Sea and Adapt: f Malek Mohamed Juda — Head of the English Curriculum Muayyad Naji Ahmed ~ Curriculum Consultant Batool Faeq Abdulwahid — Senior Education SpecialistSally Etherton and Sarah MacBurnie arnet Republic of Iraq, | Ministry of Edueation Teacher’s Book . Editorial and Adaptation Committee Malek Mohamed Juda — Head of the English Curriculum Muayyad Naji Ahmed — Curriculum Consultant Batool Faeq Abdulwahid — Senior Education SpecialistPublished by Garnet Publishing Ltd. 8 Southern Court, South Street, Reading RG! 405, UK First edition, copyright © 2015 Garnet Publishing Ltd, “The right of the authors to be identified as authors of this work hos been asserted by them in accordance ‘with the Copyright, Designs and Patents Act 1988, All rights reserved. No port of this publication may be reproduced, stored in 0 retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the Publisher: Any person who does any unauthorised act in relation ‘to this publication may be liable to criminal prosecution and civil claims for damages. IRQIS TB 3raP “The Ministry of Educotion would like to thank Adil Ali Moussa, National Advisor to Garnet Publishing Ltd. {or his invaluable advice, expertise and hard work in support of the Editorial and Adaptation Committee. ‘The Ministry of Education would like to thank the following specialists for their invaluable advice, expertise cand hard work in support of the Editorial and Adaptation Committee during the course of this project: Faton Fakhri Khalaf ~ Primary Education Supervisor Hola Talib Hammood —Trainer and Co-ordinator to the English Curriculum Committee Jasim Ibrahim Jesim — Senior Education SupervisorCS INTRODUCTION Introduction. 3 Key features Components. The course ... Aims .. Advice to teachers .... Teaching the course .. Book map TEACHING NOTES APPENDICES Teacher Resource File Transcript . 192 Phorocopiable Spelling Grids . 194 Photocopiable Game Circles ... 195 List of Picture/Word Cards 197RAS ge ASA! Jel ye (NV ye) alial ps! 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Aaa ade Sayua My ahs gl wih oo ys yar ay I ASL is GS ype anal tana ote lp Late 58 8 al al i geil Ou Y Se Go gatas la! lag hala fal oa ype Shia pad emtenus lal oe algo ge 1 atari Sed ENR aut agp le Aa te Jal ym al cel Gall English for Irag 3rd Primary shag Agata epg alps ge Sal gE Lalu a lal ga all gd x1 A Rl sect lesa Sal jays usta sl eS Aa 31 SS Male li abs igh All ele peal ga Zo JE Seal yay A RUN LE gah ely Ja gba 2 i gs Latay eth I aS Bole Slane cpala WOM paglg Aga 8 Shea ADL agen tage ssl psa asl yaks © yp calneted Leai gst yal 8 able ltl ot palaall lie Siolyay slide lads altel le Jandy ange oD ® abr uapels she sLasc ALG [lps (pitas) pale gn pee gested & (cosall pucily PN aan a ajay geal AUS lea Aersranls big Syn ale SAT clal6/ ype cilallay # Win dhe (aay ala ots eo ee oa a a aay ALA ISG] pda Ayal Sigs (Pupil's Book-PB) (Activity Book-AR) Abad) ics Aust bs cise eld (iusdlilly pol ange) Seell 3 alte sgua/lels lille) * lastt ts 2 English for Iraq Teacher's Book 3rd Primary: IntroductionPluto kone coe ION ‘This course hus been developed for teaching Englis to children in the thitd year of primary. English for Iraq 3rd Primary is a colourful, engaging course that builds oa and embeds the langage and skills children have learnt in their firse and second years of English at school, As with the previous two ew the couse iy specifically designed to mect the needs ‘of young learners, It akesinto account the stage Of cognitive, social and physical development of children in Year 3 and builds on the foundation shat hhas been laid in the first two years. Asin and 2™ Primary, the course provides integrated speaking activities thar give opportunities to repeat language, practise promunciation and develop fluency in a meaninglul context. he recorded materials also provide a model for speaking activitivs and a reference for pronunciation both for pupils and teachers. Key features * Lively pupil-cenered activities + A range of communicative speaking activities * Core language is presented by friendly, visally appealing characters in familiar contexts + Audio, including songs and rhymes, dialogues, texts and stories = Teacher's reference audio (with key material for modelling and lesson preparation} + Revision of initial sound reeognition and sound-letter correlation + Lots of guided writing practice «AS Picture/Word Cards for new target vocabulary ‘The Teacher's Book contains comprehensive caching notes with ideas for both extension and support activities Components © Pupi’s Book © Activity Book © Picture dictionary © Pupils mini Picture/Word Cards (pupil's own resource) + Teacher's Book Pupil’s Book This hoole presents the core activities and language through its large, culoutfal pictores, songs, zhymes, listening/reading sturies and speaking activines. Stories Fach unit has a topic-linked story together with a song and/or action rhyme, See below (page 17) for ideas about how you can use stories with your pupils. These help contextualize learning and support reading The stories include featutes such as repetition and cumulative storylines, All stories and chymes have colouriulilluscrarions that support meaning, The recordings bring the stories to life and ace as a model to support the teacher Picture dictionary ‘This continues che feature established in tan 2% Primary, Key words have been chosen from each unit, They are represented in an alphabetical list and by small illustrations-at the end of the Pupil’s Hook. The words are also recorded an the Teacher Resource File co allow teachers to practise their ‘own pronuticiation of key vocabulary items. Some of che words will be familiar to pupils from provious levels, bur many are new to 3° Prisnary. Pupils should be encouraged to use the Picrare Dictionary to cheek the meaning or spelling of key words, as required. This study skill is & usejul first step in encouraging pupils to feel thac they can find solutions and support their own learning. Songs There is generally at least one song and une rhyme per unit. These are designed ro familiarize pupils ‘wich the rhythins and sounds of English, and are nor necessarily intended to be learned word for ward, The focus of song-based and thyme-based lessons is on fun, so the leacher should encourage pupils ro participate at their own level without Inde lots of repetition. Pupils should be encouraged to learn repetitive phrases when the song or rhyme is first introduced. This will cnable them ro join in right pressure. Songs and rhymes in from the starr and feel more of a sense of progress and involvement. —— English for Irag Teacher’s Book 3rd Primary: Introduction 3ala eas ep J Rela lb lly gh ae egy ASI te hal sls pally el RN el Japa lita le dle gana atl papal gel ayalpal Atal 3 lal has pela gga cae gi LENS as Ud Lng sang Upon cpg peal bla a Lag opal cs Blah shy inal 25a Aly Ln, a Ll cal lead alsa cide Cyn Real Ab a pbs aay Siang JS daa oDIS 9865 USL Hay d Lascelles oh ally cilapdalls Bueglt lyf Glande! eS Lana gugle caBch Hlas Saale Say Ta 5p ayo a pac Ba gS A ggg Ly Jap yaa Slayiat! LoS gpg Ugg ll al peal LAS Haale lem atyly Lect jet! aye! agmicla ayabcy Bite cla Balen ol adh! ghigy AD Lk Lath Mis dung La Soy Lgiilan (ya citll Jol ya Uitte tLe ee pe ale abil a alge Lge o iL Aitine cian gt ils pall pls atulnaas yaya MS atball apa ys Ilk Legare yl ha cpap slg aghast stLindlly pesaily ly lgedly Sigecgest ou i Aeganall a a yavalyegat tl AR cypaly Gye Ja ne eb lla eee lel le usd Alpe sbeall os ents SyLBYyceLedal ayy Sg Mala gy Ralls Ras play gle la yal ha ga ge LS cS pn pel 5yQe Aaa, SLA Jaa ged digaesay Le plasty lly Lass yA pL a eg te att A AS gall GES pad 9 F Cuenta! le GUSH Ala sys eg Mg ny ag JS Ugly Ll ay sald Late SOU aha phat alin Jp Seed pladcl Jel oye umeaien ony] aay Le UL yal jaaptigtiae paddy oY Mendel le LSM Ua sb olde gob jp yll rhade aay coll peta ogi) pada! Wa adil! Las of ep Lal gyag Le gine Cengage goal dabinatl sg cea all Lae ppl (AB) aiaastr us phytase 8 ea MDT Ab SUSI! La OS ce onal ny! ga yada! Gh haga oh ye Lode emia cgSal Age ALS SLIT ga jae A UT cilylga Rpadd ALialgag al ie dUg (5 pS Fpl) ya dU shot SUl wang yy lal hay engl BEST gi SAN JD a ples la sata pipe ah gh GES pS ALON Any La igual pl penal ha als any gal peng Lal Ng Bel ya 3 pada CLAS / ps0 Clas Leagan edly aa Mig Vike apa calla a Js etd ot ya yal ps ae Samay Bai aga Byapeas nel goby Lying Leta cans Sy Sandal Ja aa iS gt Rajat YI AN ise tl age ge haul applies US lel! esl it Lies Ma Sy AuLase gas Maal pat ily asdall gb Ua Lali jel all Haccg lige) Aca Math hel ape papal itn dhe siagad Ulallg Apia colin lg (Sle 4 English for Iraq Teacher's Book 3rd Primary: Introduction———— Book Map There isa Book Map on pages 3-5 of the Pupi’s Book, which provides a summary of the vocabulary and language covered in each unit, The Book Map is not intended far pupils to use, but ic does provide parents with a clear guide to what their children are Iearning. Icon Key There is an Icom Key opposite the Book Map‘on page 2. Iris wot necessary for papils to tead the key hue they will recognize ~ from previous levels, from your instructions and familiarity with the ‘actions’ of the little boy ~ the type of activity they are going todo. Ac ity Book Here pupils develop and practise their literacy skills, Please note that in the firs: two units of 3” Primary, pupils revise the mechanics of handwriting to consolidate proper formation of letcers (both small and capital} and numbers and further develop early ‘writing, spelling, and word-recognition skills, In subsequene units, there is progressive practice and development of reading and writing skills fosusing on lerter/sound combinations, spelling of high- freque' together to make sentences and short paragraphs. words, word order and putting words Mini Picture/Word Cards ‘This is a very useful resousce far teachers and pupils, especially in big classes. You will need to explain to pupils (and parents) what these cards are for and how they can cur them up and keep them safe. They should bring their mini Picture/Word Cards to their English lessons together with their course books. Teacher’s Book "This book supports you, the eacher. Tt follows the approach to learning outlined here in the Introductiun and includes detailed warm-up activities, lesson nores, listening scripts, additional activities (extension and support), homework ideas and language games. Ac the beginning of the notes for each lesson, there isa box showing the lesson aims, the new language and vocabulary, handwriting and spelling practice, the materials, auclio crack references and the relevant Picture/Word Cards There i also a special Teacher Resource File audio section that cnables you to model your own pronunciation of the key vocabulary and language covered. The File also includes a section of useful classtoom language. The transcript of the Teacher Resource File is at the back of this book. Book map A. book map follows this Introduction and provides a summacy of the aims of each unit and language and vocabulary. Unit front pages Each unit begins with a list of aims under the headings Listening, Speaking, Reading and Writing. "These are followed by lists of the key language and the key words Vocabulary Children learn key content words chat are suggested by the topic. They also learn geammatical words such as prepositions, pronouns and question words in formulaic chunks. Children need to meet words several times in different contexts in otder to establish their meaning and to remember them. ‘The ‘materials support this by recycling vocabulary across the different units Audio The audio provides a rich variety of recorded iaterials such as songs, dialogues, stories, rhymes, instructions and descriptons. The songs and stories ate intended to be a fun way in which pupils can familiarize chemselves with the language. Pupils are encouraged to show their understanding non-verbally hy matching, circling, ticking, pointing and doing actions. Ac this stage, pupils are encouraged to ‘listen and say’ and use what they hear as a model for pairwork and free-peactice activities. ee English for Iraq Teacher's Book 3rd Primary: Introduction 5Shyam Ball Leet ees lay dal Rel) pe eed! Sees elt le gh tce agilsal jog) lB al Isls I LS Aide yall po LEB BLY hae!) a clnaitll glascul sling lla QA, eM gala aly all zy Lely gis Lp A) tus ey ues so sual ola Laine ya te dhe eaSiaanels ALI! 31 adil La 8 Lege 3308) gee niga! shay egal Sige Gaal pe phil a ota as wing 3igeo g AT gf ABAD uel ol Aud Labs Bo all sighanadly sega gags jyal Anais lee aad yee ph gb LAN gl ha Basal glean et a WN agal Slal na ipa gd itl alaben ss (G ogai amc nn gh so gal il ty jal i Abit pp Snell ag Sy lt SHY Le Us Ung ciguece apa ctl 8s! att jogtat Lal Ugg Lind ysis eS hive dalla qgelctit LB] jal cape gun RBDbal putt Neal el pae a tps Lue /jpiatl lilly Jos Pha ANS Reggae Wd ays gpull ee eadl yb puted St Lag lt BN le eal LAMBS Sue Dall qs ALIN cy spa 9 Rall Nn 4d cll pb yall Placl yiayey dull 2 Ler ze Sag Yael ‘atigha. ad eallacttol adil ey © sceptl age oaagen Tle hada gly ily api Nada IBS ys pT Legal Jae as © Apsley ly! st ele Lise call eye ogi ead 23a! (hts laa! ag aa te cyl Sede pal Soma weal Ug ela allo tng go ha pen Ride dana yale plctal gle Raga Bt YS tiles final 33g Lab Lig) Ups aly! ol Sigal i Alas Le gyeSloeey alll pectin alga ds A gl ie Bye lal 2 empl gy gl aya tas tia aged ail cgay Goole ge pltly LAM algal! ABU age Sly eal ch beslce! asia altaya ghcbendl glgehal pits gil ele Sub] gna en ely ogy Gea sels gel sat) Gi Sig ta slat le Gualall 5ity Lea Lag Sygpat) LES spay ate llega aay Res Ltd s(oblaila eal ty Se) See ate cal * wast iat ac algay ys 0 gpa cats hang gL. Saal Cagl ee REN US Lage Suebl US 5 al LYS as ag AALS San Gl! algal al pa Ay ft sh Lage anys Ral oe Lge US al Baad pay Pt all) A woul gb sang dS Helgi gh Leal sbiy Riles (Aa adams! tase (gy fat nb Septet agen le ag ISD sha apa oN AES Sty lel BL IS leg alse Co SL! alloy pene gesige gut) 6 English for Iraq Teacher's Book 3rd Primary: IntroductionThe recorded materials give pupils an opportunity to listen to the natural stress and chythmn af English, They provide an accurate model far speaking activities and give both children and you a reference for pronunciation, he recordings also form an essential part of the reading development: pupils acquire an understanding of the relationship between sound and symbol as they listen and fallow the text in their hooks, Visual aids The Picture/Word Cards are an integral part of the course and are used in many lessons. A full list of the cards is printed ar the hack of this book. ‘here are a number of activities in the course during which pupils will produce work that can be displayed in class. Displays of pupils’ work have a number of benelits ‘© pupils see that their worle is valued; pupils can compare their effores with those of others; * displays can be a useful reminder of vocabulary and language; + displays make the classroom a brighter and more attractive setting in which to learn. The course Course structure This course has eight units, comprising $6 lessons in total, All lesson marcrial is introduced in the Pupils Book and is supported in the Activity Bou, Units 4 and 8 allow for revision of materials covered in previous units and are shorter in longth with four lessons each, instead of eight. The story comes at the end of every: unit in Lesson 8 (Lesson 4 in Units 4 and 8}. opis Each units centred on @ group of loosely linked copies. The topics ereate a context for learning and reflece che fact that childsen of this age are inrerested in themselves and the immediate world aronnd them. Characters Children readily associate with charactess as Iriends who can help them learn. ‘fhe characters in the course ean also be used to initiate citizenship discussions, add humour, and bring a sease of security and familiariry to learning, Thecharactees are: [lassan and his sister Reem, Zeena and her sami, the children’s parents, family members and their friends, a cat called Mimo and a moase called Kiko, broth Citizenship Each unit provides an opportunity to look at ant aspect of cicizeuship. This may be provided through a thyme or song, story. of a pienure. These give politeness, rules and responsibilities, keeping healthy, respecting others, and road safety. opportunities to discuss areas such Lesson structure Lessons typically follow u progression From receptive skills ilisiening and reading} to productive skills (speaking and guided writing}. Pupils are encouraged from carly in the course t0 be active participants in dhe own learning and to develop age-appropriate leaning skills, Teacher as a modal Ibis important to temember that you also provide listening practice: your greetings, explanations, requests, instructions, and praise are all mesningful caamples of listening for pupils, Remember to check your inronation and pronuuiciation with the recurded materials {including the Teacher Resource File} and with colleagnes, because your pupils will lisem to you and copy you: Classroom management Children of this age should enjoy learning and will want to please their teacher. Disruptive behaviour can be avoided by creating an atmosphere of mutual trust, security, and collaboratioa, Seme key points are: # negotiate shared rules for the classro make a poster (with drawings where necessary for clariry) and put on the wall start of the year an where it can be easily seen and referred 10s 4 ostablish routines (for example, starting lessons, Finishing lessunsis English for Iraq Teacher's Book 3rd Primary: Introduction 7aaa aN gay By Lass LoL Rigg Aa FT dy Lac! Syeg igus Lam pesally Azagal agile > Jpm heel goll ol] agaally gage! ey lB ety ALA ye ly Akay 0ST ol spall Jol cy MAUL gy yal ye alls Le Sopa seg LL ob 555 gi ange Val gl ria gaily anasoi STUY a Lage th at Rage pel pd Rage Reparee use J cpatty Wainy lee cighen al ote Soy ALE eal gs pal al ay Jet bal oye oll — alg gale ual Sea) (TRP) abel iy Bical & AV indsall sigs bal ALA gd HSH yaaa apely SUES GT Gua ed ll leg alas 8 pal gh pas IS 5a peg Yd la Lage Ly Sail kas Ale jIpbly plan ue i La pally yh oe AA we * ABD colemal al ASE fo le Lig cha Sh aah cay acl th ALL gan gh TM ow © CS ol 5 gpl a Jo yl a placetaly sly Upp cisalsy wiogze habely le 5S all le ABD cuales tty cael Gy delat calle Leal arly oti jig dcleal Sia) Upslsieiulg ual Lage sl aul Abas © (1,2,3 eves on me! af Ay BARD oa jleagay Sia) cola headhall Use| ela clog spa azons aisle cole edb! clical # east aly lad ol platy Le Sead dayne peasill @ ng oLS5 coll JGIYg LOLA ol gat SN Anecly ByLE! Une! ara RBI, HM gail Ly caste Sad otal GL er ha algal olga Ge Maye bea hS Sgn UI el GIS 1D) Qyaaaaete oda Bi ol gall ona aNaal igh MN bt Lal 2c] Li shel po itt gs aia au SOON Aa anlage had : adil Rabaa gdh gta apt am Rl lad | ed ie ect Alga su ail igaMll gia ’ east RajaleWL Ipbanlg gS Lyediell yell as aaalgy Sabi Tal gue Hed oa ples aluala ASoall ALD hs le pag yi IDLaaely eal! algal! te els ap rhea eA oped ye yada Sd cob ay th ie Lely al Ge pal ates ls fal cypals Wall otha ge Sadly LAN aaj h as eal Jleall chin bl Jal of glaat suarial aoyas best Al ypll gels? ells Uh ce ede ALT Lg Jl cla deans ay deaball sab Jy Whey gels Aaya plats pull seh bolplge cic Lid! # AISI! LesSIl s lly Agua! Me gily ALO Me pets adaail YEA © 8 English for Iraq Teacher's Book 3rd Primary; Introduction—__—_——————— "ese eee discuss and use a steategy for stopping the class 1,2, 3, eyes on mel"); ities (e-g., collecting ie + givechildren responsil resources, tidying u ‘+ praise children for behaviour and effort as well as ability and achievenents * make sure children know what they have to dos * signpost clearly when one activicy has finished and you are moving to another: Aims ‘The aims of the course fall into two categories. As in Years 1 and 2, the first three are designed to iexcate the right kind of learning armosphere. Ir is important chat pupils remain enthusiastic if they the language. The other aims are more specific language-learning, objectives. Once again, for pupils in their third year ac school, the language-learning objectives must be limited and realistic, are to make progress The aims are to: © engage pupils in learning the language so that they enjoy it and waneo continue learning if give pupils the confidence to participare; * provide pupils with opportunities to communicate in English; = continue to develop pupils’ exposure to the sound of English through recorded material and rake advantaye of their ability to imitate spoken languages * enable pupils to identily and name objects, ‘communicate with you and their peers to express simple ideas and needs, ask questions, talk about friends and family, routines, etc, in English; ‘= expose pupils to longer sentences and utterances, allowing them ro acquire these at their own pace; * give pupils plenty of opportunicy to use the language and to communicate with their peers and with you during controlled and free practive «© build on basic reading skills using phonies and whole-word recognition; + practise and develop pupils’ confidence and competence in writing and spelling, Language This course presents language as formulaic chunks that childres use to communicate their daily nceds and to express likes and interests, calle about family, friends, daily activities, school, ete, Throughoue the course, the language is Fonetional and the grammar is implicit, Le. there is no focus on abstract grammatical rules and patterns. Activities The materials use a variety of child-centred and communicative acrivities to make sure that learning, is for and meaningful. Each lesson includes a variety of interaction patterns and supports individual work, pairwork and group work, Activites include: + action songs and chymes # stories + information yaps © cotal physical response (TPR) (cog, the ‘Salman says’ game ~ see Unit 1, Lesson 4) + role-plays + exalts + guessing games + bourd games «moving games «matching games «© information transfer Advice to teachers Characteristics of eight-year-olds Every child’s development is unique and complex. Although children develop chrough a generally predictable sequence of steps and milestones, they may not proceed through these steps in the same Way or ar the same time. ‘ Fight-year-olds show more highly-developed thinking skills as well as the ability to solve problems with creative strategies. «- Bight-year-olds like having the opportunity to solve problems independently. At this age, they are able to concentrate on tasks for longer petiods of sime and begin to use their own _resources before acking for help. They ask cheir peers for help. —— eee English for Iraq Teacher's Book 3rd Primary: Introduction 9—— attal Rb Wass Sua DN gy lla! Me babies Sead ge leah byl osm ad Aa ye AUS Rega ale Syste JS lly ea Se all g MRAM JS JLASY Jal Realy Ue pine lgLal gull S90 po stun nt antl aye aba pS Ute ao cse pe ages (glade gh Gye pS Bangi ota gh Anduall a go a gga s pid Af Aad a sath edits Fas Sung! Belee| aya ideal Bags qual bin jam sly Sua ole woneds Ayaka seal * quailty ast tel Rule! iilya clay) # yk all BRS plaka oud gllglaadl © a5 all gat ag QSL Laskey SL ge tig ae spl sl gees Veda G5 Hal ellie ger aatsl gh Ggh Ma eal! Mga ha ag 3 data ag a Chg oof Lasgay hgh Bagel 129 clade al pay Vasyl [ae Fauld jad alan eal 368 laa gu Ss ol gs Aagall oLpall dale 4S Supa! Job als Uy panes ol ane atl) uated © I Jolyagatla ye Seis assy ell lis leas eagle lest Uae ell A eel gh a cole Oa pati Ce nara hy AT gets lee Jase Na oLicel ell (ge al Neda gles Y gil cig pasty Slee ip te spall yl tf aa ee aspen sLisl 2A Mya AEA puedo, lees) plo leet al ageladeel ag pany Phan ay Bg ce Ja 8s gl pd Gana ISS ila tay ll finns JEN, Gok gl tle Lae ALA ge ST i ede pall Opie per pe al ae est Cob pall all byte a JIG Le ea gl he A Cae og lp yah pe RAL gy tM Je Let sapall ich ly taba span Aol nds ah SLAM pluceily atl ing pat aabhasiatl 2 Jel Ld Sus 8b pole Leasing led eat a Laat lla yo Shall ba lye pa gyal dal hiss pole Lig yal oT Jaa lM ia SSIs 11 AL 2 Ly ell il ge iis Jada cde i Aaially posgtl Letty at, lee apace yeu y olan ja Lang (AUSSI Na ye AaliSnn lenge pele Line pais SYA St Ley a pl hag i! gall ISL pay A pally catia pla eo) Lt ols JU Slal got oLsdU pasha cual ant © eaeess aged dae <8 ssl (40 peu ole Lele! 16 Lyall pele Atle Set g2 agua gay Aap acs + ne gab bl ehagilepan Si Lah Ay I ge Linge ULE} sont ally si we Fiyhen LAS ogi Capaliye Gels 10 English for Iraq Teacher's Book 3rd Primary: Introduction ee——_—_——————————— aan n—n—w — — —_—_—e— oe ese olds enjoy sharing their viewpoints on a variety of # When interacting with others, cight-p ropics. They have a clearly developed sense of sell-worth and may express frusteation in response to activities where they feel they are not succeeding. Therefore, establishing a ‘ean do armosphere is important. ‘¢ Light-yearolds begin ro underst emotions and can vary their we 1d how to hide oping, straregies to deal with challenging situations. In peer interactions, they may start to engage in leadership and goal-setting. # Fight-year-olds stil ely on adults for a sense of security, bur are proud of their independence and will want 10 express it. Ar chesame time, adule and peer group recognition isstill very important. Remember: Children are developing at different rates, 0 learning needs cu be revisiced and objectives aare recycled. Mixed ability A child's development is also greatly influenced by factors in their environment and the experiences they have. You should be aware of this when looking at ‘your pupils’ progress and when planning your lessons, Pupils who struggle with reading and ‘writing in their first language will probably also encounter difficulties acquiring literacy skills in a second language. This can result in a variety of abilities across the class. Ay children naturally develop and learn ar differene rates, this book provides ideas for extending and supporting learning in the lesson notes. You can also support differentiated learning in the following w: «Encourage collaboration. (hs allows high achievers ro explain things to and support lower achievers # Include ‘thinking time’, Give chileeen rime to consider their answer, or discuss their answer hefore saying ir to the class. © Use tnochands-up". Gee children to discuss and share answers in their groups. Chouse a child to give the answer rather shan always picking the high-ability and confidenc children who have their hands up, © Ger childcen to choose. For example, tell children to ‘choose three qnestions? out of the full ser. ‘This, at all children succeed in achieving some of the task. Children who finish can goon ro complete all the questions. «Add an open-ended challenge, Ger-children who finish early to do an open-cuded task, for ‘words can you find in on How many capital letrers ensires th: example, “How many this pagedin this unit? can you find ox this pagefin this unit® Positive attitudes ‘When children feel successful, they develop a positive attitude to learning, I is important thar you recognize the unique qualitics and abilities of each child in your class and praise them accordingly. There are many ‘ways tu praise children and engendes positive sl estcem, For example, you can praise children for: © effort © showing consideration for others: # finishing wore © showing a positive attitude * clearing up using English in the classroom * listening 10 others Lesson planning Teachers are advised to read the teaching nores for each unit before they begin to teach it, This will give a clear idea of the content and activity types in the nit well in advaree. kris also 8 good idea to plan blocks of lessuns ar a sime, lor example, a week's ‘lasses. ‘This will make it easier so gauge the pupils progtess and prioritize. Individual lessons should he planned in advance, ro give you time to guther the appropriace matetials and familiarize yourself with the content of the lesson. Planning @ lesson in advarice will mean thar you can make appropriate decisions during a lesson, for example, knowing, which activities can be left out if time is short, oF ing up a disproportionase amount of time, The key to good when (o stop an activity if it seems to be t time management is ta have a clear idea of the essential aims of the lesson, You should allow enough time before a lesson to plan the following important area classroom language ‘© timings for each lesson stage ee English for Iraq Teccher’s Book 3rd Primary: Introduction "How are you? How do you feel? Are you hotlealdsbungryithirsty? Is ir your turn? You bave to miss a tern. lal Who's winninglthe winner? How many points did you get? ge lag inatly 2 att Bp! roan pana ay gl ob pte cy Le LIL yaa Glace gall Gay iso ile gare gh umall jheee cafe Y are Ses Le ppetleg Radha lel Ue Negara 2 Sully ass Lacie legen a dLN obi ol Las hull i oT JB eat gl LoLAa pA gh Las ga Sel teagan pe Ie i se Mole ge welll ta ol A 3 sake ial oll le ae a ust chal ay St eden Ranga pA a gta ga lo aah pagel Laue fUB legane s shea lac amg esslacl oe ed day eta at ea gh sc Sy sett le Ae lala Qoeclll ACE gpa ym ld JS held legen Gage egltl Ba yall lal dyag Ue gla! A yal phe ppl ey Je call LA Shy 631319 hae cable Ph yntily cash juag esa pill oma aang gen ae jen Vaya ggg La Jaa SL ga Qyshacll adL ow Aegenall ge fylagall ull ig 5.8.20 yada Gal > sala 999 ge AAG ua ALBAN coy ll a gS ghia pl slalegepall yaw gf aya cis ly abana 5aUh allaensn e.g aad oye Qa gl MaLcal Se pce SL, panty Ben 0 ig ny La ull aT ay ebbel le asl Lg gals el el aad Stay Saal gaa els aad ya gS il Jaa oll patty Gg AEA sans pe GS eget Cengage LS splanasis yl st ln pte call Janet dine ya pit igh pag Y page sD naa 131 86h alee Se ell gh Ral ya ola Jalal jlasy ola yaya yay Gaus call uth alge ab capac gE tasT of danas cle Uilegs aagatl coal LAM tga ode pluto ga gill ley whuall ad S96 Sas cpl te ppl gl bate / pu lag) Uggs Aiici> eae Sage gue Ounce edt SL (Soe Mage Jey Ayia Ri hae eld cya ale ol actly ea he Bae ‘ARU) papa Bale! GB jogs Bl ges pall an anal la Sal at 18 Lao al pala Jay oh any AL eg ong NS Lio yada gaily aga ASST yay aie sae Gio s0 Bangla Lapa alegcngn ala yp dbl lay Lae (olasaingall) gpiopad! se Tatle oepall Tage lal! gelatine engaged Lay gal MS Gi Se a gun LY sant (dames) eg an pae a DLl ls) tpl Cael ce Cally ll Isage lla Sa hat Raya clin og6s ot iy Ll ody All jane pp Laie quale 3G lle cS Ge gael odesll oe dee aall yaa gpa A agelga gues Uae tl 30a algal i egie lll ylaSt glo Gaakall gl 3gLE ly Canal! Reade I! Jo esha alg Aalto al Lay pl |yoaene Senicalaytl pI ais Ja SoD a gpl dS stl po UL Aya Aaya Lgtey GSe 8) Ll allie las tp aan How are you? Good mtorninglafternoon, aii gall © Where's your book? Where's Mabmoud's gies Guos pencil? Gan T borrow your red crayon? sail « Open yonur books on page 78. Find proge 78. alacl « Find Lesson 3, which page is it? Us this your pen or his pen? Is this set Mabmoud's Book? Car I have your Activity Book? 12 English for Iraq Teacher’s Book 3rd Primar: Introduction——— = use of the board in the lesson © how :o organize pairwork and group work ‘© layout of the class (arrangement and movement of furnicure| Some lessons suggest bringing in realia, or paper, pictures ar colouring materials to the classroom. ‘Alehough the use of realia is not essential (PictureWord Cards or drawings on the board can act as a substitute}, childeen respond well to real stimuli and using familiar objects from outside the lasscoom in English lessons is a good way t0 engage pupils. Recycling fanguage ‘The teaching notes for some lessons include ways of recycling language from earlier units and levels, Teachers should do this wherever appropriate and 2as, vocabulary and language from pupils For exemple, once pupils have learnt the names for school subjects in Unit 5, the teacher can begin the lesson by asking what subject(s) pupils have had that day, whac they did in that lesson, exe. Pupils learn to tell the time (o°elock only) in Unit 3. ‘Teachers can begin the lesson by talking about daily routines with times. “When recycling language in this way, there should bbe a variety of regular routines, so that there is both repetition and variery. For example, create a timetable poster, get pupils to go up and point to the poster on the wall, elicit and write the day or ask Yes/No questions, e.g, Is it Tuesday today? Is ‘your next lesson maths? Other points that can be revised quite naturally during a lesson include: * Greetings: How are you? Good mortinglafiernoon, * Describing location: Where's your book? Where's Mahmoud’s pencil? © Requests: Car I borrow your red crayont ‘© Numbers: Open your books on page 78. Find page 78. Find Lesson 5, which page is itt + Possessives: [5 this your pen or his pen? Is this ‘Mabmoud’s book? Can T have your Activity Book? ‘© Physical states: How are you? How do you feel? Are you hutleolddiungryithirsty? © ‘The language of games: Isit your turn? Yo have 10 miss a turn, Who's winningithe winner? How many points did you get? Organizing pairwork and group work Teachers arc often required in the lessons co organize their class into ceams, small groups or paits. [tis important to ensure that this organization happens as smoothly and quickly as possible, so that it does not disrupt the flow of a lesson, Since pupils’ attention will be distracted once they arc sitting in groups, itis a good idea ro explain or demonstrate an activity before you split the class up. You can then be sure that everyone is able to see and hear you. Give clear instructions for rearranging furnicure or moving seats around. If the pupils need their books, notebooks or pens, make sure they know to take the necessary items when they change sears. If youare dividing the cass into teams, you ean draw an imaginary ‘line’ down the middle of the room, making snre there are equal numbers on each side. Ifyou want to divide the class into, for example, six groups, then give each pupil a letter A~ F, then tell all che As to sit together, all che Bs, and 50 on. It will save time and frusteacion if you think carefully about class organization before the lesson. “When dividing the class into smaller groups, you should generally try to ensure that pupils of similar ability are working together. The more able or confident pupils will then not dominate the group. ‘With some activities, however, i is useful to have a mixed ability level in each group. If you know chat some groups or pairs will finish early, have some extra work ready for them to do, or a game for them to play. This will allow you to give the rest of the class che help and encouragement they need, as, ‘well ss giving all pupils rime to finish the set task. For ptiworl, it is easiest to ask pupils to work with pupils who sie near them. However, you should sometimes vary the pairings in your classes, to make language practice more interesting, The interaction will also be more genuine if pupils are talking to someone they do not know very well, for example, i English for Iraq Teacher's Book 3rd Primary: Introduction Bi Bye Sing eal aalatd lel sng! Cpe ae aD al Ong Lap Ail pik Last My yall tam sue tel ST 8! apd pal aaa plot! pote ce 8a ull gL pa gat Len! wiLaalyahaes) # Jybeyels © aaciatyalel sills * preplyen ued yueat * salt hye yada pe ARAL Bolle acl gals LOT, Unc$! Ajab AL Acasa JM ayy aia SS al gap Aljcl Aa gL da yada SAS UT Tye pS BS BA US A {a ala aleSML anal ile puta! ga ebay Sle el eae alt tad ion * see LS racy lel leat et Slane ¢ pis LS hang Figg paca 3B ol Cony Adassgy Ancol Ansan! GD ys Tams * ergs lay Legal gh Ss ade sian hip gall ell pa gps lel Upp eal cil alegenta gh igiail eal elec islge Spats Ua Byles Meek! iyand Deals Logins jl paSlal gS nabeglipe gl alan ate ya pagan Lapua gl yam gh Rigaall 8 GSU) grap a ll De phen! “ English for Iraq Teacher's Book 3rd Primar} Sas Jag spate gee aigune Y Leggy Uae lee aye Sakey ieasay Orbe gate Bye ele eating yezall Ray Wa pe MS VLSYT te uel Chal ALLY) tl Sage!) 5 gj Lee cae cel Ja wal gigiuay gual ol (al bag 3,82 ad ch SA sap As esl Sg cn Sea fll 2 | anal 012.3 eyes on mee Esc he Splat) pana! pgs was 2 byl lL pS pe dan adel cypeleatl ene TEST aaa png lel, gana lly LIL a See apt St pel pgndng eal Alay ad ceili le 4 ally Ae Sad JIS Ge ay dash ade AAD ae EN aly signs by yadbll last daiil det © Aad esl © yds Sg LAA, all Laas vobidary rating to stay heey. + Fas hey 4 Red ad fallow exer pan + are yotbestyt + hak exh anewor wing Do yous ory = + Do you enc fe Tia 2) Name schoo snjecs ord soy wot your lavas essen + 9 you ea heanhy food! No, Tor Read and wre shod teats + Be we hseiny Yen we dena ve dont 2 deny routed rin and cectx + Bo-ax hors end Toe np > Leora vocaisry for shopes ord en te ier shoes, + Be yas tes Cal Yon do + Spal doe ofthe week > Whar’ you fovoutte ison! Tes arts + dentify end scell words with th end ee, + My house fos a iengeroom. Tok thes + Cau ons ea nbers 1-20, etrooms. +Learn to spel four Sigh Irequency words {ca dan’, your, how). + eho beeen triangles. (es.0 toy Whee ise? felon ester ine 4 Tome with is and songs + Rloy-rgame. Reco use vocamlary for shops on omens. A iuannen otegorina word. 0 af ou 2 Teele a npermorket ot enema ba there Soy nae Shere our tana where Wee ‘Give Brocton to pes + Wheethe chem? zor socal fr aferen modes of rnepor- The coms rev to the spermarka “ay boy you yet to xo plat! Sada 5p gill LA 3 ys lad acta © (Whee cots ea) Sague cee LST cya ostig ty «las Ayapeal Joly (pga peel sya opt edtal sual Yi daniye way TI city (AB) £ Ala yatt pest ol ga Sl SI ae pelo agi MOLL oles pS gag aly Resse Lad yan coils Saas Nall gle abil junta ctlia als 13] wells Ua hin Ji / aa ie ahd aut ge ojo STA Gall eygh asad aya al ag Le slshaes gig Sead cy lll Wy selgal af slygll 1 Byala palg S813) 5 lh woe tind Aas gy Copal gat gaa gga sls sad hae ipa Bal easly city gute Lal ta (ihe lps) ehepaisl Fall gals gal AS aol gy 80) apd gh ya she 51S Lee) cul Sg pl ua! Lagan lly (ink als aya 1S Open your Activity 38 j, by Manatee 5S La gnu gel e651 Joy Books on page 11. 5a ALL eg 8 Sead nc ol nay inde AS Lata slg By AasLaN acy Sg aan fT Moat ets see! (AB) ¢ tanya shy wage 1) pie aly 1 deal Sa ASLASI JLSY glade gS hats Lcd eat) Pri class [alata ole al at Gee SLA Aly gla Sad p HEI uh Adal gah ok al A! jg aay Li! ais Wye pe JS ge yiSt lB gle Sey scue ue pees hg Sa att ani oil Igads al gs iad lg il (body, arm, hand, foo eet pen Hk unas nll ba sy (Mn SLA Ns ete) Usseaa gs pond at. gotta olin pad as opie gal aerial pst gla pede sepa lay Lean elalan cl al Li pia at ati Nga Lay Soe SgedLt! si) elonch yor bead» ide lake — (apt ‘hed pip) Tovech yon foots sSyap ha “(AS pat (RSs pla! 0 ig ig) Touch your armnac ug asi) Touch yer iad. Jip lek “(5 pce bel yy 8 Ae ag) Wigale* your t08.<— (eget Se ads) Wiggle” your 65. jyie la ~ (iS yatl Jibs spuataecls ps Casa Ja wiggle vlan pu NAS pall gg yl ll ibe cue Nt i gjlaly ligt 2 AS a0 ANS apa ong Atal pial pegs Bal Gs pe nel Uns tall aia un MyDS Rand gl aa) cin als yasas lasted gyn shad ahs) ld (bbl! tle Open your books om page 13.38 9 Baas Saadball oleel ais Leal sleds 50 English for Iraq Teacher's Book 3rd Primary: Unit 1Stage 2 Stage 3 Poine a the word cards and reat! them one by cone with the class Play ‘Whar’ wrong?” Get children to close their eyes. Swap the position of rwo word cards, Ger children to open cheir eyes and ask Whar’ wrony? Let children move the word cards $0 they are below the matching picture cards again Play the game several times, cach time muddling up moce cards, Play ‘Salman says! Touch your head as you say bead. Get children to do the same; Continue with body, arm, hand, foutsete. Say a part of the body and ger children to touch it, Make this a fun activity by speeding it up. “Tel children they are going to play « yame called “Salman says!" Explain that when ‘Salman’ gives the instruction, they should follow it. When ‘Salman’ does nor give the instruction, they should not follow it. Play a practice game, For example: Salman says, Touch your head.” (pupils d actioal Salman says, ‘Touch your foot,’ (pupils do the action) Touch your dem, (pupils do not do the action} Sabnan says, ‘Touch your hand.” (pupils do the action} Wiggle” your foes. (children do nor wiggle their toes) Salman say} the action} "Note: wigyleis the verb thar deserihes short movements up or dowalside to side ~ the type of movement you can do with your snes. Play the gamo. This time, if pupils do the action at the wrong time, they are out and have to sit down. Keep playing until only four of five shildren remain as the winmers, You can speed up the game as they get better at playing. 5, ‘Wixgle your toes.’ {children do Identify numbers Say Open your buaks on page 13 and point to the rop activiey wif pupils can say the nurabers. Stage 4 AB Demonstrate counting from one to five by using your fingers. Hold up one finger and say One Get the class ro do the same, Hold up two fingers and say Tivo. Get the class to do the same. Continue until you are holding up five fingers. Say numbers 1-5 and ger children to listen and hold up the number of fingers. Get pupils to repeat [two] fingers after you, and concenteare on saying the plueal + (Fingers) Ger pupils to look atthe second activity. Put pupils in pairs — one pupils describes a picture (cig, three cats] and the other pupil points Pupils swap. Monitor and make sure that pupils are saying the plural s Alphabet review and letter forming Stage 5 AB Tall children that they are going to do some writing, Check thar everyone is sitting correctly and has a pencil. If you have an alphabet poster on the wall, use this to eligic che sound A. You can alse elicit the name of the letter é Stand with your back to the class and write a big letter i in the air, Now ask pupils to stand up and sec if they can make the shape of jin the air Make sure everyone is forming the letter correctly. Practise the same & fow times doing very hig letters, then smaller cones, then very small ones. Sce if pupils remember the action chat they learnt in 1 and 2* Primary {miming writing - j for dnb) that accompanies letter f Repeat the provess for letters j, k and J. Say Open your Activity Books on page 11 (and then page 12) and show pupils where to find the pages. Working individually, pupils should practise writing letters Hf, frst by tracking and then freehand, Monitor and support where necessary. Homework Set paye 13 for homework. Read the rubric and make sure thar pupils understand what they have ro do to complete the acrivity ooo, English for Iraq Teacher's Book 3rd Primary: Unit 1 5nee ae ll lye ol pale lly gla 8 Mada a eis ylay atl as gpa Rasa lsat A kp lyase ll a path sel le aapuall 2a) ike Guat ata) Sool ees pissn (shade poail Guy Gol gull Biakally 3S Us mp asi secils (0-14 glint) asta Ls yal (fe cited) ahaa ts shglaball Go} tal ab lege oa eels SM ual! Ge Salman sayseuall © Sue in, on, under, between and next to Sabman says, "Put your hand on your head." Salman says, "Put suaner fut am your foot.” Sulman says, "Put your arms on your le, ‘wt your hard next to a book." says, "Put your head wider your arms." serge Ala pat auoLiall ggLisi sue gay ie IL Uy ga aa pe ashe! gall Bae Gy Repeme ca Kael a! al Alay Lgl gal gil gg Sue fe Se pel He Bball, otal as sel gael © , Les tpn Iga Wats aD gpa Al Do six hops. Do sever claps. Do two tis Jo als urns Bel oh al Sem gil Sta ell Bed cll aed Sci 4 a ody NS he Sac) ATE ul pasa tall lll Mee gees eg Seat gl allie apa Sadeng gd Ha yaal 99 ell ova lh 3ate) lly Lp ada ual ial Lal (5 Rial gpa Anya plate a oLA ad pA Cie oe pS legis Raul 3 Nga col RL BM E88 pa Sadat Say ST seal! Gye, pall othe ope 8) (GEL ema YiSall gpa Islay) Seman Tage SR) plaull 2 le ayo JS pine ge Ley al ost Be pat Le Sell ee el aah alg GS pt yea Ue Lysca sal co plat lye ages he opal Lae Gee El Gua Laat oe oT ella st pall gb Sustall pt Deelah fe Put your books, pens and pencils away, please. Don't forget your homsewwark, See you ort |Mort}day. Lgigh Goodbye # shang lodge Sl sd Beams cya walle! gi Gnodbye ayLall aye AS Gaal ally cipal aust os ee pt page tala laa Lata! « goose gyS 9 Sal alt lag! east Sige Et acer Sted le ghana ly ely phan yell yd age ee oS all eS lo ag ub aged ga plSl px shape at Aegepel sha gs wlagacen 2 pdt gly © Bibivee wSdlinan saysr tpl) take tie Ve as scala ene! 4 ya dena Sts Alay el lan gl agatl sSabnan says, Touch (your) head.. Louch (yore) Fook 52 English for Iraq Teacher's Book 3rd Primary: Unit 1* You will probably be handing back the homework you set at theend of Lesson 3 (practising writing letters 2-H}. IF any pupils have had problems wich this homework, you will need! to take time to find out why and set extra practice for them — you can phorocopy the same pagesand ask them to repeat the activity However you do need to find our where the problem lies, Remember thar writing is nota natural skill and needs plenty of practice, Ac this stage itis more impurtant that children form letters correctly (starting in the correct place, ete.) than thar they manaye exactly to position each letter within the staves. Stage 6 Rounding off +) Spenda few minutes at the end of the lesson to review with pupils which you have done together. Get them to tell you what parts of the lesson they enjoyed the most and the least ‘Tell pupils ic isthe end of che lesson. Ask them to clear up. Say things like Put your books, pens and pencils away, please, Don’t forget your homework. See you on [Moniday. + Say Goodbye at the encof the lesson and elicit Goodbye from the whole class and from different pupils. Additional Extend © Play “What is te pares of the body, Put the cards on the board one ata time, naming them with the class as you do so. Ger children to. close their eyes, remove a picture catd, and see if they can name the part of the body thar is missing, You can do this as @ chs, group or pair acrivity Get children ro playa simple version of “Salman says!" in their groups, Nominute & ‘aller’ in each group. he caller should give simple instructions, for example: with the picture cards oF Sabnan says, “Touch (your) head.” Touch (yous) oor, Support = Ompanize children into pairs, Get them 10 fook ar the action pictures on Pupil’s Rook page 9, Children take turns to point toa picture while their parmer does the action. Teal Lesson 5 Aims: To listen to and identify actions To listen to and sing a song To review numbers 1-10 Levtet formarion and letser-sound correlation for mp) Pupils Book pages 14-15 “Activity Book pages 14-16 Tracks Sand 9 Sets of number eards (1-10) Warm up ‘© Play ‘Salman says!” from the last lesson and incorporate the prepositions i, on, sande, between and next 10. For example: Salman says, Pot your hand on your head.” Salman says, “Pat your foot an your toot." Salman says, Put your arm under your leg." Puc your band nexe toa book. Salman says, ‘Pat your head under your arm” Stage 1 Listen and count Count From one to tea with the elass. Hold up the appropriate number of lingers while sounting = Give a set of number cards to each pair, Play "Hold up? Call out a number and fer pits hold up the correspondingnumber card, + Ask pairs ro sequence the eazds in order on their table, from 7 t0 10. * Get children to stand up and do some TPR. For example, say Do six hops. Do seven claps. Do te burns, © Get children to look ar Pupil’s Book page 14 Explain that Reem is counting how muany ships she can do, Note: There are no words in Track 4. ——————————— English for Iraq Teacher's Book 3rd Primary:Unit 1 53eee 1 finges, 1 thumb, 1 arm, 1 leg Reep moving, igen 1 thas, 1 arm, 1 leg keep moving, We all feel happy today. 1 finger 1 tomb, L arm, 1 leg, 1 nod of the head keep moving, 1 finger, 1 thin, farm, log, 1 nod ef the head keep moving, J finger 1 thveb 1 arm, 1 log, 1 nod of the head keep moving, We all feel bappy today. I finger, 1 thunn, V arm, 1 leg, Enod of the head, sit down, stand up keep moving, 1 finger, L thumb, Tarn, leg, 1 nos of the head, sit doun, sand up keep moving, 1 finger, | thumb. 1 army 1 leg, 1 nod of the head, sit down, snand up keep moving. We all feel happy today. L finger, 1 thumb, 1 arm, 1 leg, 1 nod of the head, sit dawn, stand up and turn around keep 1 finger, 1 dumb, 1 arm, 1 leg, 1 nod of the head, sit dose, stand xp arid turn around keep movin, 1 finger: 1 thwenb, 1 army, 1 leg, L ned of the sit down, stand up saad tirn around keep movitg. We all feel bappy today ele pall as dll ans ipa Vga ee casa all gue os ae i cls po i paasnlygLanudl lagi 22ta Ml Lz yal stay shat tae pe Girma Sh pe Bins AS a yuna ply adel pS poling pagal enol Rll ipl pad slag le sells guts nell ea Savialt ae hap Lp nal st Lal an gh See elle CM sal gh as mB srt aya J eye ISI In Gad Le lS et AS cpa Me Real lp lAip Sh Mel Ga call Bae a BE OLB WS ant easel eal ead! iE ye Lage Syed ay A lal go chalS ange oe wll 2p ill Jeol pny Lye Sue pn pplz! JES cll ue psy pcan ol yada Holl sp! -Jb_ SUB euctt Gig ess Reperee IS aay 1 skip 2 skips 7 skips 6 skips 9 skips S skips due) Agaal Ge Y Ale ptt Oe gh sal gi gy ela ee Sada pel 6M) gyal pa Vaal ll yh gh go gla 3g LDU cytsLady gS lg eens cl a ud ul IS eagle te yd yj Got eam aul ll papas Be qual plaal 1 ll Lago Bua ya lll No Randal! seul eal cagacany Lai | Who 1s 18s fLaly Spon il pt! AGEN Li pa clay pple al al cyl Sad Sly Pegi lady Le gia Bogen IE pl laa yD gs peas 3S pl os ghaggatag Syeda! Ley cS youll ytd gba Jha ils yall pg gS KSI JTL 13 SIS a" hay ja slang el3 Zonal gb clalgly taal Sa tla gl ia gaa il allzal ga os ate ha « staal Aa a bya gi 3 suaLin yn ga thud ‘ples quad Sgtaaann @ 1 finger, 1 thunsh keep moving, 1 finger, 1 thomb keep moving, 1 finger, 1 thiemb keep moving, We ull feel happy today 1 finger, I thumb, Larn, 1 leg te —eeeOEOEeEeEeEeEeeeEEEeEE 54 English for Iraq Teacher's Book 3rd Primary: Unit 1Instead, pupils will hear a number of skips as sound effect ‘swish’ noises as che skipping rope goes round. Tell children to listen and count the number of skips. Play'Track 8. After each set of skips, pause the recording and say Hold up! Ger pairs co hold up the nmber card thar corresponds to the mumber of skips. @ Track 8. How many skipst Sound effects to indicare: 3 skips 2 skips 7 chips 6 skips Stage 2 Sing a song (1 finger, 1 thumb) Play a quick listening race with the class. Organize children into pairs. Get pairs to look ar page 12 again. Say a part of the hody. Pairs listen and race each other to point to the correct part of the picture. Continue until all parts of the body have been named once oF twice. Get children to look atthe pictures om page 15. Point toa picture and ask Who is it? When children respond with Sami, explain chathe is doing the actions to a song. Get children 10 Jook wt each picture, guess whar Sami is doing, and do the same action. Play Track 9. While children listen, demonstrate the actions, or point co the relevant actions in the book. To do the actions, wiggle your linger and thumb through thesis, shake your arm and leg, nod your head down and up, sit dows, stand up, and tum around, Note: Make sure pupils realize that the bin thumb is silent @ Track 9 1 finger, thumb 1 finger 1 thumb keep moving, 1 finger, 1 thumb keep moving, 1 finger, 1 thuinb Reep mouing, We all feel happy today 1 finger, 1 thunib, 1 arin, 1 leg keep moving, 1 finger, 2 thionb, Larm, 1 leg keep moving, 1 fingen 1 thumb, Lara, 1 leg keep moving, We ull feel happy today, 1 finger, 1 thronb, Earn, 1 leg, | rod of the head keep moving, 1 finger, 1 thumb, arms, 1 leg, 1 nod of the head Beep mowing, 4 finger, 1 Uoanb, L aren. leg, 1 nad of the head keep moving, We all feel happy today 1 finger, L dunn, Tarn, 1 leg, V nod of the head, sit dows, stand up keep moving, 1 finger, 1 thumb, L arin. leg, 1 nad of the head, sit down, stand up keep moving, IL finger, 1 shuimb, Varna, 1 leg, I-iod of the head, sit down, stand up keep moving, Weal feet happy today. 1 finger, 1 thumb, 1 arm, 1 leg. 1 nad of the head, sit down, stand up, turn around keep moving, 1 flier 1 rbstinb, 1 atm, 1 lag, 1 nod of the bead, sit down, stand up, turn around keep moving, 2 finger, 1 eunsly Laem, 1 leg, 1 madd af the bead, sit down, stand up, turn around keep moving, Weall feel happy today. * Play Track 9 again. ‘This time encourage children to listen and join in with the actions. Make sure children start the song standing up. Stage 3 AB Alphabet review and letter forming + Telchildren that thes are going to do some writing, Check that everyone is sitting oorrecely and has @ pencil * Ifyou have an alphabet poster on the wall, use thisto elicit the sound fn. You can alse elicit thename of the letter me. Stand with your back to the class and write a big letter me in the air, ‘Now ask pupils to stand up and see il they ext make the shape of min the ait. Make sure everyone is forming the letter correctly, Practise the same a few times doing very big letters, then smaller ones, then very small ones English for Iraq Teacher's Book 3rd Primary: Unit 1 55ees geal O°) gy slaad Uaatian) gpl de alatsl at « yg 655 ote Sata sueLiod () (San Sehptegp jldutinge ) RL eg all Sy guy Aa tla aad Seal 2 Bal i +e gas) Ue sabia) li ge wt abattl peta age se pa 6 A olen Ml gle eed val lead Laat big seal, long) sbort zhao tap sth she os sll oll geal inal) sill dingy So to teen sah a (Ay a3 geea sil) abl Gis ON clazeall) ON its Vs ghz ina, eye osc, month jg thal Toaguee, big, semall, Jong, short earsy tee! oad Sesculel Open yor’ Pupil's Books on page 16 © BL gee pull pia Lagan cla gl elles | yada! odes SNL) LLE2 aay tly dla gle Saal pe Eades egeatyy 2090) aad Lae Gates — GERI) LEAK sll ge Sa omsnso3guns al ight pga Tye STD gal (Glos tas tel paulgealy ay LA aw logic Neg dpate Bal gh gil al 9 pal Sal ll AS yall yy Sy ya dal! gl ye SB By) ga! SUL JA gpd Lage ally (Geneal EM, 0. 9 Po Ateall 3S * Open your Activity Books on page 14 (and then (page 1S weal SB Ls papa RES le ol Sela ayy IS Lan slg aly Rl 4S 15 ght (AB) € Ala pat pia igly Sanden ale 5S canal gh! 1a UY Le Syl gah ya Bey ee Saat US Bs agal : i as 6 alae el gel tha ll Spall canal pm SE Regal lat S35 SY papal ge pit 2 Alm atl apt hss clon | Alas, LeLadT sla B¥l I) gl « cls fay elie | Alaa pus gf lite) a sb] ges pada, Aileen Suits Easy ane ley yl ari yackys Mons ple bl of wise oo Sete aL ey [jews Seta) chat pate LoL gga ad gf Lely cap Le lal ge el Sane 1) 4 gD aa Ngagelspfonul le gags pales + git peg call don alah gl teats ogee Leagan Leis “Aaya eB al aad le Sangeet aaj gall EAT ® out os Seat lad Se HS lye Senda Gu WSLS g play Say py Si skips? a Le Aas ty LEAS \pagay he Sat opm lle ty oo Jol pally sc gs Cpe —_— 36 English for Irag Teacher's Book 3rd Primary: Unit 1+ Sce if pupils rememnber the action hat they learnt in Ist and 2nd Primary that accompanies Support Practise other counting activities (using letter m: (rolling up a mat). numbers 1-5 or 1-10) to help pupils * Repeat the process for letters 9, 0 and p. Say remember the sequencing. For example, Open your Activity Books om page 14 (and then count down from five or ten, say a page 1) and show pupils where to find the number, and get pupils to respond with the pages. Working indivislually, pupils should next in the series (e.g., you say forr, pupils practise writing letters m-p, first by tracking and say five}. You can also count in twos {e.gss then freehand. Monitor and support where 2,4, 6, 8, 10). A variety of counting necessary. avtivities will hefp pupils fecl more confident with mmbers. Stage 4 AB Homework * Set page 16 for homework, Read the rubrics either as a class or pupil by pupil on a rotation basis and check chat pupils understand what Lesson 6 they have to do to complete the activities. + Remember the three important points about homework that were noted in Unie 1, Leswon L. io name parts of the fnce "Yo review adjectives bigismall, longlsbert Stage 5 Rounding off Te liscom to deserters weed idencify facial fearures * Look at the suggestions for other counting Review letter formation and detivitios in Support below. "You san use-quick spelling of key words counting activities to round off a lesson in an Materials: Pupil’s Book pages 16-17 enjoyable way. Similar activities can be done ‘Activity Book pages 17-19. using the alphabet, for example, you could ‘Track 10 practise sequencing letters ams or start from Picture card: hair, eves, nase, points within the sequence (c.g. ¢, fy ..), Let ‘mouth, cars, teeth, tongue, big. pupils look at the alphabet poster on the wall mall, long. short when doing this, + Spend a few mimutes at the end of the lesson to review with pupils what you have done together. + Warm up Get them to tell you which parts of the lesson they enjoyed the most and the least. + Say Open your Prspil’s Books on page 16, Blicit + Round off the lesson in the usual way. any names for the parcs of Hassan’s head that, children already know: Discuss some oF the following points with them: Additional = Talk about whac features are on your face SS and head, Extend ~ Talk abour whar children do with their heads, * Get pairs to play ‘How many?" One child about how faces are the same and different. gives an inscruction, for example, Six skips. Their partner must act out skipping six skips, Gee children to take tarns and to vary the numbers and the actions. English for Iraq Teacher's Book 3rd Primary: Unit 1 57Relais gC gldysl 1s ghar F I have short hair and big ears. (S) Thave a big nose and big eyes. (2) | rave big eyes and short hair (4) I have a small nose and small ears. (1) Thave long bair and a big nose. (6) | have long hair and big ears. (3) PADI Sub gue lel cepa dal ell 4 dee! gphd pa Sal yaw cilopapall JS deel ut have a big nose and big eves Se Ral aot Vag Ub sllney Sanly Rega og slg cle GM AABLi ey sob Ro gle oil ML ah Regent deel (*) Negarmall JS gSI Gis By Regal! Gia Ral LG as lle LI Jas oa! Able ate SV edo we bapa cule Lia poi sal ary (AB) Ae at Sects! Open your Activity Books on page 17a * Si aal pies Lact gly ges gS Adal ll pal! yada gh SL al JLASY 8 SAN Lag ST ay alas gh cay all glug a 1813) Lppul «lS A sag ae Si sate ll lal ga Haat a Sioa ulate pa Lal ganja ll 2S Bdge IS He bas /Sarai has tivo eyes. She has/ Reem bes five halloo There dre three flowers in the vase pe AS tl ps peal glad a Sat Uy igh del sduall sis! (AB) t Qa pat coueS) cleat 18h je ay 14 5 1A Geeteall ose way 8 ASIEN Rapamell LLEDI gntay oiga is Kt sil «Lai See aly Ler! OTM a A Lge taE pl cle pds gaa ass yey alas cape Al J (lok) INNS ype Ree le cal (bem ar fA /fifen/) Lad SL bed isth img pate apa ala cls plata \ Ala pal! dal ga. What i ie? JLalp hair syn ll gis) # ull Uap gc. Ves t's hair “yg leemsn Ht gall ltl pbuh Soe ed JS I] wens 8 8 LP gle dyed! acl ib oli Lb 2 Baga oS fie coll le ygucll lla I pat i ja al 6k at ia il waa 3 8 elas ype ly ed Lay wetael yay Leads Waris it?s jlels Agta rasa nial eee Ral ges cally Aa cl es ee pl il gee ens gs da gh Guall 2 bel have ome nose +f atail 31 yA) « wheat ye lla hate 00 ayes fs ae ll 98h 3 8s Sel $3 80h us DLall ang vl! Rabin lal ll ph aly oe Ash Big Baely Cue ll pol be galls apie le 83 le two yes iby peal! stl hone eye ls gS Lasie's Baya! canst Lal sn gt gt path €aeea Baguo Milla, 43,1 bigysmiall jlongishort Lt gel # A gaieay Beall MLA 1 Ly lady Bua dball gs big sag hig. small 5 gua Way ga deni ppl al Aa sine iat eal Slat shacae oh yl Sta dal gs hig or small? Bit gS Let eda pall Ja gue ae small) Sg! etn (ig) ally (DIE) steeds Uaybll ong yshort au gle # zeit Often your books on page 17 1a ptm GIS (Lametiaely gas coe) Ladi gps Neemnber forir, Who i 02 : Sa Saute opey aad ogebll JB! GGGS) mel Sy gens Ie sell Ses Ve pha gs aghast a sl ape gaat # gal hy IypS Sued gap aan IS aay ee as] ee 58 English for Iraq Teacher's Book 3rd Primary: Unit 1Stage 1 of the face Stage 2 Listen to deseri Listen and name parts Hold up the fair picture card and ask What is? Let children respond and then confirm Yes, shat Put the pecture card on the board. Do the same with all of the picture cards far facial fearnres Encourage pupils to point in their books ro each pact of the head as you go through the names, Point to the picture cards on the board. Name each one andl wet the class to repeat. Play a game of What is it?” Ger children 10 close cheir eyes while you tum over a picture card, Tell children to open their eyes, Point to the turned over card and ask What is it? When children guess the part of the head, tum the card back over. Play the game several times. Point to your nose ant! say I have one nose, Get the class to repeat, Point to your eyes and say 1 have two eyes. Get the class to repeat. Remind pupils thar when there is more than one, we add 5. Point to different parts of your head and help children say the singular and plural fortus of the words, For example, point to one eye and say one aye, then point to two eyes and say fro eyes, ions Review the words biglsmall und longishart. Hold up the big picture card and say big. Get children to look at the picture card and guess the meaning of the word, Do the same for the snall picture card, Use some objects in the classroom to check children’s understanding, For example, point t a rubber and ask Bix or small? Lat children respond with small. Do the same with other objects such as'a cupboard tbigh, a door (big), and a paper clip (small} Teach leng and sbort in the same way. Say Open your books on page 17. Explain that the children (Hassan, Reem and friends} have ‘been making some “fanny face? masks. Say Number four, Who is it? Gor children to identify and respond wich the character {Kiko}. Do this with all of the characters. Tell the class to look ar the masks, Play’ Track 10. Pause the recording after each description and get pupils to call out the number of the mask English for Iroq Stage 3 AB Stage 4 AB @ Track 10. Which funny face mask? | have short hair and big ears oi Thave a big nose and big eyes. 2) Thave big eyes and short hair ai Thave.a small nose and small ears. (1) have long bair and a big nose. (6) Ihave tong bats and big ears, a) Play a groups: masks again, Give a simple description of one oF the masks, for example, [ have a big nose and big eves. Give all the groups some time to discuss and agree on the answer, Then nominate one group to give the answer (2), Award che group two points if they get the answer correct. Continue until all groups have answered at least wie. Keep a record of the points on the board, At che end of the game, congratulate the group with the most points me. Ask pupils to look at the Drawing the correct number of things Say Opan your Activity Bowls om page 17. Let pupils look ar the page and get them to tell you what they need to do, Pupils should work individually to complete the activity and then check with.a parmer to sce that they have the same answers, In pairs, ask pupils to think of a sentence to describe each picture, You may need to prompt with ideas, for example: He hasiSamii has neo eyes. She hasiReemt has fi There are sree flowers in the vase. Give pairs time co think of their five sentences, and then ask for ideas from the class balloons. Homework Set pages 18 and 19 for homework. Read the rubric (as a class or individually), This activity reviews the second set of letters of the alphabet that pupils have reviewed so far. Explain what pupils have to do and demonstrate one oF two words on the board, Fncourage pupils to name the first picture {ith}, then say the Jeters they cam see in the top circle (k, é, or fi, fil, in. ‘Then elicit how to spell ink, Teacher's Book 3rd Primary: Unit 1 59squall psi tas (nade) Shanes elle) sail gaciy Sil digas eLeal plated Bred) pave (bas plaae\ (eam phubl) ola 1a line dosunS cial) lai a] Ring lt (is, bave, bas, what), ADs, MCA Gidea!) atl bs (O77) pada!) aA Obs 2¥gM oleae (ir yeatenaiabesin 6) lal sss Vo go sac Lads gl aLatl ge al day 2b Sie How many legs? Jluly ats lea ol) St - How mncny fingers? Shag aas sl a gas\~ How many legs? Jlls gare! 3390 ce! sh gobs) SLE atlas gly adel SLE It bs vata he | clas a peepee Van att Vdeduall el agua i obi Guadbll es Seg eal ea. "Ycae Lis” Lgl eg opi! 16 ypnems el ead UB ae AIS JS cle cl) nid le Lynn OT pale Gb a yatly piss Heel sang gine gotT SALEM pyle st plan pL gia Hue Seed oS anes IS ay DB Ag) all Ja panbsl ional cUulst| 1) gal! @ Mouster 3: Hello, Ihave one legand four fingers. Monster 2: Hi, everyones Ihave fourarms and one veil eye, onte green eyeand one blue eye. ds.2s geal Sas ite cual als pall on Gia CBee 21S ogee lge al Gane IE | Laps eins past gh $y. ao una ole pl Sa ag al al cS Oo Say ILS alent Baclnal ga tebe igang 0 Ale yall lei eatliagy as * ween Anaya poland pn slate splat yas! pal & co gle AH sae puny ISAM Gb pgs els “Some Bay cgmie plus! Sars lang hygsle day edb le apy ge Blend gh olen age oa ees agaial any Le Nycolasees 2 boty ic) gael 1 (NS) Ana Lye AM ee Sty ba pa alll gl aa at tye 3 Blain p35 ps ob sbigysmallylong/sbort gah ate cig cal SIE pall pod eS gt a 60 for Iraq Teccher’s Book 3rd Primary: Unit 1© Note: Make sure that you collect in pupils’ books after this homework to check that all children are managing to form their letters correctly. some pupils are having problems, ‘you will aced to provide some extra practise. Remember that using a ‘writing friend/partner? can be a ascful strategy for pupils who need more help, Stage 5 Rounding off * Spend a few minutes ar rhe end of the lesson to review with pupils what yon have done together. Get them to tell you which parts of the lesson they enjoyed the most and the lease. * Round off the lesson in the usual way. Additional Extend/Support + Ler pupils design cheir own ‘funny face’ masks, These can be drawn on plain paper and then coloured, or you can use paper plates and either draw or sticle on the features. In pairs or groups, pupils should describe their mask to their Classmates. Pupils can then decide, either in groups ur as a class, which masks are the best. These masks will also make a colourful classroom display. When teaching big/small end long/short, make an action to go with each word, Use the actions to support the descriptions, (eae Lesson 7 “Aims: Tp name parts of the body. {Yo give descriptions (number + to use siagular and plural nouns ‘Yo use havehhas to. sead words (parts of the body) “To learn to spell four high-irequency words lis, have, bas, what) Pupit’s Book pages 18-19 Activity Book pages 20-22 ‘Tracks 11 and 12 Game Circles (AB pages 135-136) Warm up + Ask some questions about parts of the body, using the numbers 1-10, For example: = Point roa child’ logs and ask Fore many legs? - Hold npa hand/two hands und ask How’ many fingers? = Point toa picture of Mimo and ask How many legs? + Note: You might like co tell pupils thet there are ight lingers and two thumbs. Stage 1 Counting parts of the body + Show pupils the pictures ar the top of page 18. Explain char they are ‘fanny bodies’, Show them that each funny body has'a number next to it Tell chem they will hear the funny bodies talking, They have to listen and hold up the sarne number of Fingers as the funny hody that is being described. Play Track 11, pausing after each description to let pupils hold up their fingers, @ Track 11. Funny bodies Monster 3: Hello. I bave one leg and four firegers. Monster 2: Hs, everyone, I have four arms and one red eye, one greet eye and one blue eye, English for Iraq Teacher’s Book 3rd Primary:Unit1 61ee —— TM ayeSi2 pate) My shoulders, my knees, (ovis (eenigal Alauset! put) Andy mouth, too, Je tues adel aucty) With lors of white teeth, (peti Smiling at youd RSLs jal ok asta gs geyAl ips Weal Bb unsold call Iysasy cal yh Lal (AR) PAL patt 1-6 gue alae! Gate poll lo Uae Uap as] # Sia peal cst eye 6 teeth 4 mouths ong eee atl papel al lal a allt ® a gall deel deg a 5 ll te ile lene See all le ta sane ily How many evesfears/beads? salty Open your Activity Bonks on page 22:8 © ply Sue ell Jp LAA sal Sad Go slajlage ApS aS Ile gems SL Fel 8 aad sol 3 sla LA os Gath petal Sadao De ag gael] ULE le ALS dy Of Ae ley ed Py agin AGA 8A as all ts 45,82 gles ta) shat alga le (ate LAS JUS gl any bb dig sliny gO sual gy Vo] Sa ALAN les gga YY Rell le del gael gem lly asl lal ea apa hgh 3h pot any cpm © aah le we Hae ing ae Y Spal GU ness ane al el nD agg etl Jas te all ts SS ya Yl aa ss Be LoL |e (Canta Uy a JS cal ats SY le Iplua pine Voll Ul Monster 1: Hello, tbave four ears wo arered and nuvare green. Monster 4: Its me again. My friewd has sixteen fingers and four thinks. J have nine toes that | can wiggle. Monster 2: My friend is green, He has three (vet Jour eyes and eight fingers Monster 1: My friends body is purple and yellow: He only bats three teeth, but his ears are very big. patglatall paw pel "Hcaccna BLS Giaoy Lal gall ll sly ga dean S818 Coy all pencil alah eel IS By Ipdaday aban I) Lancia Iyues ggeag A Anda Jad ola il Stal Jo 9 (Ess ae pat ae a ls pay gla, Open your Pupils Books om page 19. ¢ eces Misys lgttly ya Dhll ue bee Who isi? ee gn nas Leip AGEN fi cli Ragen ll ply ken gay! Aya Saat gay Lg pad UBT ST sage Ja Taka Bag 5M gyal IS pe al all at bg Sally (AS Lb ple ye gE cS pal say pla aalgall 6 al ana pase sie Send WS ILaw Le JY glade! call ee Mall nut) Here ire wry eats. (esto Se pat) Here 1s nose (ees oll AD! pete) Tere is ory tread. (ash (egstadl glial Mt Suadia!l juss) Here are my toes. (geil | Sed ete) Here are mry eyes (aly eae! ay! gui) Tivo eres open sve a 62 English for Iraq Teacher's Book 3rd Primary: Unit 1eee Monster: Hello. I have four long ears ~ tw are ved aud how ate green. It's me agaits. My friend as sixteen fingers and foxy thumbs. | have ine toes that Tcan wiggle. My friend is green. He has three feet, four eves and eight fingers. My friend!’ body is purple and yellou He analy has three teeth bat bis ears are very big. Monster 3: Monster 2: Monster 1 + Play describing Yunny bodies’ Invite some confident volunteers to describe a funny body, Lee the class listen to the descriptions and guess the number oF the funny body, + Show pupils the activity at the bomnom of page 18 an] get trem to guess what they have to do, Organize pupils into pairs. One pupil describes a funny bedy and their pariner says the number of the picture, Make sure that children change roles, © Note: You can extend and personalize this activity by letting pupils Uraw some funny bodies of their own to describe ro cheir partners. Stage 2 Listen and sing + Say Open yoner Pupils Books on page 19. Ask Who ts it? When children respond with Miono get them f0 guicss what she is doing. Explain that Mimo is doing the actions to a song. # Hold up the hook: and point to the firse picture, ‘Get pupils to tell you what Mimo is doing, ‘Confirm hat she is touching her eaes and get pupils to do the same action, Do the same for all of the pictures. Play’ rack 12 and demonsteate the actions, Encourage pupils to join in. @ Track 12. Here are my ears Here are my éars, (Pupils poiit to ears) ‘Here is my nase, (Pupils point 10 nose) Hege is my head. (Pupils touch their heads} Here an’ my tues, (Pupils point ta toes} Here an my eves. (Pupils point to eyes) ‘Tivo eyes open wide. (Pupils open eves wide) My shonlders, my knees, (Pupils point to shoulders and knees) And my mouth, t00, (Papils point (o mouth} With lots of whire teeth (Pupils smile showing, teeth) Smiling at yout ‘© Play Track 12 again. This time, get pupils to jnin in with the accions and say the words a¢ the same time Stage 3 AB Read and draw © Writea simple description on the board using mumbers 1-6 and parts of the body, For example: Leye Sears 6 teeth 4 mouths * Read the description with the class and demonstrate drawing a funny face to match on the board. Point to your fanny face and ask the class some questions, for example How maxty epestearsibeads? # Say Open yoner Activity Books on page 22 and ask children to look at the First activity, Ask confident pupils to read our the words, Put pupils in pairs. Note: Using one pupil’s Activity Book only, ask that pupil co murn to the back of the book and find one of the Game Circles, "There are two Gamus Circles to choose from. AS a teacher, you can vary which one pupils use so that they do nor become too familiar with the position of the mmbers they want best to select Explain that che other pupils should dlose their eyes and put a finger onto the Game Whichever number the pupils select allows them to complete that parr of the Lave on page 22 of the Activity Book. For example, if they get a 3 they can draw g nose or noses ill they geta 5 they can draw » mouth or mouths, @ 6 means they miss 8 turn, Pupil 2 then closes their eyes and selects a number on the Game Circle. They continue until rhe face is complete, Pupils can do this activity twice so that each pupil’: page 22 has a funny face vircle ee English for Iraq Teacher's Book 3rd Primary: Unit 1 63aphte soaleugi mest gl Lea Lan yu cle Igo yea ga aia gar a Agena ye ela a SusdE edd min eats sl Hereare my ears ST aR Sypeun sles Sula 9 eels] ond 8) jean ge bgp tend aM ple) aes slgediyedake itglanl hasangs Wisse GEM) IL int, on, wander, Wet) aya! cilzaogs ae (to, betiosen Bayanclllsl JAN Gye else gat QS 4S GLE gl cea ple fis, have; has, whet) (V8: beacall) acetal GES (OFT eteduat!) AAT ts vy gil Rl yall ale ays Saal gage i gl Lely Si edb ga uasall zl Caecinen il nal Bs a Se Ilys ages magic ta aa Ertl oom a Si ny Sip Sunda alas Of gpa ld al ectlenls Sea the) ue pre ld gel ; (G2) eB SUEAhae gps ey Mie a ASS JST OMS Bins (AB) t Bt patt A JSON; Sy ALi oles ding ele gM spt Liga Bangla pd) blng SS gh al gu] eg ala eg ngs LA aliny (is, have, as, what ea als) aang! coe) sep i gN bal Goa YA il Gola pall yadall gall * Look, say, cover write, ppl gle aS) asi los pl) he Spel fel tal lah a La \,aly check Sia unl lias gaat cdl Je pad gifs 81 ayy Lad is Ua gb fs ls le Seda gs Saad Hiyll gl ob sho White bs spall aoa Rng 15 ang eA 3 yp Raybplal gata! Hila adie ss & oWrite Is sgae Jlasly Look, say, cover, write, check Rendell gle Hing) ASAI Riysn ddl gal Abo Sha BDU ang AAS age ling ALAIN 06 Ga a9 5 ll conn Jl 2 il dance all Li atl Pat est (apy hn pat hig Us ast | at Abas ALAN JLSy aba gue Le renga Sada ja lgly Vg VAgdanduall san ELE | Ral «(duel atl gh uly) gi ple gus pub) cay JS501 8 AE DMA te al is ba ge ( Se osazal pul VA at Le dyadiall a el 9 S gacall Ug Gil ey pees asaaieS gal acl ghapais sas ABaapcca Bagge yl yall a & 64 English for Iraq Teacher's Book 3rd Primory: Unit 1Stage 4 AB Spelling high-frequency words (HFWs) + Pupils will now begia learning to spell common, high-frequency words using the ‘Took, say, cover, write, check’ strategy. Pupils will learn to spell four words cach unit (in this unie the words ate i, have, has, that), Lesson 1 of Unit Zhas a spelling test of these four words. # Ask pupils co look at the activity at the bortom of Activity Book page 22. Write the rubric Look, siy, cover, write, check on the board and read it with the class. Copy the table onto the board, Use mime to demonstrate the five steps, for example, mime ‘look’ at the word is, then say is, then cover it with a picce of paper. Write is in the first ‘Write 1 column, then remove the piece of paper and check, Get pupils to tell you whether you have spelt is correctly + Check that children are ready to write, Get them to follow che ‘Look, say, cove write, check’ procedure and complete the ‘Write 1° column, ‘© Notet Pupils have 2 Spelling test sheet at the back ‘of che Activity Book on page 120, ‘There is also a Spelling test sheet at the hack of the Teacher's Book far you to photocopy in case you need to provide pupils with a replacement at any time. Stage 5 AB Homework ‘© Set pages 20 and 21 for homework. Always make sere that pupils understand what they have to do to complete the activitylactivities. Read out the rubric {as 9 class or individually}, For the activity on page 20, you might like 10 read each description (e.g. short hair) and demonscrace what pupils shauld do. Stage 6 Rounding off * Spend a few minutes at the end of the lesson to review with pupils what you have done togethe:. Get them to tell you which parts of the lesson they enjoyed the most and the least. + Round off the sssou in the usual way. Additional Extend/Support # Lee pupils practise the thyme ‘Here are my cars’. Put pupils in pairs or small groups, one pupils says Here are my ears ‘or my cary and the other pupills) touch their cars. Pupils swap and say another part of the bouly. Tam Lesson 8 Aims: To listen es aad follow a story To listen to and follow inseructions “To listen, find and idendiy differences To understand desctiptions of location (i, om, aiden next fo, benween) 78 To identify initia! soundvletcers: ‘ofknoven words To learn to spell four high Trequency words tis, have, as, what) Pupil’s Book pages 20-21 Activity Book pags 23-25. Truck 13 Fi ‘Phin paper for Stage 1 Warm up Introduce the lesson. Cet pupils to remember ‘what they did in their last Linglish lesson and tell pupils that in today’s lesson they will be listening to a story abour a magic pencil. Explain the word magic and let pupils tell you whar they think a magic pencil can do. Let pupils chink about whar they would do if they had a magic pencil (e-., get all their homework lone perfecely, draw beautiful pictures for their family, ete.) ———— English for Iraq Teacher’s Book 3rd Primary: Unit 1 65ee oh Seabeal get Vv platy he gal gp att Vt lade! [Picture 1}¢ Sani wants bis picture on the wall. [Picture 2]: Sammi finds @ pencil on a chain Sari here's a pencil om my chat [Picture 3}: Sami: I's a magic pencil. [Picture tf: The magee pencil draws a picture, Saris A picture? [Picture 5}: Sami gives the picture to his teacher Sami Here's mny picture. [Picture 6]: But the teacher puts the pichire sunder a book. Teacher: It's under the book. [Picture 7h The magic pencil draws another picture. [Picture 8}: Samii gives the picture to his teacher. Sami: Here's my new picture, [Picnere 9): But be puts the pictere ina exephaard on a shelf. It’s on the shelf. [Picture 10: Sami draws a picture, Teacher: Sami: This is ray picture. [Picture 11}: Sami gives the picture to bis teacher. Sami: Here's my own picture. [Picture 12}: The teacher puts Sam the wall. Saris My picture's om the wall! hip oy ently geal Mil U3 al Sipps oh aia Land te Lapa Late jal 201 lS ct) pale pe ln gol Ll (det le algun Mead I pe Sdn Sal oi Jie apply SLT: pe Gon peg Long -pel ee! ies Lilly Jail lal eae Bulg wallace lyst Mae wy glazall bs an alana aga Le lyn ede Lag Ag Slee! oF gyal ae 3 pall oa gs SST tsa magic pencil SyBtagele tape! (tuatl 382 os) Sls Lt \ Bis pall oll le Mitane et eugl Afole ay EN te pas NaS eiiys Cpayglacia Cuda ig tal yell Alsen Fane eee Ughate Stats 1 Cpa alam rel a ogi a andi apy ln ea be aca ape a Sagnga nll Venas sal 2 deal poled * Rae Ses al 5 yaa BL nS ga Maal toe sapdh SU Rist Lal Sg gal all gla abl 1S pana at La ag pa ha gata! 15] A deetusa deol ga Lag! Syd! r clsheadestst alas» {ayy a lapel gB epteall lai oI Dea eB Sah LS a Gul gd LS yp gs am ely jetiedyel ga TPR Mats yar Hiatal YA pall ei ie Fella pl yolk ld ota at ib pasa + AS jl an ill al dy inl oll te {Lis al yal ull between on, in, ander, next to, an (PLS) yolks lb ab JS I ye ws @ Hl gle gases Put the pertilin she book esi pl al abet pau CUS wyole; eB ulldcleganal' cl gages ¢ thats jane Vabtusdeperedac! Lyall Slay Put she ruler under the ie ual 2 +Lbl ya BS pty coal se Megane SIS 13] phen go -chait cepal cla gph] slayer nel yy deena sly pete Vale pal! ee llega ges Aan cll pein gl MADEN Who is shag pala Bayi] y8l TV 9 Taal aay Lay Saeal ll I ag ale I a 66 English for Iraq Teacher’s Book 3rd Primary: Unit 1EE Stage 1 Read words (classroom objects) Hand outa sheet of plain paper to each pupil Drawa rectangle ou the board to represent the shect of paper. Divide your paper in half by drawing a vertical line down the centre, Divide your paper into 12 equal rectangles by drawing 5 horizontal lines across, # Ask pupils ro divide up their sheets of paper in the same way * Working individually, pupils to draw 6 classrvom objects in the left-hand column. Pupils ean loole back at page 8 oF their Papi's Rook if they need to. © Working individually, ask pupils to write the matching words for each of their chosen classrooms object: in the right-hand column, Again, pupils cant look back at page 8 iF they need to, = Organize pupils ineo pairs aud get chem to swap, their papers. Each pupil should cover the drawings in the left-hand columa and should then read wut the words for the classroom objects that cheir partner has written, Monitor and support as necessary Stage 2 TPR with prepositions + Use anotcbook and a pencil te demonstrate prepositions. Pur the pencil in the notebook and say in. Do the same, with appropriate actions, to review an, under, in, next to and between Make sure cach pupil hasa peneil and « bon. Say Put the pencil im the book. Help churn follow the instructions. Do the same for the other prepesitions. * Check thar groups have a pencil, book, ruler, and rubber in front of them, Give a group an instruction using a preposition and the dlasstoom objects, for example, Hut the ruler tinder the cbair. Let the class decide if the group does the action correctly, Continue, giving different groups different instructions. Stage 3 Listen and look # Tell the class they are going ro listen to-a story. Get them to look ae pages 20 and 2 picture of Sami and ask Who és it? Give them Punt to a some time to look ar the pictures and guess what is happening. # Play Track 13 and encourage pupils to point and louk at the pictures. @ Track 13. The Magic Pencil (Picture te [Picture 2}: Sam [Picture 3}; [Picture 4): Sami wants his picture on the wall Sami finds a pencil on a chit There's a pencil on my chain, Sami: [tsa magic pencil, ‘The magic pencil draws a picture, Sami AA picture? LPienare S|: Sami pivis the pierure to his reacher Sai: Here's my pictare [Piccnre 6]: But the teacher puts rhe picture under a book. Teacher: It's under the book. [Pierre 7}: The magic pencil draws anorher picture. [Picture 8: Sami gives the picture to his teacher Here's my new picture, But he puts che picture ina cupboard on a shel. Sami [Picture 9]: Teacher: [Picure 10]: Sami draws x picture. Sami: his is my picture, [Pionre 11]: Sami gives the picture to his teacher. Sarai Here's my own picture, [Picruee 12}: The teacher puts Sauni’s picture on the wall. Sami: My picture's of the wall! # Ask pupils if they enjoyed the story and ger them (6 tell you their favourite parts. Ger chem to tell you where the teacher put Sami’s pierures {under a book, ia a cupboard, on the wall. © Use this opportunity to tall abour pupils taking. responsibility for dheir own work and feeling a their work. Explain thar parents and (riends can help them hut should not do the work for them: sense of achievement and prid © Play ‘Track 13 again. This time, pause at Piceares 2-6 and what Sami and his teacher say; for example in Pienare 3, Sami says le’s a magic pencil. 12 and ask pupils to read oy * English for Iraq Teacher’s Book 3rd Primary: Unit 1 67nn Potty ye (ath Satay) ata Dall ply AM Bal las pedal Spel jsgue sl duels Bsc peel nal goes Nel allasl Seok eed + pipet IBIS lM Lat ye ymca LBM ol els ale Ol pal ois, have, as, whatd) ale Sey GY ad By Ba gas oF ade Ye tanduall ple oWrite 3s gue peal Yada atl pe Lesa papal sys pall ala aie eet# Rasen eR apa Ge path pf lg ages Aba peed Lapad do al Lael aed G8) agguall Ryle asa cS! (cle SAD iy Aig AA pe GE al Hing Jel i Rapenall ob ella alls LS ly Cela Shits hada pa) 2 lal ya, apie (AB) © Bla att LLCO LQpen your Activity Books om page J¢and 25 J * 2X Una aaddeg of qual dle gage! clad 181 Sapa Gi tla ols IL Uppal cya Dall coll Ua needa shasta al Naageg Ge Mayall oko yadh pend Bao She (VV 9¥) soda yee pe eazy gy aga tga i gest. sD ay tam Uadlly eneall rahe Ips sadist [Picture 2): Sami finds a pencil under a chair [Picture 4]: The magic pencil draws does a sient does sone maths, [Picture 6); But the teacher puts the picture ix a book. [Picture 9}: Sami gives the picture to ¢ fiend. [Picture 9}: But he puts the picture ona cupboard [Picture 12): The teacher puts Sumi's picsure ix. p85 Lads tng (AB) 0 Ala yall whet Lea Bickel oe Gilt gual pote # ela Open your books on page 22 i .3a00 Saco aia 2) Sy JS gh aS os] Hinge dE ek yell sng (is, hale, as, what ya alas jg W alacl aig ting WAI VaayIl vy al el js Apa ye geal adh phitl Megane del jh gaan Syadbll S13] S gps igs gol at aan a gas ol a Bana ala! all gt Sle Lain cleat! LLG ly Aaperall gb LK 5B gle Sad Neate yada aS Gye Sia A Write De spent JS S800 5! ola ile eels (AB) Ve pot i pe saeny Ait only Oe Ya ae page| LOLA JS Aue any Le geal Sed of eT 68 English for iraq Teacher's Book 3rd Primary: Unit tne Ee Stage 4 AB What's wrong? © Say Open your Activity Rooks om pages 24 and 25, Read the rubric and demonstrate a tick |¥] and a cross [X]. Let pupils look at the differences and sce if they can find any differenves. Note: At this stage, do not let pupils Took back at the original pages (Pupil’s Book pages 20 and 21) + Play’lrack 13 again and let pupils check their ideas and add cicks and crosses where necessary. The differences are: [Picture 2]: Sanmi finds a pemcil under a chair. [Picture 4|: The magic pencil draws doesa suemidaes sone maths [Picture 6]: But the teacher puts the picture in a book: [Picture 8: Sati gives the picture to a friend. [Picture 9]: But be puts the picture on a cupboard. [Picture 12]: The teacher puts Sami’s picture it bis pocket. Stage 5 AB Spelling high-frequency words (HFWs) # This is the second ‘Took, say, cover, write, check practice. Say Open your Activity Books ‘oxt page 22. Pupils will learn to spell four words ‘each unie (in this uni che words ate is, have, bas, what), Lesson 1 of Unit2 has a spelling test of these four words, «Ask pupils to look at the activity at the bortom of page 22. See if pupils can read the rubrie ‘Look, say, coven, write, check’. White the rubric on the board again and use the mimes you did im the previous lesson to help pupils read the words in the rubric. Check thar pupils are ready ro write. Get them to follow the ‘Look, say; cover, write, check" procedure and complete the Write 2° colurin Stage 6 AB Homework # Sct Activity Book page 23 for homework. Remember to check that pupils understand what they have to do to complete the activiey: Stage 7 Read our the rubric (as a class or individ ally) For this netiviry, you mighe like to elicit che initial fetter and letter name for one or two of the pictures. Explain thar pupils will have a spelling test in the next lesson. They will be tested oa the four words they have heen practising (is have, has, whar). Explain chat for homework they should follow the ‘Look, say, coves, write, chock’ procedure and complete the “Write 3! column on page 22. Rounding off Spend a few minutes at the end’of the lesson c© review with pupils what you have done together. Get them to tell you which parts of the lesson they enjoyed the most and the least. Round off the lesson in the usual way. Addi nal Extend © Have a group spelling test. Pur pupils into small groups. Let pupils look back at their classroom objects words lists. Each pupil should choose two words from their list. Pupils take iin turns to read out their two ‘words for the other members of the group { spell (preferably in their notebooks). The ‘reader’ should then check the spellings of the rest of the group. Support ‘© Organize pupils into groups. Say & preposirion and then nominate group 1 demonstrate it. Let the class watch and decide if they act out the preposition coreectly oF not. ee English for Iraq Teacher's Book 3rd Primary: Unit t oFCH Aims Listening © Lisren and identify actions. # Listen to and fallow a rhyme. # Listen and identify animals. Understand questions and answers. Find the ‘odd one out (identify vowelsi Listen and identify clothes. © Focus on vowel, 0. Listen to and understand descriptions. @ Follow instructions: play a game "Pur onitake off * Listen eo and follow a story “The Clever Crow’ Speaking # Deseribe ability {can} and lack of ability (ean' + Askcand answer questions on ability. © Adensify and name food. Leama rhyme ‘Tike. © Name and describe items of clothing. * Count (1-10). + Express food preferences (Tike... don like.) + Name party abject, eam rhymes ‘Happy Days’, “Get dressed!” Reading + Read action words, © Read colour words and short déscriptivns. + Read animal words + Read questions (ability) Writing Complete a spelling test. Form letturs and sound correlations for g-z Make simple campaund sencences using and and but, Spell words from jumbled lectcts. Learn to spell four high-frequency words (he, she, dues, te}, Unsceamble and write simple sentences. Track and write capital lerters. nn 70 English for Iraq Teacher's Book 3rd Primary: Unit 2ee Language and Word list Language ‘Tean jump. She can swim and run. Tecan’t sing. Whar colour is a vehea? t's black and white ike ice-cream. Can ie Bs? Yes, it can, Can it climb? No, iteaa't. sit a bee? Noy ic isn’t Like bread, but T don’t like fish She is wearing a sed shirt. He is wearing blue jeans Word list lean jomp, run, skip, cyele, swim, sing, hop Animals frog, mivuse, cow, camel, hen, donkey, snake, hee, dog, goae Food ice-cream, cake, apples, rice, fish, peas, bread, chicken, cola, jelly Clothes cap, scarf, trousers, shirt, trainers, shoes, dress, skirt Spelling words the, she, does, the English for Iraq Teacher's Book 3rd Primary: nfew Lesson 1 ‘Aims: To listen vo and identify actions To listen to and fallow a thyme To describe ability fear) Spelling test Letter formation and letter sound ‘correlanon for gt Materials: Pupil’s Buok pages 22-23 ‘Activity Book pages 26-28 racks 14, 15 and 16 Pictorefword cards (jump, bop, swim, sing, evcle, skip, ren) Spelling test * Help pupils to find the Spelling Test grid on Adtivity Book page 120. Explain that you will say the four words they have been practising and they shonld write down each word you say in the box for Unit 1. © Cheele rhar pupils first word is. Let pupils write the word in the first row next to number 1. Continue with the remaining three words (have, has, what) * You may want to collect in the books and mark them yourself. Alternatively, get pupils to read the words back eo you the board, Pupils should then swap hooks and mark sheir partner's spellings. 2 ready to write. Say the hile you write them on Stage 1 * Hold up Pupils Book page 22 and tell pupils they are going to start a lesson called { can. Discuss some of the following points with them: = Talle aboue what things a haby can do, = Talk abou what things they can do. = Talk about what different animalsean do. Stage 2 li ‘en, point and say * Say Open your Pupil's Books on page 22. Ask pupils ro point to one of the pictures oF Kiko and ask Who és it? Lat pupils name the character. Do this with all of the pictures and characters on the page. # Play Track 14 and get pupils ra listen and point to each picture, While they are listening, move around and make sure pupils are pointing to the correct picture, @ Track 14. T can... Kiko: Team jump, Zeena: Team cycle. Hassan: Tean hop. Reem: Lean chip. Sami: Tears swim. Mimo: I eats rie. Kiko: 1 cans sin. © Play ‘Track 14 again. ‘This time, get pupils to point to each picture and repeat after each Get pupils to stand up. Say bop and demonstrate doing the action yourself. Get pupils to repeat the word and copy the action. Do this with all seven actions. + Play a group game. Say swim and nominate a group to do the action. Encourage the rest of the class to check that the group members are doing the correct setion, Continue with different geoups and different actions. Stage 3 Soy a rhyme * Play Track 15. While pupils listen, support their understanding with mime and gestnre and by doing the actions. @ Track 15, Can yout Car you juny, junap, jumpe Can you jump? Yes, I cain jump, jromp, jor. Tears jump! 2 you skip, skip, skip? n you skip? Yes, T can skip, skip, skip. F can skip! 72 English for Iraq Teacher's Book 3rd Primary: Unit 2_ Can you hop, hop, bop? Can you hop? Yes, I cant hop, bap, bop, Tecan bop! Cam you oyele, evele, eyele? Can you cycle Yes, Ican oxcle, evele, epee. Team cycle! Can you swim, swim, swim? Can you ssvin? Yes, Team swim, swim, swim. Tear swivn! + Play the chyme again, This time, encourage pupils to join in and do the actions. * Get the personal responses of individual pupils in the class. Hold up the jump picture card and ask a pupils Cant you jump? Help pupils to answer with Yes, I ean or Noy J can't. Ask several pupils the same question. ‘© Do the same with the other six picture cards, Encourage pupils to answer with Yes, I cam oF No, I can't Stage 4 Listen, look and tick ‘+ Ask pupils to look at the table on page 23. Read the rubric, Ger ebem to name the characters on the left aud read the actions across the top. + Ask the class a starter question; Who can swim? {Hassan.) Play Teack 16, Pause after each description and ask Who ds ir? Let the class call our the name of the character. @ Track 16. What can I do? Lean hop and rie, (Kiko) T caw swim and hop and rin. (Hassan) Lean run and swin. (Mimo) Tan cycle and bop andl swint, (Sumi) © Practise saying what each character can do. For example, say He cam bop and suine anal rn. Let the class call out the name Hassan. Do this several times: Help the class notice thar you are using he, she and and to add the second. and thind action, Encourage some confident pupils to take the role of the teacher + Ger pupils to luok at the picture of Hassan and Sami at the borcom of page 23. Explain thar they are playing a game. Read the words in the speech bubbles with the class and check that they understand the game, Organize pupils into pairs. Oue pupil prerends to be a character, reads the table, and describes what thar ‘character can do, Their partner must listen, read the table, and say which character itis, Get pupils 10 change roles. © While pupils are working, move around and listen to them speaking. Encourage them to use he and she correctly and also to use drut 0 connect the two actiors. Stage 5 AB Alphabet review and letter forming ‘© Tellchildren that theyre going to do some seriting, They should dear their desks and sit wwith two feet on the floor. Check that everyone is sitting correctly and has pencil. Encourage pupils to tepeat the rhree ready-to-write stages thar chey learnt in 1 and 20 Primacy = Siveorrectly = Hold the peneil correctly = Position the book correctly Ifyou have an alphabet poster on the wall, use this to elicit she sound /a/. You cam also elicit the name of the letter q. Stand with your back to the class and write big letter q in the ait Now ask pupils to stand up and sev if they can ‘make the shape of q ia the air. Make suze everyone is forming the letter correctly, Practise thesame a few times doing very big letee, then smaller ones, then very small ones. Sec if pupils zemember the action chat they learnt in 1* and 2» Primary (g., holding @ crown on your head) that accompanies leer @ Repeat the process for letters 5 s and t. Say Open your Activity Books on page 26 jand then page 27) and show papils where to find che page. Working individually, pupils complete writing letters q-4; fist by tracking and then reehand, Monitor and support whece necessary. Eee English for Iraq Teacher's Book 3rd Pri ory;Unit2 73Stage 6 AB Homework jet page 28 for homework. Always make sure that pupils understand what they have to do to complete the activity. Read out the rubric (as a class or individually}. Ask pupils what the animal is (2 caterpillar). Ade pupils to point to the top caterpillar and say the numbers making sure they say the missing namber °3', Do the same for che next caterpillar (counting down, from ‘7") making sure they Say the missing numbers “4° and *1" Stage 7 Rounding off + Spenda few minutes at the end of the lesson to review with pupils what you have done together. Get them to tell you which parts of the lesson they enjoyed the most and the least. + Round off the lesson in the usual way. Additional Extend © Phy ‘More or less’ to reinforce numbers. Pst pupils into small groups. Give each roup some paper and make sure they have pencils ready. ell pupils you are thinking af a number (here for example, herween | and 10). You may want to vwrite che number on a piece of paper and either pnt it face dawn on your desk or stick ir face down an the hoard. Give groups three chanses to guess and to write the number, A group writes and holds up their guess. You respond with the word more if your mmber is bigger or fess if your number is smalles, Let different groups write and guess the number; The liest geoup to hold up your number wins a point, Phiy several \imes, then count up the poinis and congrarulate the winning group(s) fa Lesson 2 To describe abilitylack of ability lest, can't To make simple compound sentences using and and but Yo read action words To read colour words and short descriptions oak and answer questions aging colour words Letter formation and letter sound correlation for wz Pupils Book pages 24-25 Activity Book pages 29-31 Picturelward cards ijamp, bop, avin, sing, cycle, skip, rar, ted, blue, jello, pink, orange. green, white, brown. grey, purple. black} Worm up # Starteach lesson From now on hy saying and writing up on the board the day of the week. * To remind pupils of the days, play the 7 days omg (as pupils learnt in 2nd Primary} and encourage pupils to sing dong, @ Track 17. 7 days song Sunday, Monday, Tuesday, Wednesday, Thursday, Friday and Saturday, too; 1,2,3,4,5, Tike Fridays, How abort yout 6,7 days, © Write the day of the week un the board and read it with the class, Stage 1 Read action words + Hold up the bop picture card, name it, and get the class to repeat, Pat the picture card on the board. Do © Say swint and got the class to do the action, Call our all of the actions and let pupils do the actions, ame With all of the picture vards. 74 English for Iraq Teacher's Book 3rd Primary: Unit 2NN Stage 2 Doan action yourselfand yet the class to name she action. Invite some confident pupils up to the drant of the class to take the teacher's role, Organize pupils into pairs. One pupil docs an action and their partner must say the action, jet them to change roles Hold up a word catd, say che name, and get pupils to repeat. Put the word card below its corresponding picture card. Do this for all of the word cards. Remove the picture cards, Point to the word cards and read them with che class. Game: Take the picture cards and word cards and distribute them to groups around the class. Say an setion and get pupils with the corresponding, word card and picture card t0 put them on the hoard. Get the class to cheek hat the cards are correctly marched. Continue uncil all of the cards are on the hoard. Tean’t Say Open your Pupils Books on page 24. Ask if the chacacters look happy Elicit why they are not smiling, and looking happy. Ask Carn Kiko skip? Encourage pupils ta respond with No, hetshe can't, Do the saine for all pictures. Tell the class to liseen to Track 18 and poine co the pictures, Play Track 18 again and get pupils to repeat what each character says. @ Track 18. I can't... Kiko: can't skip. Hussars — Tean't cycle. Lean't sing. Lean’t hop. Play a group game, See if pupils can remember what Hassan can do (He can swim and hop and ran.) Now ask them what he can't do (He can’t cycle.) Demonstrate He can sein but he can't cycle, Write the senience on the board. Put pupils in small groups and give them time 16 make similar sentences. Go round the class asking each group tu give a sentence, Encourage You can pupils to use be and she correct! award points for correct sentences Stage 3 Read and match ¢ Hold up the red colour card and name ie. Get pupils to repeat the word and then put it on the board. Continue until all eleven colours are on. the board, Point to the colour cards and name them with pupils again, * Get pupils to look at che top of Prypil’s Book page 25, Say a colour and get pupils to poizt to it. As ‘you do this, move around and check that pupils are pointing to the correct colours on the page. Working individually, pupils read the colour words and match the number of the colour patch to the correct words. Pupils check their answers in paits. Monitor and support as necessary. To check pupils’ answers, call out a number and get pupils to respond with the colour, You can extend this by asking papils to spell out the colour words, Stage 4 Aste ond answer + Gor pupils co look at the bottom activity on Pupil’s Rook page 25. Aske them who they 39 see (Hassan and Sami). Ask the class to cover the words in Samai’s speech bubble. Ask for a volunteet fo read out whar | lassan is saying oF read st out yourself Lor the class to follow. Elicit an answer to the question What colover is @ zebraz Don't give the answer, but let pupils uncover Sami’s words to check, = Write the words from the lise om the right on the board (a tomato, a carrot, ecc.] Practise the question What colon is ...? chorally with the whole class substituting the words ui the hoard, # Pur pupils iat pairs or small groups and let them ask and answer the questions raking turns ¢o-ask and answer Monitor and support as necessary, Note: You will see thac the word milk is not preceded by ala, This s because itis uncountable, This isa complicated arca Jor children of this age. You might like co demonstrate that some things (cg, pens, rubbers, apples} can he counted, other things such as milk, eater, cheese canaut be counted unless we mention a container ora ‘quantity (e.g. bottle of milk, kilo of apples: see Unit 7), Here itis probably best juse wo teach What colon ix oubk? idiomatically nnn English for Iraq Teacher's Book 3rd Primary: Unit 2 75Stage 5 AB Alphabet review and letter forming + tall popils that they are going to de some writing, Check that pupils are ready to write. * Ifyou have au alphabet poster on the wall, use this to elicit che sound /a/, You can also elicic the name of the letter, Stand with your back ro the class and write a big lettr win the ain Now ask pupils 10 stanid up and sce if they can make the shape of inthe air. Make sure everyone is forming the letter correctly, Practise the same a few times doing very big letters, chen smaller ones, then very sanall ones ‘* See if pupils remember the action that th leamt in 1* and 2 Primary (e.g. putting up an tumbrella) that accompanies letter 1. * Repeat the process for letters x, 14 xy and ¢. Say Open your Activity Bouks at page 29 (and ther page 30) and show pupils where to find the pages. Working individually, pupils complete writing letters ung, first by tracking and then freehand, Monitor and suppor: where Homework Stage 6 AB # Set Activity Book page 31 lor homework, Always make sure chat pupils understand whae they have ro do to complete the activity. Read out the rubric (class or individuals). Ask pupils wher they have ro do. Read the firse description la bluc eye). Ask a checking question Is the eye red? Blicit No, its blueiNo, blue. Stage 7 Rounding off + Spend a few minntes at the end of the lesson to review with pupils what you have done together. Get them to tell you which pars of the lesson they enjoyed the mose and the lease * Round off che lesson in the usual way. Additional Extend © Get pupils to look at the table on page 23 fF the Prepil’s Book. Say | can’t swim and 1 can't cycle. Help pupils look av the table and guess the character you are pretending to he (Kiko). Do this with all of the characters. Invite some confident pupils to take the role of the teacher, Support * Put the action picture cards around the walls of che classroom. Say an action and get pupils ro tum and point to the appropriate picture card, Tz Lesson 3 Aims: To listen and Wentify animals To understand questions and answers To ask and aumwer questions (ability) To tead words (animals) To read questions (ability) Review spelling of key words: Pupil’s Book pages 26-27 Activity Book pages 32-34 Teacks 19, 2 and 21 Picturelword cards (frog, mouse, cons camel, hen, donkey, snake, bee, dog) Warm up © Tell pupils they are going to talk about animals. Discuss some of the following points with them: Talk about what animals they already know in English, Talk about what animals they have at home. - Talk about the different colours of animals. Talk abour what animals ean do, - Talk abour che different sizes of animals, (big, small, long, short}, = Talk abo wild and domestic animals (=; eats and lions) 76 English for Iraq Teacher's Book 3rd Primary: Unit 2a = Write the day of the week on the board and read it with the class. ‘Stage 1 Listen, point and say Stage 2 and names the animal. Get them to change roles. Talk about size * Hold up the picture card of a frog andl putit on the board, Say frog and get pupils to repeat. Get pupils to make the noise of a frog. Do the same with the picture cards mouse, cow, camel, ber, donkey, snake, bee and dog. + Pointto the amimal picrare cards in ranclom order. Say the name and get pupils to make the noise + Get pupils co look at Pupil’s Book page 26. Play Track 19 and get pupils to listen and point to the animals, @ Track 19, Which animal? (1) frog mouse cow camel ben donkey snake bee dog © Tell pupils they are going to hear the animals — this time the animal noises ~ in a difterent ordi Play Track 20 and get pupils to listen and either call out the name of the animal or hold up the same number of fingers as the picture. @ Track 20. Which animal? (2) [donkey sound} (6) [snake sound] ) then soxnd} o feamel sound} (4) [bee sound) (® Ifrog sound} a [cow sound] 3) idog sound} o Imouse sound} (2) Organize pupils into pairs. One child makes the sound of one of the animale. "The partner listens Stage 3 Say big. As you do so, use mime and gesnare to illusitate the meaning. Get pupils to repeat the word and mime big, Do the same for small, long, short. Hold up the picture card of a mouse and say Big or small? Pupils respond with small. Do the same with other animal picture cards and, if time, with objects in the classroom, Read animal names soe ere Stage 4 Hold up the frog picture card and get the class to name it. Put the picture card on the board. Do the same with all of the animal picture cards, Hold up the frog word card, Read it with the class, Pur the word card below the matching pictare card. Do the same wirh the resnaining word cards. Point to the word cards and ger the class to read them, Play a game of ‘What's wrong?” Get the class to close their eyes. Change over some of the cards. Get the class to open their eyes and invite @ pair of pupils to rearrange the picture and word cards so they match again. Play the game several times, Ploy a gome (Guess the animal) Get pupils co stand up and doa TPR activiry. Say a verb [rom Pupil’s Book page 22 and get the class to do the action. Por example jmp, hop, swint, sing, skip, eyele, and rn. ‘Use simple actions to teach the class the new verbs climb, walk, and fly. Continue the TPR activity and incnde the new verbs. Waite ‘Can a goat fly?’ on the board. “Track your finger under the words as you ask the class Cain a goat fly? Whea they answer No, write the word on the board. Now ask Cant a goat walk? and elicit Yes.