2 Teacher’s Resource Book Sue Parminter With Caroline Nixon and Michael Tomlinson Contents Introduction Page 4 A day on the farm Page 6 My week Page 16 Party time! Page 26 The family at home Page 36 Animal world Page 46 Our weather Page 56 Let’s cook! Page 66 Around town Page 76 A big change Page 86 Introduction This Teacher’s Resource Book is designed to help you and The pairs of worksheets in each unit are linked by their your learners make the most of Power Up Level 2. There topic, which helps increase learner confidence and are eight photocopiable worksheets for each unit, as well motivation, and the activities exploit situations which are as teaching notes. relevant to the age group, such as writing about free time activities and talking about clothes. What do the photocopiable worksheets The Listening and Speaking worksheets are to be used provide? with the whole class.
There are a variety of listening The worksheets have been carefully designed to reinforce activities, all of which are practised in the Pupil’s Book and and provide extra practice of the language and skills Activity Book. Speaking activities usually have some kind taught through the Pupil’s Book and Activity Book, with of information-gap element and require learners to work the exception of the inclusion of some relevant topic in pairs or groups to share information and complete a vocabulary in the Culture worksheets. task or fill out a table. The teaching notes support you in setting up these tasks.
Each worksheet has accompanying teaching notes with suggestions for exploitation in the classroom, along with The Reading and Writing worksheets can be used answer keys and audioscripts. The teaching notes also individually or as a whole class. Reading tasks are include optional follow-up tasks, or in some cases pre- varied and several task types are similar to those in the activity tasks, which are suitable for providing either extra Cambridge Starters test. The Writing worksheets always support or extra challenge.
provide a model text and learners are asked to complete a short text of their own, which is usually personalised. Vocabulary practice worksheets This writing output is always supported and the level of There are two Vocabulary worksheets per unit. These scaffolding reduces as the course progresses. worksheets reinforce each of the two new lexical sets taught in the unit.
The level of the activities progresses Mission worksheets throughout the course. Activities in the Vocabulary There are nine worksheets for the Mission sections, so one worksheets are varied and fun, and using them also helps per unit. Each Mission, or project, has been broken down learners to develop other skills, such as fine motor skills, into four different stages, occurring at different points in categorising, sequencing and drawing. The Mission worksheets support one or more of these stages, depending on what is needed.
They provide Grammar practice worksheets some kind of output task which contributes to the whole There are two worksheets per unit which focus on the two project. You may like to print and photocopy these pages main grammar points presented in each unit. In these at a larger size to allow learners more room to record their worksheets, activities use known vocabulary with the new ideas. Generally these activities have a communicative grammar point and provide practice in the context of the focus and work will be carried out in either pairs or groups, unit topic.
Activities include matching sentences, playing and will require some teacher input. See the Teacher’s a spinner game and carrying out a survey. You can use Book Introduction for further information on the Missions. the worksheets with learners who finish classwork quickly.
Alternatively, you can use them with learners who need Culture worksheets further reinforcement of a particular grammar point. The Culture worksheets extend the cross-curricular lesson topic of each unit and provide an opportunity to look at Skills worksheets traditions and practices from other countries in some There are also two Skills worksheets per unit. The new content is still linked to the unit topic and alternate between a Listening worksheet and a Speaking is presented via authentic text types, such as emails, blogs worksheet for one unit, and a Reading worksheet and a and articles. The worksheets focus on reading or listening Writing one for the next unit.
In this way, there is a balance skills, often followed by some written output. The writing between productive and receptive skills in each unit. The practice is often personalised so that learners can make worksheets focus on language from that particular unit, comparisons between the new culture and their own. but they also recycle language from earlier units.
4 How can the worksheets be used? Learner portfolios You can use the Vocabulary and Grammar worksheets The worksheets also lend themselves to being compiled with individuals who complete their work in class quickly. and stored so that learners have a record of their work Alternatively, you can set these worksheets for homework, for the year and they can see the progress they have or use them with learners who would benefit from some made and reflect on the work they have done. Compiling extra practice. However, the Listening and Speaking a portfolio can develop learner autonomy and is a good and Culture worksheets need to be used in small groups way to increase parent involvement, since it can be shared and pairs and can be used when additional practice is with family and friends.
Portfolios are also useful for you necessary. Or, they can provide you with an alternative as a teacher because they are something tangible to show when there is a change or gap in your usual routine. parents at the end of a term or year. Learners can either stick the worksheets into a scrapbook or notebook, or keep them in a file or ring binder.
A useful alternative is an electronic copy of the worksheets, where learners scan their worksheets and store them on a hard drive or cloud. Not only do learners have something that they are more likely to keep, but also they can develop IT skills at the same time. 5 10 A day on the farm Vocabulary 1 Key: 2 a Jim’s getting dressed. 3 h Jenny’s in bed Using the worksheet and she’s waking up.
4 c Jim’s in the bathroom ● This worksheet provides practice of the farmyard and and he’s having a shower. 5 f Jenny wants a nature vocabulary: countryside, farm, field, forest, grass, towel. 6 g Jim and Jenny are in the kitchen and ground, lake, leaf/leaves, mountain, river, rock, tractor. they’re having breakfast.
7 d Jim’s cleaning his teeth. 8 b Jenny’s putting toothpaste on her ● Learners use the pictures to complete the crossword. Key: Across: 5 lake 7 farm 11 countryside 12 grass 13 rock Optional follow-up activity (reinforcement): Down: 2 leaf 3 leaves 4 ground 6 mountain Play a mime game. Mime doing one of the routine verbs.
8 river 9 forest 10 tractor Learners say, e. You’re cleaning your teeth. A learner mimes a routine for the others to guess and so on. Optional follow-up activity (reinforcement): Grammar 2 Play a spelling game.
Stick the flashcards for the words around the classroom. Choose a word and spell it aloud. Using the worksheet The learners point to the correct picture. ● This worksheet provides practice of talking about routines using the present simple.
Grammar 1 ● Learners work in pairs to make the spinners. They stick Using the worksheet them on a piece of cardboard, cut them out and put a pencil or a toothpick through the centre. They can also ● This worksheet provides practice of describing present colour the sections different colours. actions using the present continuous.
● Learners take it in turns to spin the two spinners, call ● For Activity 1, learners look at the picture, read the out the verb and time phrase and ask a question. sentences and draw extra items in the picture. ● For Activity 2, learners look at the picture and complete Optional follow-up activity (extension): the sentences with verbs in the present continuous. Learners spin the spinners again and write sentences ● Extra support can be provided using the optional word about themselves, e.
I don’t get up in the evening. pool at the bottom of the page. For stronger learners, you can cut off the word pool. Skills 1: Listening Using the worksheet Key: 1 Learners draw: 2 a ball near the puppy ● This activity requires learners to listen to specific details 3 a book in Grandma’s hands 4 a chicken near in five conversations and choose the correct picture.
Mum’s hand 5 a spider above Dad 2 2 is eating 3 are playing 4 is riding ● Read the questions and ask learners to make answers 5 is washing 6 is sitting about each of the three pictures. Play the audio question by question. Learners listen and tick the box for the correct picture. Optional follow-up activity (extension): Track 2 Learners add other animals they know (goat, sheep, cat) to 1 Girl: Hi, Alex.
Are you going home? their drawings and write sentences to describe them using Alex: No, I’m not. I’m going to the park with Sam. the present continuous. Girl: To the park? That’s nice.
We play tennis there at five o’clock. Can you Vocabulary 2 play tennis? Girl: No, I can’t, but I like watching it. Can I come? Using the worksheet Alex: Sure. 2 Mum: Where’s Matt? It’s eight o’clock and we’re late.
● This worksheet provides practice of the core vocabulary Dad: He’s in the bathroom. for daily routines: wake up, get up, have a shower, Mum: What’s he doing in there? Is he getting dressed? clean your teeth, get (un)dressed, towel, toothbrush, Dad: No, he isn’t. I think he’s cleaning his teeth. toothpaste, tooth/teeth, asleep.
Mum: Ah, OK. I want to leave in five minutes. ● Learners draw lines to match each picture with two 3 Girl: Mum! I can’t find the puppies. Where are they? Mum: I don’t know.
Are they in the field? They like sentence parts. playing on the grass. 6 Girl: No, they aren’t there. ● Give each learner an envelope.
Learners put the picture Mum: Look out of the window! Can you see them? of the child with the frame and the 12 cards in their Girl: Oh, yes! They’re playing behind the tractor. envelope and write their name on it. Keep these safe for Thanks, Mum. 4 Man: What time do you get up, Jill? Jill: My dad wakes me up at eight o’clock.
Man: So, do you get up at eight o’clock? Stage 2: Jill: Well, I don’t like getting up. but I wake up then! ● Give learners their envelopes from Stage 1. Learners 5 Mum: Oh, look, Ben. Isn’t that beautiful? write daily routines on six cards and draw pictures of Ben: What are you looking at, Mum? I can see a farm, these routines on the remaining six cards.
but it’s very old. Mum: No, I’m looking over there – at the lake. There’s a ● In pairs, learners pick up their picture cards one by one forest next to it. Isn’t it beautiful? and ask each other when they do the routines, e.
What Ben: Yes, it is. It’s great! Can we stop the car and go for a time do you get up? I get up at seven o’clock. walk? Mum: OK. ● Give each learner a sheet of A4 card.
They put the card in landscape position. They stick the picture of the child and the frame at the top of the card. Along the Key: 2 b 3 a 4 a 5 c bottom of the card, in a row, they stick the six daily routine word cards. Just above this, in a row, they stick Optional follow-up activity (extension): the matching pictures.