Teacher’s Book Patricia Mugglestone Brian Abbs Ingrid FreebairnContents Introduction General description . 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 1 Capturing young learners’ attention 2 Making language learning active 3 Keeping leaning goals simple 4 Keeping pace with the leamers’ development 5 Supporting and monitoring students’ progress 6 Using language learning for general educational purposes Course components 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... 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 6 Specific procedures 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 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... Soe 106 1 Resource teaching notes 2 Resources Activity Book Answer Key and audio script... 129 Word list 140New Sky also offers extra materials: In the Students’ Book: ioe + A Grammar Store + A lesson-by-lesson, Pees Word list, + 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 + Interactive language peoctica ‘cs + Students’ Book songs and raps + Activity Book audio material In the Teacher's Book: + ‘Twenty-four Photocopiable Resources + Answer keys + Audio scripts + An alphabetical Word list with phonetic transcriptions Class CDs + All Students’ Book audio material + Activity Book stories, plays and songs Test Master Multi-Rom + Rewritable versions of the Test Book tests + Test Book audio material Two DVDs + Aculture DVD New Sty One] |New Sky One] showing teenage lifestyles in the UK ° + Ateenage drama e vo ovo+ picture stories in the Students’ Book + Revision lessons inthe Students’ Book and Check essonsin the Activity Book, both containing Self-Assessment boxes to encourage students to monitor their own progress + abooklt of photocopiable ests, containing parallel A and B tests to minimise studens’ opportunities for copying their neighbours’ answers + interactive language practice with the Multi-Rom accompanying the Activity Book 6 Using language learning for general educational purposes Leaming @ new language can be more motivating for young leamers when they realise they can lear 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 DYDs 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 pattem: Lesson 1 Language input Lesson 2 Language input Lesson 3 Language input Lesson 4 Across the curriculum + Project Lesson $Revision Lesson 6 Language input Lesson 7 Language input Lesson 8 Language input Lesson 9 Across cultures + Project Lesson 10 Revision Language input lesson: Presents and language Develops skills, and recycles and expands language by looking at topics which are related to other areas of the school curriculum. Develops skills, and recycles and expands language by looking at practises new Across the curriculum: Across cultures: cculture and lifestyles in the English- speaking world Encourages self expression Provides a controlled progress check Project: Revision: [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 Lessoas 1-3, 6-13, 16-23 and 26-33. Also atthe back of the Students’ Book are: * the words of the recorded Songs and Raps + a grammar reference: Banjo’s Grammar Store + alesson-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 ofthe 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 skill 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 clas, 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 (asin the Test Book, see below) + the test audio material8 question patterns Question and answer patterns play a key part in language teaching. To give as much oral practice as possible, it is important to build 2 sequence of question and answer patterns, eg. + 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-S2-83) 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: + AGB side by side + ACA B-B (pairs turn round and face the pair behind them) + A-B B-A ina 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, ete. or across the class. In this way, the rest ofthe 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 tum 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, itis 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, stents 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 diferent ways, based on: + position students turn round to form a group of four with another pair) + alphabetical oder of names all hose with names beginning with given letters, e.g. A-D in one group) + bizthdays (eg all those whose birthdays are in May in one group) + colour of clothes, ete 11 oral correction ‘When students are doing controlled practice and the emphasis ison 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. Over- correction 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. Altematively, select an individual student's paragraph. Write it on the board and correct it together with the class. 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 tess. Informal method's ‘of assessment can show a leamer’s progress and help teachers to find out problems thatthe 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 cheeks 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 (X) or question mark (?). [Now you can: + say your name, age and address + count to 50 ete + Students can also record’ their progress and their achievements through the photocopiable Portfolio, which can be found online at www.pearsonlongman.comiae/cet! cet hum 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 pais. Can you spel it? Change pars ‘Come to the front Copy this into your books. Do exercise (5) for homework Don't look at the book. Fill in the char. Learn by heart+ If the words are presented as part of @ 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. 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 siving an example yourself. Procedure + Read the instruction to the exercise and the example sentence or exchange. + Go through the individual words, pictures or cues thatthe 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 cach Revision lesson. Although some games can be played with the class as a whole group, most games are best done in pairs or sina 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 clas. + 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. 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 co. + Divide the class into pairs or groups and allot different ‘verses or parts ofthe 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 oceurring 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 ifthe students can recite the whole rap without the support of the voices on CD. + Divide students into groups so tha 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. u+ Ask students to do the Cheek activity individually or in pairs. Give an example frst. + Check the answers and continue with any other tasks. 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 counties. + 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 1 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 usefull 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 firs. + Ask a student to write the first sentence on the board. Repeat the same procedures as for Write above. In some ceases, 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 «colourful display of their projects on the classroom walls or in the corridor. + Collect in the students’ finished work and display i 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 @ Study tip, c.g. how to learn new words. Both types of tip are accompanied by a simple task. 19 Revision The regular Revision lessons give students a chance to rmeasure 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 partis an ‘open conversation’ called Chatterbox (see below) to test the students” spoken language in use, and the third partis a Game which gives special revision of one or more language items and is usually conducted in pairs. The final part (T ean), 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, nd 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. + Askthe students to workin pairs, changing parts afterwards, Go round and listen + Selecta student to talk to the person on the CD, then play the conversation again. 211 Lesson by lesson word list New vocabulary should be revised regularly using the lesson- by-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 cout in clear tables the grammatical structures introduced in New Sky One. Draw attention to this section atthe 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/ceficef.htm to use the English 13fe 21 Help! t can’t swit 22 Can help you? 23 Don't move! Ce ot eee carvean' (ability) afticmative, negative and ff Ask and say what you ‘questions (singula and plural) ‘ond other peonle Free time anand can't do ‘Questions: How much is/are Ask for something to ‘an: (permission) questions ‘eat and oink + Food ond érink* British money Imperatives: attimative/negative ‘ve and understand f+ Game "The boay + Verbs instructions. Tap! 24 Across the curriculum Story3 25 Revision “Project 26 Do you like this Tshirt? They sleep in caves. ‘She has lessons at the studio. Present simple: affirmative, negative and f Ask and talk about Guaitens(Szra person sing) °°” yur ines rd beet pronouns: me/roushimhert vyourthem ‘maep/ 21 read in bed /rid im ‘bed! 31 ready /redi! S2 receptionist /r'sepfonist/ 36 records /rekoidz/ S2 red fred/ 8 remember /rtmembo! 39 repair /r'peal 36 reply /rrplaw 5 restaurant /restront/ 36 ride a horse /raid 9 ‘hos 21 right (correct frat 23, river Prava/ 19 romantic /rouimeentik, 19/39 roof fut! 14 round /raund/ 14 row a boat /rau 2 beot/ 21 run /ranl 24 Russia — Russian /rafo, ‘rafond 6 Saturday /soetodi/ 18 save /se1v/ 27 scary fskeari/ 39 school /skuil/ 28 school holidays /sku:l tnolad/ 28 school trip /sku3l p/ 9 Science /saronsi 29 Scotland /skottand/ 42 Scottish Pskota]/ 39 seuba diving /sku:bo darvir/ 28 sea /sid 19 season /si:zan/ 34 secret /sikrt/ 20 secretary /sekrotai/ 36 See you later, /si jv Tetta/ 1 semi-detached house /semi ditatft haus 19 send /send/ 39 September Isep'temba/ 37 serve /saiv/ 36 seven /sevan/ 3 seventeen /sevanti:n/ 3 seventy /sevanti/ 17 seventy-one /sevonti ‘wand 17 she /fi, is 1 sheep /ficp/ 17 ship /ip! 7 shoes /fusz/ 26 shop /fop/ 36 shop assistant (op asistant/ 36 short /[ou 16 shor for "fost fo, fod 16 shoulder /fouldo/ 23 Show me. /fou mi/ 23 sign /sam/ 39) silly /sti/ 23 sing a song /suy 2 son 21 single /singal 22, sister ststo/ 1 sit down /sitdaun/ 23 sitting room Psttuy num, rom 11 six /stks! 3 sixteen /sik sixty /sksti/ 17 sixty-one /stksti wanl 17 skateboard Pskewba:d/ 12 skateboard (v) Iskettbo:d/ 21 skiing skis 28 skin /skan/ 24 small /smou $2 snack /snaek/ 31 snow leopard /snou Jepod/ 27 socks /s0ks/ 26 sofa /saufat 13 some /som, sam 13 sometimes Psamtaimz/ 25 son /sand 2 song /son/ S2 sorry sori! 12 sound system /saund sistam/ 33 south /sav6/ 34 South Africa /sau8 ‘efitkol 4 South America /sau0 simentka/ 8 south-east /sau0 ‘ist 34 south-west /sau8 wwest/ 19 spaceship /spets Jip! 7 Spain ~ Spanish /spein, ‘spansf/ 6 Spanish /spaenuf! 29 speak /spick/ 28, speak English /spick inghf! 23 special 'spefol 17 spiky /spaiki! 16 sport /spoit/ 4 sports day Pspoits dev 29 spots /spots/ 27 Spring /spruy/ 34 stairs /steaz/ U1 stand up /staend ‘ap/ 23 star /sta/ S2 start school /stot ‘sku: 28 station /sterfan/ 38 statue staetfud $3 stay with /ster wid, 16/33 stereo /steriau/ 12 stomach /stamak/ 23 store /stod S4 storm /stoun/ 34 straight /strety 16 strange /streinds/ S1 strawberry (ad) Pstraibori/ 22 strawberry(-ies) Pstraibori(zy 8 subject /sabdstke/ 29 summer /sama/ 13 ‘sunbathe /sanberty 33 ‘Sunday /sandi/ 18 supermarket /supama:kit, “sjus/ 36 sure /fou 22 surname /so:eim/ 6 surprise /soprarz/ S3 swap /swop/ 35 sweet /swicd 8 sweet potatoes /swit poteitauz/ 39 sweets /swits/ 39 swim (») wim 24 swim under water Jswim anda Worta/ 21 swimming pool /swomiy pul’ 12 swing /swan/ 27 table fteibol/ 7 tail Mei 24 take a photo /terk 9 ‘outau/ 32 talk toa friend /to:k w 2 ‘rend 32 tall Ao 16 taxi /uaksil 4 tea fti/ 31 teach /tinf/ 36 teacher /titfo/ 20 team /tim/ 35 telephone /telofoun! 4 television/TV /telavisen, felovigon, it vid 4 temperature ‘emprot{a/ 34 ten te 3 ten past ften pass 18 ten to ten tal 18 tennis /tents/ 30 tennis court /tents kon 33 terraced house /ierost hhaus/ 19 terrible /terobol/ 34 ‘Text me. /tekst mi/ 32 ‘Thank you. /Baenk ji 1 thanks /Oaegks! 8 ‘Thanksgiving /eeenksgivur/ 39 that /Bot, Osc! 7 ‘That's amazing! /daets smerzuy/ 37 ‘That's right. (Sacts ‘rant 7 the Caribbean /09 keerrbicon/ 8 143