repeat a sentence in parts, starting from the
end and building up to the complete sentence, e.g. Say after
me, everybody. Brother … little brother … he’s my little
brother … .

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Question and answer patterns play a key part in language
teaching. To give as much oral practice as possible, it is
important to build a sequence of question and answer
patterns, e.g.
• Teacher to self (T-T)
• Teacher to student (T-S)
• Student to teacher (S-T)
• Student to student (S-S)
• Student 1 to Student 2 to Student 3 etc. in a chain
(S1-S2-S3)

9 Pair work

Many of the exercises in New Sky enable the students to work
in pairs. The following patterns are suitable for pair work:
• A-B side by side
• A-A B-B (pairs turn round and face the pair behind
them)
• A-B B-A in a foursome (pairs turn round and talk across
to each other)
• Bs to As across rows
• Random pairs across the class
Students can work in open pairs, e.g. A-B, then B-C, then
C-D, etc. or across the class. In this way, the rest of the class
listens while a pair performs. Open pair work can be useful
if the teacher wants to hear individuals perform. Closed pair
work is also very useful. In spite of the increased noise level,
it dramatically increases talking time and encourages learners
to initiate as well as answer. Moreover, there is less chance of
students getting bored as they listen to others doing exercises
in turn round the class. If there is an uneven number in the
class, the teacher can either make up the pair or ask one
group to work in threes. Although students may protest, it is
important to rearrange the pairs on a regular basis.

10 Group work

For certain types of activity, e.g. acting the stories and
playing games, students may need to work in groups. Group
work is important because it provides an opportunity for
shy students to talk more confidently and teaches students
to cooperate and work together. Groups can be formed in
different ways, based on:
• position (students turn round to form a group of four with
another pair)
• alphabetical order of names (all those with names beginning
with given letters, e.g. A-D in one group)
• birthdays (e.g. all those whose birthdays are in May in one
group)
• colour of clothes, etc.

11 Oral correction

When students are doing controlled practice and the emphasis
is on accuracy, correction should be immediate. It is important
to help students to correct the mistake themselves and then
make them actively repeat the correct version. In the freer
practice stage, for example in games and open conversations,
the students’ performance can be monitored and mistakes
noted down to be corrected at the end of a sequence. Overcorrection in the early stages can be de-motivating, especially
for shy, less confident learners.

12 Homework and homework correction

For homework, teachers can set the exercises from the
corresponding lesson in the Activity Book, but they may also
like to use the extra suggestions which are included in the
detailed lesson notes. Written work should not be restricted
to homework. Writing in class varies the pace of a lesson and
gives a change of activity. It is important that homework is
prepared in class beforehand and help given with any new
vocabulary and expressions which may be needed. Answers
to homework exercises can be checked in different ways:
• Check the answers orally with the whole class.
• Ask individual students to write their answers on the
board.
• Provide a key so that students can correct their own or
their partner’s work.
If students have written a paragraph for homework, ask a
few to read it to the class. The others listen for mistakes and
correct them. Alternatively, select an individual student’s
paragraph. Write it on the board and correct it together with
the class.

introduCTION

8 Question patterns

13 Revision and assessment

Checking on students’ progress is important for teachers,
learners and parents. Progress can be formally assessed
through revision/check lessons and tests. Informal methods
of assessment can show a learner’s progress and help teachers
to find out problems that the children might have. This can be
done in a variety of ways:
• A few minutes of informal oral revision at the beginning
of each lesson focusing on one or more language points
from previous lessons
• Regular spot checks on vocabulary and grammar
• Short gapped dictations of dialogues or texts
• Oral checks to revise communicative functions and
everyday language, e.g. (in L1) You meet your teacher in
the street. What do you say?
• Completing checklists of what the students can do in
English with a tick (✓), cross (✗) or question mark (?).
Now you can: • say your name, age and address

• count to 50, etc.
• Students can also record their progress and their
achievements through the photocopiable Portfolio, which
can be found online at www.pearsonlongman.com/ae/cef/
cef.htm.

14 Classroom language

Essential classroom language is presented inside the front
cover of the Students’ Book. Here is a fuller list:
Instructions
Act the dialogue/story.
Ask and answer in pairs.
Can you spell it?
Change parts.
Come to the front.
Copy this into your books.
Do exercise (5) for homework.
Don’t look at the book.
Fill in the chart.
Learn by heart.

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Listen.
Listen and say/repeat after me.
Listen to this/the dialogue.
Look.
Look at this.
Make two teams.
Open/close your book.
Open your book at page (27).
Put a tick in the right column.
Read.
Read this/the text silently/out loud.
Repeat.
Can you repeat, please?
Sit down/Stand up.
Sit next to (Paolo).
Speak.
Use a pen/pencil/ruler.
Work in groups.
Work in pairs.
Work on your own.
Write.
Write the answers in your notebook.

• Present and explain any new vocabulary and expressions.
• Play the dialogue for students to follow in their books.
• Play the dialogue again. Stop the CD at intervals to check
understanding and to do choral practice of selected words
and phrases.
• Play the paused version of the dialogue for students to
listen and repeat.
• Do any Check exercises with the whole class or ask
students to do them in pairs.
• Ask students to read and act the dialogue in pairs or
groups. Choose one or two pairs/groups to act the dialogue
for the class.

Feedback and encouragement
Excellent!
Good!/Very good!
That’s right/not quite right.
Try again.
Well done!

Procedure
• Read each word or phrase aloud and ask students to repeat
it chorally and individually.
• Ask individual students to find the specific word or phrase
in the dialogue and read out the whole line.
• Check that students understand the meaning and ask them
to translate the relevant word or phrase.

Discipline
Be quiet, please.
Don’t speak (Spanish).
No talking.
Speak English, please.
Work quietly, please.

Specific procedures

1 Listen and read dialogues and texts

Most of the new grammatical structures in the input
lessons are presented in short, conversational dialogues
involving the characters and their surroundings. These are
all recorded in two versions: the first to be played straight
through and the second with pauses to enable students
to listen and repeat. From time to time the input lesson
has a short presentation text to contextualise new language.
All the texts are recorded for students to listen and repeat.
Apart from acting them out, the texts can be handled in
the same way as the dialogues. In later lessons, many
dialogues and texts are followed by a Check exercise to
check students’ comprehension.
Procedure
• Ask students to look at the photograph.
• Revise what they know about the characters, e.g. their
name, age, relationship.
• Use the L1 to talk about where the characters are, what
they are doing, what they are feeling and thinking, and
point out any interesting features in the photograph.

2 Everyday phrases

Conversational words and phrases from the dialogue which
are used in everyday idiomatic English are presented in a
box called Everyday phrases. These are separate from the
grammatical focus of the lesson. Students should learn these
by heart, and every opportunity should be made to use them
in class. Do not attempt to explain the grammar behind the
phrases.

3 Look and learn

The Look and learn boxes contain examples of the
grammatical focus of the lesson and draw attention to points
of grammar which need special explanation, e.g. the use of
the apostrophe ’s and short forms.
Procedure
• Ask individual students to read the examples in the box.
• Say them yourself and ask the whole class to repeat after
you.
• In the L1 point out any special grammatical features.
• Ask students to find the sentences which contain the
structure in the dialogue or text.
• Use the detailed lesson notes in this Teacher’s Book for
suggestions for further practice.

4 New words

Key new vocabulary is presented in a special section of
its own, under the heading New words. This section can
occur either at the beginning or in the body of the lesson.
Each word is clearly illustrated and recorded on CD, so that
students can see the word and hear the correct pronunciation.
After the repetition stage, there is usually an activity to match
the word with the correct illustration.
Procedure
• Draw attention to the list of new words.
• Play the CD and ask the students to repeat each word, first
chorally then individually.

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5 Speak

The Speak exercises involve controlled spoken exchanges,
often using words, illustrations or photos for cues. It is
important to show clearly what is expected of the students by
giving an example yourself.
Procedure
• Read the instruction to the exercise and the example
sentence or exchange.
• Go through the individual words, pictures or cues that the
students will need for the exercise and make sure that they
understand them.
• Choose one or two pairs of students to do the first example
aloud for the class.
• Correct if necessary and check pronunciation.
• Either get students to do the exercise in open pairs or set
students to work in closed pairs.
• Go round and monitor.

6 Act

To add variety to their speaking practice, students are
often asked to act or roleplay a situation or exchange. The
procedure is the same as for the Speak exercises.

7 Games

Any language practice that has a competitive, amusing or
puzzle element to it is called a Game. With their natural
opportunities for repetition, games are an entertaining and
valuable way for young learners to practise new language.
Simple games appear in the language input lessons, whereas
more elaborate games are included at the end of each
Revision lesson. Although some games can be played with
the class as a whole group, most games are best done in pairs
or small groups.
Procedure
• Explain in the L1 how to play the game, then read the
instructions in English.
• Present any new vocabulary.
• Depending on the game, choose a student or pair of
students to do the first example in front of the class.
• Correct if necessary, then ask students to play the game in
pairs.
• If appropriate, check who won the game.

8 Songs

As well as being fun, singing songs changes the pace of
a lesson. Songs give intensive listening practice and are a
natural context for repetition. There are seven songs in New
Sky One Students’ Book. These occur at regular intervals
in the input lessons. They practise the items of language
being taught. Generally, the complete song is printed in the
reference section at the back of the Students’ Book and the

song title appears in the appropriate place in the lesson. There
are an additional six songs in the Activity Book.

introduCTION

• If the words are presented as part of a matching exercise,
ask the students to look at the pictures and match them
with the words.
• Check the answers.
• Revise the new words in subsequent lessons. Use real
objects in the classroom whenever possible.

Procedure
• Allow plenty of time for the song in your lesson plan.
• Give students time to read through the song. Explain any
new words.
• If there is a gapped activity, ask students to see if they can
guess the missing words before they listen.
• Play the song once or twice for students to complete the
gaps.
• Check the answers by asking students to read out the
relevant lines.
• Play the song again and ask students to join in with the
CD.
• Divide the class into pairs or groups and allot different
verses or parts of the song to each pair or group.
• Play the song again and ask the different groups to sing
their verse.
• Ask the students to close their books or cover the words of
the song.
• Play the ‘empty’ karaoke version of the song and ask each
group to sing their verse from memory.

9 Raps

Like songs, raps are fun and can add variety to a lesson.
They also provide excellent practice in stress, rhythm and
pronunciation in an entertaining way. There are seven raps
in New Sky One occurring at regular intervals. Sometimes
the rap has gaps for the students to listen and complete,
in which case, follow the gapped activity procedure from
Songs, above.
Procedure
• Play the rap through once. Check vocabulary.
• Play it once or twice again and ask students to join in.
Encourage body movement, clapping and finger snapping
to emphasise the stress and the rhythm.
• Play the ‘empty’ karaoke version of the rap, where the
students only hear the background beat. See if the students
can recite the whole rap without the support of the voices
on CD.
• Divide students into groups so that they chant to and fro,
and play the background beat again.

10 Sounds fun

Amusing tongue twisters and rhymes appear at regular
intervals in the Revision lessons to practise a particular
sound of English. These are recorded in two parts: once as
a whole rhyme without pauses, and once again with pauses
for repetition.
Procedure
• Play the Sounds fun recording for students to hear the
whole rhyme or sentence.
• Help the students to produce the sound in question if they
are having difficulty.
• Play the second part of the recording and ask students to
repeat in the pauses.

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

11 Listen

The listening comprehension activities in the Students’ Book
include short conversations, games, interviews, instructions
and radio programmes.
Procedure
• Before the lesson starts, read the audio script or play the
CD.
• In the lesson, set the context of the listening in the L1.
• Read the instructions and make sure the students know
what to do.
• Present any new words and expressions.
• Play the CD through without stopping.
• Play the CD again, stopping when students have to write,
choose an answer, or complete a task.
• Check the answers and play the CD again.

12 Read

Reading is a key skill in general education and academic
progress. New Sky emphasises reading from the beginning.
As well as presentation texts (see above: Listen and Read)
all lessons contain a short reading text of two to three lines.
The Across the curriculum lessons (Lessons 4, 14, 24 and
34) contain cross-curricular reading texts whilst the Across
cultures lessons (Lessons 9, 19, 29 and 39), contain crosscultural reading texts about English-speaking countries. The
picture stories at the back of the Students’ Book provide easy,
entertaining reading material. New vocabulary for active
learning is highlighted in a special New words section on the
page. To give the students’ reading skills an additional boost,
there are four ‘James Blonde’ puzzle stories at the end of the
Activity Book.
Procedure
• Read the title of the reading text.
• Ask the students to describe in the L1 what they can see in
the picture(s) and say what they think the text or texts are
going to be about.
• Present any important new words.
• Play the CD or read the texts aloud yourself while the
students follow in their books.
• Read the texts again, stopping to explain or check
understanding.
• Ask the students to read the text silently to themselves.
• Ask the Check questions or get students to do the Check
task. You can ask a few more comprehension questions if
you wish.

13 Write

Writing activities range from controlled sentence writing
to simple paragraphs, notes, postcards, emails and letters.
Many of the writing activities are based on the reading texts
as models. Most writing tasks can be set for homework but
should be prepared in class. However, short writing activities
like sentence completion can be done in class to vary the
pace of the lesson. The following procedure is suitable for
modelled paragraph writing.

Procedure
• Read the model text.
• Read the instructions for the writing task and make sure
by using the L1 that students understand what they have
to write.
• Ask if there are any new words they want to know for their
own writing.
• Ask a student to write the first sentence on the board. The
others can suggest the next sentence and so on.
• Continue until the whole text is written.
• Ask students to write their own paragraph for homework.

14 Picture story

There are four individual cartoon stories which appear in a
group at the end of the Students’ Book (pages 84–91), but can
be used after Lessons 3, 13, 23 and 33. They bring together
and consolidate the language of the previous cycle of lessons.
Any new words are listed below the cartoon in a New
words box. All four stories are recorded. After reading and
understanding the story, the students are asked to act it out.
Procedure
• Introduce the setting for the story.
• Present some of the new vocabulary from the New words
section.
• Point to the characters’ faces at the top of the story. Say
their names.
• Play the recording, dividing the story into sections. Ask
students to follow it in their books.
• Pause after each section to check understanding and ask
questions.
• Play the complete story again without stopping.
• Students complete the Check exercise individually and
compare their answers.
• To prepare the students for acting, allot roles. Then play
the recording again and ask them to ‘shadow’ their part,
speaking at the same time as the voice on the CD.
• Ask different groups to act out the story in front of the
class. Encourage the students to memorise their part if
they can.

15 Across cultures

New Sky One Students’ Book includes four special ‘culture’
lessons called Across cultures which come at Lessons 9, 19,
29 and 39. These integrate and consolidate the language of
the previous cycle of lessons and provide additional integrated
skills practice in reading, speaking and listening. Each of the
Across cultures lessons highlights a different cultural aspect
of the UK, the USA and other English-speaking countries.
Procedure
• Read the title of the lesson and translate if necessary.
• If relevant, ask the students what they know about the
topic area, e.g. houses in the UK.
• Refer students to the photos on the pages and ask what
they can see.
• Present any new vocabulary.
• Play the CD or read the text(s) aloud. You may like to set
a few simple comprehension questions first.

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16 Across the curriculum

There are also four special Across the curriculum lessons
in New Sky One which come at Lessons 4, 14, 24 and 34.
The Across the curriculum lessons present topics of interest
relating to other subjects in the school curriculum such as
the English Language, Geography, the Environment and the
Natural World. In this way students use English to extend
their general education.
Procedure
• Read the title of the lesson and translate if necessary.
• If relevant, ask the students what they know about the
topic area, e.g. the English language and English-speaking
countries.
• Refer students to the illustrations and/or photos on the
page and ask what they can see.
• Present any new vocabulary. (See New words.)
• Play the CD or read the text(s) aloud. You may like to set
a few simple comprehension questions first.
• Ask students to do the Check activity individually or in
pairs. Give an example first.
• Check the answers and continue with any other tasks.

17 Project

Each Across cultures and Across the curriculum lesson ends
with a Project, which is thematically and linguistically linked
to the text of the lesson. The project provides students with
an opportunity to produce a piece of work based on their own
lives and experiences, while at the same time consolidating
the language they have learnt. The original texts often serve
as a useful model, especially in the Across cultures lessons.
In addition each project has a helpful guide and a further
model to get students started with their writing. If you choose
to set the project for homework, spend a few minutes in class
to prepare the students for this.
Procedure
• Start with a few minutes of conversation to relate the topic
to the students’ own lives and experiences.
• Read any extra text aloud to the students. Explain that this
should serve as a model for their writing.
• If the project suggests that the students draw, e.g. an
animal, or find pictures and other resources, e.g. English
words in newspapers, ask the students to do this first.
• Ask a student to write the first sentence on the board.
Repeat the same procedures as for Write above. In some
cases, students may work on a project in pairs.
• Go round and monitor as students write their projects.
Encourage them to use bold colours so that you can make
a colourful display of their projects on the classroom walls
or in the corridor.
• Collect in the students’ finished work and display it.

18 Writing tips and Study tips

All the projects in the Across cultures lessons are supported
by a Writing tip, e.g. the use of capital letters. The projects

in the Across the curriculum lessons are supported by a
Study tip, e.g. how to learn new words. Both types of tip are
accompanied by a simple task.

introduCTION

• Ask students to do the Check activity individually or in
pairs. Give an example first.
• Check the answers and continue with any other tasks.

19 Revision

The regular Revision lessons give students a chance to
measure their progress and enable teachers to identify areas
of difficulty which need extra practice. Each Revision lesson
is divided into four parts. The first part contains exercises
and activities to revise grammar and vocabulary. The second
part is an ‘open conversation’ called Chatterbox (see below)
to test the students’ spoken language in use, and the third
part is a Game which gives special revision of one or more
language items and is usually conducted in pairs. The final
part (I can), focuses on the language and functions students
have practised in the cycle of lessons and encourages them to
evaluate how well they ‘can do’ things in English.

20 Chatterbox

‘Open’ conversations occur in every Revision lesson. They
provide another opportunity for students to use the language
they have learnt in a communicative setting and give students
another chance to talk about themselves.
Procedure
• Establish the situation clearly.
• Ask the students to read through the gapped conversation
and think about what they would say in reply.
• Ask a good student to read the opening two exchanges.
Give the responses yourself.
• Play the CD, stopping at each pause and eliciting a
response from students at random. Establish the idea that
the responses will vary from student to student.
• Ask the students to work in pairs, changing parts afterwards.
Go round and listen.
• Select a student to talk to the person on the CD, then play
the conversation again.

21 Lesson by lesson word list

New vocabulary should be revised regularly using the lessonby-lesson list of words at the back of the Students’ Book.
Only those words which the students are required to produce
either in spoken or written form are listed. Where appropriate,
those words which form a lexical group are linked under a
general heading, e.g. house and furniture. At the back of the
Teacher’s Book there is an alphabetical list of words and
expressions with phonetic transcriptions provided.

22 Banjo’s Grammar Store

At the back of the Students’ Book there is a grammar
reference section called Banjo’s Grammar Store. This sets
out in clear tables the grammatical structures introduced in
New Sky One. Draw attention to this section at the beginning
of the course so that students can refer to it when they need
to. It can also be useful for revision purposes.

23 The CEF Portfolio

To accompany this Teacher’s Book, go to www.
pearsonlongman.com/ae/cef/cef.htm to use the English

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Language Portfolio. It is based upon the requirements of the
Common European Framework of References for Languages
which was developed by the Council of Europe. The Portfolio
is designed as a learning companion for the student. It enables
the learner to record details of his/her language learning and
to demonstrate his/her language achievements by collecting
examples of work in English. Explanatory teacher’s notes are
provided in the opening pages of the Portfolio.

Before you start

1 Timing

New Sky One, including both Students’ Book and Activity
Book, provides approximately ninety to one hundred and
twenty hours’ work. Each lesson in the Students’ Book
corresponds in most cases to one teaching period but some
lessons may take longer if all the suggestions for Further
practice are taken up. Most of the exercises in the Activity
Book, except for the listening activities, can be set for
homework.

2 Classroom equipment and material

It is important to check in the detailed teaching notes for
each lesson to see if any extra materials are suggested for
the lesson. As a general rule, it is useful to have in the
classroom:
• a map of the world/atlas
• a good dictionary (e.g. Longman Active Study Dictionary)
• a model clock
• a set of flash cards
• a bag of everyday items for vocabulary teaching
• a pin board or an area to display students’ work, notices,
interesting pictures, etc.

3 The first lesson

The first lesson can sometimes be bewildering. Techniques
such as choral repetition may seem unnatural and procedures
such as pair work and roleplay may be novel experiences.
Begin in the L1 with a short discussion of the sort of
activities the students will be engaged in. Give the students a
‘guided tour’ of the contents of the Students’ Book while you
draw attention to the different features. Stress how important
it is to speak English as much as possible and to imitate the
sounds of English as closely as they can.

4 Abbreviations used in the Teacher’s Book
T
S
Ss
T-S
S-S
S1-S2
L1
SB
TB
AB
AmE
BrE
e.g.
etc.
i.e.
sing
pl

Teacher
Student
Students
Teacher speaks to student
Student speaks to student
First student speaks to second student and so on
Native language
Students’ Book
Teacher’s Book
Activity Book
American English
British English
for example
etcetera
that is
singular
plural

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1

Hello, I’m Rob!

LESSON OBJECTIVES

structures

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

Functions

Greet someone
Ask someone’s name
Introduce yourself

Vocabulary

Everyday phrases: Hi! Welcome to (Skate City)!
Thank you.
Titles
Greetings

Background information

• Hi: used as a greeting at any time of day or night
especially between young people.
• Good evening is used only to greet people in the
evening. Good night is used when leaving someone.
• Ms/mz/or/məz/isthetitleusedforawoman
who does not wish to be called either Mrs or Miss.
Ms is used more often in writing than in speech.
Titles are not usually used alone but are followed by
the family name, e.g. Mr Hall.
• Shakira/S´"k¸´r´/:Born1977.Colombiansingersongwriter and instrumentalist.
• BradPitt/Æbrœd "pIt/:Born1963.American
actor. Recent films include Troy (2004) and The
Assassination of Jesse James(2007).
• DanielRadcliffe/Ædœnj´l "rœdklIf/:Born1989.
English actor who plays Harry Potter in the films
based on the Harry Potter books written by J. K.
Rowling.
• HalleBerry/Æhœli "beri/:Born1966.American
actress. Recent films include Die Another Day
(2002) and Catwoman (2004).

Getting started
• IntroduceSstotheactivitiesandthefeaturesoftheSB,
usingL1.Seetheadviceabout‘Thefirstlesson’onpage
14intheTB.
• GreetSsandintroduceyourself(Hello! My name’s …).
• PractiseI’m …/My name’s … by having short dialogues
with individual Ss, e.g.
T: Hello.
S1: Hello.
T: I’m (name). / My name’s … What’s your name?
S1: I’m (name). / My name’s …
• Ifnecessary,dochoralrepetitionofkeyphraseswiththe
whole class.

1

1
02

Listen and read

• AskSstolookatandtalkaboutthepictureonpage
4 (using English if possible), e.g. How old are the
children? Where are they?
• Playthefirstrecording(notpaused)twoorthreetimes
for Ss to listen and read the dialogue.
• Playthesecondrecording(paused)severaltimesforthe
whole class to listen and repeat.

Everyday phrases
• AskSstoreadandrepeatthephrasesafteryouseveral
times.Elicitsuggestionsforotherplacesto‘welcome’a
new person to, e.g. Welcome to (name of country/region/
town/school).
• Asachaindrillroundtheclass,Sspractisesaying:
S1(toS2):Welcome to …
S2(toS1):Thank you.(ToS3):Welcome to …
S3(toS2):Thank you.
etc.

Look and learn
• ReadoutBanjo’sspeechbubble.ExplainthatBanjo
helpsSswithgrammar.Referthemto‘Banjo’sUseful
Lists’onpage95.
• SsreadtheLookandlearnboxandrepeatthephrases
after you. Point out that the apostrophe in the short form
(e.g. I’m)showsthataletterismissing.Explainthatwe
usually use the long forms in writing and the short forms
in speech and in informal writing, such as emails and
notes to friends.

2 Speak
• AskSstorepeateachlineofthedialogueafteryou.
• AskpairsofSstoreadoutthedialoguefortherestofthe
class to hear (open pairs).
• Ifappropriateforyourclass,Ssworkinclosedpairs,
reading aloud the dialogue and taking turns to be A
andB.TellSstousetheirownnamesinthedialogue.
Go round and monitor the activity, paying particular
attention to the short verb forms.

3 Write
• Lookattheexampleanswerwiththeclass.
• Elicitthesecondanswerfromtheclass.Askoneofthe
Ss to write the answer on the board (She). Remind Ss to
use a capital letter at the beginning of a sentence.
• Ssworkindividually,completingtheexercise.
• Checkanswersbyaskingindividualstoreadaloudthe
sentences.
Answers
2 She 3 Who 4 He 5 Who 6 He 7 Who 8 She

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a) Guess the people.
• Ss work in pairs or groups of three, matching the names
with the photos.
• Check answers. Don’t worry about Ss using English
pronunciation of the people’s names.
• Ask two Ss to read aloud the example dialogue.
• Ss work in closed pairs, taking turns to point to a picture
and ask and answer questions. (Who’s he/she?
He/She’s …)
• Encourage Ss to say what they know about the people
(using L1 if necessary).
Answers
1 Brad Pitt 2 Shakira 3 Daniel Radcliffe 4 Halle
Berry
b) Write sentences.
• Read the example sentence with the class. Point out that
the short forms are used in the sentences.
• Elicit the sentence for picture 2 from the Ss and ask one
of them to write it on the board.
• Ss work individually, writing sentences about all the
people in the photos. Go round and monitor the activity.
• Check answers by asking individuals to read aloud their
sentences.
Answers
2 She’s Shakira. 3 He’s Daniel Radcliffe. 4 She’s
Halle Berry.
Further practice
• Bring some large pictures of famous people to the lesson.
Give each picture to one of the Ss. In turn, each of these
Ss holds up their picture for the class to see and asks:
Who’s he/she? The whole class or individual Ss reply.

5

1
03

New words: Titles

a) Listen and repeat.
• Play the recording for Ss to listen and repeat the phrases.
• Check that Ss understand when we use Mrs (for a
married woman) and when we use Miss (for an unmarried
woman).
b) Match.
• Ask two Ss to read aloud the example question and
answer.
• Ss work in pairs, matching the names and pictures.
Answers
1 Miss Benn 2 Mr Barr 3 Mrs Rocca 4 Mrs Barr
5 Mr Rocca
• Ss then work in closed pairs, taking turns to ask and
answer questions about the people. Monitor the activity
and check pronunciation of Mr, Mrs and Miss.
Further practice
• If your Ss know the names of other Ts at school (e.g. Ts
who take them for other subjects) list and number these

Ts’ family names only on the board, e.g. 1 (Brown),
2 (Smith), 3 (Jones).
• Ask individual Ss: Who’s number one? (S: Number one
is Mr/Mrs/Miss Brown.)
• Ss work in open pairs, asking and answering questions
about the names on the board.

6

1
04

New words: Greetings

a)Listen and repeat.
• Play the recording two or three times for the class to
listen and repeat.
• Tell Ss that when someone greets us (e.g. Good
afternoon), we usually repeat the greeting in reply (e.g.
Good afternoon). As a chain drill round the class, Ss
practise greeting each other and replying, e.g.
S1 (to S2): Good evening.
S2 (to S1): Good evening. (To S3): Good morning.
S3 (to S2): Good morning. (To S4): …
b) Look at the times in Exercise 5 and greet the
people with Good morning/afternoon/evening.
• Read aloud the instructions and check that Ss understand
what to do. Tell them they don’t have to say the time
in English, but just decide if it is morning, afternoon or
evening. (‘The time’ comes in Lesson 18).
• Ask individual Ss in turn to greet one of the people in the
pictures (1–5), e.g.
T-S1: Picture 1.
S1-T: Good morning, Miss Benn.
T-S1: Good morning, (name of S).
T-S2: Picture 2.
S2-T: Good evening, Mr Barr.
T-S2: Good evening, (name of S).
• Ss work in open pairs, making similar dialogues.

Teacher’s Notes

4 Game

c) Now say goodbye.
• Ss work in closed pairs, taking turns to point to a picture
and say goodbye to the person. Go round and monitor
the activity.
Further practice
• If you have brought some large pictures of famous
people to the lesson, give each picture to one of the Ss.
If you haven’t got any large pictures, write the names of
eight or ten famous people on large (A4) sheets of paper
and use these instead of pictures.
• In turn, each S with a picture stands up and goes to two
or three Ss who each greet the ‘famous’ person, welcome
him or her to their town or school and then say goodbye.
The rest of the class watch and listen. Try to ensure that
each S takes part in at least one dialogue.

7

1
05

RAP The Greetings Rap

• Ask Ss if they like listening to raps. If so, encourage
them to tell you about their favourite raps.
• Ss turn to page 92. Play the first recording for Ss to listen
and read. Point out that Morning is an informal greeting,
short for Good morning.
• Play the second recording two or three times for Ss to
listen and join in.
• Then play the third recording for Ss to say the rap with
the backing track.

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2

Her name’s Jodie.

LESSON OBJECTIVES

structures

Demonstrativepronoun:this
Possessive adjectives: his/her

Functions

Introduce your family

Vocabulary
Family

Background information

• Bye/Goodbye: Bye is more informal than Goodbye.
• Familyvocabulary:asinotherlanguages,inEnglish
there are alternative terms for family members, e.g.
grandma, nan, granny for grandmother; grandad,
grandpa for grandfather; auntie for aunt. If relevant
to your Ss, teach family vocabulary such as greatgrandmother, great-grandfather, stepmother,
stepfather, niece, nephew.
• little (brother):inthiscontext,little means young,
rather than small.

Getting started
• Findout(usingL1ifnecessary)howmanyoftheSs
havegotbrothers/sistersandhowmanyhavegotapet.If
appropriate, teach or elicit words such as dog, cat, bird.

1

1
06

Read

• Sslookatthepicturesandseeiftheyrememberanyof
thepeoplefromLesson1.(Leo, Jodie, Mrs Rocca, Mr
Rocca)
• PlaythefirstrecordingforSstolistenandread.Ask
Ss to point to the sentences as they hear them on the
recording.
• Checkcomprehensionbypointingtothepeopleinthe
photos for Ss to say the names.
• Playthesecondrecordingfortheclasstolistenand
repeat chorally.
• Dividetheclassintosixgroups.Playtherecordingagain
foreachgrouptorepeatthetextforoneofthephotos.
Repeat the activity with the groups changing parts until
eachgrouphassaidallthetexts.
• CheckthatSsunderstandwhy‘and’isusedinthe
sentencesaboutJodieandDuke(because‘and’joins
twosimilar‘positive’ideas)andwhy‘but’isusedinthe
sentenceaboutJake(because‘but’joinstwodifferent
ideas,apositiveone–‘Jakeisnice’–anda‘negative’
one–‘Jakeisnaughty’).

2

1
07

New words: Family

• PlaytherecordingseveraltimesforSstolistenand
repeatthenewwordschorallyandindividually.Check
comprehension by asking Ss to translate the family
wordsintoL1.
• Asachaindrillroundtheclass,Ssreadaloudthenew
words.

3 Write
a) Look at Leo’s family tree and complete the
sentences.
• Readaloudtheinstructionsandlookatthefamilytree
withtheclass.CheckthatSsunderstandwhattodoand
that they are Leo in the family tree.
• Readaloudthefirstsentenceandelicitthesecond
answer from the Ss.
• Ifyouwish,Sscanworkinpairscompletingthetext
withthefamilywords.MonitorandcheckSs’answers
and spelling.
1

b) 08 Now listen and check.
• PlaytherecordingtwiceforSstolistenandchecktheir
answers.
• AfterSshavecheckedtheiranswers,askindividualsto
readaloudthesentencesinthetext.Checkpronunciation
of the family words and first names of the people.
Answers
2 dad 3 Peter 4 Susan 5 aunt 6 uncle 7 Jodie 8 Jake
9 cousin
Further practice
• CheckSs’understandingofthewordsfromExercise
2thatarenottheanswerstoExercise3.Ask:Who is
Sharon’s husband? (Tony), Who is Peter’s wife? (Susan),
Who is Ellie’s daughter? (Bethany), Who is Susan’s son?
(Tony).(ThiswillhelptoprepareSsforExercise4.)
• Studentsmayneedsomehelpdecidingwhichnamesare
male (Peter, Tony, Jake, David and Kyle) and which are
female (Susan, Sharon, Jodie, Ellie and Bethany).

4 Write
• Ssworkindividually,referringtothefamilytreeand
completing the sentences.
• Sscancompareanswersinpairsbeforechecking
answers as a class.
• Checkanswersbyaskingindividualstoreadaloudthe
sentences.

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Answers

Answers

1 daughter/wife 2 husband 3 cousin

1 His 2 Her 3 His 4 my 5 Her 6 Her

Look and learn
• Demonstrate his and her with Ss in the class. Indicate
five or six Ss as you say to the rest of the class: His/Her
name’s …
• Ask Ss to repeat the questions and answers in the box
after you.
• Write his and her on the board. Check that Ss understand
that we use his with masculine names and her with
feminine names by showing the class the pictures (or
names) of famous people that you used in Lesson 1. Hold
up each picture (or name) in turn for pairs of Ss to ask
and answer: What’s his/her name? His/Her name’s …
Further practice
• In a chain drill round the class, each S tells the class the
name of the S sitting next to them, e.g.
S1 (pointing to S2): His/Her name’s …
S2 (pointing to S3): His/Her name’s …
S3 (pointing to S4): His/Her name’s …

5 Speak
• Read aloud the instruction and check that Ss understand
what to do. Ask two Ss to read aloud the example
question and answer.
• Ss work in closed pairs, taking turns to point to people in
the photos in Exercise 1 and ask and answer questions.
Go round and monitor the activity. Help Ss to correct any
mistakes in the use of his/her.

6 Write

Further practice
• In pairs, Ss write a similar webpage for Kyle, using
information from the family tree in Exercise 3. Work
through the first three or four sentences with the whole
class, using the same sentence patterns as in Lucy’s
webpage but changing the names of the people. Ss then
complete the webpage working in pairs.
• Check answers by asking individuals to read aloud the
sentences in Kyle’s webpage.
b) Design a webpage about your family.
Portfolio
Write about the people.
• Ask each S to bring five or six photos or drawings of
their family and pet(s) to the lesson. If you feel that this
may not be appropriate for any of your Ss (e.g. because
of a family break-up or bereavement), suggest that they
bring pictures of their friends as well.
• Ss work individually, writing their webpages in their
notebooks. Tell them to use the same sentence structures
as in Lucy’s webpage. Go round and monitor the activity,
helping Ss to correct any mistakes.
• In pairs or groups of three, Ss show their pictures and
read their webpages.
• If there is space in your classroom, Ss can make a wall
display of their family webpages.

7

1
09

Teacher’s Notes

Further practice
• Explain (in L1 if necessary) that you are one of the
people in the family tree. Ss listen to your sentences and
guess your name. Say to the class: Sharon is my mother.
Leo is my brother. Jodie is my sister. What’s my name?
(Answer: Your name is Jake.)
• Give Ss time to work individually or in pairs, choosing
a person from the family tree and writing three or four
sentences. Go round and monitor, helping Ss correct any
mistakes in their sentences.
• Ss work in groups of four or five, taking turns to read
aloud their sentences for the others to guess who they
are. Go round and monitor the activity.

SONG The Family Song

• Ss turn to page 92. Play the first recording once for Ss to
listen and read. Then play it for Ss to listen and complete
it. Check if all the Ss have completed the song. If not,
play it again.
• Check answers by asking individuals to read out the
completed lines.
• Play the second recording for Ss to listen and join in.
• Play the third recording for Ss to sing the song to the
music. If you wish, divide the class into four groups and
ask each group to sing one of the four sections of the
song. The groups can then change parts and repeat the
activity.
Answers
2 dad 3 hi 4 Hello 5 morning 6 sister 7 dad
8 goodbye 9 Bye 10 goodbye

a) Complete the webpage with my, his or her.
• Ask Ss which webpages they think are good or useful.
Encourage Ss to use English as much as possible. Have
any of them (or their family and friends) got their own
webpages?
• Read aloud the first four sentences of Lucy’s webpage.
Elicit the answer to item 1 from the class.
• Ss work individually, completing the webpage. They can
compare answers in pairs before checking answers as a
class.
• Check answers by asking individual Ss to read aloud the
sentences in the webpage. (Note the pronunciation of the
name ‘Ian’ / "i…´n/)

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3

How old are you?

LESSON OBJECTIVES

structures

to be singular: are
to be questions: Are you … ? How old … ?
Subject pronoun: you

Functions

Ask and say how old you and other people are

Vocabulary

Everyday phrases: Me too. [He’s] nearly [thirteen].
Here’s [my house]. Cool!
Numbers1–50

Background information

• Noticethatitisnotgenerallyregardedaspolitein
Britishcultureforchildrentoaskadultstheirage.
• ThethreeThe Lord of the Rings films are based
on the three volumes written by J. R. R. Tolkien
(1892–1973):The Fellowship of the Ring, The Two
Towers and The Return of the King.Charactersfrom
thefilmsarepicturedinExercise2.

Getting started
• GreettheclassandindividualSswith:Hello/Good
morning/Good afternoon.
• ReviselanguagefromLesson2byaskingindividuals:
What’s your/his/her name?

1

1
10

Listen and read

• AskSstolookandsaythenamesofthecharacters
theyrecognise.Encouragethemtodiscuss(inL1if
necessary) any differences and similarities between the
street and children in the picture and a similar street
scene in their own country.
• PlaythefirstrecordingtwoorthreetimesforSstolisten
and read.
• CheckcomprehensionbyaskingSs:Is Jodie eleven?
(Yes.) Is Lucy twelve? (No.) Is Leo thirteen? (No.) Is Leo
twelve? (Yes.)
• PlaythesecondrecordingforSstolistenandrepeat.
• Dividetheclassintotwogroups.Playtherecording
again for each group to repeat the part of one of the
children (Lucy or Jodie). Repeat the activity with the
groups changing roles.

Everyday phrases
• AskSstorepeatthephrasesafteryou.
• AskSstolookatthedialogueinExercise1again.Ask
themtofindandtranslatethesephrasesintotheirL1–
Me too. He’s nearly thirteen. Cool!

Look and learn
• PresentAre you … ? Yes, (I am.)/No, (I’m not.).
Ask individual Ss: Are you (Maria/Teresa/Leo Rocca/
Brad Pitt/John/Miss Benn)? Ss reply either Yes, I am or
No, I’m not.
• AskSstorepeatthequestionandshortanswersinthe
boxafteryou.CheckthatSsrememberthatI’m is short
for I am.

2 Game
• FindouthowmanySshaveseenthethreeThe Lord
of the Ringsfilms.Whichfilm/characterdotheylike
best? Ask Ss to look at the pictures and tell you what
they know about the characters. Encourage them to use
English as much as possible.
• Readaloudtheinstructionandtheinformationabout
thepoints.CheckthatSsunderstandfirst/second/third
time.AsktwoSstoreadouttheexamplequestionsand
answers.
• PlaythegametwicewithtwodifferentSschoosinga
character and the rest of the class asking questions to
guess the character. Tell Ss not to worry about using
English pronunciation of the names of the characters.
• Ssworkinpairsorgroupsofthree,takingturnsto
choose a character and guess who the other Ss are. Go
round and monitor the activity. Help Ss to correct any
mistakes in the question and answer forms.

3

1
11

Numbers 1–50

a) Go to page 95 and listen and repeat the
numbers.
• IfyourSshavealreadylearnedthenumbersfrom1to
20,revisethesebyaskingthemtocountfrom1to20as
a class.
• Ssturntopage95.Playtherecordingtwoorthreetimes
for Ss to listen and repeat the numbers, chorally and
individually.
• Writeontheboard:13/3014/4015/50
Ask Ss to repeat the pairs of numbers after you. Point
out the change in word stress from the second syllable
fourteen to the first syllable forty. This will help Ss with
thelisteningexerciseinpartb).
b) Listen and write the numbers.
• Playtherecordingfortheexampleitem.
• AskSstowritethelettersa)tos)ofthealphabetina
column in their notebooks. They can then listen and write
thenumbersnexttotheletters,e.g.a)fourteen.
• PlaytherecordingtwiceforSstolistenandwritethe
numbers.
• Checkanswersbyaskingindividualstowritethe
numbersontheboardandsaythem.Checkspellingand
pronunciation.

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a fourteen b forty c twelve d twenty e fifty f fifteen
g thirty h thirteen i eight j eleven k thirty-six
l twenty-three m forty-five n thirty-nine o twentyseven p forty-one q thirty-three r twenty-four s ten

4 Speak
a) Say the missing answers.
• Ask Ss to look at the example item and repeat the sum
after you. Point out the use of and (+) and are (=) when
saying the sum.
• Give Ss time to read through the sums and work out the
answers.
• Ss then work in closed pairs, saying the sums to each
other and comparing their answers. Monitor the activity.
1

b) 12 Now listen and check.
• Play the recording for Ss to check their answers.
• After Ss have checked their answers, play the recording
again, pausing it after each answer for individual Ss to
repeat the sum.
Audio script and answers
a thirteen and six are nineteen
b ten and twenty are thirty
c forty-four and six are fifty
d twelve and eleven are twenty-three
e thirty-two and fourteen are forty-six
f eight and nine are seventeen
Further practice
• Ss work individually, writing two more sums and leaving
the answer with a question mark (?). Remind them that
the answer must be between one and fifty.
• Ss work in groups of three or four, taking turns to read
aloud a sum and say the answer.

Look and learn
• Ask Ss: How old is Jodie/Lucy/Leo? (She’s/He’s …)
Then ask three or four Ss: How old are you? (I’m …)
• Ask Ss to repeat the questions and answers in the box
after you.
• Write on the board:
1 I … 2 you … 3 he … 4 she …
Ask Ss to complete each phrase with am, is or are and an
age, e.g. I am eleven.
• Draw Ss’ attention to the short forms (I’m, he’s, she’s)
used in the box. You may wish to present or revise
the short form of you are (you’re), although it is not
practised in this lesson.

b) Ask about the Barr family.
• Ask Ss to look at the photo and information about the
Barr family.
• Ask two Ss to read aloud the example question and
answer. Ask a different S: How old is Jenny? (She’s
thirty-eight.)
• Ss work in pairs, taking turns to ask and answer
questions about the Barr family. Go round and monitor
the activity, pointing out any errors for Ss to correct.
c) Now talk about your family.
• Ask Ss to bring the photos or drawings of their family,
pet(s) and friends.
• Write some prompts on the board, e.g.
Who’s he/she?
He’s/She’s my (friend/cousin).
How old is (your friend/cousin)?
He’s/She’s (12/21).
Ask Ss to repeat the sentences on the board after you.
As you say each sentence, complete it where necessary
with a suitable age or name, so that Ss repeat complete
sentences.
• Ss work in pairs or groups of three, talking about
their families. Encourage them to use as many of the
expressions on the board as they can. Go round and
monitor the activity but do not interrupt Ss’ fluency.
Make a note of any general mistakes to go over later with
the whole class.

Teacher’s Notes

Audio script and answers

6 Write
• Read aloud the example sentence. Elicit the second
answer from the class.
• Ss complete the exercise working individually or in pairs.
• Check answers by asking individual Ss to read out the
sentences and write the missing words on the board.
Answers
2 ’s 3 are 4 ’m 5 Are 6 am 7 Are 8 ’m not 9 ’s

7

1
13

RAP The Number Jive

• Ss turn to page 92. Play the first recording once for Ss
to listen and read. Then play it again for Ss to listen and
complete the rap. Check if all the Ss have completed the
rap. If not, play it again.
• Check answers by asking individuals to read out the
completed lines.
• Play the second recording for Ss to listen and join in.
• Play the third recording for Ss to say the rap with the
backing track two or three times.
Answers
2 two 3 three 4 five 5 seven 6 nine

5 Speak
a) Ask your friend.
• Ask two Ss to read aloud and complete the example
dialogue.
• Ss practise the dialogue in a chain drill round the class.

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4

Across the curriculum

The English language

LESSON OBJECTIVES

structures

to be present simple
(Nicole Kidman) is from (Australia)
Preposition: from

Vocabulary — new

CountriesandNationalities:Australia (Australian),
Canada (Canadian), New Zealand (New Zealand),
South Africa (South African), The Republic of Ireland
(Irish), The UK (British), The USA (American)
English words in your language

skills

• Toreadandunderstandfactualinformationabout
English-speakingcountriesusingtexts,arecording
and visuals
• Toreadandapplya‘Studytip’forlearningword
groups (countries, nationalities and languages)
• Touse‘international’Englishwords
• TomakeaposterofEnglishwordsinyour
language
• Todevelopanawarenessoftheworldbeyondthe
Ss’ immediate environment

Background information

• TheRepublicofIreland,sometimescalledEire
/ "e´r´/,ismadeupofthesouthern26ofIreland’s
32counties.Ithasapopulationofabout3,500,000.
About one third of the Republic’s population live in
thecapitalcity,Dublin.(SeeBackground,Lesson9,
for information about Northern Ireland.)
• NicoleKidman/nIÆk´Ul "kIdm´n/:Australianactress,
bornin1967inHawaii,USA,toAustralianparents.
The family returned to Australia when Nicole was
four. She has dual citizenship of Australia and the
UnitedStates.HerfilmsincludeMoulin Rouge!
(2002) and The Hours(2003).
• AvrilLavigne/ ÆœvrIl l´"vi…n/:Canadiansinger/
songwriter,bornin1984inOntario,Canada.
• JakeGyllenhaal/ ÆdZeIk "gIl´nhA…l/:Americanactor,
bornin1980inCalifornia,USA.
• DanielCraig/ Ædœnj´l "kreIg/:Britishactor,bornin
1968inChester,England.PlayedJamesBondin
Casino Royale(2006).

Getting started
• Readoutthetitleofthelesson.AskSstolookquickly
at the pictures in the lesson and encourage them to guess
whatthelessonisabout.TeachtheexpressionEnglishspeaking countries.
• AskSstopointtotheirowncountryonthemapon
page10.

1

1
14

Read

a) Listen and read about the English language.
• PlaytherecordingforSstolistenandreadthetext.
• CheckthatSsunderstandthemeaningoffirst language
by asking them: What’s your first language?
• AskoneortwooftheSstowrite375 million in numbers
on the board (Answer: 375,000,000).
b) Listen and find the countries on the map.
• Inpairs,Ssreadthroughthelistofcountriesandseeif
they can guess where some of the countries are on the
map.
• PlaytherecordingforSstolistenandfindthecountries
on the map.
Audio script and answers
1 Canada 2 the USA 3 the Republic of Ireland
4 the UK 5 South Africa 6 Australia 7 New Zealand
c) Listen again and repeat the names of the
countries.
• PlaytherecordingseveraltimesforSstolistenand
repeat chorally and individually. Pay particular attention
to word stress.

2 Speak
• Readaloudtheinstructions.AskSstorepeattheexample
sentence after you. Point out the use of from + country in
the sentence She’s from Australia.
• Ssworkindividually,matchingthepeoplewiththeir
countries.
• CheckSs’answersbyaskingindividualstomake
sentencesliketheexamplesentence.
Answers
B Avril Lavigne is from Canada. C Jake Gyllenhaal is
from the USA. D Daniel Craig is from the UK.

3 Speak
a) Talk about the people in Exercise 2. Use the
words below.
• AskSstoreadthewordsandsaythemafteryou.
• Readouttheexamplesentence.CheckthatSsunderstand
that‘Australian’ describes the nationality not the country.
• ElicitsentencesfromtheSsabouttheotherthreepeople
inExercise2.
1

b) 15 Now listen and check.
• PlaytherecordingforSstochecktheiranswers.
• ThenplaytherecordingseveraltimesforSstorepeatthe
sentences chorally and individually.

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