CAMBRIDGE

UNIVERSITY PRESS
Map of the course iv

Introduction
About Super Minds VIII

Super Minds 2 components IX

Tour of a unit xi
Teaching with Super Minds 2
Working with large classes XIV

Effective use of L 1 xv
Monitoring xv
Assessment xvi
Using the Super Minds songs XVI

Using the Super Minds stories XVII

Teaching notes
Back to s chool T4
My day T10
The zoo T22
Where we live T34
The market T46
My bedroom T58

• People
Off we go!
T70
T82

• Sports c lub
Holiday plans

Teacher's Resour ce BooK2

T94
T106

T121
 L �ack to school (pages 4-9)
Vocabulary Grammar Story and value Thinking skills
The There's a (car). The burglars • Matching
classroom: There are some Helping people
door, (balls).
bookcase, (Stand up).
wall, clock. ; Don't (stand up).
window.
board,
cupboard,
chair, floor
.. Song: It's good to see you all again

& © My day (pages 10-21)

:
Vocabulary Grammar Story and value Skills I Thinking skills English for school
Phonics
Daily What's the time? What a day! • Reading • Interpreting 1 Geography: Time
routines: It's (nine) o'clock. Offering to help for specific visual zones
get up, get When do you (have your parents information information Project: Make a
dressed, have breakfast)? The letter • Writing from a • Logical- clock
breakfast. At (seven) o'clock. sounds ee and model mathematical
brush your (Claire gets up) at ea • Listening I thinking
teeth, go to (eight) o'clock. for specific · • Selecting and
school, have information � classifying
lunch, play • Speaking -
in the park,
have dinner.
go to bed
.. Song: It's three o'clock in the afternoon -=----- ► Revision
► Creativity

t ® The zoo (pages 22-33)

:
1 English for school
Vocabulary Grammar Story and value Skills Thinking skills
Phonics
!
Animals: (Freddy) likes I The zoo keeper • Reading • Applying world ' Science: Animal
· zebra, doesn't like Helping people for specific knowledge I families
. monkey, (spiders). The letter information ' • Classifying and I Project: Make
hippo. parrot, Does (Mark/Emma) sounds ie and y • Listening categorising an animal family
snake, bear, like (bananas)? for specific , group display
tiger, Yes, he/she does. I information �
crocodile No, he/she doesn't. • Writing a
description
• Speaking
, • Reading for
detail,@)
-,,. Song: The zebra likes sa':!s�ges -,,. _Creativity -,,. Revision

( iv ) Map of the course )

 roduction
About Super Minds Expanding young minds
What is Super Minds? Super Minds begins from the premise that the students
are not just language learners but explorers in every
Super Minds is a seven-level course for primary age aspect of their educational development. The course
students, with a Starter level underpinning Super Minds 1. enables students to become smart in three ways:
By building solid foundations, expanding young minds,
kindling the imagination and fostering positive values, • � The development of thinking skills underpins
Super Minds encourages students to become smarter as the course methodology and is clearly signposted
they develop in the widest educational sense. in purposeful activities. These thinking skills are the
building blocks of learning and the activities keep in
A flexible approach step with the students' increasing maturity through the
Super Minds offers maximum flexibility: course.
• Wider thinking through the application of knowledge
• Super Minds gives the option of an oral-aural is encouraged by content and language integrated
introduction to English by using the Starter level, learning (CUL), with topic-based material clearly
whereas some schools may prefer to begin with linked with subjects across the curriculum.
Super Minds 1. All the language from the Starter • Games and other activities in pairs, groups or as a
level is re-introduced in Level 1 in different contexts, whole class are designed to improve students' memory
developing all four skills. and concentration skills.
• All seven levels of Super Minds have been specifically
researched to cater for a variety of teaching situations In Super Minds 1 and 2, specific activities develop a
including those with a higher than usual number of range of skills from observation to thinking skills such
hours of English per week. The units include lessons as memory, sequencing, categorising and deciphering
with a core syllabus focus and additional lessons codes.
which can be used flexibly according to the time
available for English. This is explained in the Tour of a Kindling the imagination
unit (see pages xi-xiii). From the beginning, Super Minds fuels the imagination
not just through the adventures of the superhero
Building solid foundations characters in school and play contexts parallel to the
students' own experiences, but also through specific
Super Minds 1 is appropriate for students who are ready
activities.
to begin reading and writing in English and includes an
early focus on the alphabet. The solid language syllabus Rounding up the language and contexts of the unit,
is carefully structured to cater for those preparing for the guided visualisation activities invite the students to relax
YLE exams, with the YLE Starters syllabus covered by the and listen before creating the picture that they saw in
end of Super Minds 2. their mind, and TPR (total physical response) action
sequences enable them to act out a story using simple
The students meet four Super Friends with engaging
language.
super powers: Whisper can talk to animals, Misty can
make herself invisible and Thunder and Flash have
superhuman strength and speed respectively. These
Fostering positive values
powers enable them to take the students on exciting Stories are a highly valuable teaching tool and in
adventures addition to the rich linguistic input that they offer, Super
through Minds also uses stories as a vehicle for the illustration
which all four and discussion of values. The students are encouraged
language through discussion and specific Workbook activities to
skills are think about the deeper meaning of the stories, such as
practised and the importance of fair play, waiting your turn, helping
developed. and looking after your friends.

( viii ) Introduction)
Super Minds 2 components
Student's Book • A Creativity lesson featuring either
The Student's Book contains:
• An introductory Back to school a guided visualisation activity or
unit (6 pages) which reintroduces
the characters Whisper, Thunder,
Misty and Flash, and presents � an action sequence telling a story in simple
or revises classroom objects, � language
There's I There are, 10-100 and ey,
imperatives • A Revision lesson featuring a topic-based game,
• 9 core units (12 pages) with an easy-to-use single- project or quiz
page lesson format rounding off with revision
• Cut-outs for festivals and selected activities Interactive DVD-ROM
• Stickers for a different activity in each unit This complementary component is included with the
Student's Book, for students to use at home or in the
Each unit offers: school computer room, and with the Classware CD-ROM,
• An opening scene in contemporary and attractive 3D for teachers to use in the classroom with a computer
artwork which establishes the setting of the unit story and a projector. Offering language reinforcement
and also provides a vehicle for the presentation of and consolidation while the students also have fun,
core vocabulary it contains:
• A memorable chant to practise the core vocabulary • Interactive games and activities
• 2 grammar lessons with varied presentation and • The Student's Book stories brought to life with
practice activities including targeted oral production high-quality animation
of the new language in a Grammar focus feature
• The Student's Book songs with karaoke versions for
• An engaging song for further language practice
the students to record and play back their own voice
• A story featuring the Super Friends characters, illustrating
• Videoke activities featuring real-life clips, with the
a different value in each unit for class discussion and
option for students to record themselves speaking one
leading into a phonics focus on specific sounds
or both roles
• � Activities to develop a range of thinking skills
• Cross-curricular English for school lessons, broadening
the unit topic in the context of other school subjects,
encouraging the students to learn
and then apply knowledge, and
offering an accessible follow-up
project

1 The boys' football team is full.

z Flash wants to ploy tennis.
3 Flash and Misty start a team.
to win,
4 The boy thinks his team is going
5 Thunder scores a goal.

0 Find who soys .•. --<"��

(Introduction ( ix )
 ;J; ;;;c»
b

Workbook Teacher's Book

This reinforces the core vocabulary This Teacher's Book is interleaved
and grammar and consolidates with the Student's Book pages. Each
the students' skills development by page of teaching notes features:
offering:
• An Aims box with detailed lesson
• Reading, matching and colouring aims, new and recycled language,
puzzles, written practice at word any necessary or optional
and sentence level. listening input materials and the language
and opportunities for oral work competences that the students
• A values activity for each unit drawn from the will achieve
message in the Student's Book story • Concise and clear instructions, tapescripts and answers
for all the Student's Book and Workbook activities
• Additional lesson stages in coloured boxes:
Warm-up: ideas for beginning the lesson, recycling
language from the previous lesson or presenting new
language
Ending the lesson: simple ideas that are flexible in the
time available to bring the lesson to a close, requiring
no presentation or extra materials
Extension activities: optional activities for extending
the focus of the lesson, for which any additional
materials are listed as optional in the Aims box
• Craft activities to extend the focus of the English for
school lessons
Flashcards
The 103 AS double-sided flashcards cover all the core
vocabulary with the image on one side and the word in
a large font on the other.

Class CDs
The 3 Class CDs contain all the recorded material for
the Student's Book and Workbook, including the chants,
songs, karaoke versions and stories.

Classware CD-ROM
This whiteboard software features:
• The Student's Book pages
• The audio material
It is also packaged together with the Interactive DVD­
ROM, which provides interactive activities and games for
classroom use.
• A record of learning in each unit which the students
personalise by drawing and writing at sentence level Teacher's Resource Book
• A full-colour Picture dictionary which guides students This contains the following flexible photocopiable
to label the core vocabulary from each unit as an resources for each unit:
additional record of learning • Three worksheets to reinforce the core vocabulary and
-The zoo
structures through extra practice, without introducing
-
unfamiliar language
• One cross-curricular extension worksheet
mouse ubro -beor crooxli� snake
hippo parrot tiger monkey

• Teaching notes with suggestions for exploitation and

optional follow-up activities
• An End-of-unit progress test evaluating the core
bear _ _ _
vocabulary and structures with reading, writing and
listening activities
( x ) Introduction )
Tour of a unit
Super Minds 2 begins with an introductory Lesson 2
6-page Back to school unit in both the Student's Book Grammar 1
and the Workbook. This presents again the Super Friends
The first of two core grammar points in the unit is
characters together with classroom objects, There's I
There are, numbers 10-100 and imperatives. presented and practised in Lesson 2, in the topic-based
context of the unit.
There are then ni.ne main units, each with twelve lessons.
Occasionally, these grammar lessons use the unit stickers,
Each page in the Student's Book constitutes a lesson,
together with its corresponding Workbook page. which are listed in the Materials section of the Aims box
in the teaching notes.
The material is structured in a flexible way to make it
suitable for different teaching situations: • In most cases, the students first hear or read the
language and give a non-linguistic response such as
• Lessons 1-6 present and practise new core language. numbering, ticking, circling or sticking.
as well as including a chant. a song and a story with • .� • .--· There is then a specific oral focus on the
its follow-up activities. � . new language which can be used for
• Lessons 7-12 focus on skills work and the use of presentation and discussion.
English for school. together with creativity and • This is followed by an opportunity to use the
revision. language, usually in a game.
Classes with fewer than 5 hours of English per week • The practice activities in the Workbook begin with
therefore have the option to miss out some or all of more receptive tasks in the early units, building to
Lessons 7-12, whilst still covering the vocabulary and more active production at phrase and sentence level.
grammar syllabus. They also sometimes include listening.
Using all the material in the Student's Book and
Workbook provides enough material for classes with up Lesson 3
to 10 hours per week. Song
Classes with more than 10 hours per week can extend The vocabulary and usually the first grammar point of
the material by using the worksheets in the Teacher's the unit are combined in a song for students to join in
Resource Book. and sing.

Lesson 1 • The students first listen and read the song, using the
pictures to help them, before joining in.
Vocabulary presentation
• There is then a follow-up comprehension activity.
The core vocabulary of the unit is presented and
• The next track on the CD after the song is always a
contextualised in a colourful illustration which also acts
karaoke version which you can use once the students
as an introductory scene-setting frame for the story later
are familiar with the song.
in the unit.
• The practice activities in the Workbook are varied and
• The students first hear a line or two of dialogue from do not generally require the use of the CD. However,
the opening of the story. the karaoke version is very motivating for the students
• The students listen and find the new vocabulary in the when there are guided opportunities for them to write
picture and then listen again, this time repeating the their own verse of the song.
words.
• The new words are then practised in a simple and
memorable chant.
• The Workbook offers a wide variety of practice
activities, most of which are suitable for homework
if necessary.

( Introduction ( xi )
 Lesson 4 Lesson 6
Grammar2 Story follow-up and values
Lesson 4 introduces the second grammar point Lesson 6 exploits the story in more depth and features a phonics
for the unit. focus
The range of presentation and practice activities • A follow-up comprehension activity in the Student's Book
is similar to Lesson 2, including Grammar focus reminds the students of the story.
and the occasional use of stickers. • The teaching notes then guide a discussion in English and
L 1 (the student's own language) of the value illustrated in
Lesson 5 the story. The students are encouraged to think about what
Story the characters say and do and to reflect on what is right (or
This lesson features the main wrong) about the characters' behaviour.
story for the unit which was • The Workbook presents a similar situation to the value from
introduced in Lesson 1, bringing the story, with two pictures illustrating positive and negative
the unit context. vocabulary and structures behaviour. The students circle the picture which shows the
together. The clear and expressive illustrations same value as the story.
invite the students to follow as they listen, • After the values discussion, the Phonics focus in both
and inspire them to act out the story with real the Student's Book and the Workbook works on specific
emotion later in the lesson. sounds. The students first find a sentence in the story and
then practise a target phrase or sentence featuring further
• The teaching notes first suggest ways of examples of the sound. A memorable cartoon helps the

•
reviewing the characters and the story in the students visually associate the sentence with its meaning.
previous episode.
• The students then hear the story, which is Lessons 7 and 8
brought off the page with clear character
voices and sound effects to help them follow Skills work
the action. These two lessons offer topic-based skills work
• After discussing the story in English and consolidating the language of the unit while
L1 where appropriate, the students turn to developing all four language skills. The particular skills focus is
practice activities in the Workbook. Here they clearly identified at the foot of each page.
first hear lines from the story and tick the The varied activities include:
character who is speaking. There are then
further follow-up activities, often designed to • � Thinking activities
develop thinking skills. • Sticker activities
• The Ending the lesson activity in Lesson 5 is • Speaking activities for work in pairs, groups or as a whole
always a role play in groups to practise the class
story. • Tasks in the style of the Cambridge Young Learners English
• The optional Extension activity in Lesson 5 is tests as a gentle introduction to the exam
always a discussion of the value in the story, • An opportunity to personalise the language of each unit in a
relating it to examples in students' own lives. drawing and writing or speaking activity

( xii ) Introduction)
 +
Lessons 9 and 10
English for school
These two lessons introduce a topic
from another area of the primary
Lesson 11
Creativity
This lesson brings together the topic and language of
the unit in creative ways to encourage the students to
school curriculum which is related to use their imagination. It alternates between guided
the overall unit topic. They are designed to encourage visualisation and TPR (total physical response):
the students to learn about other subjects through
English and then to demonstrate and apply that
knowledge in follow-up tasks including a project.
• The first lesson usually introduces the topic and
presents words which the students use actively but
• They then hear a voice with soft music in the
which are not core vocabulary.
background, asking questions to fire the students'
imagination and to encourage them to visualise in
their mind.
• After the listening, the students draw (or make)
l \\lhat(nmesfrom'theegg?Notab.rtmtly,but the picture that they imagined. This activity is to
encourage self-expression, so the students are
Thl!ci:tttpaiarcotsolotQfthe�ontheplanuawrdlt.
ngrows�cirdb!ggc,. .
-:-_;.>S-_'!'7;. = -
J Whenthetolerpillofitop,sgro...ing ithosohGrd,�""
=�,���ma�� s=��o�?{�� m.
encouraged to draw freely, with no sense of 'a right
,c. Wht:n thedvysotli �. Q butterfly comes out.� o �� •
r- ho..m, the butterfly optr,s lti win9? OM lliN awoy. "' answer'.
• They then present their work to the class or in groups,
using language from the unit.
TPR action sequences
• The teaching notes suggest reviewing
simple instructions for the students to
carry out before they listen.
• The students then hear a sequence of sentences
telling a simple story, which they act out with simple
• The second English for school lesson provides language.
opportunities for the students to apply the knowledge
• To consolidate their understanding of the story, they
from the previous lesson, developing their thinking skills. then read and number the sentences, matching them
• A creative project to be done either as a whole class, with the pictures.
or in groups or individually rounds off the work on the • The corresponding Lesson 11 page in the Workbook is
topic. Some of the projects use the cut-outs at the back a topic-based craft activity.
of the Student's Book.
Lesson 12
Revision
The Student's Book Revision page in each unit features
one of three different activity types:
• Poster activities consolidate the cross-curricular topic
as well as the language
• Board games to be played in small groups encourage
oral production of the language
• Quiz time pages provide revision in a fun format.
The Workbook page offers an opportunity for the
students to create a record of learning and for the
teacher to carry out informal assessment.
Picture dictionary activities review key vocabulary of
the unit.
• The corresponding pages in the Workbook consolidate
the work on the topic through a wide variety of
activities.

(Introduction ( xiii)
 Teaching with Super Minds 2
Working with large classes
Working with a large group of students of this age is • You could also use the word side of the flashcards for
challenging, but Super Minds has been developed with this, to encourage the students to read.
these teaching situations in mind. In addition to the • Remember that although the students are learning to
support in the teaching notes themselves, this section read in English, the printed instructions are above their
offers tips which you may find useful particularly if you level, so even though examples are given for most
are new to teaching a large class of this age group. activities in the Workbook, you will still need to focus
on these and demonstrate them with your finger. Ask
Finding the right resources the class why this is the right answer as an additional
Not all subjects require the students to work with two comprehension check.
books in one lesson and establishing effective techniques • There will usually be one or two students able and
for having the correct book open at the correct page can more than willing to explain the instructions in L1 as a
save a lot of time. final check if some students still seem unsure.
The right book Involving everyone
• The first time you use a book in a lesson, holding up In Super Minds, presentation and practice activities
your own Student's Book or Workbook is an obvious
involving the whole class are balanced with individual
cue for the class, but in a large class you can also
practice activities, allowing time for monitoring each
save time by asking the students to hold up the book student's progress. This combination ensures that all the
as well. Anyone with the wrong book will quickly see
students are actively involved in the lesson.
what their classmates are doing and will be able to
change books. The students can also be involved in presentation stages
• To practise reading skills, you could also point to the of the lesson, by holding flashcards or demonstrating
titles Student's Book and Workbook. games and activities with you at the front of the class.
This takes longer, but there are several benefits:
The right page
• It changes the dynamic of the classroom, which helps
• Write the page number on the board in figures as you to keep everyone's attention.
say it in English.
• It provides opportunities for recycling classroom
• Again, asking students to hold their books open at language in a meaningful way as you invite the
the right page can be a faster way of checking that students to stand up, come to the front, pick up a
everyone is ready. pencil, etc. The whole class can hear this language
and they watch to see how their classmate responds.
Checking instructions
• It demonstrates important values: you share your
The key to classroom management is clear instruction materials with the students, they play with them, look
and the larger the class, the more possibility there is that after them and give them back safely. Please and
some students will become distracted and are not then Thank you become common, natural phrases in the
sure what to do. classroom in a way that isn't possible if the students
• If the students need to move to different desks for any only ever play a passive role in class.
reason, move them first and then explain the activity. Confident students will eagerly volunteer to come to the
• If they need to take certain materials with them, front in every lesson, so you may find it useful to keep
support your instructions with flashcards or board a column in your notebook to mark students' names
drawings, e.g. Take your pencil (stick the pencil when they have been involved in this way to ensure that
flashcard on the board) and your book (stick the book everyone has been asked to take par t (for example,
flashcard on the board) with you. F= flashcard, A= acting out).

( xiv ) Introduction )
Working in groups • After you hove first explained and demonstrated
It is well worth the effort to accustom the students to a task in English using mime to support your
working in groups in the language classroom. With instructions, there may still be some students who
young students, it is a practical way of managing lack confidence. Rather than holding up the activity, it
craftwork and projects. The students can share materials may be helpful to use limited L 1 to clarify. However, it
allocated to their group and, with your help, different is best to avoid doing this all the time. If you always
tasks such as drawing, painting and cutting out can repeat instructions in L 1 ofter first explaining in
be assigned to different members of the group. This English, the students will learn to expect this and more
gives the students a sense of responsibility and fosters passive students may 'switch off' until they hear the L 1
cooperation. When playing games or doing other instructions.
speaking activities in a group, each student will have • When a student has clear emotional needs, for
more chance to speak than in an activity for the whole example if they ore unhappy because a croft activity
class. If the idea of working in groups is established at a hasn't turned out as they intended, they won't have
young age, it becomes a natural part of their language the necessary English to explain the problem and
learning, which is then extremely beneficial as their English would create a barrier. In these instances,
fluency increases. discuss the problem in L 1 first, but to move on, you
could then use English to console them, to praise their
The teaching notes for songs often suggest dividing the
work and to integrate them bock into what the rest
class into groups to sing along with the karaoke version.
of the class ore doing, e.g. OK now? Really, your kite's
This can be extended into other aspects of classroom great! Come and look at (name)'s kite. It's red and
management by establishing general class groups. blue like yours.
These groups could be fixed through the year or you • Students at this stage don't hove the range of English
could change them at regular intervals such as every that they would need to discuss abstract issues such
term, giving you the opportunity to sort the students as values. For this reason, the teaching notes give very
into different groups as you develop a picture of their clear suggestions for the use of both English and L1
individual needs and contribution in class. Using core when working on the deeper meaning of the story in
vocabulary as the names for these groups allows each unit. English is used wherever possible to prompt
frequent, natural recycling and you could ask specific the students to use relevant key phrases from the
groups at different times: story, but L1 is then suggested for the discussion of
• to distribute art and craft materials, e.g. concepts such as not cheating, teamwork. being brave,
Lizards, please give out the paper. etc.
• to take responsibility for specific tidying duties after a You may find these general principles useful:
craft activity, e.g. Apples, please collect the scissors.
Kites, put the rubbish in the bin. • Use English whenever you con use actions or
flashcards to support the meaning.
• to come and show you their work while the rest stay at
their desks, to ensure that the queue is manageable • Use L 1 to ovoid a breakdown in communication or to
discuss abstract issues.
Effective use of L1
Monitoring
With young learners, it is helpful to establish an English­
speaking environment as far as is possible, whilst In any lesson, regardless of the class size, monitoring is
still fostering an encouraging atmosphere where the on essential port of classroom management, to ensure
students feel at ease and able to contribute. The more that everyone's attention is on the task in hand. In the
you use English, the more natural it will be for the language classroom, monitoring tokes on an even more
students to copy you and to use as much as they can. important role as it provides informal opportunities for
Many students will also acquire a little more language practice and more students will hove an opportunity to
passively in this way and some may surprise you by using speak if you encourage this while you ore monitoring
new classroom phrases that they hove heard. their work.
However, there are times when the use of L 1 is an As you circulate:
effective tool: • Use English to praise the students' work and to ask
questions about it. Some students may be able to use
a few words; others may need questions to prompt
them; others may only be ready to understand and
agree as you talk about their work.

( Introduction ( xv )
 Progress test 1: Listening ;J;b a�;;c.,i
♦
Name ________________

0 �P Listen and tick (✓) or cross (x).

© ®
@'iiiii��ffi

[Z] □ □
© ® ®

■
---□ --□
t{0 Listen and circle.
1 There's a boar There are some boards in the classroom.
2 There's a computer I There are some computers in the classroom.
3 There's a book I There are some books in the classroom.
4 There's a teacher I There are some teachers in the classroom.
5 The teacher says, 'Sit down.' I 'Don't sit down.'
6 The teacher says, 'Open your books.' I 'Don't open your books.'

PHOTOCOPIABLE © Cambridge University Press 2012 Super Minds Teacher's Resource Book Level 2
 Progress test 2: Reading and writing

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Name _________ =s ,S����,'-t.�.J
Write the words. 2

1 window

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I
3

Read and number the pictures.

1 �:c:... • a, w. 4 Don't stand up.
2 Stand up. 5 There are some pens.
3 There's a pen. 6 Open your bag.

□ □
CD

□
Super Minds Teacher's Resource Book Level 2 © Cambridge University Press 2012 PHOTOCOPIABLE
 Name _______________
� Listen and colour.
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Listen and complete.

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( those -t1w.;- that these Ann's Ben's)

1 I like this pencil .

2 Whose sweaters are ____ ?
3 I like ____ book.
4 Whose schoolbags are ____ ?
5 I like ____ pencil case.
6 It's ____ ruler.

PH OTO CO PIAB LE © Cambridge University Press 2012 Super Minds Teacher's Resource Book Level 2
 Progress test 2: Reading and writing

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Name &.9 •
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Make words.

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Look. read and number.

a Ilik ethis hat. d Whose T-shirt isthat?

b Whose T-shirt isthis? e Whose shoes arethese?
c Whose shoes arethose? f I lik-e that nat.

Super Minds Teacher's Resource Book Level 2 © Cambridge University Press 2012 PHOTOCOPIABLE
 Progress test 1: Listening )

Name ----------------
�"� Listen and draw.

�P Listen and tick (✓) the correct box.

1 Juliis
e tired. Dyes I✓ I no
2 Roberist exci t d.
e Dyes D no
3 David
is scared. Dyes D no
4 Mary is sad. Dyes Dno
5 Be n is angry.
6 Louis ise happ y.
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0
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yes
yes
no
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PHOTOCOPIABLE © Cambridge University Press 2012 Super Minds Teacher's Resource Book Level 2 (Tl 87)
 Progress test 2: Reading and writing
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Cf:IJ

Read and complete the words.

Then colour the picture.
1 Zulu's g_ y g_ !i are black.
2 Zulu's _ l_ s s e_ are yellow.
3 Zulu's __ r s are orange.
4 Zulu's 0 -- is blue.
5 Zulu's m____ is pink.
6 Zulu's f ___ 1s green.

Read and circle.

Jm, E'VI

1 I 'm Kate. Me 1@ birthday is in January.

2 John is my friend. His I Their birthday is in March.
3 We're Luc y and Joanne. Our I Her birthdays are in April.
4 The next birthday is Julie's. Your I Her birthday is in June.
5 Look! It 's Jim and Ben. Their I My birthdays are in September.
6 Our teacher is Mr Brown. Our I His birthday is in November.

Super Minds Teacher's Resource Book Level 2 © Cambridge University Press 2012 PHOTOCOPIABLE
4 3
Young woman: I like swimming. Grandma: Can I help in the garden tomorrow?
Young man: Me too. Swimming is great. Mum: Yes, you can. Thanks, Grandma.
5 4
Woman: I like playing badminton. Boy: Dad! Can Sarah and I visit our cousins tomorrow?
Man: I don't. Badminton isn't fun. Girl: Oh please. Dad!
6 Dad: Yes. you can. I can drive you there in the morning.
Man: I like painting. 5
Woman: I don't. Painting is boring. Dad: Can I help in the kitchen?
Mum: Yes, you can. Thank you.
KEY: 2@. 3@, 4@, s@, 6@ 6
Girl: Mum! Can Tom and I have pizza for dinner?
Unit8 Mum: No. you can't. You can have sandwiches for
Progress test 2: Reading and dinner.
writing KEY: 2 N, 3 Y, 4 Y, 5 Y, 6 N

0 Make words. Unit9

Students look at the pictures, solve the anagrams
and write the words.
Progress test 2: Reading and
writing
KEY: 2 swimming, 3 athletics, 4 hockey,
5 table tennis. 6 badminton 0 Read and circle.
0 Read and match. Students look at the pictures, read and circle the
correct word or phrase.
Students read the statements/questions and match
them to the correct replies by drawing lines. KEY: 2 learn to, 3 keep. 4 in, 5 build, 6 riding
KEY: 2 c, 3 e. 4 a, 5 b, 6 d 0 Read and complete the questions.

Unit 9 Students read the questions and complete the gaps

with the correct words from the box.
-0
Progress test 1: Listening W"I
Q
KEY: 2 Can, 3 Have, 4 Does, 5 Would, 6 Is
0 Listen and tick (✓) the correct picture.
Students listen and tick the correct picture from the
two options.
TAPESCRIPT
1 visit cousins
2 go hiking
3 learn to swim
4 keep a scrapbook
5 help in the garden
6 take riding lessons
KEY: 2 a, 3 a. 4 a, 5 b, 6 b

0 Listen and write Y (yes) or N (no). fi:

Students read the questions. Then they listen and
answer them by writing Y for yes or N for no.
TAPESCRIPT
1
Girl: Mum!
Mum: Yes, Sarah?
Girl: Can I watch TV?
Mum: No, you can't. Eat your lunch, please.
2
Boy: Dad! Can I take riding lessons?
Dad: No. Tom. You can take tennis lessons.
 Are you ready to
become one of the Super Minds?
This exciting seven-level course, from a highly
experienced author team, enhances your students'
thinking skills, improving their memory along
with their English.
@ Develop creativity with visualisation exercises and
art and craft activities
0 Explore social values with lively stories
"' Encourage cross-curricular thinking with fascinating
'English for school' sections

For ease of use, this Teacher's Book is interleaved

with pages from the Student's Book. It includes
detailed lesson aims, clear instructions
ZabanBook and a vast array of extra activities.
� FREE extra resources can be downloaded from
•
'[f,IJ www.cambridge.org/elt/superminds
ireadier,'s Resource Boo
CEFR Level Cambridge ESOL exams Super Minds Level CEFR Level Cambridge ESOL exams
Towards Preliminary Level (l A2-B1 Towards Preliminary
Level6 A2 - B1
for Schools
Flyers/ Key
Flyers I Key for
Schools
Movers
Level4
Movers
Level3
-tevet2- Starters
LeveL1
Starters Level 1
Starter Starter

Other resources you con use:

� CAMBRIDGE
• UNIVERSITY PRESS
www.cambridge.org

ISBN 9780521 54987 5 ISBN 9780521 60123 8 ISBN 978 1107 63852 5 ISBN 978 0521 13814 0 ISBN 978 052'1 77941 8
Teacher's Resource Book Teacher's Book