Oxford Discover 2nd 5TB-Sam

5 Teacher’s
Guide

Scope and Sequence 2 How do animals communicate?
Unit 7 ��������������������������������������������������������������������������������������������98
Introduction 6 Unit 8 ����������������������������������������������������������������������������������������� 108

Component Overview 8 What do different cultures give to the world?
Unit 9 ����������������������������������������������������������������������������������������� 118
Supplementary Resources 10 Unit 10 ������������������������������������������������������������������������������������� 128

Unit Tour 12 Why are mountains important?
Unit 11 ������������������������������������������������������������������������������������� 138
Teaching with Oxford Discover 24 Unit 12 ������������������������������������������������������������������������������������� 148

The Big Question Resources 28 Testing Practice 2 158

Wrap Up 30 Why do we use money?
Unit 13 ������������������������������������������������������������������������������������� 160
Dictionary Activities 32 Unit 14 ������������������������������������������������������������������������������������� 170

Testing Practice 34

Lesson Plans How do we express ourselves?
Unit 15 ������������������������������������������������������������������������������������� 180
Why do we protect animals? Unit 16 ������������������������������������������������������������������������������������� 190
Unit 1 ��������������������������������������������������������������������������������������������36
Unit 2 ��������������������������������������������������������������������������������������������46 Why do we make buildings?
Unit 17 ������������������������������������������������������������������������������������� 200
What are teeth for? Unit 18 ������������������������������������������������������������������������������������� 210
Unit 3 ��������������������������������������������������������������������������������������������56
Unit 4 ��������������������������������������������������������������������������������������������66 Testing Practice 3 220
Audio Script 222
Why are wheels important? Workbook Answer Key 228
Unit 5 ��������������������������������������������������������������������������������������������76
Unit 6 ��������������������������������������������������������������������������������������������86

Testing Practice 1 96

1

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Scope and Sequence

UNIT READING GRAMMAR

BIG QUESTION   1    Why do we protect animals?  Social Studies: History

1 Dreaming of Dodos Reading Text Words dodo, elephant bird, quagga, sea Present Perfect and Present Perfect
Fantasy (Fiction) wolf, woolly mammoth, extinct, survive, exploit, endangered, Continuous
Page 6 habitat, species, sanctuary Affirmative and negative statements
Reading Strategy Words in Context eventually, existed, mammals, suffered, I have read books about dodos.
Author’s Purpose atmosphere, rare I have been reading this book for an hour.
Word Study Suffix -able

2 Save Our Tigers! Reading Text Words diverse, identify, tracker, protect, Review of Tenses
Article (Nonfiction) naturalist, poaching, damaged, conservation, preservation, Affirmative and negative statements, has and
Page 16 inspire, population, reserve have statements
Reading Strategy Words in Context jungles, wildlife, hunter, injuries, mission, People have cleared forests to grow crops.
Monitor and Clarify national park The animals’ habitat has suffered.
Word Study Synonyms

BIG QUESTION   2   What are teeth for?  Life Science

3 “The Cavity” and Reading Text Words incisor, canine, molar, carnivore, Modals of Ability
“Have You Any Idea?” herbivore, omnivore, slice, grip, crush, cavity, gums, jaw Past, present, and future statements, negative
Page 26 Poems (Fiction) Words in Context detective, dental, gravity, filling, treat, statements
munch I could read by the time I was four.
Reading Strategy Word Study Prefix in- Next year, I will be able to ride my bike to school.
Looking for Sensory Details I won’t be able to drive a car.

4 Teeth: Not Just for Eating Reading Text Words fang, tusk, venom, shelter, dam, prey, Modals of Certainty
Informational Text (Nonfiction) gnaw, pierce, fend off, wear down, lap up, create Affirmative and negative statements
Page 36 Words in Context powerful, intruders, supply, seal, toppling, It must be a prosimian. It has comb-like lower teeth.
Reading Strategy lodge That can’t be a spider! It only has four legs.
Using Visuals Word Study Suffix -ment It might be a spider, but I’m not sure.

BIG QUESTION   3   Why are wheels important?  Social Studies: History

5 A Revolution in History Reading Text Words transportation, transfer, haul, axle, Future with Will and Going To
Informational Text (Nonfiction) rotate, spoke, rim, traction, gear, grind, technology, rod Affirmative statements
Page 46 Words in Context platform, vehicle, durable, mill, The sun will rise at 6:05 tomorrow.
Reading Strategy mechanical, inspiring I’m going to visit my uncle next week.
Re-reading Word Study Compound Nouns

6 Planet SinRota Reading Text Words obedient, fortunate, tedious, exciting, Future with Present Continuous
Science Fiction (Fiction) fragile, determined, daring, foolish, thrilling, courageous, risky, Affirmative and negative statements, questions
Page 56 fascinated and short answers
Reading Strategy Words in Context settlement, longed for, blurry, propelling, We are meeting our friends at 2:00 on Friday.
Drawing Conclusions adjusted, figures The moon will rise at ten o’clock tonight.
Word Study Prefix mis- I’m going to take a music class next year.

BIG QUESTION   4   How do animals communicate?  Life Science

7 Magdi and the Dolphin Reading Text Words race, drift, glide, wade, paddle, dive, Reported Speech with Said That
Narrative Fiction (Fiction) splash, propel, float, sprint, jog, plod Affirmative and negative statements
Page 68 Words in Context fishing rod, chuckled, hook, beamed, “It’s a beautiful day,” said Magdi.
Reading Strategy paddles, grinning Magdi said that it was a beautiful day
Character Word Study Letter Combination gh

8 Chatterboxes Reading Text Words communicative, locate, collaborate, Reported Speech with Told or Asked
Article (Nonfiction) imitate, behave, indicate, attract, threaten, defend, approach, Affirmative statements
Page 78 express, produce He told us that Kanzi was learning new things
Reading Strategy Words in Context underwater, decibels, territory, alarm, every day.
Asking Questions signals, difficulty A classmate asked the scientist what Kanzi was
Word Study Suffix -ion learning.

2

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Finn Sonya Charlie April

LISTENING SPEAKING WRITING WRAP UP

The Goliath Frog Talking About an Opinion Sentence Fragments • Big Question 1 
A conversation about the In my opinion, the most interesting Zebras on grass, twigs, and leaves.
largest frog in the world animal is the Goliath frog. Zebras survive on grass, twigs, and leaves. • Writing and Presentation 
Listening Strategy Write a persuasive e-mail (WB)
Listening for main idea Writing Practice Write about animals (WB) and share it with the class

Panda Bears Giving Reasons Irregular Past Verbs • Big Question 1 
An interview about pandas I think tigers will survive. She caught a cold.
Listening Strategy Why do you say that?
Listening for details People will help tigers because ... Writing Practice Write about animals you’ve
studied (WB)

Caring for Your Teeth Talking About Teeth Adjective + Preposition • Big Question 2 
Instructions for brushing your teeth I think it is important to take care of I’m interested in sports.
Listening Strategy your teeth.
Listening for instructions I agree. We should brush our teeth Writing Practice Write about your interests when
every day. you were little and your interests now (WB)
Killer Whales
A radio interview with an expert on Comparing Things Parallel Structure with -ing • Writing and Presentation 
killer whales I think beavers are more interesting Wei enjoys playing, singing, and acting. Write a report (WB) and
Listening Strategy than walruses because they build share it with the class
Listening for details homes. Writing Practice Write about what you or
someone you know likes to do (WB) • Big Question 2 

The Printing Press Planning a Trip Verb + Infinitive • Big Question 3 
A speaker discusses the importance of We’re going to France. First, we’ll I agreed to go with him.
wheels in the creation of books take the bus to the airport. Writing Practice Write about plans with friends
and family (WB)
Listening Strategy
Listening for main idea Giving Advice More Irregular Verbs • Writing and Presentation 
I missed the bus. What should I do? become ➔ became Write an opinion essay (WB)
Guessing Game You should ask your dad to give you and share it with the class
One child describes an object, and the a ride. Writing Practice Write about what you wanted to
other guesses what it is be when you were a child and what you want to be • Big Question 3 
now (WB)
Listening Strategy Testing Practice 1
Listening for details

Humpback Whales Asking for Clarification Commas and Semicolons • Big Question 4 
An interview with an expert on the When I was five, I fell out of a tree. We had a big storm last night, but it cleared up this
singing of humpback whales How did that happen? morning. • Writing and Presentation 
Listening Strategy We had a big storm last night; it cleared up this Write a descriptive essay (WB)
Listening for details Summarizing What You’ve morning. and share it with the class
Learned
Echo the Elephant What did you learn about bees? Writing Practice Write about how an animal • Big Question 4 
An interview with an elephant expert I learned that honeybees communicates (WB)
Listening Strategy communicate by dancing.
Listening for details Pronoun Agreement
The girl is watching a movie. She likes it.

Writing Practice Write about a place you have
seen animals (WB)

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UNIT READING VOCABULARY GRAMMAR

BIG QUESTION   5   What do different cultures give to the world?  Social Studies: History

9 Journey Back in Time Reading Text Words culture, civilization, contribution, Asking Questions
Historical Narrative (Nonfiction) development, achievement, device, process, tradition, custom, Questions
Page 88 benefit, ceremony, product Who saw Finn?
Reading Strategy Words in Context trade, tablets, voyage, ancient, advanced, Who did Finn see?
Main Idea and Details tools

Word Study Word Roots

10 Choco Choco Boom Boom! Reading Text Words delicious, creamy, spicy, nutty, ladle, Short Answers
Fantasy (Fiction) sticky, crunchy, runny, smooth, whirring, booming, spot Affirmative and negative questions
Page 98 Words in Context square, skidded, dizzy, sniffing, molds, Is there a chocolate shop near here? Yes, there is.
Reading Strategy winked Do you like my new sneakers? Yes, I do!
Visualizing Word Study Suffix -ous

BIG QUESTION   6   Why are mountains important?  Earth Science

11 What’s So Good About Reading Text Words glacier, mountain range, peak, altitude, Passive
Mountains? valley, steep, slope, hill, terrace, effective, water cycle, vapor Affirmative statements and questions
Page 108 Informational Text (Nonfiction) Words in Context transformed, condenses, released, flows, Corn is found in the mountains.
storing, resources Are potatoes grown in the Andes?
Reading Strategy Word Study Prefixes in- and im-
Cause and Effect

12 The Lost Explorer Reading Text Words endless, stammer, awestruck, jagged, Past Passive
Story (Fiction) pointy, miniature, stern, arch, mutter, squirm, scowl, stretch Present and past tense statements
Page 118 Words in Context silhouette, shielded, teasing, folded, My mom’s favorite vase was broken.
Reading Strategy embarrassed, distant The weather forecasts were shown on TV.
The Five Ws Word Study More Synonyms

BIG QUESTION   7   Why do we use money?  Social Studies: History

13 The Sound of Money and the Reading Text Words terrifying, nervously, rudely, politely, Adjectives and Adverbs
Smell of Soup fierce, aggressively, delicate, bravely, greedy, shyly, wise, calmly Affirmative statements
Page 130 Folk tale (Fiction) Words in Context muscles, growling, stirring, mouth- A terrifying man with huge muscles opened the door.
watering, tempting, staring “Three gold coins!” repeated the man aggressively.
Reading Strategy Word Study Phrasal Verbs The Hodja was reading a newspaper, as he often did.
Summarizing

14 The History of Money Reading Text Words bank, currency, coins, barter, copy, bill, Unreal Conditional
Website Article (Nonfiction) spend, pay, borrow, exchange, owe, lend Affirmative statements
Page 140 Words in Context crops, shells, valuable, silver, print, If I had a plane, I would fly to Peru.
Reading Strategy portraits
Compare and Contrast Word Study Suffix -ive

BIG QUESTION   8   How do we express ourselves?  The Arts

15 One Man’s Self-Expression Reading Text Words design, innovative, remarkable, Sense Verb + Adjective
Informational Text (Nonfiction) ambitious, permanent, settle, emerge, artificial, promote, Affirmative statements
Page 150 enclose, suitable, beneficial The sculptures look bumpy and rough.
Reading Strategy Words in Context cease, magnified, algae, applies, provides, I felt sick this morning, but I’m OK now.
Taking Notes crustaceans This lemon smells good, but it tastes bitter.
Word Study Homophones

16 The Tempest Reading Text Words cabin, advisor, deck, grateful, tempest, Infinitive as Subject
Scene from a Play (Fiction) save, break up, react, villain, stage, playwright, set Present and past tense statements, affirmative
Page 160 Words in Context aid, massive, petrified, crew, elderly, and negative statements
Reading Strategy preventing It’s difficult to save the passengers and crew.
Making Connections Word Study Verb + Preposition

BIG QUESTION   9   Why do we make buildings?  Social Studies: Technology

17 The World’s Most Reading Text Words stadium, lighthouse, tower, skyscraper, A, An, The, and No Article
Extraordinary Buildings warehouse, palace, courthouse, theater, concert hall, office, art Affirmative statements
Page 170 Magazine Article (Nonfiction) gallery, showroom It’s a shark.
It’s in the pool.
Reading Strategy Words in Context architect, function, steel, construction, I play tennis.
Sequence of Events countless, aquatics
Word Study More Phrasal Verbs

18 The Mystery of Peril Castle Reading Text Words turrets, stables, gatehouse, moat, Review of Tenses and Future Forms
Mystery Story (Fiction) drawbridge, hall, courtyard, ramparts, mumble, stiffen, Affirmative statements, questions
Page 180 missing, tremble I needed to find the coin.
Reading Strategy Words in Context solve, surrounded, gazed, padlock, I like castles with turrets.
Making Predictions mysterious, vanished I will see the castles of Wales someday.
Word Study Adjectives Ending in -ing

Page 192 A Z Dictionary
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LISTENING SPEAKING WRITING WRAP UP

The Olympic Games Using Question Words Using Parentheses • Big Question 5 
A conversation about Greece and What invention do you think is Jorge (Luke’s friend) is coming over to our house
the Olympics important? tonight. • Writing and Presentation 
Listening Strategy Writing Practice Write about an aspect of your Write a travel brochure (WB)
Listening for facts Making Suggestions country’s or another country’s culture (WB) and share it with the class
How about we study for the test
The Invention of the Umbrella together? Giving Examples • Big Question 5 
A conversation about umbrellas There are many ways to keep fit, for example,
Listening Strategy swimming, jogging, or playing a sport.
Listening for details Writing Practice Write about some of the things
you learned or did this month (WB)

Mountain Climate Interviewing Colons • Big Question 6 
A lecture about plants, animals, and Where would you like to live? We bought food for the party: cake, ice cream, chips,
weather in the mountains I’d like to live at the top of the and fruit. • Writing and Presentation 
mountain. Write a story (WB) and
Listening Strategy Writing Practice Write about something you’ve share it with the class
Listening for key words Asking for Advice learned this week (WB)
I’m going to the mountains. Do you • Big Question 6 
Weather Report think I should bring a coat? Irregular Past Participles Testing Practice 2
A weather reporter gives the forecast He chose to go out in the snowstorm.

Listening Strategy Writing Practice Write about something you’ve
Listening for gist made, written, or drawn (WB)

Banking and Money Future Plans Adverbs of Degree • Big Question 7 
A conversation about saving, What do you want right now? Pia finished her work extremely quickly.
investing, spending, and donating Now, I want to save for a new These noodles are absolutely delicious! • Writing and Presentation 
soccer ball. Write a summary (WB) and
Listening Strategy Writing Practice Write about a place you’ve visited share it with your group
Listening for details Talking About Money (WB)
Who would you help? • Big Question 7 
If I Had a Lot of Money I would donate the money to a Similes
A survey about how kids would spend hospital. It’s as cold as ice in here!
money My bedroom is like a nest, all cozy and warm.

Listening Strategy Writing Practice Write about your home, family, or
Listening for speakers friends (WB)

Ramiro the Drummer Explaining Your Opinions Quantifiers • Big Question 8 
An interview with a young musician I think art is the most important Most of my friends live in an apartment.
Listening Strategy form of self-expression. Writing Practice Write about your city or • Writing and Presentation 
Listening for details Why do you say that? neighborhood (WB) Write a scene from a play (WB)
I think it’s important because it will and share it with the class
Dancing last for many years. Semicolons
A dancer’s description of why she I saw an artist on TV; she won a prize. • Big Question 8 
enjoys dancing Expressing Thanks Writing Practice Write about how you like to
Listening Strategy Please share this candy with me. express yourself (WB)
Listening for details Thanks so much!

Life in a Lighthouse Giving Reasons Run-On Sentences • Big Question 9 
An interview with a lighthouse keeper I’d like to live in an apartment. I don’t like tall buildings they scare me.
Why? I don’t like tall buildings because they scare me.
Listening Strategy I think it’s because I want to live in
Listening for details a city. Writing Practice Write about interesting buildings
you’ve seen (WB)

Japanese Homes Accepting or Refusing Order of Adjectives • Writing and Presentation 
A description of traditional Japanese Invitations Look at that horrible, big, black cloud. Write a magazine article (WB)
homes Let’s play tennis on Thursday, OK? and share it with the class
I’m sorry. I’m busy that day. Writing Practice Write about a building, sculpture,
Listening Strategy or object from another country (WB) • Big Question 9 
Listening for details
Testing Practice 3

5

© Copyright Oxford University Press

Introduction

Welcome to Oxford Discover their work, equipping them with important skills for the
21st century.
Oxford Discover is a six-level course, created to address
the evolving needs of young learners of English in the • NEW What Do You Know? section in the Oxford Discover
21st century. Second language acquisition is now much more
than an academic pursuit. It has become an essential skill 2nd edition Grammar Books supports student’s progress by
for global cooperation and problem solving. Oxford Discover helping them review learning from the previous year.
is centered on the belief that language and literacy skills
are best taught within a framework of critical thinking and Lifelong Learning with the
global awareness, and it aims to guide students toward the Oxford Discover Family
broader goals of communication.
Oxford Discover belongs to a family of Oxford courses
Oxford Discover creates a positive and motivating learning
environment by: which share the same inquiry-based methodology, with

• providing content that is relevant, informative, a focus on 21st Century Skills. These courses offer schools

and academic a continuous inquiry-based learning path, which evolves

• offering multiple perspectives on topics across with students as they grow. Each course l thinking • com munication • co
provides the right level of cognitive eativity • critica
the curriculum
challenge to support lifelong learning
• allowing students to consider key concept questions that
and success. For more information about
they revisit as they gain more information
the other courses available, please talk
• challenging students to think critically about topics, issues,
to your local Oxford representative. llaboration • cr
and questions
The Oxford Discover Author Team
• developing strategies that help students perform
Lesley Koustaff and Susan Rivers
well in tests
Lesley is a passionate teacher trainer.
• fostering a love of reading and writing. She has conducted educational
workshops all over the world.
What’s New for 2nd Edition? Lesley has more than thirty years
of experience in writing and editing
• NEW Oxford Discover App reinforces students’ learning ESL/EFL material to teach children
English.
in a fun way, both at home and at school.
Susan has over 30 years’ experience
• ENHANCED Big Question Panels in the Workbook teaching English in Asia and
the United States. Susan is the
promotes discovery learning and autonomy by posing author of Tiny Talk and co-author of English Time, as well
specific questions on the topic, and asking students to as many other ESL/EFL preschool, primary, and secondary
personalize their answers. teaching materials.

• NEW Classroom Presentation Tool with on-screen Kathleen Kampa
and Charles Vilina
Student Book and Workbook, story animations and new
grammar animations, enhanced Big Question videos, and Kathleen and Charles are the authors
embedded audio facilitates dynamic classes. of Oxford Discover, levels 3 and 4.
They have taught young learners in
• NEW Assessment for Learning provides more Japan for over 25 years, and conduct
workshops for primary teachers
comprehensive skills and language testing. globally. Kathleen and Charles are
also co-authors of Magic Time and
• NEW 21st Century Skills Assessments, to be used with Everybody Up, primary courses
published by Oxford University Press.
the projects in the Student Book, will measure students’
progress and achievement in the areas of collaboration, Kenna Bourke
communication, creativity and critical thinking.
Kenna Bourke is the author of Oxford
• NEW Teaching Strategies videos provide teachers with Discover, levels 5 and 6. Kenna has
also written several grammar, literacy,
practical lesson tips specific to Oxford Discover 2nd edition. and graded reading books for Oxford
University Press, as well as other
• ENHANCED Reading Comprehension worksheets, to publishers. She has a particular interest in grammar and
books for children. Kenna currently lives and works in Oxford.
be used with the Oxford Discover 2nd edition Student Book
reading texts, focus on reading strategies and genre, and
provide further comprehension activities.

• ENHANCED teaching notes for the Writing &

Spelling Books and Grammar Books provide teachers
with additional support.

• NEW error correction strategies, and ENHANCED

drafting and editing stages in the Oxford Discover
2nd edition Writing & Spelling Books improve students’
techniques in writing and encourage them to reflect on

6 Introduction

© Copyright Oxford University Press

The Key Principles 1. Critical Thinking
of Oxford Discover
Students in the 21st century need to do more than acquire
I. Inquiry-based Learning information. They need to be able to make sense of the
information by thinking about it critically. Critical thinking
Inquiry-based learning maximizes student involvement, skills help students to determine facts, prioritize information,
encourages collaboration and teamwork, and promotes understand relationships, solve problems, and more.
creative thinking. These guidelines will help you create the Oxford Discover encourages students to think deeply and
most effective classroom environment for Oxford Discover. assess information comprehensively.

1. Facilitate student-centered learning 2. Communication

Student-centered learning gives students an active role Oxford Discover offers students plentiful opportunities to
in class. The teacher acts as facilitator, guiding the learning become effective listeners, speakers, readers, and writers.
and ensuring that everyone has a voice. Students work to Every unit has two pages devoted to communication,
achieve the goals they have set for the lessons. As a result, but these skills are also utilized throughout. In addition,
student participation and dialogue are maximized. digital resources such as Online Practice promote online
communication and computer literacy, preparing students for
2. Wonder out loud the demands of the new information age.

Curious students are inquirers, ready to look beyond the 3. Collaboration
information on a page. As new ideas, stories, or topics are
encountered, encourage students to wonder: Collaboration requires direct communication between
students, which strengthens listening and speaking skills.
I wonder why / how … I wonder what happens when / if … Students who work together well not only achieve better
results, but also gain a sense of team spirit and pride in the
3. Let student inquiry lead the lesson process. Oxford Discover offers opportunities for collaboration
in every lesson.
When students are presented with a topic, invite them to
ask their own questions about it. In doing so, they are more 4. Creativity
motivated to seek answers to those questions. In addition,
as students find answers, they take on the added role of Creativity is an essential 21st Century Skill. Students who
teacher to inform others in the class. are able to exercise their creativity are better at making
changes, solving new problems, expressing themselves, and
4. Take time to reflect more. Oxford Discover encourages creativity throughout each
unit by allowing students the freedom to offer ideas and
Every Oxford Discover lesson should begin and end with express themselves without judgment.
student reflection. The lesson can begin with the question
What have we learned up to now? and end with What have III. Language and Literacy Skills
we learned today? The answers are not limited to content,
but can also explore methods, strategies, and processes. 1. Vocabulary
As students become more aware of how they learn, they
become more confident and efficient in their learning. Students need to encounter new words in different
contexts a number of times, before they can recognize the
5. Make connections words and produce them. This is why words are presented
and practiced with a focus on meaning before they
Deep learning occurs when students can connect new are highlighted in the reading texts. Vocabulary is then
knowledge with prior knowledge and personal experiences. rigorously recycled throughout the entire series, so that
Give your students opportunities to make connections. students can feel confident when meeting those words
again in different situations.
6. Cooperate instead of compete
2. Grammar
Competitive activities may create temporary motivation, but
often leave some students feeling less confident and valued. The grammar in Oxford Discover comes from the texts
By contrast, cooperative activities build teamwork and in each unit. By providing grammar in context, students
class unity while boosting communication skills. Confident are exposed to meaning as well as form. Oxford Discover
students serve as a support to those who need extra help. integrates structural input into a meaningful syllabus,
All students learn the value of working together. Cooperative utilizing familiar vocabulary and situations. More explicit
activities provide win-win opportunities for the entire class. grammar practice is provided in the Workbook to help
students apply it in more contexts and to internalize
II. 21st Century Skills the rules and forms.

We live in an age of rapid change. Advances in 3. Literacy
communication and information technology continue
to create new opportunities and challenges for the future. Oxford Discover teaches essential literacy skills through
As our world becomes increasingly interconnected, today’s the introduction of reading and writing strategies in each
young students must develop strong skills in critical unit. These practical strategies encourage students to
thinking, global communication, collaboration, and read critically and efficiently through a broad range of fiction
creativity. In addition, students must develop life and and nonfiction text types and genres.
career skills, information and technology skills, as well as
an appreciation and concern for our planet and cross-
cultural understanding. Oxford Discover helps students build
these skills in order to succeed in the 21st century.

Introduction 7

© Copyright Oxford University Press

Component Overview

r the Stude Student Book or the Teache

The Student Book Posters
contains 18 units. Each The posters initiate
pair of units presents and support classroom
students with a discussions and act as visual
different Big Question, aids, provide support for
encouraging students learning, and document
to examine the world evidence of learning.
more critically within an
inquiry-based learning environment. Class Audio CDs
Fo The Class Audio CDs
Fsupport teaching in class
rand contain recordings
nt of all the listening texts,
reading texts, songs,
Workbook Oxford Discover App and speaking dialogues
The Workbook The Oxford Discover App from the Student Book.
provides students is a fun trivia app based
with extra practice on the Big Questions of
of the language and the course. It encourages
structures taught learner autonomy,
in class. enhances motivation
and supports an inquiry-
Online Practice based methodology. The
The Online Practice is a blended app can be used in class
approach to learning where or at home.
students can use online,
interactive activities to further Oxford
Discover
practice the Grammar
language A six-level companion series
and ideas which follows and supports
taught in the the grammar syllabus and
Student Book. provides further practice
opportunities.

e-Books Oxford Discover
The Student Book and Writing & Spelling
Workbook e-Books allow A six-level companion
students to complete series which supports
activities on the page, make students throughout
notes, record themselves, the writing process
and play the audio and and introduces them
video materials in context. to spelling patterns
and strategies.
8 Component Overview
© Copyright Oxford University Press

Teacher’s Pack

Teacher’s Guide Teacher’s Resource Center
The Teacher’s Guide is a
clear guide for the teacher Teachers have access to a range of resources, including assessment,
in all aspects of the course. Online Practice and professional development videos, all in one
place.,
Classroom
Presentation Tool Professional Assessment for
The Oxford Discover Development Videos Learning
Classroom Presentation • Teach 21st Century Students’ progress can
Tool is an interactive be evaluated through
classbook with autocorrect Skills with Confidence continuous assessment,
functionality, interactive games, videos provide tips self-assessment and more
videos and animations: to help you develop formal testing.
your students’ skills
Big Question Videos in critical thinking, Online Practice
The Big Question Videos cover communication, Teachers have complete
each Big Question in the Student collaboration and access to students’
Book. Each pair of units has: creativity. Online Practice, with a
• an Opener video gradebook that enables
• a Talking Point video • Teaching Strategies instant marking.
• a Wrap Up video.
for Oxford
Grammar Animations Discover videos
The grammar animations offer  practical lesson
cover each grammar point demonstrations
in the Student Book. They and course-specific
further consolidate students’ teaching guidance.
understanding of the grammar.
Additional Teaching Resources
The Classroom Presentation
Tool can be downloaded from The Teacher’s Resource Center provides additional materials
Oxford Learner’s Bookshelf and used for students and teachers to supplement all the other
offline, online or via a web browser. components available.

Teacher’s Website

The Teacher’s Website
provides additional materials
to support the course content.

Component Overview 9

© Copyright Oxford University Press

Supplementary Resources

Every teacher and learner is different and here you will find a range of titles
which best complement Oxford Discover, whether you want additional resources
for your students, or to expand your own knowledge of teaching and learning.

Readers Perfect Partners

Oxford Read and Imagine Oxford Discover
Science

This is a six-level series
that features a balance
of CLIL and 5E science
methodologies, a variety
of hands-on activities
and projects, and English-
language support.

Oxford Read and Discover Exam Power
Pack DVD

The Exam Power Pack
DVD provides additional
preparation and practice
for the Cambridge
English Qualifications
for young learners
and Trinity GESE exams.

Oxford Skills
World

Oxford Skills World is
a six-level paired skills
series. With friendly
characters who get young
learners fully involved in
every topic, you can use
the course alongside your
main course book.

Find readers that match the level, language and
topic of each unit of Oxford Discover.
Using Graded Readers will:

• Increase contact with English
• Add variety to the course book
• Develop all language skills

Find out more at:
www.oup.com/elt/recommendedreaders

10 Supplementary Resources

© Copyright Oxford University Press

Professional Development

Oxford Teacher’s Academy Teaching Young
Language Learners

BY A. PINTER

IDEAS ONLINE TODAY. This fully updated
INSPIRATION FOR CLASS TOMORROW. second edition provides a
Join a global community of teachers passionate comprehensive and readable
about making a real difference in the classroom! introduction to teaching
Oxford Teachers’ Academy are online, young learners. It gives
self-study professional development courses an accessible overview
for English language teachers, developed of the issues, including child development, L1
by Oxford University Press. Completion of and L2 learning, L2 skills, vocabulary and grammar,
the courses is certified by Oxford University learning to learn, materials design, and policy issues.
Department for Continuing Education. Integrating theory and practice in an accessible
Online professional development courses include: way, it draws on up-to-date research and classroom
practice that is internationally relevant.
• Teaching English to Young Learners
• Teaching with Technology Exploring Psychology
• Teaching Learners with Special Education Needs in Language
Learning and
For a full list of courses, go to: Teaching
www.oup.com/elt/oxfordteachersacademy
BY M. WILLIAMS,
Dictionary S. MERCER AND S. RYAN

Oxford Basic This book explores key
American areas of educational and
Dictionary social psychology, and considers their relevance
to language teaching, using activities and questions
A dictionary that supports for reflection. Issues discussed include learners’
learners making the and teachers’ beliefs about how a subject should
transition from picture be learned and taught, relationships with others,
to text dictionary. It and the role of emotions in learning.
explains content area
and vocabulary in simple Mixed-Ability
English, and gives extra Teaching
help with grammar, spelling and pronunciation.
Available in print and e-Book format. BY E. DUDLEY
AND E. OSVATH

Mixed-Ability Teaching
shows how collaborative
ways of working can
promote a positive classroom
atmosphere and offer
support and challenge
for every student.

Find out more at:
www.oup.com/elt

Supplementary Resources 11

© Copyright Oxford University Press

Unit Tour

Big Question

These pages present the theme and objectives of the following two units. The Big Picture acts as an introductory visual
representation of many of the ideas and language that students will go on to discover in the following pages.

Classroom
Presentation Tool
Show the Big Picture on screen to create
a stronger impact in class.

Discover
Poster
Students look at the Discover Poster,
brainstorm known vocabulary, and think
about what they know about the topic.

Workbook
Students answer specific
questions, which help them to
express what they already know
about the Big Question topic.

12 Unit Tour

© Copyright Oxford University Press

Preview
Students are introduced to the
theme and main objectives of the
Big Question. Students also understand
what they will do and learn throughout
the following two units.

A. Big Question Video (Opener)
Students watch the Opener video
about the Big Question, in order to
stimulate their thinking about the
topic. The video can be used to elicit
vocabulary and to introduce the
theme of the following two units.
This first viewing of the video is
silent, as students are encouraged to
respond individually to the clips and
images. This will also help the teacher
determine what students already know
and what they want to know.

B. The Big Picture
Students look at the Big Picture. The Big
Picture helps students to think about
what they already know, and what they
want to know about the topic. It can be
used to elicit familiar vocabulary and to
motivate students about the theme of
the following two units.

D. The Big Question Chart C. Answer the Questions

Students share what they Students answer questions that ask
already know and what they about their personal knowledge
want to know about the Big and life experiences. This helps
Question. Their ideas are recorded students to interact personally with
on the Big Question Chart. the theme of the units and encourages
them to make connections to help
their learning.

Unit Tour 13

© Copyright Oxford University Press

Get Ready

This page teaches and helps students practice a vocabulary set. It also encourages students to think critically about
the language.

A. Words
Students are introduced to new
vocabulary, and have the opportunity to
connect the words to the pictures and
hear them spoken on the Audio CD.

B. Comprehension
Students complete an activity that
tests their understanding of the words
presented in Exercise A.

C. Critical Thinking
Students complete a critical thinking
activity that measures their understanding
of some or all of the words.

Workbook

Students complete a variety
of activities that build and
test their knowledge of the
new vocabulary.

14 Unit Tour

© Copyright Oxford University Press

Before You Read

Students are introduced to a reading strategy, which they will then apply to help them understand the text on the
following pages. They are also introduced to the text type, and information about genre.

Think. Critical Thinking
These questions act as a lead-in to the
reading text. Students use their personal
knowledge and life experiences to
answer. This activates interest in the topic
of the text, and immediately connects it
to the students’ own lives.

D. Reading Strategy
Students learn and practice a reading
strategy that they will apply to the
upcoming reading. This helps students
to develop reading skills which can be
applied to any text, and to learn how to
focus on the micro and macro meanings
contained, whether in class or at home.

Reading Preview
Students read a preview sidebar about
the upcoming reading. This provides
information about the text and helps to
build interest. Students are introduced to
the text genre and begin to understand
how texts fulfil different learning needs.

F. Before Reading E. Words in Context

Students answer a pre-reading question Students are encouraged to understand
that builds interest in the upcoming the link between vocabulary and reading
reading. This question also activates by building a greater understanding
students’ existing knowledge about the of how they can approach difficult or
text’s subject matter, which helps overall unfamiliar words in a meaningful context.
understanding of the text.

Unit Tour 15

© Copyright Oxford University Press

Read

The reading texts are either fiction or nonfiction. Students are encouraged to focus on meaning, before focusing on the reading
strategy. This is followed by general comprehension. The vocabulary presented on the Get Ready page is highlighted in yellow,
to help students understand the words in context.

Before Reading
Students are introduced to a text.
They engage in pre-reading activities
and examine the reading’s features
(such as the title) and visuals in order
to familiarize themselves with the text
before reading it.

During Reading
Students read and listen to the unit’s
text. Each unit has either a fiction or a
nonfiction reading that helps students
find answers to the Big Question. The
texts are designed to supplement
students’ learning in different subject
areas and to help them make
connections between other cultures and
their own lives. They are graded to an
appropriate vocabulary and grammatical
level. Students are encouraged to take
different approaches to reading the text.

Think Boxes

Think boxes apply the reading strategy
that students learned to the reading text
and help students focus on the micro
skills of reading.

Classroom Vocabulary
Presentation Tool
Students focus on
Click on specific sections of language in context and
text to enlarge them. the meaning of the text by
working with the Get
Ready vocabulary, which
is highlighted in yellow
throughout the text.

16 Unit Tour

© Copyright Oxford University Press

Vocabulary
Students need to feel confident dealing
with a variety of texts and text types
where there are some unfamiliar
words. Some passive vocabulary which
has not been explicitly taught has
been included, but has been carefully
integrated so that it does not impede
understanding of meaning, and is often
part of collocations or common chunks
of language. The texts are also carefully
graded to meet U.S. primary grade
benchmarks.

After Reading
Students can work individually or
together to complete an activity that
relates to the reading. This will exploit
the text in regard to meaning as
well as form. It helps students have a
deeper understanding of the content,
and to engage more actively with the
written word.

Workbook

Students read an additional fiction or
nonfiction text featuring vocabulary and
the reading strategy from the Student
Book text.

Unit Tour 17

© Copyright Oxford University Press

Understand

This page checks students’ understanding of the text through personal response, application of the reading strategy, general
comprehension and critical thinking.

Think. Personal Response
Students answer personal response
questions that allow them to discuss
their opinions and feelings about
the reading.

A. Reading Strategy
Students apply the reading strategy
that they learned in an activity about
the reading, which helps to connect
general reading skills with overall
comprehension.

B. Reading Comprehension
Students demonstrate their
comprehension of the reading through
an additional activity. This will show the
teacher and the student the level of
understanding gained through reading
the text. This exercise may also focus
further on the reading strategy.

C. Words in Context
Students complete an activity
that helps them to work more
closely with the words in
context and to develop skills
of understanding the meaning
of vocabulary from the words,
phrases, and structures used
around it.

18 Unit Tour Workbook
Students complete activities that build and
test knowledge of the Workbook reading and
the reading strategy. Students also answer a
personalized question that encourages them
to consider their knowledge of the topic within
their own context.

© Copyright Oxford University Press

Students are introduced to a grammar structure through the context of a song or cartoon story, before working with the
structure more closely via a grammar presentation and practice activities that allow them to produce the language in a
collaborative situation.

D. Grammar in Context
Students are introduced to the grammar
model in a cartoon story. The aim is to
present and teach the grammar model
through its meaning and use, and to
encourage students to relate to the
language in a fun and enjoyable way.

Grammar Comprehension
Students answer simple questions which
focus on meaningful comprehension
of the story or song via the target
grammatical structure.

E. Learn Grammar
Students learn about the unit’s grammar
point. The grammar is explained clearly
in a Learn Grammar box, using examples
from the reading when possible. The
focus is on the grammar’s meaning and
use. Students then practice what they
have learned in an activity.

Classroom
Presentation Tool
Play the grammar animation here
to further consolidate students’
understanding of the grammar point.

F. Practice
Students personalize what
they have learned. This activity
involves the productive skills
of writing and speaking, while
using the target language to
express ideas in the students’
own words.

Workbook
Students complete extra
grammar practice activities,
with a grammar table to use
as reference.

Unit Tour 19

© Copyright Oxford University Press

Communicate

This page teaches and helps students implement and practice listening strategies, and to practice functional language through
spoken production.

Think. Critical Thinking
Students use their personal knowledge
and life experiences to answer these
questions, which act as a lead-in to the
listening text. This activates interest in
the topic of the text, and immediately
connects it to the students’ own lives.

A. B. Listening
Students listen to a script that continues
to help them find answers to the Big
Question. They complete activities which
encourage them to listen for detail or
specific information, in this way helping
them to develop the micro skills of
listening.

C. Speaking
Students develop their functional
speaking skills in this section. They can
read and understand a dialogue which
presents useful chunks of language,
before practicing the dialogue by either
choosing substitute words or expressing
their own ideas.

20 Unit Tour

© Copyright Oxford University Press

Students focus on word patterns and writing strategies in order to build greater fluency and accuracy. They then personalize the
learning by writing about something that links back to the Big Question.

D. Word Study
Students complete an activity which
requires them to utilize their new
understanding of the way words work.
Each Word Study section focuses on word
patterns. This complements and often
provides links between vocabulary and
grammar learning.

E. Writing Study
Students learn about different writing
strategies. Language prompts help them
write fluently and accurately.

Write.
Students write about one aspect of the
Big Question, using vocabulary and
structures taught within the unit.

A. Big Question Video
(Talking Point)
Students watch the Talking
Point video in order to
refocus their attention on
the Big Question and elicit
responses on what they have
learned about it so far.

Workbook
Students complete
activities that build and test
knowledge of the Word Study
and Writing Study, as well
as completing activities that
focus on writing output.

Unit Tour 21

© Copyright Oxford University Press

Wrap Up

These pages always come at the end of the two units which focus on a Big Question. Students are exposed to vocabulary and
grammatical structures learned throughout the previous two units, and focus on writing and oral presentations.

A. Text
Students read a particular genre of
text in order to focus on the layout,
presentation and writing strategies that
this type of text requires.

B. Comprehension

Students check their understanding of
the meaning of the text, before they are
expected to produce a similar type of
text themselves.

Students are guided
through writing a
particular text type,
with a model text,
scaffolded activities,
and a writing task.

Oxford Discover App
Students use the app to
test their knowledge of
and further explore the
Big Question, either in class
or at home.

22 Unit Tour

© Copyright Oxford University Press

Students complete a project which recycles the language and ideas of the previous two units and leads
to a productive outcome.

C. Learn
A Learn box provides step-by-step
guidance for students before they write
their own text.

D. Present
Students are encouraged to present their
writing to the class. This is supported by
tips which help students prepare and
reflect upon what they want to say, and
how to say it. This focuses on accuracy
and fluency and links writing and
speaking production.

21st Century Skills Assessment
Evaluate students’ performance in the
areas of communication, collaboration,
creativity and critical thinking based on
the outcomes of this lesson. Rubrics for
these assessments are available on the
Teacher’s Resource Center.

Write. The Big Question, Discover
Poster, Big Question Chart,
Students are directed to their and Big Question Video (Wrap Up)
Workbook to plan and write their
own text with guided support. Students return to the Big Question with
new answers in order to describe the
images with newly gained knowledge
and vocabulary. They then complete
the final column in the Big Question
Chart with what they have learned.
This provides a summing up of learning
points throughout the previous units,
and helps students to critically examine
their own learning path.

Workbook Unit Tour 23
Students do a number of review activities to
recycle the language from the previous two
units. They are also asked to reflect on the Big
Question and what they’ve learned.

Online Practice
Students complete further activities on Online
Practice to consolidate their learning and
monitor their progress.

© Copyright Oxford University Press

Teaching with Oxford Discover

Speaking and Listening Setting up Pairs and Groups

Oxford Discover utilizes an inquiry-led approach to learning Many activities in this course encourage students to work
English. This means that students are encouraged to ask in pairs or small groups (three or four students). These
questions and explore answers for themselves. To do this, structures maximize speaking time in a classroom. Students
they need to develop good oral skills that help them are encouraged to be active rather than passive learners. In
formulate discussions and express opinions confidently, groups, they develop collaborative and cooperative skills.
and strong listening skills that help them to understand
language of discussion and participate effectively. At the beginning of the class year, consider several ways of
setting up pairs or small groups. Use one type of grouping
Promoting Successful Classroom Discussions for a few classes before changing to a new one. Change
groupings throughout the year, so that students interact
Discussions in the classroom can involve student pairs, small with many different classmates and have a chance to listen
groups, or the entire class. to different vocabulary and structures in different contexts.

What makes these class discussions successful? First of Setting up pairs
all, the questions should be interesting and engaging for
students. They should relate to their personal experiences. Side-by-Side Partners
The teacher needs to act as a moderator, keeping the
discussions on track and ensuring that each student is given If the classroom is set up with desks in rows, students may
an opportunity to speak. work with a partner next to them. If there is an odd number
of students, make a group of three.
There are two kinds of questions that are commonly used
in the classroom: close-ended and open-ended questions. Front and Back Partners
Close-ended questions can be answered with one word or
with a few words. Yes / No questions and multiple-choice Instead of working with partners next to each other,
questions are examples of this type of question. students work with the partner in front of (or behind) them.

Open-ended questions usually require a longer response Diagonal Partners
to answer the question. They prompt more discussion time,
allow students to apply new vocabulary, and often lead to Students work with a partner located diagonally in front
more questions. of (or behind) them. For ease in discussion, a student may
wish to trade seats with the student next to him / her. For
Here are some possible open-ended questions you could example, students 1 and 8 will be partners. Students 1 and 2
ask about the topic of healthy eating: might switch seats.

1. What was the last thing you ate? Describe it. 1 2 3 4 5 6

2. Does something have to taste good to be good for you? 7 8 9 10 11 12

3. What are some things that you didn’t like to eat, but now Setting up small groups
you like?
Double Partner Groups
4. Why is pizza popular?
Using the partner groups established in pair work above,
5. What can students do to improve school lunch? students form groups of four.

6. How do you decide if a food is healthy or not? Random Groups

The above questions not only generate strong discussions, Create random groups of four students by dividing the
but encourage students to ask their own questions and class size by four, and then having students count off up to
think critically as well. that number. For example, if there are 24 students in class,
24 ÷ 4 = 6. Students count off from 1 to 6, and then begin
Here are some discussion starters that can be used to again until all have counted off. Point out where each group
introduce a variety of topics. Don’t hesitate to bring in will have their discussion in the classroom.
hands-on materials to get students thinking.
Picture Card Groups
What do you think this is, and how would it be used?
Create a set of picture or word cards. Make five of the same
What do you think would happen if ____________ ? card. Pass four out to students and put the fifth card in
the location where those students will work. One card per
How many different ways can you ______? student will be needed. Use topics from the units, such as
instruments, colors, biomes, and explorers. Topic cards are
How are _____ and ________ the same? Different? fun to use throughout the unit. This grouping is particularly
successful with younger students.
How is ___________ similar to something that happened in
the past? Level Groups

Why is ___________ the way it is? Grouping students of similar ability level to work together is
a strategy for differentiation. Leveled groups can be created
What should we do to take care of _______? based on teacher assessments from the Assessment Grid
and from your class observations. There are differentiated
How do we know this is true?

If you could have a conversation with anyone about
__________, who would it be? What would you ask them?

If you could change one thing about ________, what would
it be?

24 Teaching with Oxford Discover

© Copyright Oxford University Press

tasks in the Teacher’s Guide to allow all students to work at The texts have been carefully graded so that they are at an
their appropriate level. appropriate reading level for students. The word length,
vocabulary, and structures used gradually increase in
Teacher’s Role in Setting up Pairs and Groups difficulty throughout each level.

1. Explain the task and form groupings. Write the amount Text types
of time students will have to complete this task on the
board, or set a timer. Students need to be exposed to different types of texts. In
its broadest form this is a focus on introducing them to both
2. As students are discussing the prompt or are involved fiction and nonfiction. In Oxford Discover each Big Question
in the activity, walk around the classroom. First of all, be has two texts to help students find their own answers to the
aware of any groups that may have difficulties. If there question. One text is nonfiction and corresponds to a school
are personality conflicts or difficulties, deal with this subject such as math, life science or music. The other one
immediately. Secondly, assess student work. Stop and is fiction and is written in a particular genre, encouraging
listen to each group. Are students on task? Can errors be students to relate to and enjoy the content.
corrected individually? Are there any points that need
revision with the entire class? The nonfiction texts are presented through different text
types such as a brochure, magazine article, or website. This
3. On the Assessment Grid, note the level the students are helps students understand not only that writing comes
at for this task. Some students may require additional in many forms in daily life, but also that tone and register
practice. (formal and informal language) change depending on the
way the information is presented.
4. Take note of points for discussion with the entire class.
The fiction texts come from a variety of genres. This includes
5. Keep track of the time. Use a signal, such as a raised hand fairy tales, fables, historical fiction, and realistic fiction. These
‘quiet signal’, to stop small group discussion. genres reflect the types of stories that students are exposed
to reading in their native language and provide variety
6. Check in with the entire class. Some questions to use: throughout the course.

What was the most interesting thing your partner shared Authentic texts
with you?
In every level of Oxford Discover there is a range of authentic
What was difficult for you, and did you find a solution? texts. These have been carefully chosen to add more
information to the Big Question. They come from a variety
What new questions do you have? of sources and from well-respected writers and authors.
Authentic texts expose students to real contexts and natural
Working in groups may be new for students. The student examples of language. The texts chosen are of an appropriate
poster models some effective ways for students to interact. language level and encourage students to read with a focus
Student “agreements” should be created together with on meaning and understanding language in context.
students, but here are some ideas to get started.
Reading Strategies
Student Agreements
Reading strategies help students approach a text, improve
We will. . . their comprehension of the text, and learn how to read
for specific and detailed information. Strategies such as
1. Take turns speaking. prediction, compare and contrast, summarizing, and
focusing on characters can inspire students to not only
2. Listen to our partner or group members. master the meaning of unfamiliar concepts but expand their
own vocabulary as well.
3. Stay on task.
Reading strategies tie in closely to critical thinking as they
4. Raise our hand when we see the ‘quiet signal’ and stop encourage students to reflect on what they are reading. As
talking. students grow more comfortable using a variety of reading
strategies they learn to make conscious decisions about
5. Treat each member of the class with respect. We are a their own learning process.
class community.
Multimodality
Functional Language
Multimodal texts help to support students’s literacy. Texts
Students need to learn how to discuss issues and express which include words, images, and explicit design are a very
opinions, but they also need to learn the different elements effective way of engaging children in purposeful interactions
of functional language. Functional language includes with reading and writing.
areas such as apologizing, offering and receiving help,
transactions, and clarification and explanation. Multimodal is the use of ‘two or more communication
modes‘ to make meaning;  for example, image, gesture,
Learning functional language helps students to understand music, spoken language, and written language.
language ‘chunks’ and that language often has a very
specific purpose. The main function of language is to In everyday life, texts are becoming increasingly visual or
help students interact and communicate. Dialogues multimodal in nature. Websites, magazines, advertisements,
provide models through which students can see and hear and informational literature are relying more and more
authentic communication. Transposition and substitution of upon visual stimulation and clear use of design, in headlines,
vocabulary then allow students to personalize the dialogues through different types of fonts, and in stylized images.
through meaningful oral production.
Oxford Discover has included multimodality in its use of
Reading videos and posters to support the Student Book, but even

Literacy is the ability to read and write and think critically Teaching with Oxford Discover
about the written word. Oxford Discover promotes greater
literacy through a focus on interesting and engaging texts,
both fiction and nonfiction, about a variety of subjects.

25

© Copyright Oxford University Press

within the texts themselves, the use of words, images and definable product outcomes that can easily be marked
design, and the way they interact with each other, helps to against established criteria.
keep students stimulated while reading and also helps to
exemplify meaning. Brainstorming ideas

Intensive Reading Too often, teachers expect students to write without giving
them adequate time to prepare or strategies to help them
Intensive reading generally occurs in the classroom and develop their ideas. The Oxford Discover team believe that
focuses not only upon meaning and strategies used to encouraging students to plan ideas creatively will create
deduce meaning, but language acquisition in the form more interest in the process, as well as the final product.
of understanding new vocabulary or new grammatical
structures. Texts need to be at the correct level and long Modelling the writing process
enough to convey enough information or plot to be
interesting, but not so long as to tire the student. Oxford Students are provided with a model text for every writing
Discover takes the approach that intensive reading should be task. This text is designed to show how topics can be
instructional but enjoyable and should encourage students approached, but also how discourse markers, paragraph
to do more extensive reading. organization, punctuation, and general textual layout can
help to sew a text together.
Extensive Reading
Personalization
Extensive reading generally occurs outside the classroom and
is all about reading for pleasure. Students are encouraged As much as possible, students should be asked to write
to choose to read about topics that interest them and to about things that are of personal relevance to them. This
employ reading strategies explicitly taught through intensive means that although the model in the Student Book or
reading, to help them understand the text more effectively. the Workbook may relate to something that is outside
Reading the different genres and text types in Oxford Discover their everyday world, the writing task itself will be flexible
will inspire students to read more in their own time. enough for students to respond using their own ideas and
experience. In this way it becomes authentically
Extensive reading is often most effective when students are communicative and a more interesting experience overall.
reading at a level that is appropriate and comfortable for them.
If students are reading a book that is too high in level, they For a further focus on literacy, Oxford Writing and
quickly lose interest. It can be helpful to provide students with Spelling provides more textual input and encourages
access to a collection of graded readers that they can read at students to use the reading strategies they have acquired as
their own pace. The recommended readers for use with they study Oxford Discover.
Oxford Discover are the nonfiction selection of Read and
Discover and the fiction selection of Read and Imagine. Assessment for Learning

Both sets of readers have been developed with similar themes Overview of the Assessment Program
to those in the Student Book and there is a selection of titles for
each level of Oxford Discover. The Oxford Discover approach to assessment offers teachers
and students the tools needed to help shape and improve
Writing the students’ learning, as well as a means to monitor learning
goals, through a shared ongoing and creative process. The
Oxford Discover encourages a joy of reading through a Oxford Discover assessment program includes seven categories
variety of texts and text types. However, students also of tests for each level of Oxford Discover: diagnostic placement
need to be encouraged to produce their own texts and tests, unit progress tests, 21st Century Skills assessments, review
this requires a step-by-step process, helping students to tests, final achievement tests, four-skills assessments, and
graduate from sentence to text-level output. portfolio self-assessments. The items in these tests have been
reviewed by assessment experts to ensure that each item
Oxford Discover provides many opportunities for students measures what it is intended to measure. As a result, each test
to write. The Word Study and Writing Study sections in provides an accurate assessment of students’ ability in English
the Student Book present the strategies and language and their progress in Oxford Discover.
focus that help students become more successful writers,
and the Workbook provides a four-step writing process Oxford Discover levels 1–4 correspond to Cambridge English
(brainstorming, organizing ideas, writing, editing) which Qualifications: Young Learners exams.
helps students to create their own writing output.
Oxford Discover level 5 corresponds to Cambridge English
Process and Product Qualifications: A2 Key for Schools.

Writing tasks are often broken down into process or product Oxford Discover level 6 corresponds to Cambridge English
from level 3 onwards. The process is all about how students Qualifications: B1 Preliminary for Schools.
develop and implement writing strategies such as paragraph
development, focusing on formal or informal language, The assessment audio is found on the Teacher’s
and general text layout. The process often includes stages Resource Center.
of input, practice, and reflection. The product is the actual
writing output that students create. It is often said that the 1. Entry Test and Entry Review Worksheets
former, process writing, provides a focus on fluency whereas
product writing focuses on accuracy. Students need to have • The four-page Entry Test is administered at the beginning
both to learn to write confidently and correctly.
Oxford Discover has a process approach with clear and of each level and is designed to serve as a diagnostic
placement test.

• The test assesses mastery of the key grammar topics

from the preceding level that will be reintroduced and
expanded on in the new level curriculum. Testing these

26 Teaching with Oxford Discover

© Copyright Oxford University Press

points on entry can help identify each student’s readiness • Portfolio items can include: projects, tests and quizzes,
for the new level and thus serve as a baseline for individual
student performance as well as class performance. self-assessment worksheets, writing samples, lists of books
read, audio or video.
• There is one Entry Review worksheet for each of the
• In addition, the Assessment for Learning program
grammar points on the Entry Test.
contains Self-Assessment worksheets for students to
• The review worksheets can be used to give individualized create their own portfolio cover, and to assess their own
learning every two units by using can-do statements and
instruction to students or classes that, based on the Entry responding to Big Question cues.
Test, have not mastered material from the previous level.
Answer Keys
• The worksheets can also be used as additional review
• A simple answer key for all tests is provided.
and practice throughout the course, even for students or
classes that have demonstrated success on the Entry Test. Differentiation

2. Unit Tests Differentiation helps to ensure that all students find success
in the classroom. There are many ways to differentiate
• The Unit Tests are language and skills progress tests. instruction. In Oxford Discover, differentiation strategies are
• There is one Unit Test after each unit. built into the structure of the course to help you instruct
• Each test is two pages long. your students in the most effective way possible.

3. 21st Century Skills Assessments The goal is to:

• The 21st Century Skills Assessments measure students’ • offer a clear pathway for students who are at different

achievement in the areas of communication, levels, with regular checking stages to assess progress
collaboration, creativity and critical thinking. against a list of competences at the end of every unit.

• These assessments should be completed while students • offer both whole-group work and small-group

are working on their projects in the Student Books. differentiated activities in the first language tradition to
meet the needs of varied teaching styles.
• Guidance on the assessments is outlined in the Teacher’s
Each lesson spread in the Teacher’s Guide provides an
Guide in the project sections. Assessment criteria and activity to vary the content difficulty for below-level, at-level
marking schemes are provided for the teacher. and above-level students. These differentiated activities build
upon each other. The below-level activity provides support
• There is one 21st Century Skills Assessment for each and scaffolding for less confident students before moving
on to a task that is at-level. The at-level task then provides
project (at the end of each module). support for students to deal with the greater challenge of
above-level. This is a practical way of dealing with classroom
4. Review Tests management of mixed abilities. Teachers may choose to
teach the whole class with one activity, and then continue
• The Review Tests are language and skills with the additional activities. Alternatively, three separate
simultaneous activities can be set up, as in L1 classrooms.
accumulative tests.
To help teachers meet the needs of students with varying
• There is a Review Test after Unit 6 and Unit 12. ability levels, differentiation strategies are found consistently
• Each test focuses on the language of the preceding six throughout the following strands:

units. • An Entry Test, taken at the start of the year and useful for

• Each test is four pages long. diagnostic and placement testing, will result in a level
diagnosis (below-level, at-level, and above-level).
5. Final Test
• Review worksheets (grammar and reading) are provided
• This is a Final Achievement Test for the level.
• It is administered after Unit 18. for below-level students to bring them up to the level
• It focuses on the language of the entire level. needed.
• This test is four pages long.
• Additional differentiation strategies are found throughout
6. Skills Assessments
the course. The Wrap Up projects invite students to
• The Skills Assessments are contextualized four-skills tests express their ideas through different learning styles (visual,
auditory, kinesthetic). Throughout the course, students
using the vocabulary, grammatical structures, and themes have opportunities to work alone, in pairs, and in small
in the Student Book. groups to support differentiated instruction.

• These assessments measure acquisition of listening,

reading and writing, and speaking.

• The assessments are based on the style of the Cambridge

English Qualifications: Young Learners exams, A2 Key for
Schools and B1 Preliminary for Schools.

• There is a Skills Assessment after Units 6, 12, and 18.
• Each assessment is four pages long.

7. Portfolio Assessment

• The Portfolio Assessment is a continuous and ongoing

formative assessment and self-assessment.

• The purpose is to allow students to be creative,

collaborative, communicative, and to be critical thinkers –
all 21st Century Skills.

Teaching with Oxford Discover 27

© Copyright Oxford University Press

Big Question Resources

The videos and posters are key to reinforcing the content • Play the video.
of the Student Book. They stimulate interest in the Big • Ask students to tell a partner what they have learned
Question, and they help students to predict, infer, and check
the meaning of the main learning points. The learning points so far about the Big Question.
are about content not language. Students will think critically
and more fully about the process of language when they see • Elicit some of the students ideas and write this
interesting and thought-provoking images.
The images in the videos and posters encourage students on the Big Question Chart.
to recall, recognize, and acknowledge new concepts and
vocabulary. Students analyze the images themselves to • Elicit further questions they have about the topic and
understand the meaning. This leads to a greater impact
upon the long-term memory as students continue to make add these to the ‘What do you Want to Know?’ section
associations between pictures and language. of the Big Question Chart.
End of Second Unit: Wrap Up
Big Question Video
• Explain to students that they will now see the video once
Students watch videos about the Big Question in order
to stimulate their thinking about the topic and revise what more, this time with a presenter. Play the video. It can be
they have learned. This will help the teacher determine what played more than once.
students already know and what they want to know.
The videos should be used in three places in each pair • Ask students to discuss what they learned from the video
of units. Play the Opener video at the beginning of the first
unit to activate background knowledge and encourage with a partner.
interest in the topic. Play the Talking Point video at the end
of the first unit to refocus their attention on the topic and • Ask students to share what they learned from the video
review what they’ve learned so far. Play the Wrap Up video at
the end of the second unit to help students summarize their with the whole class.
understanding of the topic and to underscore all the learning
points which have been studied during the two units. • Write this information on the Big Question Chart.
Expansion ideas
Beginning of First Unit: Opener • Elicit and write useful chunks of language which students
• Explain that students will watch a video about the Big
can use in discussions about the learning points. Put
Question, and that it will have pictures but no words. Ask students into groups and have them make posters with the
students to write in their notebook one or more things language and illustrations to help them understand and
that they find interesting in the video as they watch it. remember the meaning. Put the posters on the wall and
Explain that words and phrases are acceptable and that draw students’ attention to them before future discussions.
full sentences are not necessary.
• Have students work in small groups to write a list of their
• Play the video.
• Ask students to compare what they wrote with a partner. own learning points for the units. Tell them to find or draw
• Elicit some of students’ ideas. Write these on the board. pictures to represent the learning points visually. Have
• (Optional) Play the video a second time. Ask students to each group present their ideas to the class, or create a
poster to be put on the wall.
write down one new thing they see in the video as they
watch it. After the video, students talk to their partners • Make a class video based on the Big Question videos,
and then share their thoughts with the class.
showing images which represent the learning points.
End of First Unit: Talking Point Have different students act as the presenter on camera.
• Explain that students will see the video again, and that
Posters
this time it will have pictures and some conversation.
Discover Posters

There is a Discover Poster for every Big Question in the Student
Book. They all have the main learning points for two units with
accompanying pictures to illustrate the learning points.

28 Big Question Resources

© Copyright Oxford University Press

The Discover Poster should be used at the beginning of each End of First Unit
pair of units to motivate students’ interest in the topic and • Look closely at the middle column; What do you want
to elicit existing knowledge around the Big Question. It can
also be referred to throughout the units to remind students to know about the topic? Ask students if they now know
of the learning points as they come up and to build upon the answer to some of those questions. If they do, this
the knowledge they are gaining. Finally, it should be used at information can be moved over to the first column.
the end of each pair of units to summarize all of the learning
that has come out of the units and to help students prepare • Some ideas can also be elicited to start filling in the third
to fill in the Big Question Chart.
column so that students can see that learning has already
It is a good idea to have a list of questions which help taken place around the theme of the Big Question.
students to think critically about the images and learning
points. Students can answer individually, or be encouraged End of Second Unit
to share their ideas in pairs or small groups before • Have students look at the middle column and decide if
participating in a general class discussion.
they can answer any more questions they had about the
General Discussion Questions topic. If they have learned about aspects they expressed
interest in, this information can be moved over to the
• What can you see in this picture? column on the right: What did you learn or what have you
• How many… can you see? learned about the topic?
• Where do you think it is?
• What do you think is happening? • Elicit more information about what they have learned and
• What does it mean?
• What does this learning point mean? add it to the third column.
• Can you see the learning point in the picture?
• Do you know about this already? Talk About It! Poster
• What else would you like to know?

Big Question Chart

The Big Question Chart has been designed to follow the This poster should be used when students are having a
KWL methodology. K = What do you know about the topic? discussion in pairs or groups. If possible, keep it on the wall
W = What do you want to know about the topic? L = What so that students can refer to it themselves.
did you learn or what have you learned about the topic?
In the Student Book it can be used during the Communicate
The Big Question Chart can be written on with board pens reading pages when students are practicing speaking skills,
and then wiped clean so that it can be reused. If possible, but also during post-reading discussion tasks and during the
keep it up displayed on the classroom wall. Wrap Up Project section.

Refer to and update the Big Question Chart with your Remind students about the language often, and drill the
students at key points over the course of each pair of units. language and practice the intonation. Students begin to
acquire authentic language, to then help them express their
Beginning of First Unit own ideas and opinions. When introducing it for the first
• Have students brainstorm what they already know about time, elicit possible ways to substitute different opinions
while using the sentence frames from the poster. Explain
the topic surrounding the Big Question. This can be done that these prompts can help them to present ideas and to
individually by writing ideas down, or by setting up pair or agree and disagree politely with others.
small group discussions.
When students are participating in a discussion, point to the
• Elicit the ideas and write them on the poster. sentence frames on the poster and ask them to express their
• Ask each student to think about something they would own ideas after using the language indicated.

like to know about the topic. These could be grouped into
categories or headings to help students learn to classify
more effectively.

• Write some of the ideas on the chart.
• Don’t fill in the final column, as this will be completed

once learning has taken place.

Big Question Resources 29

© Copyright Oxford University Press

Wrap Up

How Wrap Up Lessons Help Develop 21st Century indicated in sections on the page. Many students are
Skills visual learners and will remember writing techniques by
connecting them to structures and leading questions.
The Wrap Up lessons are a motivating way for students to Having students produce similar texts, using topics that
demonstrate what they have learned, as well as providing interest them, will help them apply their knowledge
a concrete outcome which helps them focus on accuracy. to personal situations, increasing engagement and the
The Wrap Up lessons in Oxford Discover have been designed effectiveness of the learning.
to cover the 21st Century Skills of creativity, collaboration,
communication and critical thinking. These areas are clearly • Auditory learners tend to pick up chunks of language
referenced in the teaching notes of the Wrap Up lesson
sections so teachers can see the main focus of each stage. very naturally. The Wrap Up Lessons are collaborative
and communicative in nature, which means that
The Wrap Up lessons encourage teaching in which a students have an opportunity to not only produce
student or a group of students conduct a study of a text the target language but listen to it being spoken as
and consider how it is written. When this level of instruction well. Presentations are also an important part of the
is managed by a teacher, students are effectively engaged communication and learning process, and this is another
collaboratively and creatively. There is a communicative opportunity for students to listen to authentic language
element as students negotiate meaning and make decisions which focuses directly on the topic being taught.
together. Conducting research and presenting conclusions
engages students in critical thinking techniques. Variety of Wrap Up Lessons

Wrap Up Lessons and Learning Styles The Wrap Up Lessons come with a variety of writing texts.
These are all related to the subject in the Big Question and
Most primary students enjoy learning kinesthetically. encourage further focus into the subjects around that.
This means that they learn through doing. Children enjoy For example, a travel brochure is used to emphasise a
creating their own versions of concrete thing, such as different country’s culture and potential experiences, or the
travel brochures, and displaying images in the classroom. opportunity to write and act in a play is used as an object
Creating something helps children to interact more with the of expression. When students work with such a wide variety
language, helps them to place it more firmly in context, and of writing, in content, preparation and presentation they
ultimately leads to greater recall of the target language. will broaden their creative processes and develop a deeper
understanding of how they learn.
• Primary lessons are usually very visual. The texts in the

Wrap Up lessons have elements of writing styles clearly

30 Wrap Up

© Copyright Oxford University Press

Setting Up Wrap Up Lessons focus on the target language, as well as other chunks of
language used, again and again.
Instructions
• Sometimes it can be a good idea to invite parents to
Sometimes Wrap Up lessons are
very straightforward and students see students’ work. A display allows parents to see a lot
find it easy to understand not only of work at once and to understand what their children
what they should be producing, are studying and how they are working. This can be
but how to go about it. However, motivating for both adults and children.
the process of understanding a text
and producing their own writing is How to Display Presentations?
where much of the learning takes
place, so it is important to make • Have a dedicated wall space and have students decide
sure that students are on-task at
all times and understand not only how and where they would like to display their work. In
what they are doing, but why they this way students understand the value of their materials
are doing it. and can create a visual space that they enjoy looking at,
thereby being exposed to the target language even after
• It is important to stage the process of creating the work is finished.

instructions. This means not • A hanging tree can be a useful way of finding space in
telling students to do too many
things at once, or explaining a crowded classroom. Put rope across the room above
the entire process of the lesson head-height. Use clothes pegs or clips to hang the
at the beginning. Explain one stage of the writing and materials.
then stop. Check that students have followed instructions
before moving onto the next stage. • Take photographs of materials and put them on the

• Sometimes it is not easy to explain a particular process. It school’s web page. This allows students and parents to
look at all the work and to access them even after they
can be useful to model the instructions, or ask a confident have been taken down in the classroom.
student to do so. This may mean demonstrating how to
do something physically, or setting up the communicative • Make a presentation book of the students’ written texts,
stage of an activity when you expect students to work
together in pairs or groups. such as plays, magazine articles or e-mails. Collating the
texts allows students to see their work and read other
• Finally, concept-checking instruction makes sure that students’ work easily and is a great way of saving space in
a crowded classroom.
students are on the right track. Concept-checking means
that once instructions have been given, students are Assessment and Learning Outcomes
asked questions to check understanding. This may be as
simple as asking a student to say what they have to do If students are compiling a learning portfolio, the Wrap
in their own words, or it may be a series of questions that Up Lessons are a useful addition as they can demonstrate
check overall comprehension. In this way, the next stage learning outcomes in a particular area and encourage
of the lesson should proceed smoothly and all students students to focus on language accuracy as well as creativity.
should be on-task, confident that they know what they These texts form part of a continuous assessment process,
are supposed to be doing. where students are marked on different elements of
language output, both individually and as part of a group.
Presentations
21st Century Skills Assessments can be completed while
Why do Presentations? students do the Wrap Up lessons. They can indicate students’
performance and progress in the areas of communication,
• Presentations enable the students to share their collaboration, creativity and critical thinking. Both Portfolio
Assessments and 21st Century Skills Assessments can be
experiences and can provide effective demonstrations of found on the Teacher’s Resource Center.
the learning. The materials produced for the end-of-lesson
tasks will brighten up a classroom and provide color Wrap Up
and interest. A good learning environment is one that
stimulates interest in the subject matter. If children are
comfortable in the classroom and enjoy being there, they
are much more likely to remember language input and
feel confident about producing output.

• It is important to encourage students to focus on

accuracy as well as fluency. When students know that
their work will be displayed for other people to see,
they feel more pride in their work and concentrate on
producing the target language accurately.

• Recycling language is an important part of learning

and students need to be exposed to target language a
number of times before they can be expected to recall
and naturally use it. When presentations are placed
around the classroom, students can read them and

31

© Copyright Oxford University Press

Dictionary Activities

SB3- page 186

There is an old proverb which is: Give a man a fish, and and word families.  It is designed to help students transition
feed him for a day. Teach a man to fish and you feed him for from using picture dictionaries by using words that are easy
a lifetime. to understand in definitions as well as illustrations. It has a
focus on content words from different subject areas such as
Dictionary skills need to be mastered by students learning math, geography and history. 
English, even in the primary years. When students have
learned how to successfully use a dictionary, they are able Oxford American Dictionary
to become more independent and autonomous learners,
able to increase their own vocabulary and read and write at This dictionary is suggested for students in levels 5-6 of
a higher level. Oxford Discover. It has more than 350,000 words and phrases,
with lots of explanatory notes and more than a thousand
Dictionary skills are important, not only because the illustrations. Unlike in more traditional dictionaries, where
dictionary itself is important but also because it is an meanings are ordered chronologically according to the
introduction into the world of reference materials. Learning history of the language, each entry plainly shows the
how to use common reference materials will help your principal meaning or meanings of the word, organized by
students’ research and writing skills. importance in today’s English. This makes it relevant and
easily understood by primary-aged students.
A dictionary entry has several parts. It lists the syllabic
divisions in a word, the pronunciation, the part of speech, Student Book Dictionary Activities
and of course the definition. Students need to learn how to
identify and work with all of these components. The Student Books in levels 3-6 of Oxford Discover have
dictionary pages referencing the words used throughout
Learner training and encouraging the habit of using a the units in the book. This is a good introduction to general
monolingual dictionary is an essential element of current dictionary use and students should be encouraged to use
classroom practice. Learner training can focus on various these pages as a reference. Additionally there are activities
aspects, from understanding abbreviations to interpreting and games which can help students to become more
symbols, recognizing and understanding syllable indicators familiar and confident when using the dictionary pages. 
and stress marks to effectively finding a particular meaning
of an item of vocabulary. Do you know?
• Have students work in pairs and choose a word from the
Oxford Basic American Dictionary
dictionary pages at the back of the Student Book. 
This dictionary is suggested for students in levels 1-4 of
Oxford Discover. It is written specifically for students who • Tell them to write the word and the meaning in
want to improve their English language skills and has extra
help boxes included with related synonyms, collocations, their notebook.

32 Dictionary Activities

© Copyright Oxford University Press

• Tell students to write two more meanings which they make reference for students as and when the need arises. Again, it
is useful to help students navigate dictionaries with activities
up, but which look as if they could also match the word. and tasks which help them feel comfortable with these
reference materials.
• Put pairs together and have them read out their word and
Scavenger Hunt
the three definitions. • Write down ten to twelve questions about using a

• The other pair must guess the correct definition. dictionary. Examples can include:
• To exploit the game further, keep moving the pairs around What is the first word in the dictionary?
How many pages of words starting with ‘x’ are in the
so that they work with everyone in the class. dictionary?
Look up the word ‘supermarket.’ How many syllables does
Put it in a Sentence it have?
• Have students open their Student Books to the dictionary Find the first adjective in your dictionary which has
three syllables.
pages at the back. Find a word which has more than one meaning.
Find a word which can be a verb and a noun.
• Tell them to choose one word from the list of words.
• Have students write a sentence using that word, Word Search
• Put students into pairs and give each pair a dictionary.
concentrating on understanding the definition as they do so. • Call out a word (preferably a familiar or recognizable

• Ask students to read out their sentence to the class. word).
• Have the class look up that word in the dictionary pages
• Each pair of students must try to find the word as quickly
and decide if the sentence matches the definition and if it
is used correctly. as possible.

Taboo • The first pair to call out the correct page number where
• Have students open their Student Books to the dictionary
the word can be found is the winner.
pages at the back.
Mystery Word
• Tell them to choose one word from the list of words. • Choose a word in the dictionary that will be familiar
• Make sure that students choose a word where they
to students.
understand the definition.
• Give a dictionary to each pair or small group of students in
• Have students write down four words which describe the
the class.
word they chose, without using the word itself.
• Read out a series of clues to help students find the word.
• Put students into groups of four or five.
• Have them take turns to read out the words in their Read the clues out one at a time, as students are following
the previous clue. For example:
notebook. I begin with the fourth letter of the alphabet.
I have three syllables.
• The other students try to guess the dictionary word. My second letter is ‘o.’
• The first student to guess correctly wins a point. I come before ‘dog’ in the dictionary.
• The winner is the student in the group with the My last letter is ‘t.’

most points. • Students use the dictionary to follow the clues and find

Picture Words the word. 
• Put students into groups for four or five.
• Give each group a large sheet of clean paper, or a few • The first pair or group of students to find and say the word

sheets of smaller paper. Make sure each group also has correctly wins a point.
a pencil.
• Continue with more words.
• Ask one person from each group to come to the front of
Words, words, words!
the class. • Give a dictionary to each pair or small group of students in

• Choose one word from the dictionary at the back of the the class.

Student Book and show it (with the definition) to the • Read out (or write on the board) a series of clues at the
students at the front of the class. Don’t let the rest of the
students see or hear the word. same time. For example: A word that begins with ‘s.’ It has to
have double letters, be two syllables long and be an adjective.
• Each student goes back to their group and draws the word.
• Students use the dictionary to find the word. There may
They cannot speak or write while they are doing this.
be more than one answer as more than one word may fit
• The rest of the group tries to guess the word. the description.
• The first student in the class to guess it correctly wins a
• Have pairs say their words to the class to check if they
point for their team.
are correct. 
• Continue the game by having a different student come

out and repeating the activity until each student in the
group has had a chance to draw a word.

General Dictionary Activities

General dictionaries are useful to have in the classroom
and can be incorporated into many aspects of the lesson.
They can be used when directed by the teacher or kept for

Dictionary Activities 33

© Copyright Oxford University Press

Testing Practice

Why Test Practice is Important be seen as a “pit stop” on the way to completing the course
and this can help guide subsequent teaching and learning.
There are a variety of reasons why students should be They also provide information about how much students
encouraged to do test practice activities. have learned in the preceding units and assess learner
achievement and this forms a summative assessment where
Test practice: evidence of learning is required.

• provides further language practice – this ensures that How to Use the Test Practice Pages
• Make it collaborative:  Put students into pairs or small
vocabulary and structures that have been taught are
recycled, providing more exposure to language. groups to answer the questions. Set it up as a game or
competition so that the process becomes more enjoyable.
• identifies gaps in knowledge – test practice helps
• Review:  You don’t necessarily need to have students
students to become aware of their strengths and
weaknesses. In this way they can focus on particular areas complete the pages in one sitting. The activities could
and allocate further study time effectively. be integrated into lessons later in the Student Book so
they act as a review and help to recycle vocabulary and
• improves transfer of knowledge to new contexts structures.

– repeated practice helps students to retain facts and • Peer correction:  Have students correct each other’s
also helps to increase the transfer of knowledge to new
contexts. answers before general class feedback. In this way
students can learn from each other. Students tend to be
• provides feedback for students and teachers – stronger or less confident in different areas, so they can
help each other find mistakes. If a discussion stage is built
targeted language practice helps teachers better in, it is even more useful as students can explain mistakes
understand what their students know. In this way they and corrections to each other and this can be a more
can adjust their teaching and plan future lessons more meaningful and memorable way of learning and receiving
successfully. But it also often improves the students’ own feedback than teacher-centered instruction.
understanding of the learning process. Students will be
better able to understand what steps they need to take to Test Practice Activities
close that gap if they are given proper feedback.
Test Creation
• provides familiarity with test questions – students
• Have students work in groups to create more test
receive better marks on tests when the stress level is
decreased. One way of decreasing stress is to make sure questions for each section.
that students are familiar with test question types and
confident about what is expected. Practice with different • Have groups work together to test each other with their
test question types, whether formal or informal, should
lead to better results in more structured and higher stakes questions.
tests.
Group Work
The test practice pages can be used as formative and
summative assessment. Formative assessment takes place • Photocopy the pages and cut up the different test type
while students are still in the process of learning, and they
are used to determine how well that learning is progressing. sections.
When students complete the test practice pages they can

34 Testing Practice

© Copyright Oxford University Press

• Put students into groups and hand out the same test part • As a group they answer the question and the first person

to each group. writes the answer on the piece of paper and takes it to the
teacher, who then says whether or not it is correct.
• Have groups elect a secretary who will write the answers.
• Give a time limit for answering the questions. • If it is correct, they run back to their team and the next
• Once the questions have been answered, each group
student runs to get the next question and repeats the
passes their answers to another group. procedure until all the questions have been answered
correctly.
• Check the answers together in class.
• Hand out the next section and repeat until the groups • If it is not correct, they go back to their team and try to

have answered all parts of the test. answer it again, and do this until they have the correct
answer.
Test Relay
• The first team to finish all of the questions correctly is the
• Photocopy the page and choose one or two test sections.
winner.
Make enough copies for a number of teams.
Test Practice Outcomes
• Cut up each individual question. • If assessment feedback is to be helpful to students and
• Put students into teams of four or five.
• Put the cut up questions for each team in a particular improve their learning, then the goals and reasons
behind the assessment need to be clearly defined.
place in the room, preferably some distance from the Feedback needs to help students compare their current
team. Make sure each team knows where their questions performance against the target performance and help
are located. them to close the gap between them. It also needs to be
clear if the results of this assessment are to be included in
• Have each team number themselves from one to four or any mid-year or end-of-year report, or if it is an informal
procedure, designed to help them develop their own
five. learning and test-taking techniques.

• Tell them that number ones will go first.
• The first person from each team runs to get a question

(it doesn’t matter about the order of the questions) and
runs back to their group.

Testing Practice 35

© Copyright Oxford University Press

Units 1 and 2

OD2e_bannerhead_TG5.indd 1 13/12/2018 15:30

Reading Strategies Vocabulary Grammar
Students will practice: Students will understand and use words Students will practice:
about:
• Identifying author’s purpose • Present perfect and
• Monitoring and clarifying • Animals, extinct animals, endangered
present perfect
Wrap Up animals, and protecting animals continuous
Students will review the language
and Big Question learning points Units 1 and 2 • Reviewing tenses
of Units 1 and 2 through: Why do we protect animals?
Students will understand the Big Listening
• Writing and presenting a Question learning points: Students will practice:

persuasive e-mail • When animals are extinct, they are • Listening to the

Writing Study gone forever. main idea
Students will understand:
• It’s cruel to hurt animals. • Listening for details
• How to fix sentence fragments • Animals are sources of food.
• How to use irregular past verbs • The environment and the food chain Speaking
Students will
36 Units 1 and 2 • Big Question depend on animals. understand and use
expressions for:
• Animals are beautiful.
• Talking about an
Word Study
Students will understand and use: opinion

• Words with suffix -able • Giving reasons
• Synonyms

© Copyright Oxford University Press

Units 1 and 2 Big Question    page6  Expanding the topic

Summary COLLABORATIVE LEARNING  
• Display Discover Poster 1. Ask Which picture shows us
Objectives:  To activate students’ existing knowledge of about extinction? (dinosaur bones) Is this seal in its natural
habitat? (yes) What different kinds of animals do you see?
0 endangered animals and identify what they would like to
learn about the topic.
(bird, mammal, amphibian)
Materials: Big Question Video, Discover Poster 1,
Big Question Chart • Put students into small groups of three or four. Have each
group choose a picture that they find interesting.
Introducing the topic • Ask each group to describe what they can see in
• Read aloud the Big Question. Ask What are some reasons their picture. Have the group write several sentences
describing what they see.
for protecting animals? Write individual responses on the
board. • Have one person from each group stand up and read
aloud the sentences they wrote about the picture.
A Watch the video. Then talk about it with your
partner.  D Discuss this topic with your class. Fill out the Big
• Play the video, then ask students to answer the following Question Chart.
• Display the Big Question Chart.
questions in pairs: What did you see in the video? What • Ask the class What do you know about endangered animals?

were the animals doing? What parts of the video did you find

interesting? • Write endangered animals on the board and ask students

• Have individual students share their answers with the to tell what they know about endangered animals. List
class.
their ideas.
• Ask students to write what they know and what they want
DIFFERENTIATION  
Below level: to know in their Workbook.

• After watching, have students work in pairs. Have them • Write a collection of ideas on the Big Question Chart.

tell each other one thing they noticed in the video. Then DIFFERENTIATION  

have them each write what their partner said. Ask them to Below level:
read the sentences to the class.
• Elicit sentences from students about what they know
At level:
about animals.
• After watching, have students work in a group of four or
• Point to the animals in the big picture and then the poster
six. Ask them to each write two things they saw in the
video, using full sentences. and ask Where is the elephant? Where is the seal? Write their
responses on the board.
• Have pairs within the group trade papers and read their
At level:
partner’s sentences to the group.
• Elicit longer descriptions about what students know
Above level:
about the animals.
• After watching, have each student write four things they
• Ask them to tell where the animals are and what they are
saw in the video. Have them describe what they saw in
detail using multiple sentences for each one. doing. Have them write their responses. Ask volunteers to
read the sentences to the class.
• Have students form a line and pass their paper to the next
Above level:
student who reads it to the class. The last student passes
his / her paper to the first student in line. • Pair students and ask them to write descriptions of the

animals they see in the poster. Then have them describe

B Look at the picture and discuss it with your class. any animals like these that they have seen in their lives.
• Talk about the big picture. Ask What do you see? Ask them to tell where they saw them and what they
looked like. Have them read the sentences to the class.
ANSWERS
Possible answers: 1  The man is feeding grass to an Discover Poster 1

elephant at an elephant reserve.   2  They’re elephants. 1 Dinosaur skeleton in a museum; 2 White harp baby seal in
They’re not afraid. They’re happy and relaxed.
Canada, 12 days old; 3 Chickens with eggs and farmer on a

C Think and answer the questions. farm in Ireland; 4 Frog about to catch an insect; 5 A colorful
bird called European Bee-eater Merops apiaster

CRITICAL THINKING   Further Practice

• Ask students to think about the first two questions, naming Workbook Unit 1 page 2
Online practice • Big Question 1
animals they know that are in danger and saying what Classroom Presentation Tool • Big Question 1
they know about the animal. Prompt if necessary with an
example: Polar bears are in danger. Polar bears need ice.

• Look at the third question. Ask them to explain why the

animals are in danger. List the reasons as phrases next to
the animal. For example: polar bears – danger of melting ice.

• Discuss the last question: Why is it important to help these

animals? List students’ ideas on the board.

Units 1 and 2 • Big Question 37

© Copyright Oxford University Press

Unit 1 Get Ready    page8 

Summary • Have pairs re-read the sentences aloud to each other,
Objectives: To understand words about extinct and
endangered animals; to apply own experience and a alternating sentences. Then have each partner take six
reading strategy to help comprehend a text. words and write what they think each word means.
Vocabulary: dodo, elephant bird, quagga, sea wolf, woolly
mammoth, extinct, survive, exploit, endangered, habitat, • Have students look up each word in the dictionary pages
species, sanctuary
Words in context: existed, eventually, mammals, suffered, and read aloud the meaning they wrote followed by the
atmosphere, rare one in the dictionary.
Reading strategy: Author’s purpose
Materials: Audio CD • Partners then write each word in their notebook. They

Words underline the syllable that gets the stress. Then they write
its definition from the dictionary.
A Listen and say the words. Then read and listen to
the sentences.  $ 1•02 CRITICAL THINKING  
• Play the audio of the words and have students repeat
• Ask the following questions to check understanding:
them. Pause the audio after the words to practice the
pronunciation. For words with more than two syllables Were elephant birds a kind of elephant or a kind of bird?
(endangered, sanctuary) or two words (elephant bird, woolly (a kind of bird)
mammoth), draw attention to the number of syllables, Which animals are no longer living, elephants or woolly
which one gets the stress, and how the intonation of the mammoths? (woolly mammoths)
voice changes with the syllables. (For example, “el/e/phant/ Are polar bears extinct? How do you know? (No, they aren’t.
bird” has the stress and higher intonation on the “el”. Clap There are still polar bears in the world.)
and say them together, practicing the stress and intonation. Which word means in danger? (endangered) What helps tell
the meaning? (The word has danger in it.)
• Play the audio a second time. This time continue and have
B Circle the one that doesn’t belong.
students read along with the sentences. • Read the four words in number 1 together. Ask which

COLLABORATIVE LEARNING ones belong together and why (three are extinct). Have
students circle the one that doesn’t belong (human).
• Have students work in pairs to practice saying the words
• Have students work in pairs to complete the exercise.
to each other with correct intonation and stress.
ANSWERS
1  human  2  die  3  alive  4  respect  5  safe  
6  quagga

38 Unit 1 • Get Ready

© Copyright Oxford University Press

C Circle the correct answer. the cards. For example, the word help for take action, or
• Have students circle the answer for each question. They information for the learn card.

may look up words again or refer to the sentences above. • Ask partners to read the first paragraph. Have them look at

ANSWERS each card to determine which choice matches and check
1  elephant bird   2  woolly mammoth   3  quagga the box. Repeat for paragraphs 2 and 3.
At level:
COLLABORATION
• Have students work in pairs. One reads the first paragraph
• Have students work in groups. Assign each group one
and the other reads the choices. Have them discuss which
extinct animal and two other vocabulary words. choice of author’s purpose is best. Repeat for the other
two paragraphs.
• Using the sentences on the page and the dictionary Above level:

definitions, ask them to write about the animal. Have • Have students work in pairs. Have them read the
students in the group draw the animal, using the picture
to encourage them to add written details. paragraphs and choose the correct author’s purpose.

• For the non-animal words, have students re-read the • Have students discuss the reasons for their choices and

sentences and dictionary definition of the words and write a sentence for each one describing why they think
write two sentences about each word. their choice was the author’s purpose.

• Have each group present their sentences, using their E Words in Context: Scan the story on pages 10–11
and circle these words. As you read, try to guess
picture to back up their written descriptions. what the words mean.

Before You Read COLLABORATIVE LEARNING

Discuss the topic • Have students work in groups of six. Have each student
• Have students re-read the sentence for extinct on page 8.
in each group choose one of the six words and scan the
Point out that the animals in the vocabulary are all extinct. story to find it. Alternatively they can work together in
Have students name them again. Ask If they are extinct, pairs within the group to find two of the words.
do any of them live today? (no) Then discuss the word
endangered. Read the sentence about polar bears on • Have students in the group show the others where they
page 8. Ask What can happen to an endangered animal?
(It can become extinct.) found their word so they can all circle it.

Think • Ask all students to underline the sentence that contains
• For the first question, discuss the reasons that animals are
the word and to read it aloud.
important to us. Point out that we need the same things
animals need. Ask students to name some of the things • Remind students that when they read the text, they will
animals and people need (clean air, food supply). Discuss
that protecting animals also means protecting ourselves. be figuring out the meanings of these words from the
context of the sentence and paragraph.
• Ask the second question. Discuss the sea turtle on pages 6
F Turn to pages 10–11 again. Look at the pictures
and 7. Explain that sea turtles are endangered. One of the and the title. What do you think the story is about?
big dangers is getting caught in fishermen’s nets. Could it happen in real life?

• Point out that another important reason to protect COMMUNICATION

animals is that they depend on each other. We need • Have students look at the reading pages.
all the species of animals to maintain balance. Give an • Ask students to recall what they know about dodos. Ask
example. Frogs eat mosquitoes. What would happen without
frogs? (There would be too many mosquitoes.) Are dodos living or extinct? (extinct)

• Review the list of endangered animals you made in the • Point to the animals and ask students to recall the

opener and the reasons they are in danger. vocabulary words they learned for extinct animals. Have
them name the animals they recognize.
D Learn: Author’s Purpose
• Ask What does purpose mean? (It is why we do something.) • Ask What is this story about?
• Write their ideas on the board and leave them there to
Explain that authors have different reasons, or purposes
when writing. Have volunteers read aloud the three return to after reading, to see if those ideas were covered
questions in the Learn box that help us find out why the in the passage.
author wrote the story.
Reading Preview
Read the paragraphs. Check (✓) what the author • Read the title of the unit’s reading text.
wants you to do. • Have students silently read the content of the preview bar.
• Ask What type of text is it? (fantasy) Ask What is a fantasy?
DIFFERENTIATION   ​
Below level: Write students’ answers. Then have them re-read the
description about fantasy to see if they were right.
• Have students work in pairs. Give three cards, each with
Further Practice
one choice for author’s purpose: have fun, take action,
learn. Supply students with other words or examples on Workbook Unit 1 pages 2–3
Online practice Unit 1 • Get Ready
Classroom Presentation Tool Unit 1 • Get Ready

Unit 1 • Get Ready 39

© Copyright Oxford University Press

Unit 1 Read    page 10  

Summary During Reading  $ 1•03
Objectives: To read, understand, and discuss a fantasy; to • Ask a gist question to check overall understanding of the
apply a reading strategy to improve comprehension.
School subject: Social Studies: History text, and allow students a few minutes to skim the text.
Text type: Fantasy (fiction) For example, What do each of the animals talk about? (How
Reading strategy: Author’s purpose long ago they lived, and why they became extinct.)
Big Question learning points: When animals are extinct,
they are gone forever. Animals are sources of food. Animals are • Remind students they will be reading information told by
beautiful. The environment and food chain depend on animals.
Materials: Audio CD each of the extinct animals in Mina’s dream.

Before Reading • Play the audio. Students listen as they read along. Play the
• Have students point to the girl, Mina. Ask What was she
audio a second time if necessary.
reading? (A book about extinct animals.)
• After reading through the text a first time, have them read
• Ask students to find Mina in the animal picture. Ask Is this
again, marking the paragraphs in which each new animal
a picture of real life or her dream? (her dream) What did she enters the scene and tells its story about extinction.
dream about? (extinct animals)
DIFFERENTIATION
• Ask students to tell you about the animals in the pictures.
Below level:
Ask Is this an elephant or a woolly mammoth? (a woolly
mammoth) How do you know? (It has long tusks like a woolly • Work with a group of seven students. Play the audio and
mammoth.) Do you think all of the animals pictured here are
living or extinct? (extinct) have students read along silently. As they read, have them
circle the names of each character in the story: Mina, the
• Have students review the sentences about those animals dodo, the quagga, the sea wolf, the woolly mammoth, the
elephant bird, the tiger.
on page 8, reading them aloud again.
• Assign each character to a student. Narrate the story. Each

student reads aloud their character’s dialogue.

40 Unit 1 • Read

© Copyright Oxford University Press

At level: DIFFERENTIATION  

• Form a group of eight students. As above, they read Below level:

silently as they listen and circle the character names. • Have students work in small groups to write an outline of

• Assign each student a character and one student the part a fantasy based on the story. Provide a structure for them
to fill in words and phrases. For example, Setting (place):
of the narrator. Have them scan the reading and each the school. Events (what happens): Extinct animals come to
circle the lines that their character says. school.

• Have the narrator start reading aloud. Each of the other • Have each member of the group draw a picture of an

students reads the part of their character. Encourage them event in the story. Encourage students to use the pictures
to read with expression and feeling. to get more ideas for writing details of the story. For
example, The mammoth is teaching. It has to hold a marker
Above level: in its trunk to write on the board.

• Form a group of four students. Assign each group of three At level:

students two animal characters, and the fourth the part of • Have students work in small groups to write ideas for their
Mina and the narrator. Have students read the story aloud,
changing their voices for their different characters and own fantasy based on the story. Provide a structure for an
reading with expression and feeling. outline as above. Have them choose a different setting for
their story, for example, a school or a beach.
• Have them perform the dramatic reading for the class.
• Have students each write a paragraph about what the
CRITICAL THINKING
animals would do and illustrate the descriptions.
• Ask the following questions to initiate discussion:
Above level:
How do you know from the story that Mina is dreaming?
Each of the animals says how long ago it existed. Did they all • Have students work in small groups to write their own
exist at the same time?
Did the animals become extinct for the same reasons? What fantasy based on the story. Ask them to choose a new
were a few of the reasons? setting and to use the same extinct animals or others
What is one good thing the tiger tells everyone? they know. Have them include ideas about what happens
when the extinct animals arrive.
After Reading
• As a group, discuss the story. Ask students to describe in • Have each student write a paragraph about one of the

a few sentences what happened. Then ask them to talk extinct animals in the new setting. Have the groups
about what made this story a fantasy. Ask them to recall combine their paragraphs to make a short story with
the definition of a fantasy: a story that could not happen in illustrations. Ask them to present it to the class.
real life. Ask Which part at the beginning could happen? (A
girl reading a book and falling asleep.) What is the first thing CULTURE NOTE  
that happens that could not happen in real life? (A dodo flies
into the window.) Why couldn’t this happen? Birds can fly The animals in this story came from different parts of the
into windows, can’t they? (It can’t happen in real life because world. The dodo lived on Mauritius in the Indian Ocean.
dodos have been extinct for 400 years.) The quaggas lived in South Africa, mammoths lived
in Africa, Europe, and Asia, and elephant birds lived in
• Continue taking examples of the things in the story that Madagascar. All parts of the world still have animals that
are endangered and could become extinct.
could not happen in real life.
Further Practice
COMMUNICATION
Workbook Unit 1 page 4
• Point out that fantasy is based on reality. Ask What true Online practice Unit 1 • Read
Classroom Presentation Tool Unit 1 • Read
events are part of this fantasy? (Those animals did become
extinct.) Ask students to list reasons given in the story for
why each animal became extinct, for example, Dodos
became extinct because they had nothing to eat. Cats also
killed the dodos.

COLLABORATIVE LEARNING  

• Pair students and have them write summaries of the story.

Write questions for the groups to use when summarizing.
For example, How does the story begin? Which animal does
Mina see first in her dream? What does the animal tell her?
What is the second animal that comes in?

• Have students write two to three sentences about each

animal that enters the story.

• Ask volunteers to read their summaries to the class.

Unit 1 • Read 41

© Copyright Oxford University Press

Unit 1 Understand    page12 

Summary B Circle the correct answer.
Objectives: To demonstrate understanding of a fantasy • Have students complete the activity individually, then
text; to understand the meaning and form of the grammar
structure. compare answers in pairs.
Reading: Comprehension
Grammar input: Present Perfect and Present Perfect ANSWERS 
Continuous 1  c  2  a  3  a  4  b
Grammar practice: Workbook exercises
Grammar production: Writing personal information • Ask follow-up questions, for example, Why did hunters
Materials: Audio CD
want to kill quaggas? Why does the tiger say that tigers are
Comprehension lucky? Why does Mina think sanctuaries are a great idea?

Think DIFFERENTIATION  
• Have students tell two things they liked about the story. Below level:

Then have students each tell the class what their partner • Have students work in pairs. Ask each pair to focus on
liked. Encourage them to give details about why they
liked that part of the story. two animals in the reading. Have the students each write
a question for their partner to answer about one animal.
A As a class, discuss the author’s purpose for Have students tell each other the answers.
writing “Dreaming of Dodos”. Did the author want At level:
you to have fun, take action, or learn something?
• Ask students to recall the possible reasons for an author to • Have students work in pairs. Have each partner write a

write. Ask Was this author’s purpose to have fun, take action, question about each of the animals in the story for their
or learn something? partner to answer. Have the partners write the answers to
the questions.
• Have students write which purpose they think it was. Then Above level:

ask volunteers to tell the class which one they think is the • Have students work in pairs. Have partners work together
author’s purpose and why.
to write two questions about each of the animals.
Have them trade questions with another pair and work
together to write the answers.

42 Unit 1 • Understand

© Copyright Oxford University Press

C Words in Context: Look again at the words you ANSWERS
circled in the story. Write them in the correct places 1, 4, 6
in the paragraph.
• Have students look at the words in context from page 9 COLLABORATIVE LEARNING  

that they circled in the story. Have them fill in the blanks • Form a circle. Pass a ball around. The student with the
with these words. Ask volunteers to read each sentence of
the paragraph aloud. ball says a sentence in the present perfect, choosing
something they have done in their life, for example I have
• Have students work in pairs to use each of the words in traveled in a plane. Then they pass the ball.

a new sentence. Ask them to write their sentences. Have • Make a list of students’ present perfect sentences.
volunteers read their sentences to the class. • Go around the circle again to practice the present perfect

ANSWERS  continuous. Have each student describe an action and a
1  mammals  2  existed  3  Eventually  4  rare  length of time. She has been reading for an hour. We have
5  suffered  6  atmosphere been studying animals for a week.

Grammar in Use • Write the statements. Keep the two lists displayed for

D Listen and read along. Then circle Yes reference during the differentiation activity below.
or No.  $ 1•04
F Work with your partner. Take turns stating two
CREATIVITY facts about you using the present perfect and the
present perfect continuous.
• Listen once. Then divide the class into two groups. Listen • Have partners read the dialogue and the directions.

again and have each group read the part of one character Then have them write and practice a new dialogue with
along with the recording. present perfect continuous and present perfect.

• In the same groups, practice reading the characters’ parts Workbook Grammar
• Direct students to the Workbook for further practice of the
without the recording.
grammar.
• Have students answer the questions.
DIFFERENTIATION  
ANSWERS Below level:
1  Yes  2  Yes
• Have students form groups. Provide categories, such
CRITICAL THINKING
as schoolwork, chores, or sports. Provide sentences with
• Ask the following questions to encourage students to blanks and ask them to complete the sentences with
present perfect continuous. She ___  ___ playing baseball
think about the cartoon: ___ one hour. Have them refer to the list you made in the
What part of the first sentence tells you that Finn is still collaborative activity in E.
painting? (been painting) At level:
What part of that sentence tells you how long Finn has been
painting? (all day) • Have students form groups. Provide categories as above.
What is Finn trying to find out when he asks Charlie the
question? (if he knows how to paint) For each category, ask the group to write three sentences
in present perfect continuous, for example She has been
E Learn Grammar: Present Perfect and Present playing baseball for an hour.
Perfect Continuous  Above level:
• Make two columns on the board. Write Present Perfect and
• Have students form groups, and provide categories
Present Perfect Continuous.
as above. Have the group write a paragraph for each
• Write I have read books in the first column. In the second, category using at least three sentences with present
perfect continuous.
write I have been reading books. Explain the difference:
when you say have been reading you are continuing to Further Practice
read the book right now.
Workbook pages 5–7
• Point out that when we use the present perfect Online practice Unit 1 • Understand
Classroom Presentation Tool Unit 1 • Understand
continuous, we often tell how long we have been doing
something, for example, I’ve been waiting for an hour.

Read the sentences. Which sentences say that the
action is still happening?
• Read the sentences beneath the Learn Grammar box and

ask students to identify the tense for each. Then ask them
to list those which are in the present perfect continuous.

• Point out that we form both tenses using have. In the

present perfect, have is followed by a verb in the past. In
the present perfect continuous, have is followed by the
continuous – a verb with -ing.

Unit 1 • Understand 43

© Copyright Oxford University Press

Unit 1 Communicate    page14 

Summary A Listen. What is the main idea the speaker wants
Objectives: To learn and practice listening, speaking, and you to learn about Goliath frogs?  $ 1•05
writing strategies to facilitate effective communication. • Have students listen to the text about Goliath frogs.
Listening strategy: Listening for main idea • Ask the question in A. Take ideas about what the speaker
Speaking: Talking about an opinion
Word Study: Suffix -able: dependable, excitable, preventable, wants students to learn about Goliath frogs.
adjustable, adorable, solvable, avoidable ANSWERS
Writing Study: Sentence fragments Students’ own answers but should include that Goliath
Big Question learning point: When animals are extinct, frogs are endangered.
they are gone forever. Animals are beautiful. Animals are
sources of food. B Listen again. Then check (✓) the correct box.
Materials: Talk About It! Poster, Big Question Video, $ 1•06
Discover Poster 1, Big Question Chart, Audio CD • Play the audio again and ask children to listen and check

Listening the correct answer for each numbered item.
ANSWERS
Think 1  33 centimeters   2  baby  3  Africa  
4  250 million years   5  food  6  as pets
CRITICAL THINKING  
Speaking
• Ask a volunteer to read the Think question at the top of
C Learn: Talking About an Opinion  $ 1•07
the page. Ask students to think about reasons for hunting
animals (to use them for food, for fur, for sport). Prompt with COMMUNICATION
these questions:
What animals do people eat? • Ask students to describe what an opinion is. Discuss that
Where do fur coats come from?
an opinion is what someone thinks.

• Have students listen to the explanation of what we say

when we give opinions or ask people about opinions.

• Show the Talk About It! Poster and have volunteers read

the ways to talk about opinions.

44 Unit 1 • Communicate

© Copyright Oxford University Press

• Play the dialogue and ask students to listen as they read Writing Study

along. Then play it again and have two volunteers say E Learn: Sentence Fragments
the dialogue. • Read the explanation about sentence fragments. Then

DIFFERENTIATION have a volunteer read the example. Explain how to fix a
fragment. Have another volunteer read the sentence.
Below level:
• Ask students to identify the verb that was added, survive.
• Pair students and ask them to practice the dialogue. Then,
Point out the subject of the sentence, zebras.
model how to change the animal to alter the first speech
bubble. Write S for sentence or F for fragment.
• Have students do the exercise in pairs, reading the
• Say the new first line again and ask the partners to choral
fragments or sentences to each other and labeling them
read the second. Then do the exchange the same way, with S or F.
changing the third line. ANSWERS
1  F  2  S  3  F  4  S
• Have the partners try the new dialogue. Then, have them
Workbook
give their own opinion, replacing the animal and the
reason. Word Study and Writing Study Practice
At level: • Direct students to the Workbook pages 8–9 for further

• Pair students and ask them to practice the dialogue, practice of the Word Study and Writing Study.

giving their own opinions about one of the topics listed, Big Question 1 Review
taking turns to speak the two different roles.
Why do we protect animals?
• Have three different pairs stand up and conduct their
A Watch the video. 
short dialogue for the class. • Play the video and when it is finished ask students to give
Above level:
some example answers to the Big Question.
• Pair students and have the partners practice the dialogue
B Think about the Big Question. Talk about it with
as above, giving their own opinions. a partner.
• Display Discover Poster.
• Have pairs stand up and conduct their short dialogue for • Refer to the learning points covered in Unit 1 which are

the class. written on the poster and have students explain how they
relate to the different pictures.
• Have partners write two more versions of the dialogue,
• Return to Big Question Chart.
using all of the possible responses they have learned. • Ask students what they have learned about endangered

Word Study animals while studying this unit.

D Learn: Suffix -able  $ 1•08 • Ask what information is new and add it to the chart.
• Read the explanation in the Learn box. Ask two volunteers Further Practice

to read the two example sentences. Workbook pages 8–9
Online practice Unit 1 • Communicate
Listen and say the words. Look them up in the Classroom Presentation Tool Unit 1 • Communicate
dictionary. Write the words by adding -able. If a
noun or verb ends in an e cross out the last letter.
• Have students listen to the words and repeat them. Then

have them complete the exercise individually, writing the
words with the suffixes.

ANSWERS
1  dependable  2  excitable  3  preventable 
4  comfortable  5  adjustable  6  adorable  7  solvable 
8  avoidable

COLLABORATIVE LEARNING  

• Divide students into groups of four. Assign two verbs

from the page to each group. Have two of the students
each write one of the verbs on an index card, for example
depend, predict. On the back of the cards have them write
verb. Have the other two students use two more cards to
write the same words, adding the suffix -able. On the back
have them write adjective.

• Collect all the cards from the groups and mix them up.

Distribute the cards to the groups. Have students in
each group sort their cards to find matches of verbs and
adjectives, for example depend / dependable.

• Have groups trade cards to make all the matches.

Unit 1 • Communicate 45

© Copyright Oxford University Press

Unit 2 Get Ready    page16 

Summary • Ask students to say four of the two-syllable words with
Objectives: To understand words about conservation;
to apply own experience and a reading strategy to help you that have stress on the second syllable (diverse,
comprehend a text. protect, inspire, reserve). Say the others with stress on the
Vocabulary: diverse, identify, tracker, protect, naturalist, first syllable (tracker, damaged, poaching). Have them clap
poaching, damaged, conservation, preservation, inspire, louder on the syllable with the stress.
population, reserve
Words in context: jungles, wildlife, hunter, injuries, mission, • Play the audio a second time. This time continue and have
national park
Reading strategy: Monitor and clarify students read along with the sentences.
Materials: Audio CD
COLLABORATIVE LEARNING  
Review and Present the topic
• Ask students to recall the Big Question: Why do we protect • Have students work in groups of four. Ask them to re-read

animals? Say In the last unit, we learned about endangered the sentences and talk about the meanings of the words
and extinct animals. Now we are going to learn more about that they can understand from the sentences. Have each
how we protect animals. student in the group write the meanings for three words.

Words • Then have each student look up the words in the

A Listen and say the words. Then read and listen to dictionary pages. Have them put a check next to the
the sentences.  $ 1•09 meaning they wrote if it is correct. The wording does
• Play the audio of the words. Pause the audio after the not have to be exactly the same. If the meaning was not
correct, have them write the correct one.
words to practice the pronunciation. With students, clap
the number of syllables. • Using large index cards, have students make cards for

• Point out that the four-syllable words conservation, each word. Have them write the word and underline the
syllable with the stress. Then ask them to write the correct
preservation, population have the same stress and definition beneath the word.
intonation. Have students repeat them, noticing the stress
on the third syllable. Then point out that the word identify • Have students each read their words and definitions
has the stress on the second syllable.
aloud. Then have each student copy the other words and
definitions onto cards so that each has a full set.

46 Unit 2 • Get Ready

© Copyright Oxford University Press

CRITICAL THINKING   At level:

• Ask the following questions to check understanding: • Have students work in pairs as above. Have them take

Does the word diverse mean a large number of animals, or turns reading each sentence and asking each other
many kinds of animals? (many kinds) questions, for example, How long have sloths existed?
In the last unit we learned the word ‘sanctuary’. Which new
word has a similar meaning? (reserve) • Have students write simple sentences summarizing as
Which word is a verb that is something important to do to
endangered animals? (protect) they go. For example, for the third sentence, Sloths live in
trees. Sloths hang upside down.
B Write each word in the correct column. Above level:
• Ask a volunteer to read the three list headings. Explain
• As above, have students work in pairs. Have students take
that each of the words in the box can go into one of these
categories. Point out that for actions they will be looking turns reading the sentences. Have them ask each other
for the verbs in the set of words. questions, rephrase what they read, and write sentences
clarifying the meanings.
• Have students work in pairs to write the words under the
• After the exercise, ask the pair to write sentences
appropriate headings.
explaining their process of practicing the strategy. For
ANSWERS example, First we took turns reading each sentence. We took
People’s Jobs:  tracker, naturalist notes. We checked what species meant.
Good Ideas:  preservation, conservation
Actions:  protect, identify, inspire E Words in Context: Scan the article on pages
18–19 and circle these words. As you read, try to
C Work with your partner to complete the guess what the words mean.
sentences.
COLLABORATIVE LEARNING  
COMMUNICATION
• Have students work in groups of three. Have each student
• Have students work in pairs. Ask them to take turns
in each group choose two of the six words and scan the
reading each sentence aloud and choosing the correct reading to find them.
word to complete the sentence.
• Have students in the group show the others where they
ANSWERS
1  population  2  damaged  3  reserve  4  diverse found their word so they can all circle it.

Before You Read • Ask all of the students to underline the sentence that the

Think word is in and to read it aloud. As they read they will be
• Ask students what they know about tigers. Write their trying to understand the meanings of these words.

ideas on chart paper. Then ask them to recall their F Look at the article on pages 18–19.
discussion in the previous unit about why it is important • Have students look at the pictures and headings on the
to protect animals. Ask What do you think is the most
important reason for protecting tigers? reading pages and answer the two questions on page 17.

D Learn: Monitor and Clarify • Write their ideas on the board to return to after reading.
• Have a volunteer read the name of the strategy. Discuss
Reading Preview
the meaning of the two words: “To monitor” means to • Read the title of the unit’s reading text.
observe and check something over time. “To clarify” means to • Have students silently read the content of the preview bar.
make something clear. • Ask What type of text is it? (biographical) What is a

• Have volunteers read each sentence of the Learn box. biographical text? Have a volunteer read the description
beneath the summary. Ask Is biographical information
Then follow the steps below to practice the strategy. fiction or nonfiction? (nonfiction)

Read the paragraph about sloths. Answer the Further Practice
questions.
Workbook Unit 2 pages 10–11
DIFFERENTIATION Online practice Unit 2 • Get Ready
Classroom Presentation Tool Unit 2 • Get Ready
Below level:

• Have students work in pairs to practice monitoring and

clarifying as they read the paragraph.

• Have them take turns reading each sentence. Model how

to ask questions to check understanding. For example,
What is a sloth?

• Ask students to take simple notes. For example, Sloths eat

insects. Encourage students to circle sentences they don’t
understand.

Unit 2 • Get Ready 47

© Copyright Oxford University Press

Unit 2 Read    page 18  

Summary COLLABORATIVE LEARNING  
Objectives: To read, understand, and discuss a biographical
text; to apply a reading strategy to improve comprehension. • After listening to the text with the audio, divide the class
School subject: Social Studies: History
Text type: Biographical text (nonfiction) into groups of six. In each group, have one of the six
Reading strategy: Monitor and clarify students re-read one section under a subtitle in the text.
Big Question learning point: It’s cruel to hurt animals. They should read the sections silently.
When animals are extinct, they are gone forever.
Materials: Audio CD • When all six students are finished reading, have them

Before Reading each say one interesting thing and one thing they liked in
• Have volunteers read the title and each of the section the text.

titles. Ask What do those titles tell us about tigers? (They DIFFERENTIATION  
live in the Himalayas, they can eat people, and people are
trying to save them.) Ask students if they know where the Below level:
Himalayas are. Remind them that the preview told them
they would learn about India. • After listening to the entire reading several times,

• Ask them to look at the picture of Jim Corbett. Explain assign students just the section called The Foothills of
the Himalayas. Have pairs alternate lines, reading the
that as they learned in the summary, he was a man who paragraph several times aloud to practice making their
helped to save tigers. reading sound fluid. Have them circle words that are
difficult to pronounce.
During Reading  $ 1•10
• Play the audio. Have students listen as they read along. At level:

Play the audio a second time if necessary. • After listening to the entire reading, assign pairs of

• After each section, pause so that students can monitor students two sections of the reading: Man-Eaters and
Saving the Tiger. Have each student read aloud one of the
and clarify their understanding of the information. Use the two sections to the other student.
Think questions on the page to help with this.
• Have pairs repeat the reading, concentrating on the flow

of the paragraph.

Above level:

• Divide students into groups of three. After reading the

entire passage with the audio, assign students in pairs the
section on Jim Corbett. Have each of the three students
read one subsection aloud.

48 Unit 2 • Read

© Copyright Oxford University Press

• Have them trade parts two more times so that each of CULTURE NOTE  
Approximately 55 percent of the world’s wild tigers live in
them reads all three sections. India. Less than 100 years ago, tigers lived all across Asia.
Today, they live in isolated populations and their range
• Have them repeat to perfect their pronunciation and the has been cut by 93 percent.
Tigers can still be found in Myanmar, China, Malaysia, and
flow and cadence of the paragraphs. other countries in Asia, but they are rarely sighted so it is
difficult to know exactly how many are left.
CRITICAL THINKING  
Further Practice
• Ask the following questions to generate discussion:
Workbook Unit 2 page 12
What does the description of the Himalayas in the first Online practice Unit 2 • Read
paragraph tell you about the habitat that tigers need? Classroom Presentation Tool Unit 2 • Read
Why were the tigers eating people? How did Jim Corbett
discover the reason?
Why does saving the tiger mean preserving the entire
food chain?

After Reading
• As a group, discuss the different sections. Ask students to

describe in a few sentences the information which the
reading covers in each of the sections. Ask Which section
of the reading is the biographical text?

COLLABORATIVE LEARNING  

• Put students into groups. Give each group index cards.

Ask each student in the group to write a short phrase
or sentence telling what they thought was the most
interesting thing about the selection, or the part they
enjoyed the most.

• Assign one person in the group the task of reporter. This

should be a more confident speaker. Ask the reporter for
each group to tell what their group members found most
interesting.

DIFFERENTIATION  
Below level:

• Have students work in groups to make a poster about

tigers. At the top they write Tigers are …

• Ask students in each group to make a list of words and

phrases that could end the sentence. Then they list
them on the poster. For example, Tigers are … beautiful
and interesting. Tigers are … endangered animals. Provide
suggestions as needed.

• Have groups illustrate their posters and present them to

the class, reading each of the phrases as a full sentence.
At level:

• As above, have students work in small groups to make a

poster with the heading Tigers are …

• Have them list longer phrases to make sentences, for

example, Tigers are … beautiful animals with stripes / the
most interesting animals / endangered animals in India.

• Have students illustrate their posters and present them to

the class, reading each idea as a full sentence.
Above level:

• Have groups make posters as described above. Have them

complete the sentence Tigers are … with multiple phrases.
After each one, have them add additional sentences.
For example, Tigers are … beautiful. They are endangered
animals that live in the Himalayas.

• Have students present their posters to the class, reading

all the sentences.

Unit 2 • Read 49

© Copyright Oxford University Press

Workbook Answer Key

Unit 1OD2e_Endmatter heads_TG5.indd 2 Page 8 2 naturalist, reserve, conservation,13/12/2018 13:41
A preservation, diverse, identify,
Page 2 1  dependable  2  adjust  3  excite population, inspires
A 4  adorable  5  prevent  6  solvable
1  f  2  h  3  e  4  b  5  g  6  d 7  comfortable  8  avoid Page 12
7  a  8  c  9  i  10  j  11  l  12  k B A
1 prevent / preventable  Students’ own answers.
Page 3 2 comfortable / comfort  B
B 3 depend / dependable  Students’ own answers.
1  c  2  b  3  a  4  c  5  b  6  d 4 adjustable / adjust
C 5 adorable / adore  Page 13
1  exploit  2  species  3  survive 6 avoidable / avoid  A
4  endangered  5  woolly mammoth 7 excitable / excites  1  False  2  True  3  True  4  True  
6  sanctuary 8 solve / solvable 5  False
Page 9 B
Page 4 A Students’ own answers.
A  1 ✗ / ✓ C
Students’ own answers. Elephants still live in some parts of 1 wildlife / jungle
B Africa. 2 mission / National Park
Students’ own answers. 2 ✗ / ✓ 3 hunters
I’m going to write letters. 4 injuries
Page 5 3 ✗ / ✓ D
A Environmental groups are working Students’ own answers.
Students will circle answers 1, 3, hard.
and 4 4 ✗ / ✓ Page 14
B The woolly mammoths are the B 
1  c  2  b elephants’ relatives. 1 She has played the flute since
C 5 ✗ / ✓
1  mammals  2  existed   They are trying to save the elephants’ 1972.
3  atmosphere  4  suffered habitat. 2 They have played soccer for
5  rare, Eventually 6 ✗ / ✓
D I have never seen anything made of 14 years.
Students’ own answers. ivory. 3 Sara has written a letter about
B
Page 6 Students’ own answers. protecting lions.
B 4 The organization has done a lot to
3 They have learned. They have Unit 2
help animals.
been learning. Page 10 5 They haven’t looked at the
4 We have traveled. We have been A
Across: 1  protect  2  naturalist, information.
traveling. 3  conservation  4  reserve 6 He hasn’t written letters about
5 You have talked. You have been 5  identify  6  population
Down: 7  tracker  8  diverse protecting dolphins.
talking. 9  preservation  10  damaged 7 We have been friends for ten years.
6 He has eaten. He has been eating. 11  inspire  12  poaching
7 I have walked. I have been walking. Page 11 Page 15
8 She has listened. She has been B C
1  diverse  2  damaged  3  tracker 1 Daniel has traveled to Africa to see
listening. 4  conservation  5  inspire 
6  population  7  protect  lions.
Page 7 8  preservation 2 Trackers have identified the homes
C C
1  has been playing   2  has traveled 1  b  2  d  3  a  4  e  5  f  6  c of animals.
​3  has played   4  have been studying  D 3 Conservation organizations have
5  has been traveling   6​   have 1 identify, tracker, poaching,
studied protected African lions.
D damaged, protect 4 Alice hasn’t worked for that
Possible answers:
She has been raking leaves for an © Copyright Oxford University Press organization.
hour. 5 I haven’t written letters about
He has been playing in the snow.
It has been raining all day. animal protection.
D
228 Workbook Answer Key 1 Tom has lived in this house since

2009.
2 Tom has lived in this house for

nine years.
3 Sue has studied English since

2010.