Discover Teachers Level3

Introduction
Course components Workbook overview

The Workbook contains:
Students’ Book overview
grammar, vocabulary and skills exercises which
Discover English 3 Students’ Book contains ten units provide thorough consolidation and practice for
and a shorter Starter Unit at the beginning. each unit in the Students’ Book
The Starter Unit introduces the Discovery 101 team a starring system of one to three stars for level of
and deals with basic grammar and vocabulary difficulty on the grammar exercises for flexibility
points. It provides a motivating, practical starting
exercises to practise the extra words from the
point for the school year.
Students’ Book.
Units 1 to 10 consist of an opening page followed
It can be used for homework or, alternatively, can be
by five lessons, a–e.
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used in class as additional revision material. It could
The opening page in each unit introduces key also be used to help deal with fast finishers.
vocabulary, while language items are introduced
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and practised in lessons a and b with one of the Audio CD
lessons based on the Discovery 101 children.
The class audio CD (three CDs) contains all the
Lesson c in each unit features The Magic Amulet
cartoon, and lesson d or e in each unit consists of
a revision lesson, Let’s Revise! Finally, every other
unit contains a Discover Skills or a Discover Culture
U dialogues and texts from the Students’ Book.
Exercises involving listening are very easy to
manage as all track numbers are shown next to the
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lesson. relevant exercise on the page.
The Find extra words feature on page 109
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motivates students to develop their vocabulary. The Students’ CD-ROM

codebreaker key is also on page 109. The Students’ CD-ROM contains audio of the Students’
There is a word list on page 110 featuring key Book dialogues and texts as well as lots of additional
practice material in a very easy-to-follow format which
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vocabulary introduced in each unit.

is ideal for motivating self-access. Students simply
Teacher’s Book overview need to:
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The comprehensive Teacher’s Book contains: start the CD-ROM

concise teaching notes for each lesson choose a unit (1–10) from the menu down the side
of the screen
all the Students’ Book pages
choose a practice activity. Activity types include:
Students’ Book and Workbook answer keys games, word squares and anagrams
Test Book answer key check their own answers.
Students’ Book tapescripts where necessary Students can keep track of their progress with a
one photocopiable grammar worksheet with learner diary.
consolidation and extension resources for each of If your school has computer facilities, you could book
the ten units. Both have teacher’s notes and answer them at the beginning of the year to teach students
keys how to use the CD-ROM.
one photocopiable resource for each of the ten units
with teacher’s notes and answer keys Test Book and Test Master
three extra photocopiable resources to use at the The Test Book contains two progress tests for each
beginning of the school year. unit, ‘Student A’ and ‘Student B’. Each test covers
the lexis, grammar and functional areas taught in
the Students’ Book unit. Both the two unit tests
A02_DIEN_TB_03GLB_6477_INTR.indd 6 13/3/10 11:58:46

cover exactly the same material and use exactly the Separate grammar boxes provide examples of the
same question-types. There are two versions to help structure being taught. There are also plenty of
you deal with the unfortunate classroom reality practice exercises to consolidate understanding and
of cheating; give Student A and Student B tests to give students the opportunity to manipulate the
students sitting next to each other. Alternatively, structure in question.
you may like to use one of the tests as a diagnostic Regular writing and speaking exercises are
test at the beginning of the unit and the other as a designed to provide students with the opportunity
final unit progress test. to practise the new language they have learned.
There are also Student A and Student B skills tests
every two units, providing assessment of listening, Discovery 101
reading, writing and speaking. These are extremely
The photographic characters in Discover English 3
easy to use as they are adapted to your classroom
are Lily, Tom, Mia and James. They all contribute to
reality. The tests begin with a listening test and
their radio station – Discovery 101.
finish with a short, easy-to-manage speaking test.
In lessons a and b of each unit, we see the
Finally, a Student A and Student B end-of-year test
characters working towards their next radio
facilitates assessment across a longer time period.
programme which is based on the topic of the
They are especially easy to use as they follow
unit. This is portrayed either through a dialogue
exactly the same format as the progress tests.
or through texts, both of which feature the target
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A marking grid for all tests is also provided for you language structures for each unit.
to record your students’ marks.
In order to help you adapt material to your The Magic Amulet cartoon
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own classroom context and to provide as much Lesson c in each unit features a different episode of
flexibility as possible, all the tests are provided as The Magic Amulet, which is great fun. It’s about two
editable Word documents on the Test Master section
of the Active Teach disk. U children, Holly and Max, who go back to Ancient
Egypt and make friends with a guide, Ra. The story
connects with the unit topics through location
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and context, and provides a motivating vehicle
Students’ Book features for presentation and recycling of grammar and
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Discover Words vocabulary.

Discover Words introduces important topic and As part of the idea of students discovering English,
other target vocabulary. Each unit begins with in alternate units there is a code to break based on
Discover Words, and there are regular Discover hieroglyphs.
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Words spots throughout the book. Discover Words

is easy to use both with students with no prior Discover Skills
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knowledge and with students who may already Although listening, speaking, reading and writing
know some of the target words. Pictures and are systematically dealt with throughout the
photos are often used to present language. Students course, there is a special Discover Skills lesson in
are asked to do a variety of tasks such as matching, units 1, 3, 5, 7 and 9 which aims to offer further,
labelling, ordering, listening and repeating target focused practice in each skill. No new grammar is
items in order to standardise pronunciation. introduced in these lessons. Content is connected
to the unit topic, and encourages students to
Grammar discover more about the world around them in a
Discover English 3 teaches grammar by first variety of international cultural contexts.
introducing it in a meaningful context connected to
the unit topic. For example, students may be asked Discover Culture
to read and listen to texts they can easily relate to Units 2, 4, 6, 8 and 10 contain a skills-based
containing the target language such as dialogues, Discover Culture lesson. A variety of reading and
web texts, diaries and letters. Their understanding listening texts provide information about different
of the context and grammar is checked by different aspects of life in Britain and encourage students to
kinds of comprehension questions, e.g. true/false reflect upon differences between their own culture
questions. and life in the UK.

Let’s Revise! Teacher’s Book features
Let’s Revise! provides a variety of exercise types
to help students revise vocabulary, grammar, Format
pronunciation and functions. There is a The Teacher’s Book is very user friendly. All of
consolidation section in the Let’s Revise! lesson in the Students’ Book pages are reduced in size
units 2, 4, 6, 8 and 10, which ends with a song. and ‘embedded’ in the Teacher’s Book pages.
In each Let’s Revise! lesson there is also a Checklist The teaching notes are written around the
to encourage students to reflect upon their own corresponding Students’ Book page for easy
learning. reference, so it’s almost impossible to lose your
place!
Watch Out! Answers are included on the Students’ Book page,
The regular Watch Out! boxes focus on common space permitting, or are included at the end of the
areas of difficulty. The teacher’s notes give ideas for notes on each exercise.
integrating this into a lesson plan. Tapescripts are included at the end of the teacher’s
notes for each lesson if they don’t appear on the
Talking Tips! Students’ Book page itself.
There is also a motivating Talking Tips! exercise in Notes and answers for the grammar worksheets
lesson a or b of each unit. and photocopiable activities at the back of the
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book are also very easy to find and to follow.
Each exercise focuses on two simple everyday
expressions students of this age can relate to,
Teaching notes
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which have already been included in a prior
reading/listening text. In Talking Tips! students are The teaching notes take you step by step through
asked to listen and repeat, and then to match each each stage of each lesson, not only providing you
expression to a picture to check meaning.
Fun Zone
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additional teaching ideas. They are designed to be
flexible, taking mixed-ability classes and different
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learning styles into account throughout.
The name Fun Zone speaks for itself! There are
regular Fun Zone exercises throughout the book,
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which provide light-hearted grammar, vocabulary, Culture notes

listening and speaking practice. They also include Occasional Culture notes provide information about
songs, raps, puzzles and games. aspects of British culture which you may not be
so familiar with in order to help you deal with
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Songs students’ questions.

There is a song in alternate units. These are
Suggestions
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connected to the unit topic and grammar.

Regular Suggestions for alternative classroom
This is very motivating for students of this age!
procedures, extension ideas or extra activities and
games are an important feature of the teaching
Fun facts notes, as they help you adapt material to your
Regular Fun facts provide extra interesting, light- class’s needs.
hearted information linked to the text in the lesson
in question. For example, see Unit 1b on page 13. Fast finishers
You may occasionally need to help students with
Dealing with Fast finishers is something all teachers
lexis or to translate. Fun facts provide an excellent
have to do, even in a relatively homogeneous class.
starting point for discussion on a related topic.
The teaching notes offer you ideas to help you
cater for them.
Try this!
Occasional Try this! boxes aim to help students Tips
become better learners. For example, see Unit 3d Regular tips serve to remind you of important
page 37. classroom management issues which relate to the
lesson in question.

Grammar worksheets Interactive DVD – with touch control audio scripts
The consolidation and extension grammar for precise drilling
worksheets (pages 137–146) are important tools Phonetic chart – click sounds to hear examples.
to help you deal with mixed-ability classes. Give
consolidation worksheets to weak students, and How do I use it?
extension worksheets to students who need to be Having the book and associated material in one place
stretched. Both can be used during the class as an means you don’t have to gather everything together
alternative or addition to Students’ Book material, when preparing or teaching. Practically everything
or for homework. You could also use them with you need is in one easy-to-access place. Using Active
fast finishers. Teach in class is easy with an IWB or just a projector:
zoom pictures and exercises for all to see clearly
Photocopiable resources
complete the same exercises on the board as the
The photocopiable worksheets (pages 156–165) students see in their books
provide a variety of extra practice and extension
control of audio and DVD from the tapescript –
activities for each unit. Remember that you must
touch the text and hear it spoken
use them after the target language has been taught.
They could also be used for revision purposes. DVD can be paused and annotated to highlight
vocabulary.
There are also three photocopiable worksheets
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(pages 153–155) which are designed to help you
start the year. They are especially useful to help What are the benefits?
you diagnose your class profile and will help you Everyone is on the same page, literally. Classroom
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prepare classes if your students haven’t bought management is made far easier when students lift
books on time. their heads to look at the page on the board. When
Active Teach and CYLETs

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giving feedback students can come to the board and
write in the answer in the ‘zoomed’ exercise. No
excuses any more for not knowing where they are in
the book. In the event of needing an extra activity you
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Introducing your ‘Active Teach’ software have a bank of material at your fingertips – Active
component Teach contains the student CD-ROM, Test Master and
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Discover English benefits from the latest technological extension activities in the Students’ Book pages. You
development in English Language Teaching – Active can even set the CD-ROM activities for homework
Teach. This is software for your computer and and then check who has done the activities next class.
Interactive Whiteboard (IWB). If you don’t have an Finally, the efficiency Active Teach brings to your
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IWB, you still have a multitude of benefits using this professional life – all the time saved planning and
component in preparing your classes on a computer. teaching your classes.
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An alternative to an IWB is simply using a projector

and a computer in class. CYLETs E
and Discover English
What is Active Teach?
Discover English has been devised to bring practice
Active Teach is a digital version of the Students’ Book of CYLETs to your classroom without being intrusive.
with everything you need to prepare and teach your We understand that the necessity for exam practice is
classes in one place: on your computer. When you not always homogeneous in every group so many of
open the program you will find: the practice activities in this course are based on the
Students’ Book pages – exact reproductions of the CYLETs style without converting Discover English into
printed page an ‘exam practice’ course. The Teacher’s Book readily
Class audio – touch the icon and the listening identifies all the activities where CYLETs style is
begins practised (look for the icons E next to the activities).
Extension activities – extra whole class practice or If your students are preparing for an exam then
an ideal task for fast finishers simply let them know they are practising for their
CYLETs exam in completing the activity; if not then
Test Master – allows you to access, download and they need be none the wiser.
edit all of the tests
Students’ CD-ROM – now you can use it in class

In the classroom each lesson. This will help even very weak students
to feel they do something well. Here are some
How to … deal with mixed-ability classes examples
and students with learning difficulties … Kinaesthetic learners learn through movement.
In addition to exploiting Discover English 3 course Some appropriate activities are: clapping
resources to the full, remember to: rhythmically, acting out, pointing, miming, and
get to know your class as fast as you can. Quickly moving into and out of groups.
establish which students need more help and in … Visual learners learn through activities
which area. You could use one of the Discover involving colour, pictures, diagrams, and
English progress tests A or B as an initial diagnostic drawings. Regular wall displays or perhaps an
test ‘English corner’ are especially effective ways of
establish if a given student really is very weak or motivating our visual learners.
if there is another issue at play, e.g. does he or … Auditory learners learn by listening to music,
she suffer from an attention deficit condition or having discussions, doing listening exercises,
another problem such as dyslexia? Ask colleagues and even silence, e.g. say: Close your eyes for one
and maximise any opportunity you have for parent minute and think about your favourite things.
contact. If necessary alert your school
give all students a sense of achievement, e.g. ask How to … manage classes and deal with
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weak students easier questions and stretch strong discipline
students with more challenging ones. Try not to Dealing effectively with mixed-ability class teaching
make it obvious though! using the above suggestions will help you avoid
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use the star system in the Discover English discipline problems; a demotivated or bored student
Workbook. The grammar exercises are graded from is much more likely to behave badly. Here are a few
one star (everybody can do this exercise) to three
stars (a more challenging exercise for the stronger
students)
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extra ideas to help. Remember to:
create clear classroom routines right from the
beginning so students know what is expected of
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move on to freer practice activities with strong them in general, e.g. a simple warm up chant: Good
classes more quickly than with weak classes morning/afternoon/evening or write the date on
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the board
allow the students to work at their own pace when
doing practice exercises or activities if your class involve students as much as possible as often as
is very mixed ability. Make sure all students always possible. Personalisation is a good way of doing
have something achievable to do this. Relate activities and exercises to their own
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reality, e.g. after reading a text about different

take care with pairings. You can pair strong with films, ask students which their own favourite is.
strong, weak with weak, or strong with weak. Students love talking about themselves. Discover
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Strong and weak students may work well together English 3 contains a lot of personalisation
in very controlled activities, but in a freer activity, exercises, for example in unit 1 lesson b, after the
strong with strong may work better. If your countable and uncountable nouns and quantifiers
classroom situation allows, it is a good idea to have been introduced, students are asked to talk
vary pairings from the beginning. Allocate tasks in about what there is in their school bags. In the
group activities so the strong students don’t always Discover Culture pages students are encouraged to
dominate. Weak students often work better in talk about their own experiences
smaller groups
take behaviour and personalities into account when
allocate different homework tasks for students with
grouping students, e.g. sit a problematic student
learning difficulties, e.g. a simple copying task or a
next to a patient, well-behaved student
consolidation worksheet
give clear instructions and check them too, e.g. ask
work through exercises with the whole class if it’s a
check questions or give the instruction in English
weak class
and ask a student to translate it. It’s easy to think a
consider giving a weak class Test A to do at home student is misbehaving when in fact he/she didn’t
and Test B to do in class understand an instruction
cater for the students’ different learning styles and offer rewards for good behaviour, e.g. tell a
preferences by using a variety of activity types in problematic student that if he/she behaves well he/
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she can sit next to a friend in the following class. How to … deal with drilling
Don’t forget to follow it through or you will lose Drilling is your way of ensuring that all students have
credibility said the target language item. This teaches them how
stick to small groups with lively classes to pronounce a word or form a grammatical structure
move round the room as often as you can to and helps them memorise it in a context. For example,
impose your presence and authority. You will also there is a pronunciation drill in every Let’s Revise!
get a better feel for classroom dynamics if you do lesson which focuses on a particular sound in a fun
this and be more aware of your students’ problems context. Remember to:
and abilities teach meaning before you drill so that repetition is
create a behaviour chart, e.g. reward good meaningful
behaviour with gold stars or ticks. The student who use choral repetition first so you know all students
has the most stars/ticks at the end of every week or have spoken. Then ask a few individuals round the
two could be the official class helper. If you have class
to threaten, make sure you carry out your threat to give a clear model using intonation appropriate to
retain credibility the language item(s) and context
keep an eye on the time and on fast finishers. If reinforce clear instructions with gesture, e.g. use
an activity goes on for too long even usually well- arm movement to show students they should begin
behaved students will get restless
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make sure all the students have said the target
be seen to be fair. This way you will win students’ language at least once
respect.
correct errors. If you don’t, your students may well
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repeat them in the future!
How to … deal with correction
Correction of speaking and writing is the main way
we give our students feedback. However, it can be
demotivating if we over- or under-correct. Remember
to:
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How to … use realia
Realia are real-life objects you bring into the
classroom, e.g. to teach ‘apple’ … why not bring an
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apple? Using realia is memorable and helps engage
correct as much as possible during presentation the students. You can use realia to do lots of things,
and controlled practice of grammar and vocabulary
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e.g. to present and recycle grammar and vocabulary or

allow your students to experiment with language in story-based activities.
during freer activities or general classroom Use everyday objects you have at home or use the
communication without correcting all the time. students’ possessions such as pencil cases, rubbers,
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They will necessarily make mistakes as they books and bags. Here are some ideas.
experiment with language. This is part of the
Bring favourite things realia to the class to recycle
metacognitive learning process
vocabulary about favourite things from the Starter
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be sensitive! For instance, use positive intonation Unit. If you don’t have everything, just one item
and facial expression when saying no makes a memorable difference, e.g. a football shirt.
give the students time to self-correct as often Use classroom realia to teach or recycle
as possible. This will give them a sense of prepositions of place, e.g. the pencil case is next to
achievement Maria’s English book.
if an individual really doesn’t know the answer and Use sports-related realia to act as prompts for
can’t self-correct, don’t give it yourself all the time. presenting or practising grammar. Write He / every
Sometimes ask: Can anyone help? day on the board, hold up a tennis racquet and
make sure a student who got the answer wrong elicit a sentence from the class. (He plays tennis
during controlled practice repeats the correct every day.)
version before moving on Use realia to play games, e.g. Kim’s game (see the
make sure students copy down a correct version of Games Bank on pages 16–19).
exercises you have corrected in class
provide encouraging comments when correcting How to … use games
freer writing and make sure students know what Games and other light-hearted activities, such as those
kind of mistakes they’ve made, e.g. grammar, in Fun Zone, are a very valid teaching tool. Games
vocabulary, word order. shouldn’t just be something we do to spend the last
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five minutes of class, but should be an integral part photographs, realia or play a game. Aim to provide
of our lesson planning over time. This is because they them with an intrinsic (rather than teacher-set)
provide meaningful, motivating contexts for language reason to read.
practice. Here are some points to bear in mind. Check key vocabulary before you ask students to
Make sure your rationale is very clear. Ask yourself read/listen.
why you are playing the game. Common reasons
During
include: to practise or revise a structure, to review
vocabulary, and to improve your students’ listening Play the recording while students follow the
comprehension such as their ability to follow dialogue. Don’t worry about playing the recording
instructions. two or three times. Some classes need more
support than others.
You may play a game as a warmer at the beginning
of the class, or a settler to calm students down. Get students to do the exercises suggested by the
Games don’t have to be noisy! Students’ Book, e.g. gap-fill exercises or information
transfer.
Think carefully beforehand about interaction
patterns. Plan ahead. After
Give clear instructions. Don’t forget to check them, Ask the class to do the exercises set afterwards to
e.g. Maria, are you working with Bruno? (Yes, I check comprehension, e.g. true/false questions.
am./No, I’m not.) Use L1 if necessary. Allocate characters and have students read the
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Don’t let the game continue for too long or fast dialogue for the group.
finishers will get restless. Divide students into groups and have them
practise.
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How to … use L1 Ask groups to perform for the class.
As English teachers our objective should be to use
the target language as much as possible for many
reasons. For instance, speaking in English enables our
students to develop their listening skills and is a great
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Have the students make up similar dialogues
featuring themselves.
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motivator. The teacher is the students’ model and
point of reference. However, it is sometimes practical How to … keep students’ attention
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to use L1 in order to: Think carefully about how long you want to spend
give complicated instructions on each activity. A greater number of shorter
activities usually work better than fewer longer
give instructions to a weak class, although it’s activities. Pace is crucial!
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advisable to always give them in English first

Speak clearly so all the students can hear you, and
translate non-target vocabulary which comes up at a pace which students will be able to keep up
and you want to deal with quickly with.
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translate key vocabulary to a weak class. Again, Vary activity types where possible in order to
always do it in English first maintain the students’ curiosity.
quickly discipline students who misbehave Think carefully about the stage of the lesson you
find out more about your students and their choose for each activity. For instance, an individual
opinions when generating interest, e.g. they may writing activity isn’t appropriate as a warmer at the
well not understand Have you ever met a famous beginning. A game or other activity in which the
person? Use English, though, wherever possible. whole class are involved would work better.
Play quiet music while students are working
How to … use the dialogues individually or doing pair/group work. This usually
All the dialogues in the Students’ Book are recorded. has a soothing effect, calms students down and
They provide carefully structured contexts for language improves their concentration levels.
presentation, practice and revision. The teacher’s notes Tell students if you want them to work individually,
provide lots of ideas for using them. Remember the or in pairs or groups before you give them
basic principles of before – during – after. any further instructions so you know they’re
Before concentrating.
Motivate your students to read/listen by introducing Similarly, the teacher’s notes sometimes suggest
the topic first. For instance, you could use pictures, you tell students to close their books so they are
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concentrating on what you say, not looking at the Make sure you know which of the target
book. vocabulary in the book is probably new to your
When asking individuals questions, don’t ask each students and which they may have met before. This
student in turn in one row. If you do this, they affects how quickly you move on to the practice
can prepare their answers or go to sleep! Choose stage.
students randomly around the room to make sure Use the pictures and photos in the book,
everyone is paying attention. flashcards, realia and the students themselves to
Losing the attention of thirty students is a daunting teach the target lexical sets, e.g. use a tall student
prospect. If this happens, try clapping two or three to teach tall.
times as loudly as you can or bring realia to hold Always try to elicit words if you think your students
up such as an eye-catching hat. Another technique have some knowledge. This is motivating for them.
which works with some classes is … silence. Wait Remember to teach meaning first. Then make sure
until all the students are silent, however long it all students have said the target word at least once
takes. Some teachers find it useful to count down before you write it on the board or show them it in
out loud from twenty to zero. Encourage the their Students’ Book.
students to join you. Whatever you do, don’t shout, A way to help students say words correctly is by
as you will lose the students’ respect. The worst- marking stressed syllables when you write the
case scenario is simply to continue working with word on the board.
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those students who are listening and to deal with
the others after the class. Don’t try to introduce too much vocabulary at the
same time as you will overload your students. Six
Don’t confuse productive noise during group work or seven completely new words are plenty. If your
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with noise resulting from a loss of attention. students already know some words, increase the
number.
How to … use In this unit
After you have introduced the unit topic using the
ideas in the teacher’s notes, tell the students to read
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marking stressed syllables.
You could play a short game as a warmer in one
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the In this unit box and translate if necessary.
lesson to recycle vocabulary taught in the previous
Ask students to work in pairs. Give them time to one.
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look through the unit and find the pages which

Non-target words come up regularly in class.
deal with each point.
Translating is an efficient way of dealing with
Check page references with the whole class. these. Why not ask different students in each class
You could quickly ask the students to tell you one to be responsible for copying these new non-target
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or two things they know, if anything, about each words from a ‘new words’ section on the board
subject, which will help you plan lessons of an onto pre-prepared pieces of paper. Have them write
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appropriate level. the translation on the back of the paper. Put all the
You could ask the class which subject they are papers in a bag and keep it in the classroom. You
looking forward to the most. could ask fast finishers to take some words from
the bag and test each other throughout the course.
How to … use the pronunciation sections One student says the English word and the other
gives the translation or vice versa.
Have the students look at the picture and tell you
the words they know. For stronger classes use the Discover 5 extra words
feature which allows students to find more words
Play the recording twice. The second time, pause on the page.
for the students to repeat each line in chorus. You
could play it again but have them repeat a larger
chunk. See if they can say it without looking at
How to … exploit the cartoon story
their books! The teacher’s notes contain lots of practical ideas to
help you deal with the The Magic Amulet cartoon
How to … teach vocabulary story. Here are a few points to remember.
The teacher’s notes give you plenty of ideas about Always ask the class what they can remember about
how to go about teaching the vocabulary in the the story so far before you begin each new episode.
Students’ Book. Here are a few points you may like to This recycles language and will motivate them.
consider. Exploit the pictures in each story to the full to
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recycle known and teach new vocabulary where more information than you first thought, which is
appropriate. very useful for planning lessons.
Don’t forget that you don’t need to formally focus
on every piece of new language. It’s important that How to … use the CD player
students get used to using the context to work out Make sure you know how your equipment works.
meaning. Check the track numbers you will need before the
After the students have read/listened and class starts and set up the machine beforehand if
completed the comprehension questions, you have possible. Track numbers are clearly marked on the
lots of alternatives. For instance, divide the class Students’ Book page, e.g. 2.10 – this means use CD
into groups where each member can play a role 2 track 10.
(usually groups of between three and six). Play the Make sure you have listened to the track(s) yourself
recording again and have them repeat their lines. first.
You could put them into groups to practise. Have
them act if you have the space! If you have time, Give clear instructions before you play the CD.
ask one or two groups to perform for the class. Don’t compete with it!
Make sure all the students can hear it. If it’s too
How to … use the revision pages loud, the sound may be distorted.
Remember that the revision pages are not a To avoid interruptions, always ask students if they
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test. You may like to ask the students to work have any questions before you begin.
individually, but you could also consider asking Make sure students understand they can’t ask you
them to do some exercises in small groups. anything or speak while the CD is playing.
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Why not create an element of competition? Ask If it doesn’t seem to be working, check that the
each group to choose a group name, and write leads are in place, and that it’s turned on.
the names on the board. Give points for correct
answers.
Write Students’ Book page numbers on the board
U If you have a technical problem that you can’t fix,
simply read the tapescript yourself. You could ask a
strong student to help.
E
for each revision exercise so students can refer
to material. It is very important to give them the How to … use projects, class surveys, wall
PL
chance to reprocess and remember language they displays and class collages
have, or may not have, learned. Projects, class surveys, wall displays and class collages
Look at your register to ensure students who are very important as they help to make learning
missed a lot of material for any reason are working memorable and help engage students of this age. In
M
with a student who has attended all the time so he/ Discover English 3 there are many examples of this.
she can help. For example there’s a project in every Discover Skills
lesson. Here are some ideas.
SA
Make sure you provide students with a correct

written record of all writing exercises by writing Choose topics that relate to your students’ interests.
answers on the board or having students do so. Possible subjects may include: favourite actors/
Using the checklist: Self-evaluation will most actresses, animals, eating habits, weekend routine,
probably be new to your students, depending on likes and dislikes and favourite kinds of music.
your school/cultural context. Do it orally with Always plan ahead, e.g. if your school has
the group the first two or three times. Draw the computer facilities with Internet access which will
different faces from the checklist on the board. enable your students to do research for a project,
Use L1 if necessary to ask the class about the book them well in advance.
subjects on the checklist, e.g. the present perfect Keep a picture box in the classroom or school.
and the past simple (see Unit 3e page 38). Ask Ask your students to bring magazines or print off
for examples. Then get them to decide which face pictures from the internet that relate to the current
applies to them and to copy it into their books. English topic and to leave them in the box.
Students of this age usually know what they think,
Make sure you have sufficient material resources
but need help explaining why. Ask open-ended
for collages and wall displays, e.g. card, glue and
questions, e.g. Why do you think it’s easy / difficult?
crayons.
and persist during the year. Possible answers in this
case may be: It’s easy because I like it. / It’s difficult Enlist the help of colleagues who teach other
because I wasn’t in class. You may find you obtain subjects to give a cross-curricular angle to projects
14

and surveys. For instance, your students could How to … use tests and self-evaluation
design and carry out a questionnaire about eating Using the tests after each unit is a good way of
habits in English in the English lesson, but analyse gaining more formal feedback about your students’
and write up the results and draw charts and progress.
graphs to represent them in a maths lesson.
Make sure you have covered all the material on the
Create a permanent display area if you can test you intend to use. If not, adapt it using the Test
somewhere in the school or classroom. Set up a Master.
rota of students to share responsibility for keeping
Use the tests after your students have done their
their English Corner tidy.
self-evaluation so the self-evaluation reflects their
perceived progress rather than the test result.
IT
N
U
E
PL
M
SA
15

Discover English Games Bank Battleships
Aim: To revise vocabulary.
Games don’t have to involve hours of preparation.
Some of the following ideas involve none at all, or are Stage of lesson: Any.
largely student-prepared. Organisation: Pairs.
Preparation:
I-Spy Draw a blank grid like the one below. Copy two for
Aim: To revise known vocabulary. each student in the class.
Stage of the lesson: Any.
1 2 3 4 5 6 7 8 9 10 11 12
Organisation: All possible. Play this with the whole
class the first time. A
Preparation: None. B
How to play: C
Choose a known object in the classroom all the D
students can see, but don’t tell anyone, e.g. bag. E
Say to the class: I spy with my little eye … (pretend F
to look around the room) … something beginning G
IT
with … B.
Invite guesses, e.g. Book. Ask for complete
Choose a known lexical set, e.g. rooms or furniture.
sentences to stretch strong groups, e.g. Is it a book?
Write Student A and Student B on the board. Write
N
Make sure the students put their hands up before
six words from the chosen set next to student A
they guess.
and six different words from the same set next to
The winner guesses the word you were thinking
of (bag). It’s now his/her turn to say I spy with my
little eye …
U student B.
Divide the class into pairs of A and B. Give each
student two blank grids. Have them write their
E
words anywhere they like on one of them, like the
Pelmanism one below.
PL
Aim: To practise new vocabulary or to revise. It’s best

to use lexical sets.
Student A
Stage of lesson: Any.
Organisation: Groups of three or four students. 1 2 3 4 5 6 7 8 9 10 11 12
M
Preparation: A
Choose a lexical set, e.g. animals. B t s h o w e r
SA
Give each group twelve small pieces of paper. Tell C a i

the students to draw a different animal on each. D b a t h n
Then give the students twelve more pieces of paper E l d e s k
and have them write the name of each animal they F b e d o
have just drawn on each piece, to create a matching
G w
pair.
How to play:
How to play:
All cards are placed face down.
Students ask each other in turn for letters and
Tell students to take it in turns to turn over two numbers to find out what their partner’s words are,
cards at a time. If they turn over a matching pair, and fill them in on their blank grid, e.g. Student B:
they keep it and have another turn. What’s D4? Student A: It’s t. (Student B writes t in
The winner is the student with the most pairs at square D4 on his/her blank grid.)
the end. The winner finds their partner’s words first.
16

Bingo Kim’s Game
Aim: To revise vocabulary or numbers Aim: To consolidate/revise vocabulary and develop
(comprehension). memory/observation skills.
Stage of lesson: Any. Stage of lesson: Any.
Organisation: Whole class. Organisation: Whole class and small groups of three
Preparation: or four.
Draw a simple grid on a piece of paper with three Preparation:
columns and three rows. Bring 12–15 known objects connected to a topic or
Copy one for each student in the class. lexical set to class.
Choose a lexical or numeric set, e.g. sports or Put them where all the students will be able to see
numbers one to twenty. Make a note of it for them but cover them so they aren’t visible to begin
yourself. with.
Give each student a grid and have them write If your students are already in the classroom,
one word or number from the lexical set in each bring the objects with you on a covered tray as it’s
square. It’s important they do this individually so important they don’t see them first.
their grids aren’t the same. How to play:
How to play: Tell the class they have one minute to look at, e.g.
IT
Read a word or number from the chosen set. Tell 12 objects. They must try to remember as many as
students to cross it out if they have it. they can.
N
Repeat the process. Cross the words off your list as Reveal the objects for one minute then cover them
you say them. again.
Ask small groups of three or four to write down all
Tell students to put their hand up and say: Line!
when they cross off all the items in a row.
Tell the students to put their hand up and shout:
U the items they can remember.
Ask each group in turn to name an object. Write all
the answers offered on the board whether right or
E
Bingo! when they cross off all their words. Check
the winner’s card against your list to make sure he/ wrong.
PL
she really is the winner! Uncover the objects and check the answers until all
objects have been correctly named. You could make
Touch and Guess this competitive and allocate one point per group
Aim: To consolidate/revise vocabulary. per correct object.
M
Stage of lesson: Any. The next time you play, increase the number of
objects to make it more challenging. You could also
Organisation: Whole class. ask students to do this individually or in pairs.
SA
Preparation:
Choose between six and eight objects connected
to a topic or lexical set and put them in a non-
transparent bag. Bring material to use as a
blindfold.
How to play:
Ask a student to come to the front and blindfold
him/her.
Give him/her an object from the bag to feel.
Ask him/her to guess what it is, e.g. Is it a rubber?
To make this competitive, ask students to work in
groups and allocate points for correct guesses by
group members.
17

Pictionary Noughts and Crosses
Aim: To consolidate/revise vocabulary. (Note: this game is called Tic tac toe in the USA.)
Stage of lesson: Any. Aim: To consolidate/revise regular and irregular plural
Organisation: Whole class or small groups. nouns.
Preparation: Stage of lesson: Any.
Write between eight and ten lexical items from Organisation: Whole class.
a known set that students can easily draw, on Preparation:
separate slips of paper. Pre-teach or check: top/bottom/middle/left/right.
How to play: Draw a grid on the board with three rows and
Ask two or three pairs of students to come to the three columns, making a total of nine squares.
board. Choose nine singular nouns.
Show one student in each pair the same slip of How to play:
paper.
Divide the class into two halves, the noughts (O)
Tell them to draw the word on the board. The first and the crosses (X).
partner to guess the word is the winner. Continue
Decide which group will start; you could flip a coin
with new pairs.
and teach the students ‘Heads or tails?’
If you decide to get students to do this in groups
IT
Ask one group to choose a square, e.g. the top
you’ll need one set of prompt words per group
right square.
placed face down. Tell students to take it in turns
Say a singular noun and have one student give you
N
to draw. The student who is drawing should take
the top prompt. The student who guesses first gets the plural form, e.g. Teacher: foot. Student: feet. Ask
a point. You will need to allocate one student in the student to spell the word.
each group to keep the score.
Hangman
U Write the group’s symbol (O or X) in the chosen
square if the answer is correct. Pass the question to
the other group if it’s wrong.
E
Aim: To consolidate/revise vocabulary or introduce a The winner is the first group to get a horizontal or
topic. diagonal line of their symbol.
PL
Stage of lesson: Any. You can practise/review other grammar or

structures too, e.g. have the students ask What/
Organisation: Whole class.
Where/Who questions or get them to spell target
Preparation: None. words.
M
How to play:
Think of a word, e.g. elephant, but don’t tell the Snap
SA
students what it is. Aim: Vocabulary recognition.

Write a dash ( ) on the board representing each Stage of lesson: Any.
letter.
Organisation: Whole class, groups or pairs.
Ask a volunteer for a letter.
Preparation:
If your word contains the letter, write it in the
Mix up two identical sets of flashcards containing
correct place(s).
known lexical sets.
If it doesn’t, write the letter on the board so the
How to play:
students know not to use it again, and draw part of
a gallows. The students must guess the word before Hold up one flashcard at a time.
you finish drawing a gallows and a man. Have the students tell you the words as you go
along.
If you hold up a flashcard that is the same as the
previous one, tell the students to shout: Snap! A
quieter version is to have them stand up silently
instead.
18

Chinese Whispers Snakes and Ladders
Aim: To develop listening skills. Aim: Sentence correction.
Stage of lesson: Any. Stage of lesson: Any.
Organisation: Whole class. Organisation: Whole class.
Preparation: Preparation:
Prepare a short list of target words or sentences, Bring a dice to class.
e.g. I’ve got a dangerous dog called Dan. Draw a grid on the board with six rows and six
How to play: columns.
Whisper the word or sentence to the student. Randomly draw five or six snakes and five or six
Tell the student to whisper the word/sentence to ladders of different lengths on the grid.
the person sitting next to him/her. Write Start in the bottom right square and Finish in
Continue until all the students have whispered the the top left square.
same word/sentence to each other. Ask the last Prepare ten to fifteen sentences using known
student to tell the class what he/she thinks the grammar and vocabulary containing errors, e.g.
sentence is. He haves got a CD player./Did you was at the party
So students don’t get restless while they are yesterday?
waiting, you could start passing round two or three How to play:
IT
more words/sentences at the same time. Don’t do Divide the students into two teams and give each a
too many at once or it will get confusing! simple name, e.g. Benfica and Liverpool.
N
You could flip a coin to decide which team will
Happy Families start.
Aim: To practise have got/family members/possessive ’s.
Stage of lesson: Any.
Organisation: Groups of four.
U Ask a student to roll the dice. Count the number of
squares to be moved and write the team name in
the relevant square, e.g. if a Benfica student throws
E
Preparation: five, write Benfica in the fifth square from Start.
Give four blank card-sized pieces of paper to each Every time a team lands anywhere on a ladder,
PL
student in the class. write a sentence on the board containing an error.

Choose a volunteer to correct it. If he/she does
Tell them to draw one of their own family members so successfully, the team moves to the top of the
on each card. ladder, nearer Finish. If not, there is no change.
M
Tell them to write who is in the picture at the Every time a team lands anywhere on a snake,
bottom of each, e.g. José’s granny/Maria’s cousin repeat the same procedure. However, if the chosen
Sílvia. student can’t correct the sentence, the team slides
SA
How to play: to the bottom of the snake, nearer Start. If he/she

Put students into groups of four. can correct it, there is no change.
One student in each group shuffles and deals the The winner is the first team that arrives at Finish!
cards so each student has four.
The aim of the game is to swap cards in order to
collect one family. To do this the students take
it in turn to ask other questions, e.g. Student A:
Have you got Tiago’s dad? Student B: Yes, I have.
Have you got Maria’s granddad? Yes, I have. (The
students swap cards.)
The winner is the first to collect one family.
19

Ti
Timme Det
ete ves
ecctive objects in the classroom
and in their bags, e.g.
Hi! Our new show on desks, chairs, window,
Discovery 101 is all about pens, etc. Then introduce
things we can find from
the past. What do you the adjectives for the
know about history? materials.
Discover Words
(Books open) Focus on the
describing objects
▼
Museum picture. Students do the

1 2.1 Match the words with the activity in pairs. Play the
pictures. Then listen, check and repeat. recording. Students listen
to check answers. Play the
plastic computer game 1
oblong shield 12 diamond ring 7 recording again and tell
oval helmet 4 square jewellery box 5 students to repeat.
round coins 11 paper notepad 2
glass box 8 wooden chest 10metal sword 3 Answers student page
gold crown 6 triangular necklace 9
8
Exercise 2
3
4 Students draw the table
6 in their notebooks. Elicit
IT
5 7
1 the meaning of the word
shape by drawing a square
and a circle on the board.
N
12 9
2 10 Museum
Elicit examples, e.g. gold
crown and oblong shield –
U
11 gold is a material, oblong
is a shape.
Students work in pairs and
E
2 Complete the table with the words in bold.
race to complete the table.
shape material
PL
oblong Answers
in this unit: shape: oval; square;
3 Work with a friend. Describe an object from your school • describing objects round; triangular
bag. Say what you can do with it. Can your friend guess • past continuous material: plastic;
M
what it is? • complaining diamond; paper; glass;

• adverbs of manner
A It’s plastic and oblong. You can draw lines with it.
• past continuous vs past simple
wooden; metal; gold
B It’s a ruler.
SA
• used to
A That’s right! Exercise 3
Discover 5 extra words. Go to page 109. 39 Ask students to write a
list of things they have
M05_DIEN_SB_L03GLB_6446_U04.indd 39 5/11/09 13:20:55
in their bag, and think of
New language Unit introduction how to describe them.
Vocabulary: describing objects Focus on the picture of Tom. Demonstrate the guessing
Students read the speech bubble game with a student. In
Functions: speaking about objects pairs, students play the
and answer the question.
Pre-teach: sword, helmet, shield, game.
chest, crown Use an idea from the Introduction
to focus on In this unit. Discover extra words: Fast
Preparation: Unit introduction
and Exercise 1. Bring in pictures of finishers or strong
historical objects which will help pre- Discover Words students can find the extra
teach the vocabulary and illustrate new words.
different materials, e.g. ancient vases, Exercise 1 2.1
old tools or equipment, armour, old (Books closed) Use the pictures
weapons. and realia to pre-teach the objects
and materials. Ask students to list
55
M05_DIEN_TB_03GLB_6477_U04.indd 55 13/3/10 12:07:35

New language A School Trip
Grammar: past continuous
Functions: complaining
Pre-teach: archaeological
dig, float (verb)
Archaeological Dig
Culture notes
Castles were first built in March 5th,
England after the Battle of 10 a.m. – 7 p.m.
Hastings in 1066, during Brent Castle
the rule of William the
Conqueror of Normandy.
Archaeological digs are
normally organised by Mia On the Talk Back show yesterday, we had a
story about Roman treasure. Today, we’re at
universities, museums or
Brent Castle and we’re looking for gold! Tom
historical societies. has just found something. What is it, Tom?
Tom Well, it’s round and it’s metal.
Exercise 1 James Perhaps it’s a Roman coin.
IT
Mia Let’s have a closer look. Hmmm … made in
Focus on the photo and China. Sorry Tom, it’s plastic rubbish.
the advert. Students Tom But what about this?
describe what the Mia Maybe this is the treasure! No, it’s an old
N
characters are doing. glass bottle. Never mind, Tom!
Tom Humph, I’m fed up with doing all the work!
(an archaeological dig) 1 Read the dialogue quickly. What are the children
Ask what kinds of things
people can find on a dig.
Ask students to read and
James
Mia
Tom
James
U
We’re tired of digging up rubbish, Mia.
Hey, what was that noise?
Maybe it’s the castle ghost.
Don’t wind me up, Tom.
doing? They are looking for gold/they are on a dig.
2 2.2 Listen and read. Answer the questions.

E
Mia It’s true, James. A girl saw a ghost last year. 1 Does Tom find something metal? no
answer the question.
James Oh, yeah? Was she visiting the castle? 2 What other object does Tom find?
Mia No, she wasn’t. It was eight o’clock in the 3 How does he feel?
PL
Answers student page evening and she was walking her dog 4 Who saw the ghost?
nearby. She saw a strange man. 5 Why was the man strange?
James What was he doing? 6 What did the dog do? B
Exercise 2 2.2 Mia He wasn’t walking, he was floating, and he
M
was wearing Roman clothes! The girl’s dog Talking Tips!

Students read the ran away, then suddenly …
questions. Play the Tom Wooohooo! 3 2.3 Listen, repeat and match. A
recording. Students listen, James Tom! That wasn’t funny!
SA
1 Don’t wind me up. A

read and answer. Check Tom Ha, ha, James! What a chicken! 2 What a chicken! B
answers. 40
Answers
2 an old glass bottle M05_DIEN_SB_L03GLB_6446_U04.indd 40-41
ask students to repeat. Then ask number 6. Check answers.

3 fed up students to match. Check answers.
4 a girl Answers
5 He was floating and Answers student page 2 Tom and James weren’t doing
he was wearing
their homework. They were
Roman clothes.
playing computer games.
6 It ran away. Grammar 3 Lily wasn’t playing with DJ. She
Students read the grammar box was playing the drums.
Exercise 3 2.3 and the examples. 4 Mia wasn’t writing a letter. She
was reading a book.
Students find the phrases
Exercise 4 5 Zak wasn’t watching TV. He
in the dialogue and work
was listening to music.
out their meaning. Students work in pairs and make
6 I wasn’t walking my dog. I was
Play the recording and sentences using the prompts. They
(student’s own answer).
should write their own answer for
56

Exercise 7 2.4
Grammar past continuous 5 Read and complete. Use the past continuous. (Books closed) Sit down
We use the past continuous to describe an action The dig at Brent Castle finished at seven o’clock. It with your arms folded and
happening over a period of time in the past.
1
weren’t
was raining (rain),
was getting (get) dark and it 2 __________ act feeling fed up. Say:
too, but the children 3walking home(not walk home),
__________ I’m fed up with teaching!
were
What was he doing? tidying up (tidy up). James 5was
they 4 __________ complaining
__________
He wasn’t walking, he was floating.
Then pick up your book
(complain) about the rubbish. He was bored with
was helping (help) James put the
the dig. Mia 6 __________
and say: I’m sick of this
Was she visiting the castle? book! Elicit that you are
rubbish in a bag. Tom 7wasn’t helping(not help), he
__________
Yes, she was. / No, she wasn’t. 8
was sending (send) a text message on his mobile
__________ complaining.
phone.
(Books open) Ask students
4 What was happening at eight o’clock last night? A strange man was on the castle walls above them. to look back at the
Look at the pictures and correct the sentences. He was watching the children, but he 9 wasn’t smiling
__________
dialogue and say who
was wearing (wear) Roman clothes.
(not smile). He 10 __________
complains and what they
6 Work with a friend. Write questions, then ask say. (Tom: I’m fed up with
and answer. doing all the work. James:
1 / it / rain? Was it raining? Yes, it was.
We’re tired of digging up
2 / the children / walk home? rubbish.)
3 What / the children / do? Ask students to highlight
1 The ghost was 2 Tom and James were
4 What / James / complain about? the prepositions. Point out
sleeping. doing their homework
5 / Tom / help?
IT
The ghost wasn’t
6 Who / watch / the children?
that the phrases can be
sleeping. It was floating used with either a noun
near the castle.
Functions: complaining e.g. the castle, or -ing, e.g.
N
digging.
7 2.4 Listen and repeat.
Play the recording. Tell
I’m tired of digging up rubbish.
I’m sick of the castle.
U
I’m fed up with doing all the work.
I’m bored with archaeology.
students to listen and
repeat.
Tip: Pronunciation.
E
3 Lily was playing with 4 Mia was writing a
DJ. letter. 8 Put a tick next to things you like and a cross Encourage students to
next to things you don’t like. stress the words which
PL
 visiting castles  tidying my room carry meaning, e.g.

 homework  buying new clothes I’m sick of the castle.
 computer games  You decide! __________ Appropriate intonation
is very important in
M
9 Work with a friend. Use your answers from

Exercise 8. Say what you are tired of / sick of /
communicating the
bored with / fed up with. meaning and how
SA
5 Zak was watching TV. 6 I was walking my dog. you feel when you are
A I’m bored with visiting castles.
complaining.
41
5/11/09 13:21:14
Exercise 8
Exercise 5 the text in Exercise 5 for answers. Students work individually.
Students read the text and say
Answers
what was happening at the end of Exercise 9
the day. (A strange man in Roman 2 Were the children walking
Students take it in turns
clothes was watching them.) home? No, they weren’t.
to complain. Go round
3 What were the children doing?
Then ask students to complete the checking.
They were tidying up.
text. Check answers.
4 What was James complaining
Answers student page about? He was complaining
about the rubbish.
5 Was Tom helping? No, he
Exercise 6 wasn’t. He was sending a text
message.
Tell students to write the questions,
6 Who was watching the
then ask and answer in pairs, using
children? A strange man was
watching them.
57

New language The Treasure Hunters
Vocabulary: adverbs of
manner
y
Grammar: past continuous Saturday 14th Ma
,
Dear Mr Smith the
vs past simple iting for me at
ru. Raul was wa
I’m in Lima, Pe alker. Ra ul to ok me to the
Pre-teach: treasure hunters ati on , bu t no t Professor W n we re noisily
st arrived, two me
use. When we thing
Professor’s ho re loo kin g fo r so me
ou t of th e house. They we d. W he n
coming d a tree and wa
ite
Culture notes and arguing angril
y. We hid behin
nt inside.
Peru, the home of the Inca they left, we we we did
everywhere, but
Empire, lies in the west t a me ss ! Th ere were books ry, then a
Wha we found his dia
and well. First
part of South America. The our job quickly
Spanish conquered Peru copy of a map. tside. A
a car stopped ou
in the 16th century, but it hil e we we re reading the diary, W e qu ietly
W white jacket .
was wearing a
became independent in 1821. man got out. He We’r e on th e tra in now.
we nt to th e train station. do .
left and ey
fast, before th
Treasure hunters have the Professor
We have to find
attempted many times to
Panama Kate
find ‘cities of gold’ in South
1st Clas
America. The most famous single
s
Professor Walker,
IT
story is about El Dorado (‘the Av. La Mar 7, Lima 
golden one’), a city which Miraflores 18, Santa Cr
uz Friday 13th May
Lima, 11.30
was the home of a legendary Peru Friday 13
th I bought an old book this
N
tribal chief who covered morning. It said th
e City of
Gold was in the
himself with gold dust. jungle, but where?
I was reading the
book, when a squa
Exercise 1
Focus on the lesson title.
U
1 Read the letter and diary quickly. Where are
Panama Kate and Professor Walker?
2 2.5 Listen and read the letter and diary.

carefully. It was a
I saw a strange ma
re piece of paper
map for the lost In
n while I was walki
fell out. I looked
ca treasure!
at it
E
Elicit what students think wearing a white jac ng home. He was
Order the events. ket and he was wa
treasure hunters do. (They I’m in danger. Pa tch ing me. I think
a The Professor bought a book. 1 nama Kate is arriv
PL
look for treasure.) Ask can’t wait. I’m catch ing to morrow, but I
b Two men searched the Professor’s house. 6 ing the train tonig
students if they know any c Panama Kate arrived in Peru. 5 ht!
famous treasure hunters. d Professor Walker went to Santa Cruz. 4
(Indiana Jones) e The man in the white jacket followed the
M
Professor. 3
Ask students to describe f Panama Kate found the diary. 7 In 1715 a Spanish sailor buried Inca treasure on an
the picture and suggest g Panama Kate and Raul went to the train island near Peru. In 2005 treasure hunters found 600
what the objects are station. 8
SA
barrels of gold coins and Inca jewels there!

needed for. h The Professor found directions to the treasure. 2
Tell students to read 42

Panama Kate’s letter and
the Professor’s diary and
M05_DIEN_SB_L03GLB_6446_U04.indd 42-43
train ticket and answer the the sentences. Check answers.
question. Fun facts
Answers student page Tell students to read the Fun facts.
Answers Ask: How long was the treasure
Panama Kate is in Lima, on the island? (290 years) Elicit or
Peru, and Professor Suggestion: Ask students to retell explain who the Incas were. (They
Walker is in Santa Cruz. the story from memory or using were a powerful group of people in
the sentences from Exercise 2. It South America.)
is an opportunity to revise past
Ask what other treasure stories
Exercise 2 2.5 simple, and also to teach the
students know.
Ask students to read students to use first, next, then,
the sentences. Play the finally (see Ordering events in
recording and ask students Exercise 6).
to listen, read, and order
58
58

Tell students that while
Discover Words Listening is most often used with
5 2.6 Listen to the news bulletin and
past continuous, and
adverbs of manner
▼
complete the article. Use the past simple, the when is often used with
3 Find the adverbs in the texts. past continuous or a noun. the simple past action.
Regular Irregular Daily News Write the following on the
quick quickly good well
_______ Detective White has caught 1 Panama Kate and board and ask students to
quiet quietly
_______ fast fast
_______ 2
Professor
__________ .
Walker choose the correct tense:
angry angrily
_______ They 3 __________
were taking the Inca treasure when the
careful carefully
_______ police stopped them.
While we were having /
noisy noisily
_______ Detective White and his police officers had a lesson, the school
4
were watchingthem all the time.
__________ bell rang / was ringing.
Grammar past continuous vs past simple They 5were working for a famous criminal,
__________ (were having / rang)
When we arrived, two men were coming out of Mr Smith. They 6 __________
sent Mr Smith We had / were having
messages while they were planning their
the house. a lesson when the school
escape. Yesterday evening, Detective White was
I was reading the book when a square piece of questioning them. bell was ringing / rang.
paper fell out. The National Museum now has the (were having / rang)
While we were reading the diary, a car stopped 7
treasure .
__________
outside. Exercise 4
I saw a strange man while I was walking home. Writing Ask students to do the
IT
Ordering events
exercise in pairs. Check
4 Complete. Use the past simple or past
We use linking words to order events: answers.
continuous.
First, he found an old book, then, a copy of a
N
map. Next, he went to the train station. After Answers student page
of that, he arrived in Santa Cruz. Finally, he found
e the treasure.
d at it
U
6 Complete Panama Kate’s last letter to
Mr Smith.
Exercise 5
Tell students to read the
report and say what we
2.6
E
s
1 Professor Walker met (meet) Kate while he was discover about Panama
k Dear Mr Smith Kate. (She is a criminal.)
teaching (teach) at university.
PL
I was studying (study) archaeology when she

2 Kate __________ I hope you get this letter. I am in … .
How did I get here? Well, first … Tell students to listen and
heard
__________ (hear) about the Inca gold.
was running
3 The Professor __________ (run away) when Then, … complete the text with
away
arrived (arrive) in Lima.
Kate __________ After that, we … words or phrases. Play
the recording twice if
M
found
4 Kate and Raul __________ (find) the Professor Finally, we …
while theywere camping(camp) in the jungle.
__________ Please help! necessary. Check answers.
saw
5 They __________ (see) some round gold coins
were looking Panama Kate
while they __________ (look for) the treasure.
SA
for Answers student page

43
Tapescript page 167
5/11/09 13:21:22
Discover Words Answers student page Exercise 6

If you have not already
Exercise 3 done the activity in
Explain that most adverbs of Grammar Suggestion (Exercise 2), do
manner end in -ly, but there are a Ask students to read the examples it here. Use the sentences
few irregular ones e.g. fast. in the grammar box and identify in the Ordering events box
Ask students to find the adverbs in the two tenses. Use a time line to to get students started.
the texts. Check answers, and make explain how the two tenses are Tell students to write the
sure they are all spelled correctly. used together. Point out that either story as part of Panama
Draw attention to adjectives ending tense can come first. Kate’s letter to Mr Smith.
in -l, e.g. careful. We add -ly to the Photocopiable resource 4, page 159
Two men were coming out of the house.
adjective – hence the double ‘l’. A
‘y’ at the end changes to ‘i’, as in we arrived
X
angry – angrily. Past Present
59
59

New language The Mag
Th ule
agic Amul ett
Grammar: used to
Preparation: Exercises 2
6 and 7. Bring in pictures 1
of famous cartoon or film
characters, e.g. Batman,
Harry Potter, Captain Jack
Sparrow, Asterix and Obelix,
etc.
Exercise 1
(Books closed) Tell
students they are going to
read The Magic Amulet. Holly: I’m bored with Egypt.
Ra: Well, I’ve got some good news. I was walking to the
Ask students to remember temple this morning when I saw my old friend, Nebi.
Max: And I’m hungry!
Max: A friend – here?
the previous episode. Ra: Here, try these.
Ra: Yes, I’ve been here before. You’re not the first kids to
Ask them why the amulet Max: I’m sick of eating insects.
touch the amulet!
was shining. (There was Ra: Well, what did you use to eat at home?
Holly: So, can he help us?
Holly: We used to eat pizza. We didn’t use to eat
danger.) Ask where the Ra: Maybe. He used to be my teacher at Scribe school.
IT
insects! We want to go back, Ra.
danger came from. (The He knows the story of the amulet. He can help us find it.
strange man.)
3 4
(Books open) Ask students
N
to describe the pictures
and suggest what happens
in the story.
Tell students to read the
cartoon quickly, answer
U
E
the question and say who
the strange man is. (Nebi,
PL
a friend of Ra.)
Holly: Hey, look. What’s in that round basket?
Answers student page Max: It’s a snake.
Ra: Be careful. There’s a red diamond on its head. It’s
M
dangerous!
Max: Wow! A snake charmer.
Exercise 2 2.7
Ra: Hey, there’s Nebi. Come on!
Ask students to read Max: Hey, what’s that music?
SA
Holly: Oh no! We’ve seen him before. Remember?

Holly: Let’s find out. Someone was playing that Max: And the amulet is shining! Is he really a friend?
the questions. Play the tune when we touched the amulet!
recording. Students listen, 44
read and answer. Check
answers.
(regularly) in the past but no individually. Then compare with a

Answers student page
longer happens. friend. Check answers.
Ask students to read the grammar
Answers
Grammar box and work out the forms. Write
2 Pharaohs used to live in
them on the board:
Focus on the last line of affirmative: used to + infinitive; palaces.
dialogue with picture 2: negative: didn’t use to + infinitive; 3 Girls didn’t use to study at
He used to be my teacher. question: Did ... use to + infinitive? school.
Ask: When was he Ra’s Point out that the verb is use 4 Boys used to write hieroglyphs.
teacher? (In the past.) and not used in the negative and 5 Pharaohs used to wear
Is he still Ra’s teacher? question form. jewellery.
(No) Elicit that used to is 6 People didn’t use to have long
used when talking about hair.
something that happened
Exercise 3
7 People used to wear wigs.
Tell students to write the sentences
60
60

Give them time to write
Speaking a short description. Go
1 Read the cartoon quickly. Who can help
Holly and Max? Nebi 5 Work with a friend. Ask and answer about round helping.
school, pastimes, clothes and pets.
2 2.7 Listen and read. Circle the correct
A Which school did you use to go to? Exercise 7
answer.
B I used to go to … school, but I go to … Demonstrate the activity
1 Max feels sick / is tired of Egyptian food. school now. with a student. Then
2 Ra was going to the market / the temple when
★ students ask and answer
n Zone ★
he saw an old friend.
3 Ra’s friend was a shop keeper / a teacher.
★ F u in pairs. For more practice,
4 Ra’s friend knows / doesn’t know the story of students can do this in
the amulet. small groups.
6 Imagine you are a time detective.
5 The music was playing when the children were
in the market / the museum. Choose and describe a person from the list
6 Max thinks Nebi will / won’t help them. below. Suggestion: Team Game.
Put the characters/
an Egyptian a Roman a Viking pictures you have brought
Grammar used to
He used to be my teacher. in on the board. Teams
We used to eat pizza. take turns to nominate a
We didn’t use to eat insects! student, who describes
Did he use to be your teacher? a character for the other
Yes, he did. / No, he didn’t. team to guess. If they
IT
What did you use to eat? guess correctly, they win
a point. If they are wrong,
3 Write the sentences. What did people use to He used to wear an oval helmet … the point goes to the other
N
do in ancient Egypt?
7 Read your description to a friend. team. Students can also
1 people / watch snake charmers use well-known characters
People used to watch snake charmers.
2 pharaohs / live in palaces
3 girls / not study at school
4 boys / write hieroglyphs
Guess the person!
U
A He used to wear an oval helmet.
B A Viking?
A No. He used to carry an oblong shield.
they have thought of.
E
5 pharaohs / wear jewellery Exercise 8
6 people / not have long hair
Ask students to break
PL
7 people / wear wigs

the code and write the
4 Think about your life five years ago. Note 8 Can you break Ra’s code? sentence as quickly as
down things which are different today. possible. You could do this
five years ago now as a class race.
M
school I used to go to Now I go to …

… school. school. Answers
pastimes ,
SA
clothes Max and Holly saw Nebi

pets when they were looking
45 for the amulet. Will Nebi
help them? We don’t
5/11/09 13:21:31
know!
Exercise 4 further errors at the end of the
activity. Grammar worksheet 4, page 140
Ask students to think about
differences in their life and
Fast finishers: Change pairs, or do
complete the table individually.
as a mingling activity. Encourage
Go round helping and correcting
students to add more questions
errors.
and answers.
Exercise 5
Demonstrate the activity with a Exercise 6
student, using their notes from Ask students to choose and decide
Exercise 4. how to describe their chosen
In pairs, students ask and answer. character. Remind students to use
Go round helping and correct any the vocabulary from page 39.
61
61

Language revised Let’s Revise!
Vocabulary: describing
objects, adverbs of manner
Grammar: past continuous, Words 4 Complete the dialogue. Use used to
past continuous vs past 1 You are an archaeologist. Find eight words, then and the verbs in brackets.
simple, used to describe the objects below. Beth What are you doing?
Functions: complaining Jamie A quiz. It’s about the Romans. Can
a
round ul r you help?
al
pl
g
Exercise 1
wo
dtrian
Beth OK. I did a project on the Romans
astic
v
go
last year.
ode
Tell students to find the
on
l m Jamie Great! 1 Did Roman children
ob
n
words in the snake, and
ol
etalg
use to go (go) to school?
then use them to write Beth Girlsdidn’t
2
use to go(not go) to
__________
descriptions of the three school – only boys. They
objects. Check answers. 3
used to study(study) maths.
__________
Jamie Thanks. Next question. What
Answers 4
did
__________ rich Romans
use to eat (eat)?
__________
It’s a wooden Beth Very strange food, like mice! They
sarcophagus. 2 Find four mistakes. Correct them. 5
used to eat (eat) with their
__________
It’s a metal helmet.
IT
1 James did his homework good. well hands. When they were full, they
It’s a round shield. 2 Katie quick washed her face. quickly 6
used to be (be) sick, so they
__________
3 We quietly walked up the stairs. ✔ could eat more!
4 He carefuly read the message. carefully Jamie Yuk! What about baths?
N
5 I noisy shut the door. noisily Did
__________ the Romans
Exercise 2
7
6 The dog ran down the road fast! ✔ use to have (have) baths?
__________
Ask students to read and
correct the sentences
where necessary. Check
answers.
Grammar
3 Complete the text. Use the past
U Beth Yes, they did. But they
8
didn’t use to
__________
have
toilet paper!
(not have) soap or
E
simple or past continuous.
Pronunciation /N/ and /Nk/
Last weekend, I 1 went (go) to Warwick
Answers student page castle with my cousin, Finn. On the way 5 2.8 Listen and repeat.
PL
talked (talk) about the

there, we 2 __________ I think the Viking
Ghost Tower. ‘It’s a tower at the castle Joe, and it’s very spooky!’ with the necklace
Exercise 3 arrived (arrive) at the castle at eleven
said Dad. We 3 __________ and the diamond
was raining (rain) and a cold wind 5 __________
o’clock. It 4 __________ was blowing ring will sing!
Ask students to read the
M
walked
(blow) so we went to the Ghost Tower first. We 6 __________
text quickly and say if (walk) up the tower stairs when we heard a spooky cry. ‘What
there is a ghost. (No) Then wasn’t (not be)
was that?’ I asked, but nobody replied. Finn 7 ________
give students time to do behind me! He was running(run) back down the stairs! I carried
SA
8
________
the exercise individually. on up the tower and … there was Dad, laughing at his joke!
Check answers. 46

Exercise 5 2.8 their mouth and feel the air.)

Exercise 4 Then explain that the ‘ing’ in the
Explain that these sounds are made
sound /ŋ/ is quite soft (the paper
Ask students to read and in the same place in the mouth,
shouldn’t move).
complete the dialogue. but there is a (small) difference
Check answers. between the sounds: /ŋk/ is Say each word individually, and
aspirated, i.e. has breath behind have students repeat. Then play
Give students two minutes
it, and /ŋ/ is unaspirated, i.e. no the recording. Students listen
to memorise the dialogue
breath behind it. and repeat. Ask students to say it
and have some pairs
quickly and repeat it, as a tongue
perform it. Tell students to put a piece of
twister.
paper in front of their mouth.
Answers student page When they say /ŋk/, the paper
should move slightly. (Or they
can put their hand in front of
62
62

Play the recording again.
Functions Song Tell students to listen and
6 Imagine you live in Roman times. Write 8 2.10 Listen and complete the song. Use
complete the song.
sentences about the things you don’t like. these phrases
eat / strange food maths at school be / sick a when will I grow up d used to say
not have / toilet paper not use / soap baths b Live your life e how it used to be
c he couldn’t understand f Don’t you rush to get old
1 I’m tired of eating strange food.
Exercise 9 2.11
2 I’m sick … Students’ own answers. Mama Used to Say Play the recording once
3 I’m fed up …Students’ own answers. by Junior more for students to check
4 I’m bored … Students’ own answers. A small boy once asked, 1 a answers. Then invite
When will I see what grown ups do see students to join in with
Consolidation In his fight to come of age, he
would have to know the age
the song.
7 2.9 Listen and To be recognized is when
complete the dialogue.
Tom What are you doing, Mia?
I’m not unmasked
Chorus
Checklist
Mia I’m looking for the recording I made at the And mama 2 ____,d Give students some time
1
castle. Take your time, young man to tick the checklist. Ask
And mama used to say, 3 ____f
Tom The interview with the archaeologist? students if there is anything
And mama used to say, Take it in your stride
Mia That’s right. We can use it in a show. Ah, here they haven’t ticked. Tell them
And mama used to say, 4 ____b
yet
it is. I haven’t checked it 2________ . … That’s
IT
As the years went rushing by he would cut down on to rate their progress as
strange.
Tom What’s the matter?
his age excellent, good, OK.
e
He would tell his girl about 5 ____
Mia well .
It hasn’t recorded 3________
N
How his mommy passed away, but these lines she
Tom Are you sure you pressed the right button? would say
Mia never had a
Of course I am … I’ve 4________ c
And at the time 6 ____
problem before.
at the castle I 6was

When we were
James Hey, you two. Look at this! 5________
taking pictures with my
________
phone … but there’s something strange …
Chorus
Do all you want to doU

You’re young, so young, don’t hold on back
Now is the time for you to stride

E
Tom Let’s see. That’s Mia, there’s me. I can’t see For you to get better in what you are doing, oh
anything strange. Chorus
PL
carefully .
James Look at the castle 7________
Tom Oh, yeah. There’s a ball of light above the walls 9 2.11 Listen to the song again and check. Then sing.
… that’s spooky.
Mia big
It’s just the camera. It’s no 8________ deal.
used to walk on
James I don’t agree. The ghost 9________ Checklist ✓
M
the castle walls, remember? I can describe objects.

Tom Yes, and what 10________about your recording Mia I can use the past continuous
… and past simple.
SA
Mia The ghost? That wasn’t true – it was just a I can complain.
joke! Sorry, boys. I can use adverbs of manner.
James, Tom Oh, Mia! I can talk about past habits 47
with used to.
5/11/09 13:21:43
Exercise 6 complete the dialogue in pairs.

Ask students to write sentences Play the recording. Students listen
using their own ideas. Go round and check answers.
helping and correcting. Have
students read out their sentences.
Answers student page Exercise 8 2.10

Ask if students know this song.
Exercise 7 2.9 Play the recording and ask
Focus on the picture. Elicit where students what they think the song
the picture was taken. (Brent is about. (Wanting to be older when
Castle) you’re young, and about growing
older.)
Ask students to read and try to
63

New language
Vocabulary: rock, desert,
Aboriginal, tribe, explorer, What is Uluru? Why is it important?
sacred Uluru (or ‘Earth mother’) is a giant Uluru is very important for Aboriginal tribes. In
Functions: speaking about triangular rock in Australia. It’s the biggest Aboriginal stories, Uluru appeared in Dreamtime. There
famous places rock in the world and it changes colour all the time. was a great battle between two tribes and many people
In the morning and in the evening the rock turns red! died. The Earth was sad and formed Uluru. Since then,
Uluru has been a sacred place. Aboriginal people used
Exercise 1 2.12 Where is Uluru?
to have important celebrations there. They also used to
Uluru is in the desert, in the middle of Australia. The
Focus on the picture and paint pictures in its caves.
nearest town is Alice Springs – that’s 750 kilometres
map and ask if students away! The desert is very hot, but lizards, snakes and Uluru today
have ever seen this place dingoes (wild dogs) all live there. Aboriginal people live European explorers first discovered the rock in 1872.
before. Ask them what there too. Ernest Giles was travelling round Australia when he saw
kind of text they are going Uluru. A year later, another explorer called William
to read. (an information Gosse visited the rock. He named it Ayers Rock. Today
sheet or brochure) Then Uluru is a World Heritage site. Over 300,000 tourists
visit it every year!
students listen and read
the texts (including the
Fast Facts), and answer
the question. Play the
IT
recording.
Check answers and teach FAST FACTS ... Uluru
the word sacred /seikrid /
N
• Aboriginal people never climb Uluru because
(holy, important in their it’s sacred.
ct
religion).
Pr o je
Answers
Because it’s the biggest
Aborigines. U
• Aboriginal tribes still do cave paintings today.
• Dreamtime is the mythical past of Australian
A Famous Place
3 Choose a famous place in your country.
E
Ask and answer with a friend.
rock in the world./ Reading
It changes colour./It’s 1 What is it? Is it a monument, a building, a rock?
1 2.12 Read and listen. Why is Uluru a
PL
2 Where is it? Is it in a town, a city, in the

a sacred place for the special place?
countryside, near the sea?
Aboriginal people. 3 Why is it important? What did people use to
2 Read the text again. True or false?
do there?
Exercise 2 1 Uluru often changes colour. true 4 What can people see there today?
M
2 The rock is near a town. false

Students read the text 3 It’s a special place for Aboriginal tribes. true 4 Write about your famous place. Find
again and in pairs, 4 European explorers gave Uluru another name.truepictures for your project. Include other
complete the true/false
SA
5 Aboriginal people sometimes climb the rock.false interesting facts in a fast fact box.
questions. Check answers. 6 People don’t paint cave pictures today. false
48
M05_DIEN_SB_L03GLB_6446_U04.indd 48 5/11/09 13:21:51
Exercise 3 Ask students to think of famous Exercise 4

places in their country. Write their Students can use the questions in
(Books closed) Draw a
ideas in columns 1, 2, 3, 4, etc. Exercise 3 as section/paragraph
table on the board using
Make sure that students understand topics and start writing in class.
the questions in Exercise 3:
the words monument, building,
1 2 3 4 Ask students to bring pictures of
countryside. Write key words in
Name of their chosen place, and in the next
place the appropriate cells, e.g. building,
lesson design the layouts of their
What is it? home of the President, etc.
Why is it
project page(s).
important?
(Books open) In pairs, students
What did choose a place from the table
people
used to do
and ask and answer the questions
there? using the notes to help them.
What can
people see
there today?
64

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Introduction

Course components Workbook overview

motivates students to develop their vocabulary. The Students’ CD-ROM

vocabulary introduced in each unit.

The comprehensive Teacher’s Book contains: start the CD-ROM

A02_DIEN_TB_03GLB_6477_INTR.indd 6 13/3/10 11:58:46

Discover Words vocabulary.

Words spots throughout the book. Discover Words

A02_DIEN_TB_03GLB_6477_INTR.indd 7 13/3/10 11:58:46

which provide light-hearted grammar, vocabulary, Culture notes

Songs students’ questions.

connected to the unit topic and grammar.

A02_DIEN_TB_03GLB_6477_INTR.indd 8 13/3/10 11:58:46

Active Teach and CYLETs

An alternative to an IWB is simply using a projector

A02_DIEN_TB_03GLB_6477_INTR.indd 9 13/3/10 11:58:47

reality, e.g. after reading a text about different

A02_DIEN_TB_03GLB_6477_INTR.indd 10 13/3/10 11:58:47

e.g. to present and recycle grammar and vocabulary or

A02_DIEN_TB_03GLB_6477_INTR.indd 11 13/3/10 11:58:48

advisable to always give them in English first

A02_DIEN_TB_03GLB_6477_INTR.indd 12 13/3/10 11:58:48

look through the unit and find the pages which

A02_DIEN_TB_03GLB_6477_INTR.indd 13 13/3/10 11:58:48

Make sure you provide students with a correct

A02_DIEN_TB_03GLB_6477_INTR.indd 14 13/3/10 11:58:49

A02_DIEN_TB_03GLB_6477_INTR.indd 15 13/3/10 11:58:49

Aim: To practise new vocabulary or to revise. It’s best

Give each group twelve small pieces of paper. Tell C a i

A02_DIEN_TB_03GLB_6477_INTR.indd 16 13/3/10 11:58:49

A02_DIEN_TB_03GLB_6477_INTR.indd 17 13/3/10 11:58:50

Stage of lesson: Any. You can practise/review other grammar or

students what it is. Aim: Vocabulary recognition.

A02_DIEN_TB_03GLB_6477_INTR.indd 18 13/3/10 11:58:50

student in the class. write a sentence on the board containing an error.

How to play: to the bottom of the snake, nearer Start. If he/she

A02_DIEN_TB_03GLB_6477_INTR.indd 19 13/3/10 11:58:50

Museum picture. Students do the

what it is? • complaining diamond; paper; glass;

M05_DIEN_TB_03GLB_6477_U04.indd 55 13/3/10 12:07:35

2 2.2 Listen and read. Answer the questions.

was wearing Roman clothes! The girl’s dog Talking Tips!

1 Don’t wind me up. A

ask students to repeat. Then ask number 6. Check answers.

M05_DIEN_TB_03GLB_6477_U04.indd 56 13/3/10 12:07:39

 visiting castles  tidying my room carry meaning, e.g.

9 Work with a friend. Use your answers from

M05_DIEN_TB_03GLB_6477_U04.indd 57 13/3/10 12:07:40

2 2.5 Listen and read the letter and diary.

barrels of gold coins and Inca jewels there!

Tell students to read 42

M05_DIEN_TB_03GLB_6477_U04.indd 58 13/3/10 12:07:43

I was studying (study) archaeology when she

for Answers student page

Discover Words Answers student page Exercise 6

M05_DIEN_TB_03GLB_6477_U04.indd 59 13/3/10 12:07:45

Holly: Oh no! We’ve seen him before. Remember?

(regularly) in the past but no individually. Then compare with a

M05_DIEN_TB_03GLB_6477_U04.indd 60 13/3/10 12:07:51

7 people / wear wigs

school I used to go to Now I go to …

clothes Max and Holly saw Nebi

M05_DIEN_TB_03GLB_6477_U04.indd 61 13/3/10 12:07:57

talked (talk) about the