Global Explorers

Explore Your Impact. Use English for Global Action.

Global Explorers is a six-level American English course, which takes young learners on their next great adventure. Building on children’s natural curiosity, it presents fascinating global stories and real-world challenges that inspire them to confidently share bold ideas while mastering the English, literacy, and critical thinking skills they need for future success.

Delivers rich language learning

Builds compassionate global citizens

Makes learning seriously enjoyable

Fosters autonomy and agency

Sparks critical curiosity

Extend the experience

Digital excellence

Delivers rich language learning

Carefully scaffolded grammar, engaging speaking tasks, CLIL content, diverse readings, and seamless exam preparation give children everything they need to master academic and social English.

Children are encouraged to explore and discover grammar in comic-style sections.

Explore Grammar

Lesson 2

A Listen and read. Point to two verbs that are similar in meaning to like .

Explore Grammar

Lesson 2

Would you like to have more potatoes?

I’m glad we decided to have a team dinner.

And we learned to make fruit salad!

Scaffolded grammar activities provide full examples in lower levels, that are gradually reduced as students become more competent. Yes, please! 4

A Listen and read. Point to two verbs that are similar in meaning to like .

Would you like to have more potatoes?

I’m glad we decided to have a team dinner.

And we learned to make fruit salad!

Yes, please!

Let’s start to clean up. Alec loves to wash dishes!

This chicken’s good!

Not yet, Marisa! We need to enjoy the food first.

Yeah. Usually, I don’t like to eat meat, but this is delicious!

Let’s start to clean up. Alec loves to wash dishes!

This chicken’s good!

Lesson 2

Not yet, Marisa! We need to enjoy the food first.

Yeah. Usually, I don’t like to eat meat, but this is delicious!

C Listen and say. Listen again and clap when you hear actions. D Read and complete. Then read aloud with a partner. I 1 love to eat (love, eat) fruit! My sister and I 2 (try, eat) fruit every day. First, we 3 (need, wash) the fruit. We 4 (not need, wash) mangoes or bananas because she always peels them. Sometimes, she 5 (like, peel) apples and peaches, too. Then I always 6 (choose, cut up) the fruit. I 7 (like, mix) the pieces together into a fresh fruit salad. E Work with a partner. Start a sentence with a verb from the first box. Complete the sentence with an infinitive from the second box. I can understand verbs + infinitives. Verbs + Infinitives ✔ We learned to make fruit salad. ✖ I meat. Would you more potatoes? B Look at A . What word comes between two verbs? Complete the chart. Then find one more example of a verb + infinitive. Remember Would you like to…? is a polite way to ask a question.

B Look at A . What word comes between two verbs? Complete the chart. Then find one more example of a verb + infinitive.

Remember Would you like to…? is a polite way to ask a question.

Verbs + Infinitives

We learned to make

✔

fruit salad.

meat.

✖

Reading Skills

Lesson 5

CLIL

Would you

more potatoes?

Pronunciation fr uit fr esh bl oom bl ended

Listen. Repeat the words in the box.

like start want try plan hate need love

to eat to grill to drink to fry to make to cook to peel to mix

Listen and read. How do the gardens help people?

I can understand verbs + infinitives. Around the World SCHOOL GARDENS Students are learning about food inside and outside the classroom

I like ...

to eat watermelon every day.

WASTE NOTHING!

Italy In Italy, students learn to make food by working in school gardens. They share the food they grow with family and people in the community. By learning to grow food, and sharing their knowledge with others, students become teachers to people in their communities. Students also learn where ingredients for their school lunch come from. After learning where these foods grow, they create a map for each meal. California Some students in California are part of the Edible Schoolyard program. During school, they learn about gardening and cooking. But, this program is not just for students. On special nights, parents and community members share a meal at school using some of the foods from the garden. Everyone works together. Some people help to peel and cut up vegetables. Other people like to grill foods. During the meal, everyone shares recipes , so people can learn about foods from around the world. Armenia Students grow fruits and vegetables and learn about farming in school gardens in Armenia. Many gardens include fruit trees. Students make sure the trees get plenty of water after they bloom, so they will produce a lot of fruit. They use the fruit in different ways. They cook some on the stove and blend it with sugar to make jelly. They also dry fruit to make snacks. They use the money from selling these products and fresh fruits for school programs. CLIL reading content links English to other subjects and reinforces learning.

F Exam Practice Read the text and choose the best answer. 1 Jess: Would you like to have some strawberries? Ina : A I love mangoes. B Yes, please! C They cut up some strawberries. 2 Liz: What fruit do you like to eat? Javi: A I don’t like to wash the dishes. B I plan to make a salad. C I like to eat apples. 3 Lin: Let’s start to clean up. Ana: A OK. We don’t want to eat meat. B OK. I like to wash dishes. C OK. Would you like to have more chicken?

Make planters with recycled items, such as wood or even old furniture.

Make compost with food scraps . This makes the soil healthy.

Unit 6 83

I can use verbs + infinitives.

Use seeds from fruits and vegetables to grow new plants.

Two Exam Practice sections in each unit ensure children learn how to succeed in international exams.

Collect rainwater. Use it to water plants.

I can read about school gardens around the world.

Builds compassionate global citizens Through projects linked to SDGs (Sustainable Development Goals), community-focussed activities, and social-emotional learning strategies, children develop empathetic cross-cultural understanding and contribute to positive change.

Choose & Create sections allow students to focus on their own individual strengths.

Project Designing a Community Garden

Think What foods grow near you? Choose three to grow in your community garden.

Choose and Create Choose a way to show your

Projects help children apply learning to real- world tasks that touch on global and community issues.

garden plan. • Draw a sketch

• Build a model • Write a description • Your own idea

Plan Plan your garden. • How much water and sunlight do your plants need? • Who will take care of your garden? • What will you do with the fresh food from your garden?

Share Share your plan with the class. Talk about how the garden can help your community.

carrots

Explore Grow vegetables in your classroom! Bring in seeds from home and plant them in small containers.

I can plan a community garden.

Explore sections in the projects offer practical ideas to expand learning.

Remember and Reflect tips build empathy and engagement.

Makes learning seriously enjoyable

Unit openers use large- format photographs, Big Questions and Visual Thinking Routines to inspire curiosity.

Gorgeous photographs introduce new themes, catchy songs and games practice new language, creative Play Breaks add variety, and documentary videos and interactive digital activities engage young minds.

Play Breaks provide a fun break from routine.

Watch and complete. Then sing. Snap when you say a vocabulary word. Are You Ready? Are you ready? We’re ready! We’re ready to perform! We’re 1 b k a and feeling 2 n v us! We’re going on 3 s g soon. The play begins at eight. We’re behind the 4 cu a in our 5 c s u , and we look great! We practiced hard and learned the 6 s r t. We listened to our 7 d c and painted all the 8 s s. We hope no one forgets!

Children love the catchy song activities in every unit.

Documentary videos engage learners and show language in action.

2 soup? 3 rice? 4 pasta? 5 vegetables? 6 cheese? 7 fruit? 8 with chopsticks?

Fosters autonomy and agency

Self-assessment on every page allows learners to keep track of their own progress.

Children need the freedom to make decisions and the skills to make the right ones. Global Explorers uses continuous self-evaluation, assessment for learning, Reflect moments and Choose and Create activities to help students decide where to focus their efforts, and explore their agency within a collaborative learning community.

Play Break

What do you eat for lunch? Where does it come from? Tell a partner.

Use your imagination. You’re in charge of school lunch. Draw a picture of the food you would serve to your friends.

I usually eat …

It comes from ...

I can order food in a restaurant.

Unit 6 85

I can understand and talk about school lunches.

Project Designing a Community Garden

Choose and Create sections build agency by encouraging children to make informed choices.

Think What foods grow near you? Choose three to grow in your community garden.

Choose and Create Choose a way to show your

garden plan. • Draw a sketch

• Build a model • Write a description • Your own idea

Plan Plan your garden. • How much water and sunlight do your plants need? • Who will take care of your garden? • What will you do with the fresh food from your garden?

Share Share your plan with the class. Talk about how the garden can help your community.

carrots

Explore Grow vegetables in your classroom! Bring in seeds from home and plant them in small containers.

I can plan a community garden.

Notice and Reflect sections help students autonomously revise their work.

Big questions allow learners to freely express their own thoughts and ideas.

Sparks critical curiosity Global Explorers turns natural curiosity into critical thinking. Big Questions on engaging topics activate prior knowledge and spark discussion, while diverse reading activities and writing tasks build critical skills as children express, expand, and justify their ideas.

Big Questions and Visual Thinking Routines at the start of every unit get children thinking and discussing issues.

Lesson 5

Explore Vocabulary

Lesson 3

C Read the text again. Check ( ✔ ) the location. Compare with a partner.

A Listen to the food scientist. Point to the foods she talks about. What does a food scientist do? Italy California Armenia Which students ...

✔

1 make jelly? 2 share recipes? 3 make maps? 4 sell products? 5 have a community meal?

References to US/UK variations inspire linguistic curiosity.

Writing Skills

Lesson 8

carbohydrates

beans

grains

butter

meat

A Read the report. Circle the four headings. Which foods in the report do you eat?

My Food Experiment D What recipe would you like to share with others? Why? Tell a partner. E Think about a community garden. Discuss some ideas with a partner.

Question Am I a healthy eater? Method sugar We can plant a vegetable garden in the park.

fat Good idea! Everyone in the community can help. nuts

Fruit: 3

Dairy: 3

Vegetables: 0

Fat: 1

protein

dairy

Protein: 2

Water: 2 Sweets: 1

I kept a food diary for one day. I wrote down everything I ate. Then I counted everything. Here is what I ate. Results ▶ Breakfast: cereal, milk, orange juice, grapes ▶ Lunch: egg sandwich on white bread, apple, cookies, water ▶ Dinner: rice, chicken, tomato sauce, cheese, bread, olive oil, milk, water

Carbohydrates: 4

B Keep a food diary for one day. 3 Bread and pasta are made from grains / meat . 4 Dairy / Sugar helps to make your bones strong. 5 You should have a little bit of / no fat every day. 6 Cookies / Strawberries are something sweet and healthy. D Look at A . Where do these foods come from? Tell a partner. B Listen and say. Listen again and number the pictures in A . C Read and choose. Then read aloud with a partner. 1 Your body gets carbohydrates / protein from meat, fish, and eggs. 2 You should eat fruit and vegetables once a week / every day . Conclusions 1 I eat a lot of carbohydrates. 2 I need to drink more water. 3 I should eat more vegetables.

F Watch and listen. Cross out the word that does NOT belong. 1 Students ( harvest / water / grill / plant ) vegetables at school. 2 They collect seeds from ( cucumbers / carrots / tomatoes / peppers ). 3 Their ( parents / teachers / neighbors / coaches ) often help. 4 They use the vegetables to make ( sandwiches / soups / salads / sauces ). ✕

Fruit:

Dairy:

Breakfast:

Butter comes from stores.

Vegetables:

Fat:

Yes, but first it comes from cows.

Lunch:

Protein:

Water:

Dinner:

Carbohydrates:

Sweets:

C Make notes for the headings in your report. Write one idea for each heading. I can understand how gardens help communities. Unit 6 87 I can name and talk about foods and food groups. 84

Reflect

1 Question 2 Method 3 Results 4 Conclusion

Did I write something for each heading?

D Write a report based on your food diary. Remember to use headings.

Unit 6 91

I can write a report about the food I eat.

Critical thinking activities throughout the series

teach children how to critically analyse information.

Extend the experience

Schools that want a more extensive literacy skills curriculum can use Global Readings New Look seamlessly alongside Global Explorers .

New Look Student’s Book with Digital Pack

Global Readings New Look transforms students into strong readers and critical thinkers through captivating global stories. This flexible literacy programme develops advanced comprehension and analytical skills, while complementing any English coursebook. Children don’t just learn how to read better, they discover how to think, question, and understand their world.

Learn more about Global Readings New Look

Digital excellence Engaging games, videos, audio, adaptive and self-correcting activities, and regularly updated dynamic resources, turn children’s devices into academic superchargers! There’s all that and more for Global Explorers’ teachers too on MEE Air .

Learn more about the new digital experience

Global Explorers is part of the Macmillan Academic Pioneers Path , a complete English program that ensures seamless progression from preschool through secondary education. Our aligned approach and methodology ensure students gradually build on their knowledge and skills, leading to more effective learning and greater academic success.

Secondary: Global Innovators

Preschool: Early Explorers

Student’s Book with Digital Pack

Primary: Global Explorers

Myriam Monterrubio

Lorena Peimbert

Discover the complete Path

For Students

• Student’s Book with Digital Pack • Students Book with Digital Pack and Workbook • Workbook with Digital Pack • Digital Student’s Book Pack • Digital Student’s Book and Digital Workbook Pack

For Teachers

• Teacher’s Digital Students Book and Digital Workbook Pack • Teacher’s Digital Student’s Book Pack • Teacher’s Book

Global Explorers

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Digital Student's Book Pack

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Digital Student's Book and Digital Workbook Pack

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Workbook with Digital Pack

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Teacher's Book

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Teacher's Digital Student's Book and Digital Workbook Pack

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