Professional Documents
Culture Documents
02 English For Libya Teacher Book
02 English For Libya Teacher Book
State of Libya
Ministry of Education
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Curricula and Educational Research Centre
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English for Libya Primary 2 has been specially developed for pupils in
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Primary Grade 2.
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Components of English for Libya Primary 2
هـ1441–1440
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21
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English for Libya Primary 2 Teacher’s Book
State of Libya
Ministry of Education
Curricula and Educational Research Centre
Published by
Garnet Publishing Ltd.
8 Southern Court, South Street,
Reading RG1 4QS, UK
The right of the authors to be identified as authors of this work has been asserted by
them in accordance with the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval
system, or transmitted in any form or by any means, electronic, mechanical,
photocopying, recording, or otherwise, without the prior written permission
of the C.E.R.C (Libya). Any person who does any unauthorized act in relation to this
publication may be liable to criminal prosecution and civil claims for damages.
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CONTENTS
Introduction ��������������������������������������������������������������������������������������������� 4
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Introduction
21st Century English for Libya is a modern, engaging In the primary levels of the course, 21st century
course, which integrates a general English syllabus skills are featured in the lessons through activities
with an element of 21st century skills, such as study like pairwork, puzzles, stories, ‘find the difference’
skills, teamwork, critical thinking and problem- activities, dialogue practice and games. Specific
solving – the essential skills for students of English to 21st century skills are not individually flagged
thrive in the 21st century. in the primary levels, but the four basic skills of
communication, collaboration (working effectively
This level of 21st Century English for Libya has been with others), critical thinking and creativity are
developed for teaching English to children in the regularly built in to lessons.
second year of primary. The course is a colourful,
engaging way to introduce children to English. It The course provides integrated speaking activities
follows an integrated approach to skills development that give opportunities to repeat language, practise
and initiates children in literacy in English through pronunciation and develop fluency in a meaningful
a systematic programme of motivating activities context. The recorded materials also provide a
for pre-writing, initial letter and sound recognition, model for speaking activities and a pronunciation
blending letters together, and ultimately whole word reference for both children and teachers.
recognition, as well as games, songs and stories.
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Introduction
• Pupil’s picture/word cards then forming the letters and numbers properly;
• Teacher’s Book learning the left-to-right direction of written English;
• Teacher’s Resources (including developing early writing, spelling, word-recognition
pronunciation audio) and pre-reading skills.
• Website with a range of resources for teacher
support: www.englishforlibya.com
Teacher’s Book
Pupil’s Book (PB) This book has been written in order to give teachers
as much support as possible. It includes detailed
This book presents the core activities and language lesson notes, listening scripts, additional activities
through its large, colourful pictures, songs, rhymes, (extension and support), homework ideas and
listening to stories, and speaking activities. language games.
Stories
There is also an audio file which provides model
The Pupil’s Book includes four stories [Little Red
pronunciation of the letter and digraph sounds, as
Riding Hood, The Rabbit And The Tortoise, The
well as the key vocabulary and language covered in
Hungry Mouse and Goldilocks And The Three
the course.
Bears]. See page 9 for ideas about how you can use
stories with your pupils.
The lesson notes clearly explain the procedure
for teaching the sound and form of the letters or
Picture/word cards
digraphs to be introduced in each lesson.
These are provided at the end of the Activity Book
for pupils to cut out and keep. They are a very useful
resource for teachers and pupils, especially in big There is a traffic-light system to help pupils learn
classes. The teaching notes provide suggestions as to how to form the letter shapes. Pupils start on the
how these can be used in the lesson. You will need green dot and follow the arrows; they pause at the
to explain to pupils (and parents) what these cards orange dot, and stop at the red dot.
are for and how they can cut them up and keep them
safe. They should bring them to their English lessons Teacher’s Resources
together with their Pupil’s Book and Activity Book. Teacher’s Book
Audio (rhymes, songs, texts, stories, pronunciation)
Book Map Picture/word cards
At the beginning of the PB there is a Book Map which Number cards
provides a summary of the aims of each unit, together Colour cards
with a summary of the letters, digraphs, words and Poster 1: alphabet, lower case
language covered in each lesson. The Book Map is Poster 2: colours and numbers
not intended for pupils to use but it will be helpful Poster 3: alphabet, lower and upper case
for parents, giving them a clear picture of what their Poster 4: house, furniture and family scene
children are learning throughout the academic year.
Audio
The audio provides a rich variety of recorded
Activity Book (AB) materials, such as songs, dialogues, stories, look,
listen and say activities, rhymes, instructions and
In the Activity Book, children develop and practise descriptions. Children are encouraged to show their
their pre-writing and literacy skills: first of all understanding non-verbally by matching, circling,
learning to recognize the letters of the alphabet, ticking, pointing and doing actions.
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Introduction
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Introduction
Using 21st Century English for Libya, teaching notes include suggestions for introducing
Primary 2 the listening, except where the same type of text is
repeated frequently. The PB illustrations should be
The activities in the course are designed to promote used as much as possible to help understanding.
understanding and enjoyment and the following
specific language-learning aims: Classroom instructions
• imitating the rhythm and sounds of the language; Listening to and following instructions is a basic
• carrying out spoken instructions and commands requirement in the classroom. This can be exploited
within the syllabus; in the English classroom to give the pupils the
• naming people and objects and using a limited opportunity to listen and respond to authentic
number of structures within the syllabus; language. There are four simple requirements:
• recognizing the lower and upper-case letters of 1 Instructions should be given when the pupils are
the alphabet and their sounds and names; quiet and paying attention.
• recognizing a limited number of words, phrases 2 They should be supported by clear gestures.
and sentences; 3 They should be accompanied by demonstration,
• understanding that English is written from left if appropriate.
to right; 4 The language should be clear and simple. The
• taking the first steps in writing in the English script. same language for the same instruction should
be used every time.
Teaching the four skills – listening, reading,
speaking and writing There are also instructions in the recordings that
There are four types of listening text in 21st Century pupils will hear over and over again. For example,
English for Libya, Primary 2. many sections begin: Listen and look at your book/
1 Look, listen and say or Trace and say: These are the picture. Where this first occurs, you are advised
pronunciation models for pronouncing letters, to explain each instruction and this should always be
digraphs, words and whole utterances. done with new instructions.
2 Instructions: These include the instructions in
Note: It is not essential that all the pupils
the audio, the teacher’s classroom instructions,
understand what to do immediately after an
and recorded instructions to carry out certain
instruction is given. What happens next is equally
actions. These also occur in language games,
important; for example, sometimes the pupils will
such as Salman Says.
understand through the actions of others in the class,
3 Longer texts, such as songs and stories.
sometimes by you going around the class to check
4 Very simple task-listening texts, e.g., Listen and
individual pupils, pairs or groups and providing
circle, Listen and tick, Listen and point and
additional support. It is vital that you monitor at all
Listen and do.
times, to be aware of those pupils, pairs or groups
General advice for listening activities that need additional support.
Be sure to use all the listening activities in the PB,
Total Physical Response (TPR)
as they will significantly support pupils’ learning
Total Physical Response or TPR activities are
as well as providing an alternative method of
particularly useful with young learners. TPR involves
presentation. It is extremely useful for pupils to hear
associating a physical action or movement with
native English speakers and the audio tracks provide
particular words, language, instructions or situations.
good models of pronunciation and intonation.
It can be especially helpful in teaching vocabulary,
Children have to learn to listen to the recorded
classroom language, instructions or reading stories.
material. You should therefore try to make the
TPR is also a good tool for varying the pace of the
pupils feel comfortable with this activity. The pupils
lesson or for giving excited young learners the chance
should never come to a listening activity without
to move around and get rid of some of their ‘energy’
preparation. In the real world, listeners usually
before they settle down to work. TPR is a fun tool, it’s
have visual clues to help them, e.g., setting, gestures
memorable and so aids learning, and it is also good
and the attitude of the speaker. This is why the
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Introduction
A basic procedure for songs and rhymes is Suggestions for using the stories:
as follows: 1 Talk about the pictures. Get the pupils to identify
1 Discuss any pictures on the page, using them to people and objects they are familiar with. Take
present some of the new language. this opportunity to present key words.
2 Play the song or rhyme and get the pupils to do 2 Play the audio while the pupils listen and look
a simple task, for example, mime with you or at the pictures. A simple task is suggested in the
point to pictures in their books. teaching notes so that they have something to
3 Play the first verse line by line for repetition. listen for. or read the story, using gestures and
4 Play the whole song or rhyme and encourage mime to make the meaning clearer. (If you choose
the pupils to join in where they can. Focus this method, remember to listen to the recording
particularly on repeated words and phrases. several times yourself when planning your lesson.)
5 Get the pupils to sing the song or say the rhyme 3 If you have set a question, elicit the answer, but
in different lessons, sometimes along with the don’t confirm it. Play the recording again, with
recording and sometimes with you. pauses if necessary, so that everyone can find
6 Where possible, allow pupils to join in with the answer.
some form of TPR. 4 Encourage pupils to help you tell the story. If it is
appropriate, agree with them a mime or a sound
The songs are based around known words and effect to cue the words and phrases they know.
themes. However, they also sometimes contain new Note: As pupils become familiar with the story,
words, phrases or grammatical features that the pauses without cues may be enough for the
pupils have not yet studied. It is not necessary to pupils to say the next bit of the story – either the
teach such items; pupils can enjoy songs and rhymes next word, or the next few words. If they can,
without knowing the meaning of every word. they will do this automatically. If they are not yet
ready to respond in English during the pauses,
don’t be discouraged. Let them produce the
target language in their own time.
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Introduction
5 Recycle the stories in other lessons. Tell the story Talking about pictures
yourself, but make intentional mistakes. The Pupils often want to comment on or ask about
pupils should listen and put up their hands when pictures and you should actively encourage them
they hear a mistake. They can tell you what the to do this to maintain their interest. The discussion
correct version of the story is. will provide opportunities for you to present new
vocabulary and also correct language, without
Speaking presenting it formally. For example:
There are many activities to encourage speaking in Teacher: What can you see in the picture?
the course. Details are given in the relevant lessons. Pupil 1: (An) apple.
It is important to remember, however, that some Teacher: Yes, who has an apple?
children may take longer than others before they feel Pupil 1: Teacher.
ready to produce language, especially individually. Teacher: Yes, the teacher has a green apple.
They can be encouraged, but should not be put under Class: No, red!
pressure to perform until they are ready to do so. Teacher: Oh, yes! Sorry! The teacher has a red apple.
Pronunciation You should not feel you are restricted to the language
Pronunciation is a key feature of Primary 2, as pupils of the syllabus when talking to your pupils. You
start to learn the sounds for all the English letters. can go beyond it, but you must make sure that the
Most lessons include an element of pronunciation, pupils understand and you must not expect pupils to
and in a number of cases, pronunciation forms the produce the language. It’s fine for them to receive the
basis of entire lessons. Pronunciation practice should language and become familiar with how it sounds.
be made as entertaining as possible. It is easy to use
Reading activities
humour in such activities, by exaggerating the mouth
Reading activities progress from recognition of
shape required to produce a particular sound, by
letters and their sounds, to recognition of a limited
using TPR to prompt pupils to mime when they are
number of words, phrases and sentences. Language
learning and practising letter sounds, or by using
presented is high-frequency and functional, so even
different tones of voice or different emotions when
though pupils may not be able to read all the words,
providing an example sentence. In many cases, there
they will become familiar with them and this will
are suggestions for making the letter sounds more fun
help towards their overall language development.
for the pupils.
Presentation of the sounds of the letters of
The focus on letter sounds, words and phrases the alphabet
is designed to build up a solid foundation of Recognition of the letters is presented in the
pronunciation. The pupils have a natural gift for following way:
imitating sound and it is important to exploit this • The letters are presented together with one
ability. Although you have a big part to play in teaching object beginning with that letter.
pronunciation, the pupils need a lot of additional • The sound of the letter in focus and its key word
exposure to recorded sounds, words and phrases. Make are recorded, e.g.:
full use of the audio material at every opportunity.
Listen and look at your book.
Vocabulary practice s s sun
Vocabulary needs frequent recycling and this is built s s sun
into the course. However, it is assumed you will take a a apple
every opportunity to do this, too. a a apple
10
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Introduction
Listen and say again. Note: Some children will develop pen control before
s s sun others. For these children, you may like to use the
s s sun free-practice copying activities; for pupils who take
a a apple longer to develop pen control, you may keep them
a a apple on tracing activities until they are ready for copying.
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Introduction
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Introduction
1 Degree of confidence pupils have learned in the unit. As well as being both
a) to join in choral activities; useful and motivating in showing pupils how they are
b) to produce language individually. progressing, these statements serve as a good reference
2 Degree of interest and enthusiasm for for parents wanting to follow their children’s progress.
learning English. The Now I can … statements are also useful for
3 Interaction with others. teachers as they can highlight areas where pupils are
4 Behaviour. having difficulty, and/or areas that need a bit more
work. Teachers should work through the statements
Monitoring progress regularly is very important with pupils as a class, at the end of every unit. The
and will allow you to be aware of children who are Now I can ... statements can also be used as warmer
having problems, and to provide help for those who activity at the start of the next unit.
need it.
Evaluating your lessons
Try to make sure you get opportunities to observe Questions for you to ask yourself, and to note at the
each pupil individually, to assess their progress in end of lesson plans, are:
general. In addition, look regularly at each pupil’s 1 How well did the lesson achieve its learning aim?
work (drawing, colouring, tracing) to see how well If the answer is ‘not very well’, ask yourself: Was
their motor skills are developing. there too much or not enough material? Was
there something wrong with the material? Was it
When you are assessing progress, focus on: the methodology? Was it my lesson plan?
2 Were the pupils engaged throughout the lesson?
Listening Why (not)?
• ability to concentrate on what is being heard; 3 How do the pupils feel about the lesson? It is a
• ability to imitate pronunciation models; very good idea to ask a few questions in Arabic
• ability to carry out TPR tasks; at the end of any lesson to try to find out. For
• degree of understanding of what is heard. example, Did you enjoy the lesson today? Did
you like the song/rhyme/game today? Will you
tell mum and dad about your lesson today?
Speaking
Wherever possible, use the language presented
• ability to name people, colours and objects
in lessons to ask questions relating to the
presented in the course;
pupils themselves.
• ability to respond to questions presented
4 Good lesson planning often takes time at the
in the course;
beginning, but pays dividends later on and
• ability to initiate as well as respond in English;
makes your daily teaching commitment easier;
• pronunciation;
your pupils will enjoy their lessons more and
• performance in ‘ask and answer’
they will learn more. Teachers will naturally feel
pairwork activities.
more confident and more relaxed if they go into
Pre-reading and pre-writing a lesson with a well-thought out lesson plan and
• recognition of letters and digraphs, numbers and that will help the pupils feel more confident and
the words and phrases that are presented; relaxed about the lesson, too.
• understanding of the sounds of letters; 5 Finally, remember that sharing ideas, successes
• ability to blend letter sounds to make words; and frustrations with other colleagues is really
• motor skill development; important and very beneficial.
• understanding of left-to-right direction for
reading and writing.
Now I can …
At the end of every unit, there is a set of Now I
can … statements, that are there to highlight what the
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Introduction
Aims Activities
• Learn the sounds for the letters of the English alphabet. • alphabet words: sun, apple, taxi, pizza, ink,
• Greet others and introduce yourself. nose, car, kite, elephant, house, rabbit, monkey,
• Learn colours. dog, girl, orange, umbrella, lemon, flower, ball,
Unit 1: The Alphabet
Aims Activities
• Start to develop an understanding of classroom instructions. • numbers: 1–10
• Ask and answer: What’s your name? How old are you? How are you? • What’s your name? What’s his/her name?
• Ask and answer: What’s this? • How old are you? I’m 9.
• Ask and answer: How many …? • What’s this? It’s a ball.
Unit 2: About Me
• Name parts of the body. • How many watches (are there)? (There are) 5.
• Ask and answer about pictures, colours and numbers. • There is …/There are …
• Describe pictures. • How are you? I’m very well, thanks. I’m fine,
• Role-play short conversations. thanks. I’m not very well!
• Continue to develop sound/letter correspondence and • Body words: hand, head, ear, eye, arm, elbow,
word recognition. mouth, nose, body, foot, leg, hair
• Learn classroom words. • Classroom words: open, draw, close, clock,
• Join in songs. board, bag, pencil case, pencils, pens, ruler, chair,
desk, rubber, glue, book
• Follow a story.
• Digraph words: boat, coat, tree, bee, glue, blue,
• Learn digraphs: oa, ee, ue, oo, th, ch, sh
moon, zoo, foot, book, bathroom, three, this,
that, chicken, cheese, fish, sheep
Aims Activities
• Continue to develop an understanding of classroom instructions • I like …/I don’t like …
and commands. • I like [mangoes], I don’t like [bananas].
• Understand short conversations in a café. • He/She likes [sandwiches].
Unit 3: Healthy Food
• Understand people saying what food/drink they like and want. • Vocabulary for fruit, food and drink
• Talk about likes and dislikes. • a/an
• Name fruits and other food and drink. • Do you want [an apple]?
• Use articles a/an correctly. • Do you want [a sandwich]?
• Practise offering and accepting/rejecting. • Yes, please./No, thank you.
• Continue to develop sound/letter correspondence and • In my lunchbox there is …
word recognition. • I’m hungry/thirsty.
• Role-play short conversations. • I’m not hungry/thirsty.
• Join in a song. • Do you want a/an …?
• Follow a story. • Yes, please./No, thank you./Here you are.
• Learn digraphs: or, ie, ng, ou • Digraph words: fork, popcorn, pie, tie, king,
ring, mouth, mouse
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Introduction
Aims Activities
• Continue to develop an understanding of classroom instructions • in, on, under, next to, between
and commands. • Where’s/are …?
• Understand descriptions of where things are (place). • Where’s [Al-Hadi]?
• Name rooms in a house. • Where’s the [ball]?/Where are the [grapes]?
Unit 4: My Home
• Extend knowledge of furniture and objects in houses. • The ball is under the hat./The balls are on
• Ask and answer questions about location. the hat.
• Revise and extend knowledge of prepositions. • There’s/There are …
• Role-play a conversation. • It’s [under] the [chair]./They’re [next to] the
• Continue to develop sound/letter correspondence and [pencil case].
word recognition. • What can you see? I can see …
• Join in a song. • Digraph words: point, oil, car, star, tiger, water
• Play a game.
• Learn digraphs: oi, ar, er
Aims Activities
• Continue to develop an understanding of classroom instructions • I’m wearing [a red T-shirt]./I’m wearing
and commands. [blue trousers].
• Understand and extend vocabulary for clothes. • She’s/He’s wearing …
• Listen to people talking about what they are wearing. • The [trousers] are [grey]./The [shirt]
Unit 5: My Clothes
• Describe own clothes and what other people are wearing. is [white].
• Talk about possessions with have/has. • His [trousers] are [brown]./Her [shirt]
• Extend knowledge of numbers: learn numbers 11–20. is [blue].
• Extend knowledge of adjectives. • numbers 11–20
• Talk about family members (name, age, relationship). • How many [trainers] are there?
• Read short descriptions of animals. • big, small, long, short
• Practise reading and writing names. • have/has: [Al-Hadi] has a [ball]./I have [a kite].
• Join in a song. • What colour (is it/are they)?
• Follow a story. • My name’s …, His/Her name is …
• I am [10]./He’s/She’s [9].
• I have [a brother/a sister].
Aims Activities
• Continue to develop an understanding of classroom instructions • My mum is [short]./My dad is [tall].
and commands. • in, on, under, next to, between
• Understand descriptions of people. • (at the) café/fun park/market,
Unit 6: Family Trees
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Introduction
Aims Activities
• Understand vocabulary for everyday activities and abilities. • Can you [draw]? Yes, I can./No, I can’t.
Unit 7: Hobbies and Talents
• Say how you feel. • I can run (fast)./I can’t ride [a bike].
• Practise talking about abilities using can/can’t. • My friend can …
• Write sentences using can/can’t. • I sleep in my bedroom.
• Talk about activities you do on different days of the week. • on + days of the week
• Talk about where you do everyday activities. • everyday activities: cook, draw, do my
• Read short sentences. homework, play football, ride my bike,
• Read to recognize and learn new vocabulary. watch TV, play basketball
• Read to match activities with days of the week.
• Read to choose the correct verb.
• Complete a tick chart.
• Write names with capital letters.
• Play a game.
• Follow a story.
Aims Activities
• Understand personal descriptions. • Revision of all
• Revise language and vocabulary. • happy, fine, sad
• Practise talking about likes and dislikes. • long, short, old, young, tall, small
• Do a role-play. • hungry, thirsty
Unit 8: Feelings
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Introduction
Phonetic Chart
Vowels Diphthongs
i: I υ u: Iə eI
tree sit book too here day
e ə : ɔ: υə ɔI əυ
men america word sort tour boy go
{ ɑ: ɒ eə aI aυ
cat but part not wear my how
Consonants
p b t d T D k g
plane bed tomato do chicken jam kite gate
f v θ D s z ʃ Z
five violin think father six zoo fish casual
m n ŋ h l r w
milk no sing hello lion rocket window yes
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Unit 1 The Alphabet
Objectives
Listening
• Begin to become familiar with the sounds and shapes of English letters.
• Begin to become familiar with the sounds of English words.
• Carry out simple classroom instructions (TPR).
• Colour according to instructions.
• Identify named objects.
Speaking
• Say Hello and Goodbye.
• Introduce self: I’m (name).
• Ask and answer a question: What’s your name? I’m (Muna).
• Ask and answer a question: How old are you? I’m (7).
• Join in a song.
Skills
• Understand that English is written from left to right.
• Recognize the shapes of the letters and their sounds.
• Begin to blend the sounds of English letters.
• Develop awareness of writing from left to right, learn how to hold a pencil correctly,
practise pencil control, develop hand/eye coordination.
• Learn the shape and direction of letters.
18
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Unit 1 The Alphabet
Word list
Lesson 1 Lesson 3 Lesson 7 taxi – /ˈtæksi/
Hello! – /həˈləʊ/ ink – /ɪŋk/ yo-yo – /jəʊ jəʊ/ umbrella – /ʌmˈbrelə/
How are you? – nose – /nəʊz/ x-ray – /eks reɪ/ van – /væn/
/haʊ ɑː juː?/ car – /kɑː(r)/ queen – /kwiːn/ watch – /wɒtʃ/
I’m very well, thanks. – kite – /kaɪt/ zebra – /ˈzebrə/ x-ray – /eks reɪ/
/aɪm ˈveri wel, θæŋks/ yo-yo – /jəʊ jəʊ/
What’s your name? – zebra – /ˈzebrə/
Lesson 4 Lesson 8
/wɒts jɔː neɪm?/ the alphabet –
elephant – /ˈelɪfənt/ apple – /ˈæpəl/
I’m Muna. – /ðiː ˈælfəˌbet/
house – /haʊs/ ball – /bɔːl/
/aɪm munə/
rabbit – /ˈræbɪt/ car – /kɑː(r)/
How old are you? –
monkey – /ˈmʌŋki/ dog – /dɒɡ/
/haʊ əʊld ɑː juː?/
dog – /dɒɡ/ elephant – /ˈelɪfənt/
I’m 7. – /aɪm ˈsevn/
flower – /ˈflaʊə/
Goodbye! – /ˌɡʊdˈbaɪ/
Lesson 5 girl – /ɡɜː(r)l/
colours – /ˈkʌlə(r)z/
girl – /ɡɜː(r)l/ house – /haʊs/
red – /red/
orange – /ˈɒrɪndʒ/ ink – /ɪŋk/
blue – /bluː/
umbrella – /ʌmˈbrelə/ jam – /dʒæm/
yellow – /ˈjeləʊ/
lemon – /ˈlemən/ kite – /kaɪt/
green – /ɡriːn/
lemon – /ˈlemən/
orange – /ˈɒrɪndʒ/
Lesson 6 monkey – /ˈmʌŋki/
pink – /pɪŋk/
flower – /ˈflaʊə/ nose – /nəʊz/
Lesson 2 ball – /bɔːl/ orange – /ˈɒrɪndʒ/
sun – /sʌn/ jam – /dʒæm/ pizza – /ˈpiːtsə/
apple – /ˈæpəl/ watch – /wɒtʃ/ queen – /kwiːn/
taxi – /ˈtæksi/ van – /væn/ rabbit – /ˈræbɪt/
pizza – /ˈpiːtsə/ sun – /sʌn/
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵ 19
Unit 1 The Alphabet
Track 1
A…a
B…b
C…c
D…d
E…e
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Unit 1 The Alphabet
F…f • Tell the pupils to listen to the song again and try
G…g to join in this time. Encourage them to say their
H…h own names and ages.
I…i • Explain that I’m Muna. and My name is Muna.
J…j are two ways of saying the same thing.
K…k
L…l
M…m 3 Listen and say 5 mins
N…n
O…o • Ask pupils to look at the picture on page 8.
P…p Name the colours from left to right (red, blue,
Q…q yellow, green, orange and pink).
R…r • Put the colours poster on the wall and ask pupils
S…s to look at it. Point to red on the poster, say red
T…t and get the class to chorus red. Repeat for the
U…u other five colours.
V…v • Say Listen and look at the colours. Use gestures
W…w to support your instructions. Play Track 3
X…x while the pupils look at the colours. Get pupils
Y…y to point to each colour as they listen.
Z…z • Say Now listen and say. Play the next part of
Track 3.
• Say Listen and say again. Play the third part of
2 Listen and say 5 mins Track 3.
• Play the track again, following the three stages
• Hold up your book and point to the speech and the instructions. This time, see if pupils can
bubbles on page 8. point to things in the classroom that are the
• Read out the questions and answers slowly. colours they hear.
Explain if you need to, so that pupils understand
the meaning each time. Track 3
• Ask some of the pupils How are you? Elicit Listen and look at the colours.
I’m very well, thanks. Repeat with the other red blue yellow green orange and pink
two questions, What’s your name? and red blue yellow green orange and pink
How old are you? Now listen and say.
• Tell the pupils to listen to the song. Play the first red red red
three verses of Track 2. blue blue blue
yellow yellow yellow
Track 2 green green green
Listen and say.
orange orange orange
Hello!
pink pink pink
How are you?
I’m very well, thanks! Listen and say again.
Hello! red red red
What’s your name? blue blue blue
I’m … [music only for pupils to sing own names] yellow yellow yellow
Hello! green green green
How old are you? orange orange orange
I’m … [music only for pupils to sing own names] pink pink pink
Thank you!
Goodbye!
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵ 21
Unit 1 The Alphabet
22
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Unit 1 The Alphabet
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Unit 1 The Alphabet
posters individually with Post-it notes, and • Introduce the tracing activity. Pupils use their
reveal them as they are taught throughout index fingers, or their pencils to trace the outline
this unit. of the letters, starting on the green dot, following
the direction of the arrow, and finishing on the
red dot.
Warmer 5 mins • Check that pupils understand they need two
separate strokes for the letter t and that they
• Greet the class, saying Hello to as many pupils need to lift their pencil off the paper and put it
as possible. Encourage them to reply. You back onto the paper again in a new place.
could also introduce Good morning or Good • Go round the class, checking that pupils use the
afternoon, as an alternative greeting for your correct movements.
pupils to start becoming familiar with. If you • Say each letter sound and ask pupils to repeat.
think they are confident enough, add How are • Say Listen and look at your book. Explain listen
you? and elicit I’m very well, thanks. and look using gestures to support the words,
• As pupils are settling themselves at the start of e.g., put your hand to your ear for Listen. Play
the lesson, you could replay Track 1, to help the first part of Track 5.
them remember the sounds of the alphabet. • Say Now listen and say. Explain say using
• Revise the colours you learned in the last lesson gestures to support the word, e.g., put your hand
(red, blue, yellow, green, orange, pink). You can to your mouth. Play the next part of Track 5.
do this with an exaggerated mime of point, while • Say Listen and say again. Play the third part of
saying Point to something red. Repeat for the Track 5.
other colours. • Play the track again, following the three stages
• Briefly revise the numbers 1–10 from the and the instructions. This time, get pupils to
previous lesson. point to the letters and words in their books as
they listen and say.
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Unit 1 The Alphabet
Activity Book
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Unit 1 The Alphabet
• Explain that, in today’s lesson, pupils will be Another way is to go round the class, tracing
learning to trace four new letters and one more the letter with your finger on pupils’ books,
word for each letter. or even on the desk. Use one or more of
• Ask pupils to open their Pupil’s Books at page 10. these methods each time you introduce a
new letter.
1 Trace and say. Listen and say 30 mins • Say Listen and look at your book. Explain listen
and look using gestures to support the words.
• Hold up the alphabet card for i. Elicit or say the Play the first part of Track 6.
sound //. Ask the pupils to find an example of • Say Now listen and say. Explain say using
the i sound on the page. Explain that the name gestures to support the word. Play the next part
of the object (ink) begins with the sound //. of Track 6.
Make an i-i-i-i sound and get pupils to repeat. • Say Listen and say again. Play the third part of
• Write i ink on the board. Track 6.
• Repeat the process for the letter n and the sound • Play the track again, following the three stages
/n/ and write n nose on the board. Then repeat and the instructions. This time, get pupils to
for the letter c and the sound /k/ and write c car point to the letters and words in their books as
on the board. Finally, repeat for the letter k and they listen and say.
the sound /k/ and write k kite on the board.
• Introduce the tracing activity. Pupils use their Track 6
index fingers, or their pencils to trace the Listen and look at your book.
outline of the letters, starting on the green i i ink
dot, following the direction of the arrow, and i i ink
finishing on the red dot. n n nose
• Explain that, for the letter i, they will need to n n nose
use two separate movements, but that the second c c car
movement is simply a dot. Show them the first c c car
downward movement (from green to orange), k k kite
then the second movement (the dot). Finally, k k kite
point to the third, completed letter i showing
both movements together. Now listen and say.
• Stand with your back to the class and trace the i i ink
letters in the air. Make sure to pause between the i i ink
two movements in the letter k, lowering n n nose
your hand briefly, so that pupils realize there n n nose
are two different strokes. Get pupils to stand c c car
up and do the same. c c car
• Go round the class, checking that pupils use the k k kite
correct movements. k k kite
• Say each letter sound and ask pupils to repeat. Listen and say again.
i i ink
Note: As pupils learn more letters, vary the i i ink
way you demonstrate them. Drawing the n n nose
letter in the air, always with your back to the n n nose
class so the letter is the right way round is c c car
very effective. Other times, you might want c c car
to write it on the board (always following k k kite
the arrows given in the book). Pupils can k k kite
then come up and practise on the board.
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Unit 1 The Alphabet
Extra!
Hold up the picture card of the nose, but
Unit 1 Lesson 4
instead of showing pupils the picture, show
Aims: Name objects and recognize
them the word. See if they are able to say
the letters e, h, r, m and d, and
the word. If not, turn the card over to
their sounds.
show them the picture and elicit the word
Practise making the shape of the
in chorus. Make sure the pronunciation is
letters e, h, r, m and d.
correct. Ask groups, then individuals to say
Learn how to form letter shapes.
the word. Repeat with the picture cards for
Follow instructions and repeat
ink, car and kite.
new language.
Language: elephant, house, rabbit,
monkey, dog
Activity Book 10 mins
Materials: Pupil’s Book page 11
Activity Book page 7
1 Trace
• Ask pupils to look at Activity Book page 6.
Track 7
Alphabet posters
Remind pupils how they formed the letters i, n, c
Alphabet cards: e, h, r, m, d
and k in the lesson. Ask them to trace the letters.
Picture cards: elephant, house,
They can start on the larger (upper-case) letters
rabbit, monkey, dog
and move down to the smaller (lower-case)
letters. Go round the class, checking that pupils
use the correct movements and provide support
Warmer 5 mins
as necessary.
• As they trace, encourage pupils to say the sounds
• Greet the class, saying Hello to as many pupils
of the letters.
as possible. Encourage them to say Hello back
to you.
Extra!
• Revise what pupils did in the previous three
Give each pupil a card and tell them they can
lessons by asking them to identify the letters
write their name on it in English. Help with
they have learned so far on one of the alphabet
any unknown letters by pointing them out on
posters (s, a, t, p, i, n, c, k).
one of the alphabet posters. Pupils can take
• Point to the letters e, h, r, m and d on one of the
their cards home and decorate them, but ask
posters and explain that, in today’s lesson, pupils
them to bring them back so they can place
will be learning these five letters and five more
them on the desks in every English lesson.
new words. Ask them to open their Pupil’s Books
at page 11.
• End the lesson the usual way.
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Unit 1 The Alphabet
28
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Unit 1 The Alphabet
is a game for fun, to reinforce letter 1 Trace and say. Listen and say 30 mins
sounds, so make sure your pupils enjoy
themselves.
• Ask pupils to open their Pupil’s Book at page 12.
• If you feel that your class is confident
• Hold up the alphabet card for g. Elicit or say the
enough, they can write a letter on a
sound //. Ask the pupils to find an example of
piece of paper and play the game with
the g sound on the page. Explain that the name
a partner.
of the object (girl) begins with the sound //.
Make a g-g-g-g sound and get pupils to repeat.
• End the lesson the usual way. • Write g girl on the board.
• Repeat the process for the letter o and the sound
/ɒ/ and write o orange on the board. Then repeat
for the letter u and the sound // and write u
Unit 1 Lesson 5 umbrella on the board. Finally, repeat for the
letter l and the sound /l/ and write l lemon on
Aims: Name objects and recognize the board.
the letters g, o, u and l and • Ask pupils to look at the four letters on the page.
their sounds. Remind them of the traffic light system they
Practise making the shape of the learned last time.
letters g, o, u and l. • As they have done before, pupils trace the letters,
Learn how to form letter shapes. starting on the green dot, following the direction
Follow instructions and repeat of the arrow to the orange dot, and finishing on
new words. the red dot. Go round the class, checking that
Language: girl, orange, umbrella, lemon pupils use the correct movements for each of
Materials: Pupil’s Book page 12 the letters.
Activity Book page 8 • Stand with your back to the class and trace the
Track 8 letters in the air. Get pupils to stand up and do
Alphabet posters the same.
Alphabet cards: g, o, u, l • Say each letter sound and ask pupils to repeat.
Picture cards: girl, orange, • Say Listen and look at your book. Play the first
umbrella, lemon part of Track 8.
• Say Now listen and say. Play the next part of
Track 8.
Warmer 5 mins • Say Listen and say again. Play the third part of
Track 8.
• Greet the class, saying Hello to as many pupils • Play the track again, following the three stages
as possible. Encourage them to say Hello back to and the instructions. This time, get pupils to
you. If you prefer, use Good morning/afternoon. point to the letters and words in their books as
• Revise the letters they have learned up to now (s, they listen and say.
a, t, p, i, n, c, k, e, h, r, m, d), either by holding
up letter or picture cards, or pointing to them in Track 8
the Pupil’s Book. Listen and look at your book.
• Ask pupils if they can remember any words that g g girl
begin with any of the letters they have learned g g girl
so far. o o orange
o o orange
u u umbrella
u u umbrella
l l lemon
l l lemon
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Unit 1 The Alphabet
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Unit 1 The Alphabet
Warmer 5 mins
Extra!
To give extra practice with the letter shapes
• Greet the class, saying Hello to as many pupils
pupils have learned so far, say a letter sound
as possible. Elicit replies from everyone. Ask the
and ask the pupils to draw the letter in the
pupils How are you? and again elicit replies.
air. Use any of the letters they have learned
• Put pupils in small groups and ask them to ask
so far: s, a, t, p, i, n, c, k, e, h, r, m, d, g, o,
and answer the questions in their groups. Go
u, l, f, b, j, w or v.
around the class to check they are using good
pronunciation. If there are any pronunciation
• Say Listen and look at your book. Play the first
problems, be aware of them but don’t
part of Track 9.
overcorrect the pupils at this stage.
• Say Now listen and say. Play the next part of
• Revise the letters pupils have learned up to now
by writing them on the board: s, a, t, p, i, n,
Track 9.
• Say Listen and say again. Play the third part of
c, k, e, h, r, m, d, g, o, u, l. Ask pupils if they
remember any of the words they learned that
Track 9.
• Play the track again, following the three stages
begin with those letters. Invite pupils to say the
and the instructions. This time, get pupils to
words they remember.
point to the letters and words in their books as
they listen and say.
1 Trace and say. Listen and say 30 mins
Track 9
• Ask pupils to open their Pupil’s Book at page 13. Listen and look at your book.
• Hold up the alphabet card for f. Elicit or say the f f flower
sound /f/. Ask the pupils to find an example of f f flower
the f sound on the page. Explain that the name b b ball
of the object (flower) begins with the sound /f/. b b ball
j j jam
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Unit 1 The Alphabet
32
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Unit 1 The Alphabet
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Unit 1 The Alphabet
• This exercise gives pupils extra practice at 1 Listen and say 30 mins
controlling their pencils so they can trace smaller
letters. Remind pupils how to hold the pencil
• Explain that pupils will hear the letters of the
correctly.
alphabet on the audio. As they hear them, they
• Pupils trace the letters with their pencils. Help
should repeat each one. They know all the
any pupils who are having difficulties.
names of letters, letter sounds and words, so this
is just revision.
• End the lesson the usual way. • Say Listen and say. Then play Track 11.
Pupils listen and repeat.
Track 11
Unit 1 Lesson 8 Listen and say.
A … a … apple
Aims: Review all the letters and sounds B … b … ball
of the alphabet. C … c … car
Match capital and lower-case letters D … d … dog
to pictures. E … e … elephant
Recognize letter shapes. F … f … flower
Language: all the letters of the alphabet G … g … girl
apple, ball, car, dog, elephant, H … h … house
flower, girl, house, ink, jam, kite, I … i … ink
lemon, monkey, nose, orange, J … j … jam
pizza, queen, rabbit, sun, taxi, K … k … kite
umbrella, van, watch, x-ray, L … l … lemon
yo-yo, zebra M … m … monkey
Materials: Pupil’s Book page 15 N … n … nose
Activity Book page 11 O … o … orange
Track 11 P … p … pizza
Alphabet posters Q … q … queen
R … r … rabbit
S … s … sun
Warmer 5 mins
T … t … taxi
U … u … umbrella
• Greet the class. Say Good morning or Good
V … v … van
afternoon to the class and encourage them to
W … w … watch
reply and also to say the same to each other.
X … x … x-ray
• As pupils are settling themselves at the start of the
Y … y … yo-yo
lesson, you could replay Track 1 to review the
Z … z … zebra
letters and sounds they have learned in this unit.
• Tell them that they have now learned all the
• Congratulate your pupils on saying all the letters
letters and sounds of the English alphabet.
and sounds of the English alphabet!
Congratulate them on their hard work. Explain
that in today’s lesson they will be revising what
they have learned. Extra!
• Point to one of the alphabet posters and ask Play a game: call out letters and ask pupils to
pupils to make the sounds of the letters in make themselves into the shape of the capital
alphabetical order. Point to each letter and then letter. Try to use letters where this is possible,
ask pupils to make the sound, firstly as a class like L, A, Z, X, E, etc.
and then individually. Ask pupils to open their
Pupil’s Book at page 15.
34
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Unit 1 The Alphabet
Answers:
Extra!
• Remind pupils that they have now
learned the English alphabet!
g i r l i z e b r a
• Explain what pupils are going to do: they
will work in pairs or groups to make an
l e m o n n o e g n
alphabet poster. They can do whatever
they want, so if any of them do want
t i a p p l e r u d
to try to copy the shapes of some of the
English letters at this stage, let them and
a t a x i e e s j e
don’t worry if they don’t form the letters
in the correct way. They might also like
m o n k e y r m s r
to draw some of the pictures of the things
they have learned words for throughout n a r a b b i t v r
this unit. Make sure they understand that
they can do whatever they like. a v a n l i n a n m
• Allow time for the pupils to make their
posters. Walk around the class and help d o g k y o y o h d
as needed. If pupils ask you to write
some of the letters for them, that’s fine. • Praise pupils for their hard work. Tell them they
• Praise the pupils’ efforts and display have now completed Unit 1 and they know the
their posters around the classroom. English alphabet. As the pupils are packing their
bags and leaving the class, play Track 11 again.
• Congratulate the pupils on finishing Unit 1.
Activity Book 10 mins
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Unit 2 About Me
Objectives
Listening
• Continue to become more familiar with the sound of English words and phrases.
• Recognize and repeat questions and answers.
• Listen to and join in with songs.
• Listen and find things in a picture.
• Recognize and respond to classroom instructions (TPR).
• Identify named objects.
Speaking
• Ask and answer about name and age.
• Ask and answer What’s this?
• Ask and answer How many …?
• Talk about bodies.
• Talk about faces.
• Identify and name classroom objects.
• Join in songs and rhymes.
Skills
• Recognize the shape of the digraphs oa, ee, ue, oo, th, ch, sh.
• Continue to blend letters and digraphs to form words.
• Continue working with lower-case and capital letters.
• Talk about pictures.
• Continue developing awareness of writing from left to right, pencil control, and
hand/eye coordination.
36
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Unit 2 About Me
Word list
Lesson 1 far away – /fɑː(r) əˈweɪ/ stamp your feet – book – /bʊk/
Hello. – /həˈləʊ/ mummy – /ˈmʌmi/ /stæmp jɔː(r) fiːt/ bathroom – /ˈbɑːθˌrum/
What’s your name? – quack – /kwæk/ wave your arms – three – /θriː/
/wɒts jɔː neɪm?/ come back – /kʌm bæk/ /weɪv jɔː(r) ɑː(r)mz/ this – /ðɪs/
What’s his/her name? – touch your head – that – /ðæt/
Lesson 4
wɒts hɪz/hɜː(r) neɪm?/
/ /tʌtʃ jɔː(r) hed/ chicken – /ˈtʃɪkɪn/
body – /ˈbɒdi/
How old are you? – cheese – /tʃiːz/
head – /hed/
/haʊ əʊld ɑː juː?/ Lesson 6 fish – /fɪʃ/
nose – /nəʊz/
boat – /bəʊt/ the park – /ðə pɑː(r)k/ sheep – /ʃiːp/
ear – /ɪə/
coat – /kəʊt/ How many are there? –
hand – /hænd/ Lesson 8
/haʊ ˈmeni ɑː(r) ðeə(r)?/
Lesson 2 eye – /aɪ/ my classroom –
mouth – /maʊθ/ There are … –
toy shop – /tɔɪ ʃɒp/ /maɪ ˈklɑːsˌrum/
/ðeə(r) ə(r) …/
skates – /skeits/ elbow – /ˈelbəʊ/ pencil case –
arm – /ɑː(r)m/ kite – /kaɪt/
plane – /pleɪn/ /ˈpens(ə)l keɪs/
hair – /heə(r)/ bus – /bʌs/
car – /kɑː/ pencils – /ˈpens(ə)lz/
foot – /fʊt/ car – /kɑː/
ball – /bɔːl/ pens – /penz/
leg – /leɡ/ tree – /triː/
book – /bʊk/ bag – /bæɡ/
He has – /hiː hæz/ ball – /bɔːl/
bike – /baɪk/ clock – /klɒk/
bag – /bæɡ/
yo-yo – /jəʊ jəʊ/ board – /bɔː(r)d/
flower – /ˈflaʊə/
kite – /kaɪt/ Lesson 5 bin – /bɪn/
apple – /ˈæpəl/
watch – /wɒtʃ/ How are you? – rubber – /ˈrʌbə(r)/
cake – /keɪk/
What’s this? – /haʊ ɑː juː?/ desk – /desk/
bike – /baɪk/
/wɒts ðɪs?/ I’m very well, thanks. – glue – /ɡluː/
tree – /triː/
It’s a … – /ɪts ə …/ /aɪm ˈveri wel, θæŋks/ chair – /tʃeə(r)/
bee – /biː/
How many …? – I’m fine. – /aɪm faɪn/ ruler – /ˈruːlə(r)/
blue – /bluː/
/haʊ ˈmeni …?/ I’m not very well! – book – /bʊk/
glue – /ɡluː/
/aɪm nɒt ˈveri wel!/
Lesson 3 open – /ˈəʊpən/
swimming – /ˈswɪmɪŋ/ draw – /drɔː/ Lesson 7
one day – /wʌn deɪ/ close – /kləʊz/ moon – /muːn/
over – /ˈəʊvə(r)/ clap your hands – zoo – /zuː/
hills – /hɪlz/ /klæp jɔː(r) hændz/ foot – /fʊt/
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵ 37
Unit 2 About Me
38
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵
Unit 2 About Me
• Ask pupils about their younger brothers and • Hold up the picture card of the boat and elicit
sisters: Do you have any little sisters? How old the word in chorus. Make sure the pronunciation
is she/are they? Do you have any little brothers? is correct. Ask groups, then individuals to say the
How old is he/are they? The pupils reply with the word. Repeat with the picture card of the coat.
ages (6, 9, etc.). Do not expect them to use the
third person (He’s/She’s/They’re) at this stage.
Activity Book 5 mins
• Ask pupils to trace the letters then trace and copy Warmer 8 mins
the words. Walk around the class while they are
working and assist if necessary. Check the pupils
• Say Hello to the class. Elicit Hello from the
are forming the letters in the correct way.
whole class and different pupils.
• Say Hello, I’m (your name). Elicit from different
pupils: Hello, I’m (Zeinah). Hello, I’m (Rida).
Activity Book 5 mins
• Tell the pupils to introduce themselves to the
pupils sitting near them. If it is practical, tell
4 Count
the pupils to stand up and walk around the
• Ask pupils to look at the picture and tell you
class, introducing themselves to as many pupils
the names of the objects they can see (bike,
as possible.
balloon, ball, book, kite, doll, bag, monkey,
• Briefly revise what pupils learned in the
bus, car, yo-yo).
previous lesson.
• Ask pupils to read the words at the bottom of
the page How many? b and make sure that
they have to count the number of items that 1 Listen and find 15 mins
start with the sound b. Ask pupils to tick the
correct number.
• Revise how to form the numbers, by air writing
Answer: with your back to the class.
6 (bus, bag, ball, book, balloon, bike) • Ask a pupil to come to the board. Say a number
from 1–10 for the pupil to write. Repeat with
• Tell pupils that it is the end of the lesson. Ask different pupils.
them to clear up. Say Put your books and pencils • Dictate a list of numbers between 1 and 10
away, please. Say See you on xxxday. (but not in order) for the pupils to write in
• Say Goodbye at the end of the lesson and their notebooks.
elicit Goodbye from the whole class and from • Ask a pupil to come to the board and write
different pupils. the list of numbers. Ask the rest of the class
if they are correct.
• Hold up page 20 of your Pupil’s Book and say
Look at the picture. Ask where the people are.
Unit 2 Lesson 2 Elicit toy shop. Ask Who’s in the toy shop? and
elicit or say a man and a boy. Ask What’s the
Aims: Ask and answer questions about boy’s name? (Al-Hadi.) Where is he? (In a
a picture. toy shop.)
Language: toy (shop), ball, bike, book, kite, • Say Listen and find. Name the items in the picture
pen, pencil, plane, car, skates, or play Track 15. For some of the items, ask
watch, yo-yo, Numbers 1–10, What colour is it? Play the track a second time if
blue, green, orange, pink, red, pupils have not been able to find all the items.
yellow, What’s this? It’s a [ball].
How many [watches]? What Track 15
colour is it? Point to something Listen and find.
that begins with [k]. a pen
Materials: Pupil’s Book page 20 a watch
Activity Book page 14 a kite
Track 15 pencils
Alphabet posters a ball
Picture cards: watch, kite, pencil, a book
ball, book, yo-yo, bike yo-yos
a bike
40
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Unit 2 About Me
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵ 41
Unit 2 About Me
Aims: Revise vocabulary from Lesson 2. • Explain to pupils that they are going to learn a
Practise numbers 1–10. new song and that it is about a family. Elicit or
Revise family members. give the words mum (mummy) and dad (daddy).
Begin learning a song: Five Ask different pupils Do you have any brothers?
little ducks. Do you have any sisters? How many? Ask How
Language: went swimming, one day, over many big brothers/sisters do you have?
the hill, far away, came back, • Say Open your books at page 21. Look at
mummy, quack Picture 1. Ask How many little ducks are there?
Materials: Pupil’s Book page 21 (5). Spend a few minutes reviewing numbers.
Activity Book page 15 Ask pupils to count to 10 chorally. Write the
Track 16 numbers on the board as they say them. Then
Alphabet posters point to the numbers in reverse order, from 10
For this lesson you will need a to 1, and ask the pupils to say the numbers
non-transparent bag and some as you point to them, so they are counting
classroom items and fruit. The backwards. Repeat the process, then rub the
pupils must know the names of numbers off the board and see if pupils can
these in English. For example, count down from 10 without any help.
seven rubbers, five pencils, six • Say what is happening in the pictures (the little
rulers, three pens, two books, four ducks are swimming away, one by one, but then
oranges, one lemon. This is for the at the end they all come back). Ask how mummy
number game, but you can play a duck is feeling in pictures 2 to 5 (sad, angry).
different game to practise numbers Mime where necessary.
if you do not have these items. • Tell the pupils that the name of the song is Five
Little Ducks. Introduce went swimming, one
day, over the hill, far away, came back.
Warmer 10 mins • Before you play the song, talk about the pictures:
Teacher: Picture 1. How many little ducks
• Briefly revise what pupils learned in the went swimming?
previous lesson. Pupil: Five.
• Hold up page 20 of the Pupil’s Book. Say Look Teacher: How many little ducks came back?
at page 20. Ask What can you see? Encourage Pupil: Four.
the pupils to name as many things as they can in Teacher: Picture 2. How many little ducks
the picture. If any items are not mentioned, say went swimming?
Point to the (bike). Pupil: Four.
• Explain that you are going to give the pupils one Teacher: How many little ducks came back?
minute to look at the picture and remember as Pupil: Three., etc.
many of the things in the toy shop as they can. • Say Listen and sing. Sing Five Little Ducks.
• Say Look at the picture and remember! Time one
minute, then say Close your books, please. Track 16
• Divide the class into two teams. Ask one pupil Listen and sing.
from the first team to name an item in the Five little ducks went swimming one day
picture (What’s in the toy shop?). If he/she names Over the hills and far away.
an item correctly, he/she scores a point for the Mummy duck said Quack! Come back!
team. Then ask a pupil from the other team. But only four little ducks came back.
Continue in this way until all the items have
been named. If one team can’t remember any Four little ducks went swimming one day
more items, the turn goes to the other team. Over the hills and far away.
42
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Unit 2 About Me
• Play the track again. Encourage the pupils to 1 Read and circle
join in the first line of each verse. • Ask pupils to open their Activity Books at
• Play the track again. This time encourage the page 15.
pupils to join in with mummy duck’s Quack! • Ask pupils to look at the first item. Ask them
Come back! what the picture is (a bus). Draw their attention
to the example and ask what the circled word
Note: As in other primary levels, songs is (bus).
are for enjoyment, so don’t push the pupils • Explain that pupils need to look at the picture
to learn too quickly. They will learn each then circle the correct word for the picture
new song over several lessons and you can each time.
practise the songs whenever you have some • When pupils are ready, ask them to complete the
spare time at the end of a lesson or to give activity. If you prefer, they could do this in pairs,
the pupils a break or change the pace of the asking and answering about the pictures by
lesson. There is no need to teach or translate pointing to them and using What is it? It’s a …
every word in the songs – the pictures tell the
Answers:
story here.
1 bus
2 elephant
3 flower
4 ink
5 moon
6 son
7 umbrella
8 yo-yo
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵ 43
Unit 2 About Me
44
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵
Unit 2 About Me
Listen and say again. • Put the pupils in pairs to do the same activity:
head head one pupil describes the picture of the boy, saying
hair hair some sentences that are right and some that are
nose nose wrong; the other pupil says Yes or No.
ear ear
hand hand Extra!
elbow elbow • Hold up a notebook or piece of paper
arm arm and say Draw and colour a friend.
leg leg Demonstrate by drawing a simple robot
eye eye on the board – say Draw a head.
mouth mouth Draw a body, legs and arms. Draw
foot foot feet and hands.
body body • Give pupils a set time (four or five
minutes) to draw and colour their robots.
• Spend some more time reviewing body parts: say • When they have finished, the pupils
Stand up. Listen. Give the pupils instructions compare their drawings and talk about
using the phrase Touch your (head, arms, body, their friends.
ears, eyes, feet, legs, nose, mouth, hair).
Extra!
Play a game: Count round the class from
2 Listen and look 10 mins
1 to 6 as many times as necessary, until each
pupil has been given a number between
• Tell the pupils that they are going to listen to a
1 and 6. Give commands, each with a
boy describing the picture of his friend.
number. For example: Number 1: touch your
• They are going to listen and look at the picture
ears. All the pupils who have been given
on page 22, to see if it matches what they hear.
number 1 touch their ears. The rest of the
If it matches, pupils say Yes. If the description
class don’t do the action.
doesn’t match, they say No.
• Read or play Track 18 and ask pupils to listen Repeat with other commands, demonstrating to
and look at the pictures in their books. Then make meaning clear. For example:
play the track again. This time, pause after every Number 2: close your eyes
sentence and wait for pupils to say Yes or No. Numbers 1 and 4: touch your head
Number 6: touch your ears
Track 18 Numbers 3 and 5: wave your hands
Listen and look. Numbers 3, 4 and 6: stand up
This is my friend. Number 4: sit down
He has blue eyes. Number 2: stand up
He has brown hair. Numbers 2 and 3: touch your feet
His arms are green. Numbers 2 and 3: sit down
His legs are pink. Number 6: turn round
He has three feet. Number 6: sit down
He has two ears. Number 5: touch your head
Number 5: wave your arms
Answers:
Numbers 3 and 4: touch your ears
This is my friend.
He has blue eyes. Yes Give the commands quickly to make the game
He has brown hair. Yes more fun and keep the pupils listening.
His arms are green. No
His legs are pink. Yes
He has three feet. No
He has two ears. Yes
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵ 45
Unit 2 About Me
1 Read and circle • Briefly revise the body words and colours that
• Ask pupils to open their Activity Books at page 16. pupils learned in the previous lesson.
• Draw pupils’ attention to item 1 and ask what • Ask pupils to look at their Pupil’s Book, page 23.
the picture is. Elicit head. Ask them to look at Ask who they can see at the top of the page.
the words after the picture and say which one is Elicit Adam, Muna, Al-Hadi and Kareem. Ask
circled (head). Explain that pupils have to look why they think Kareem looks unhappy (Because
at the other pictures and circle the correct word he is ill.).
for each one.
• When pupils are ready, they can start completing
the activity. Walk around the class to monitor 1 Listen and say. Ask and answer 9 mins
46
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Unit 2 About Me
hat., etc.
1 Match
• Ask pupils to open their Activity Books at
3 Look, listen and sing 15 mins page 17.
• Remind pupils that they have learned these
• Start by asking pupils to stand by their desks, as activities in their Pupil’s Book. Say stand up and
they are going to copy the actions the character get pupils to stand by their desks. Then hold up
in the picture is doing. Stand in the pose of the your book and point to the picture of the boy
first picture, saying stand up and ask pupils to standing up with his hands behind his back.
copy you. Then say hands up and put your hands • Explain to pupils that they have to match the
in the air, as in the second picture. Ask pupils to phrases and the pictures. Invite them to draw
copy you and to say hands up. Repeat the process a line from stand up to the picture of the boy
for the rest of the actions: turn around, hands up, standing with his hands behind his back. Ask
stamp your feet, sit down, touch your toes, hands pupils to complete the activity.
on your head, clap your hands.
• Put pupils in pairs to mime the actions and
guess. One pupil chooses an action to do and
Activity Book 5 mins
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵ 47
Unit 2 About Me
Unit 2 Lesson 6 • Say a sentence about the picture, e.g., There are
apples. Elicit a different sentence with There is
or There are from a pupil. Ask about the colour
Aims: Name and count objects in of the item(s) the pupil talks about (What colour
a picture.
is it/are they?).
Ask and answer How many …
• Put the pupils in pairs to make sentences with
are there?
There’s/There are … and to ask about colour in
Learn the digraphs ee and ue.
the same way.
Listen and number according
to instructions.
Language: How many … are there? 2 Look, listen and say 8 mins
There are …
kite, bus, car, ball, bag, flower, • Ask pupils to look at the picture again. Ask How
apple, cake, bike, tree, bee, many trees are there? Elicit Two.
glue, blue • Put pupils in pairs to ask and answer How many
Materials: Pupil’s Book pages 24 and 25 … are there? Walk around the class while they
Activity Book pages 18 and 19 are working and offer help if necessary.
Tracks 21, 22 and 23 • Tell pupils they can check their answers by
Picture cards: kite, bus, car, ball, listening to the audio. Play Track 21. Pause
bag, flower, apple, cake, bike, after each question and elicit answers from
tree, bee, glue, blue pupils before playing the answer.
Track 21
Warmer 3 mins Listen and say.
How many trees are there?
• Briefly revise what pupils learned in the There are 2 trees.
previous lesson. How many bags are there?
• Greet the class. Review some letters and words There are 5 bags.
by writing a mix of letters on the board. For How many apples are there?
each letter, point to it and ask pupils to say the There are 6 apples.
sound of the letter and to say a word that starts How many buses are there?
with that letter. There is 1 bus.
• Ask pupils to open their Pupil’s Books at How many kites are there?
page 24. There are 4 kites.
How many bikes are there?
There are 2 bikes.
1 Look and count 5 mins
How many cakes are there?
There are 4 cakes.
• Ask pupils to look at the picture in their books. How many chairs are there?
Ask What can you see? and elicit as many There is 1 chair.
objects in the picture as possible (apples, bags, How many balls are there?
ball, bikes, bus, cakes, cars, trees, flowers, five There is 1 ball.
(on Kareem’s bag), kites).
• Say the word fish or write fish on the board. Ask Extra!
Is there a fish? The pupils say the word and then If there is time, pupils can draw a small
look at the picture and answer (No, there isn’t.). picture of their own like the one in their
Do the same with other known words, using books, with different numbers of items.
plurals as well as singular words, for example, They can ask and answer about their
Are there any flowers? (Yes, there are.). pictures in pairs.
48
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Unit 2 About Me
• Point to the letters ee and ue in the book and • Tell the pupils that they are going to hear Muna
explain that these are the sounds pupils are going talking about her drawing.
to learn in today’s lesson. Remind the pupils • Play Track 23 twice. The first time, pupils
that these are digraphs (pairs of letters) that point to the words in their book and listen for
together sound a bit different from the way each the numbers. The second time, they write the
individual letter sounds on its own. Start with ee: numbers in the boxes next to the words, below
point to the pictures of the tree and the bee and the picture.
say the words slowly and clearly, emphasizing
the ee sound. Repeat with glue and blue and Track 23
the sound ue. Play Track 22, pausing after Listen and number.
each section. Muna: 1 head, 2 mouth, 3 nose, 4 knee, 5 eye,
6 arm, 7 ear, 8 hand, 9 foot
Track 22 Answers:
Listen and look at your book. 1 head
ee tree tree 2 mouth
ee bee bee 3 nose
ue glue glue 4 knee
ue blue blue 5 eye
6 arm
Now listen and say.
7 ear
ee ee ee
8 hand
tree tree tree
9 foot
bee bee bee
ue ue ue
• Ask pupils to colour the picture if there is time.
glue glue glue
blue blue blue
Listen and say again. Activity Book 4 mins
ee ee ee
tree tree tree 1 Match and write
bee bee bee • Ask pupils to open their Activity Books at
ue ue ue page 18.
glue glue glue • Look at item 1 with the pupils. Ask what the
blue blue blue picture is (a gate), and explain that the first letter
in the word gate is missing. Point out that all the
• Ask the pupils to look at the tree, bee, glue and letters for the word are in the box. Explain that
blob of blue on the page. Walk round the room pupils have to write the missing letter each time,
saying Show me a tree./Show me a bee./Show me as in the example.
glue./Show me blue. The pupils should point to • When pupils are ready, they can complete
the correct picture on their books and repeat the activity.
the word.
Answers:
• Write the words on the board. Ask groups, then
1 g
individuals to say the word. Repeat with the
2 n
picture cards.
3 l
4 t
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵ 49
Unit 2 About Me
Activity Book 4 mins • Point to the letters oo in the book and explain
that this is one of the digraphs (pairs of letters)
4 Count and write pupils are going to learn in today’s lesson.
• Ask pupils to look at the pictures. Explain that Explain to pupils that these letters together make
they will count the number of each item and two different sounds – the /υ/ as in the word
write the number in the box. If you feel it is book and the /u/ as in the word moon.
necessary, point out the example and do the • Point to the letters th in the book and explain
second one together in class. that pupils are also going to learn this digraph in
Answers: today’s lesson. Explain to pupils that these letters
[apples] 4 together make two different sounds – the /θ/ as in
[bees] 7 the word three and the /ð/ as in the word this.
[umbrellas] 5 • Point to the letters ch in the book and explain
[elephants] 9 that pupils are also going to learn this digraph in
[hands] 6 today’s lesson. Explain to pupils that these letters
together make the /tʃ/ sound as in the word chair.
• End the lesson the usual way. • Point to the letters sh in the book and explain
that pupils are also going to learn this digraph in
50
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵
Unit 2 About Me
today’s lesson. Explain to pupils that these letters this this this
together make the /ʃ/ sound as in the word fish. that that that
• Play Track 24, pausing after each section. ch ch ch
chicken chicken chicken
Track 24 cheese cheese cheese
Listen and look at your book. sh sh sh
oo moon zoo fish fish fish
oo moon zoo sheep sheep sheep
oo foot book
oo foot book • Ask the pupils to look at page 26 in their Pupil’s
th bathroom three Book. Walk round the room saying Show me a
th bathroom three moon/zoo/foot/book/bathroom/chicken/sheep, etc.
th this that The pupils should point to the correct picture,
th this that either in their books or in one of the alphabet
ch chicken cheese posters, and repeat the word.
ch chicken cheese • Make sure the pronunciation is correct. Ask
sh fish sheep groups, then individuals to say the words.
sh fish sheep • To practice this and that, use a pen. Put a pen on
your desk, point to it with your hand very close
Now listen and say.
to the pen and say this pen. Move away from
oo oo oo
your desk and again point to the pen – this time
moon moon moon
your hand is a lot further away. Say that pen.
zoo zoo zoo
• If pupils have understood the concept, they can
oo oo oo
do the same thing in pairs using a book. Walk
foot foot foot
around and check while they do the activity, to
book book book
make sure they are using the correct words.
th th th
bathroom bathroom bathroom
three three three Activity Book 10 mins
th th th
this this this 1 Trace, match and write
that that that • Ask pupils to open their Activity Books at page 20.
ch ch ch • Direct pupils to the letter pairs at the top of the
chicken chicken chicken page. Make the sounds for the letters – be sure
cheese cheese cheese to make both sounds for the letters oo and th.
sh sh sh Ask pupils to look at the pictures and tell you
fish fish fish what they are. Tell pupils they need to complete
sheep sheep sheep the words for each of the pictures, using the
Listen and say again. digraphs at the top of the page.
oo oo oo • This can be done at home as independent
moon moon moon learning. If so, make sure you remember to check
zoo zoo zoo the pupils’ work at the start of the next lesson
oo oo oo and praise their efforts.
foot foot foot Answers:
book book book three cheese
th th th fish book
bathroom bathroom bathroom sheep moon
three three three
th th th • End the lesson the usual way.
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵ 51
Unit 2 About Me
52
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Unit 2 About Me
Now I can …
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Unit 3 Healthy Food
Objectives
Listening
• Continue to become more familiar with the sound of English words and phrases.
• Listen to and repeat questions and answers.
• Listen to and join in with a song.
• Listen and match pictures with people.
• Respond to classroom instructions (TPR).
• Identify named objects.
• Listen and label pictures.
Speaking
• Talk about likes and dislikes.
• Ask and answer Do you want …?
• Ask and answer What is it?
• Talk about food.
• Talk about being hungry or thirsty.
• Identify and name food and drink items.
• Join in a song.
• Talk about healthy food.
Skills
• Recognize the shape of the digraphs or, ie, ng, ou.
• Continue to blend letters and digraphs to form words.
• Continue working with lower-case and capital letters.
• Express likes and dislikes and say what you want and don’t want.
• Continue developing pencil control and hand/eye coordination.
54
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Unit 3 Healthy Food
Word list
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵ 55
Unit 3 Healthy Food
Warmer 8 mins
• Hold up Pupil’s Book page 30 and say Look at
• Start by revising some of the words pupils the picture. Ask Who’s this? Elicit the names of
learned in Unit 2. the characters in sequence, from left to right.
• Ask the pupils for food and drink words that They are Al-Hadi’s mother/mum, Al-Hadi,
they already know. Hold up picture cards to help Kareem, Adam, Al-Hadi’s father/dad and Muna.
present the language. Ask pupils to open their Say and explain What is Al-Hadi eating?
books at page 30. Elicit a pear. Ask the same question about
• Hold up real fruit, picture cards or Pupil’s Book the other characters.
page 30 and ask what kinds of foods are shown. • Ask the pupils to guess what Al-Hadi is saying.
Explain they are all fruit. Talk about what kind Mime eating and say Mmm. I like pears.
of fruit the pupils eat most often. Exaggerate how much you are enjoying it. Elicit
• Present the new vocabulary. the meaning of I like. Mime I don’t like with
another known fruit.
• Introduce the listening activity. Tell the pupils
1 Listen and say 10 mins that they have to answer the question Who is it?
when they hear someone say I like … or I don’t
• Tell the pupils to look at their books, listen and like … Read or play Track 27. If necessary,
point to the correct fruit in the picture as they play it twice.
hear the word. Point out that they will hear two
words for most of the pictures – the singular Track 27
form for one of the fruit, and the plural form Listen and say.
for more than one of the fruit. Tell pupils that Dad: I like watermelon.
sometimes the plural is used more often, such as Muna: I like oranges.
grapes and dates. Al-Hadi: I like pears.
• Play Track 26. Mum: I like dates.
• Play the track again and ask pupils to repeat each Kareem: I don’t like bananas.
word. You can do this chorally or individually. Adam: I like grapes.
56
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Unit 3 Healthy Food
• Hold up Pupil’s Book page 30. Use all the fruit pears 2
on the page to practise talking about what strawberries 4
you like or don’t like. For example, say I like mango 1
strawberries. I don’t like pears. I like dates. dates 6
I don’t like mangoes. I like bananas. I don’t • Tell pupils that it is the end of the lesson. Ask
like watermelon. Ask the pupils to give you the them to clear up. Say Put your books and pencils
names of more fruit they know (e.g., apples). away, please. Say See you on xxxday.
• Say Goodbye at the end of the lesson and
elicit Goodbye from the whole class and from
3 Look and say 5 mins different pupils.
2 Colour, count and write the numbers 1 Listen and sing 10 mins
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵ 57
Unit 3 Healthy Food
Track 28 Extra!
Listen and sing. Play a game: hold up a cuddly toy or an
Pears and mangoes. object from the classroom (or a piece of real
Pears and mangoes. fruit if you have some). Explain that the
Strawberries and dates. pupils are going to pass the object to one
Strawberries and dates. another while the music is playing. Then,
Apples are my favourite. when you stop the music, the pupil with the
Apples are my favourite. object says a sentence. For example, Hello.
I like grapes. I’m [name]. I like [bananas]. or I don’t like
I like grapes. [dates]. If you don’t have music to play, say
Stop after the pupils have been passing the
• Play the song again and encourage the pupils to object around for a short time.
hum the tune.
• Sing or play the first two lines. Pause for the
Activity Book 5 mins
pupils to repeat.
• Repeat with every two lines.
1 Tick (✓) and say
• Play the song for the pupils to join in.
• Ask pupils to open their Activity Books at page 23.
• Ask pupils to look at the pictures and put their
2 Say 15 mins
hands up if they can tell you any of the words.
• Read the words I like … and say I like jam.
• Tell the pupils your favourite fruit again. Invite pupils to say a sentence about one of the
• Choose a pupil in the class and ask What’s things on the page that they like. Then ask pupils
your favourite fruit? Ask different pupils the to complete the activity: they tick the boxes next
same question. to the items they like. Monitor to make sure
• Elicit the names of food items in the pictures. everyone is managing and provide support
Elicit more examples of foods pupils know using as necessary.
picture cards. • Invite pupils to say sentences about the
• Refer the pupils to the speech bubbles and things they like. They can do this in pairs
pictures at the bottom of page 31. Read the first or individually.
speech bubble together. Choose a confident pupil
and say I like [apples]. Elicit either Yes (for like)
Activity Book 5 mins
or No (for dislike). Practise in open class with
4 or 5 pupils.
2 Write and copy
• Put pupils in pairs. Pupils practise saying what
• Explain that there are letters missing from the
food they like and don’t like.
first sentence in each speech bubble, but point
• Pupils can ask and answer: put the pupils in new
out that both words (bananas and grapes) are
pairs. The first pupil says the name of a food, for
at the top of the exercise for pupils to see.
example Dates? The second pupil says either
Ask pupils to complete the words then copy
I like dates. or I don’t like dates.
the sentences.
• Ask pupils to show you their work. Praise
their efforts.
• Tell pupils that it is the end of the lesson.
Ask them to clear up. Say Put your books and
pencils away, please. Say See you on xxxday.
• Say Goodbye at the end of the lesson and
elicit Goodbye from the whole class and from
different pupils.
58
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Unit 3 Healthy Food
Aims: Learn food and drink vocabulary. • Ask pupils to look at the pictures at the bottom
Listen for specific information. of the page. Tell them they are going to listen to
Talk about what others like. some sentences about what foods these children
Language: sandwich, pizza, burger, juice, like. Elicit what each item of food and drink is,
water, milkshake, I like … He/She e.g., Number 1, What is it? (a burger).
likes … • Play Track 30 for pupils to listen and look at
Materials: Pupil’s Book page 32 the pictures. Play the track again and ask pupils
Activity Book page 24 to say the correct number.
Tracks 29 and 30 Track 30
Alphabet posters
Listen, match and say.
Picture cards: food items
She likes sandwiches.
She likes milkshake.
He likes pizza.
Warmer 5 mins
She likes juice.
He likes burgers.
• Greet the pupils.
He likes water.
• Revise food and drink words by drawing on the
board and asking pupils to say the words. Or if Answers:
your pupils are confident enough, invite them to She likes sandwiches. 2
come up and draw an item on the board for their She likes milkshake. 6
classmates to guess. He likes pizza. 5
• Say Open your Pupil’s Books at page 32. She likes juice. 3
He likes burgers. 1
He likes water. 4
1 Listen and say 11 mins
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵ 59
Unit 3 Healthy Food
Warmer 6 mins
Activity Book 8 mins
5 likes
6 likes • Ask pupils to look at the pictures at the top of
the page. Ask Who can you see? Elicit Al-Hadi
• End the lesson the usual way. and Adam. Ask Where are they? Elicit or say
In the kitchen.
• Hold up the picture cards for cake, ice-cream,
orange, lemon, pizza, sandwich, watermelon,
and egg and ask What’s this? Elicit It’s a [cake].
Do the same with the other words. Emphasize
It’s an orange.
60
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Unit 3 Healthy Food
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵ 61
Unit 3 Healthy Food
Activity Book 8 mins for them to listen to the song again and join in if
they can.
3 Look, read and circle
• Ask pupils to look at the example. Explain that Track 28
for each picture, there are 3 words. Pupils have Listen and sing.
to circle the correct word for the picture. Ask Pears and mangoes.
them to complete the activity. Pears and mangoes.
• Walk around the class to monitor and offer help Strawberries and dates.
where necessary. Strawberries and dates.
Apples are my favourite.
Answers: Apples are my favourite.
1 burger I like grapes.
2 milk I like grapes.
3 grapes
4 mango • Pupils work in pairs and add new words for
fruit or food – demonstrate some examples:
• Tell pupils that it is the end of the lesson. Ask I like jam, I like cake, I like pizza, I like
them to clear up. Say Put your books and pencils milkshake, etc.
away, please. Say See you on xxxday. • Give pupils a few minutes to think of their
• Say Goodbye at the end of the lesson and new words to the song. Go around the class
elicit Goodbye from the whole class and from taking examples.
different pupils. • You might like to write some examples on the
board and put together a song with all new
words for the class to sing.
Unit 3 Lesson 5
1 Listen and say 5 mins
Aims: Learn food and drink vocabulary.
Offer food and drink. • Hold up page 34. Point to the picture. Ask
Read food words. where Muna and Kareem are (in the kitchen).
Find words in a wordsearch. Ask pupils to tell you what is happening – Muna
Listen for information. is offering an orange to Kareem. Ask the pupils
Language: Do you want …? Yes, please. to guess what Muna is saying. Then read out the
No, thank you. In my lunchbox words in Muna’s speech bubble: Do you want an
there is … orange? Explain the question. See if the pupils
Materials: Pupil’s Book pages 34 and 35 can guess what Kareem says and read
Activity Book page 26 out the answer No, thank you. Ask the pupils
Tracks 28 (from Lesson 2), 33, what Kareem will say if he wants something
34 and 35 (Yes, please.).
Alphabet posters • Ask the pupils to name the other food items in
Picture cards: food and fruit items the picture. Explain that the pupils are going to
hear Muna talking to Kareem. Tell the pupils to
listen for the thing Kareem wants.
Warmer 6 mins • Read or play Track 33.
62
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Unit 3 Healthy Food
• Ask pupils to open their books at page 35. Tell • Ask What’s in Muna’s lunchbox? Suggest food
pupils they are going to hear Muna talking words and get pupils to say Yes if the food is in
about what is in her lunchbox. As pupils listen, Muna’s lunchbox, and No if it isn’t.
ask them to point to the items on the page. • Play Track 35 again. This time ask pupils to
• Play Track 34. join in where they can.
Track 34
Listen, say and find. 5 Ask and answer 5 mins
Muna: In my lunchbox there is a sandwich, an
apple and a banana, a cake and some water. • Ask pupils to look at page 35 and point to the
Yummy! fruit stall at the bottom of the page.
• Put pupils in pairs and ask them to name all the
• Play the track again and walk around the fruit they can see (watermelon, grapes, mangoes,
class to make sure pupils are pointing at the lemons, dates, apples, bananas, oranges,
correct pictures. strawberries).
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵ 63
Unit 3 Healthy Food
p b w a t e r x Warmer 5 mins
64
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Unit 3 Healthy Food
• Tell the pupils to listen to the conversation. Look • Start by taking the role of Dad and starting off
at the table, read out the names and get pupils to the conversation with confident pupils. Prompt
point. Ask pupils what foods there are (burger, as necessary.
pizza, sandwich, ice-cream, orange). • Pupils act out the conversation. Remind them to
• Read or play Track 36. look at the table for help. Monitor and prompt
as necessary. Try not to interrupt pupils when
Track 36 they are talking; it is better that they try and
Listen and match. make mistakes than not speaking at all.
Dad: OK. Here we are. Are you
all hungry?
Children: Yes! 3 Listen, look and say 7 mins
Dad: Kareem, what do you want?
Kareem: A pizza and an ice-cream, please. • Ask pupils to look at page 37.
Dad: Yes. And Adam, what do you want? • Ask Who can you see in the pictures? Elicit
Adam: A sandwich and an orange, please. Al-Hadi, Mum and Kareem. Ask what Mum is
Mum: Yes, Adam a sandwich and an giving Al-Hadi in Picture 2 and elicit a sandwich.
orange. Al-Hadi, what do Ask what she is giving Al-Hadi in Picture 4 and
you want? elicit juice.
Al-Hadi: A burger and an ice-cream, Mum. • Tell the pupils to look at Picture 1. Ask if anyone
Mum: Yes, and Muna? can tell you what Al-Hadi is saying. Elicit I’m
Muna: A sandwich and an ice-cream. hungry. Use Picture 3 in the same way to elicit
Mum: Yes. I’m thirsty.
Children: What do you want, Mum • Ask pupils what Mum gives Kareem. They will
and Dad? say nothing. Ask why Mum hasn’t given Kareem
Mum and Dad: A sandwich, please. a sandwich or some juice – get pupils to look at
Children: Yes! Picture 2 and together read what Kareem says.
• Tell the pupils they are going to hear the
• Explain that pupils are going to listen again. This conversation between Al-Hadi, Kareem and their
time they should put a tick in the table to show mother. Tell the pupils to listen and repeat.
which food each person chooses. You might like • Play Track 37.
to draw the table on the board and use picture
cards for the food items in the top row. Show Track 37
pupils how to put a tick in the correct boxes for Listen, look and say.
each person. Do one together (Kareem – a pizza Al-Hadi: I’m hungry.
and an ice-cream). Mum: Do you want a sandwich?
• Play Track 36 again, pause after each person Al-Hadi: Yes, please.
says what they want to give pupils time to think Al-Hadi: Thank you.
and tick the boxes. Kareem: I’m not hungry.
• Class check. Play the track again if necessary.
Answers: Al-Hadi: I’m thirsty.
Muna – a sandwich and an ice-cream Mum: Do you want some juice?
Adam – a sandwich and an orange Al-Hadi: Yes, please.
Kareem – a pizza and an ice-cream Mum: Here you are.
Al-Hadi – a burger and an ice-cream Al-Hadi: Thank you.
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵ 65
Unit 3 Healthy Food
66
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Unit 3 Healthy Food
ng king ring
1 Trace
ou mouth mouse
• Ask pupils to open their Activity Books at page 28.
ou mouth mouse
• Direct pupils to the letter pairs at the top of the
Now listen and say. page. Make the sounds for each letter pair or
or or or digraph. Ask pupils to repeat the sounds after
fork fork fork you. Then ask pupils to trace the letters.
popcorn popcorn popcorn • Walk around the class as they work. Praise
ie ie ie their efforts.
pie pie pie
tie tie tie
ng ng ng Activity Book 7 mins
king king king
ring ring ring 2 Copy and complete
ou ou ou • Point out the letter pairs on the left and make
mouth mouth mouth sure pupils know they are the same letter pairs as
mouse mouse mouse in activity 1.
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵ 67
Unit 3 Healthy Food
• Explain that pupils need to copy the letters to 1 Ask and answer 15 mins
complete the words. Ask them to complete the
activity. Walk around while they work and help
• Ask pupils to look at the picture of the healthy
as necessary.
plate. Say healthy plate and ask pupils to repeat.
Answers: • To show what healthy is, draw a burger and
fork some chips on the board. Say Healthy? and
tie shake your head, saying No. Draw an apple on
ring the board and say Healthy? Nod your head and
mouse say Yes. Explain that healthy food is good for
our bodies. It gives us energy and keeps us well.
• End the lesson the usual way. • Ask pupils to look at the picture again and to tell
you the name of any of the food in the picture
that they know. You could vary this by writing
some of the food words on the board, leaving out
Unit 3 Lesson 8 a few letters, then ask pupils to say the words.
• Ask pupils to look at the example speech
Aims: Learn about healthy food. bubbles below the healthy plate. Read through
Language: healthy, plate, apple, bread, fish, the text together.
chicken, orange, banana, eggs, • Say My healthy plate has a banana, some fish, an
cheese, steak, cucumber, carrot, egg and some water. What do you have on your
rice, tomato, water healthy plate? Choose a pupil and see if he or
Materials: Pupil’s Book page 39 she can tell you one thing on their healthy plate.
Activity Book page 29 • Put the pupils in pairs to ask and answer about
Track 39 their healthy plates as in the example.
Alphabet posters
Picture cards: healthy, plate,
apple, bread, fish, chicken,
2 Listen and tick (3)
orange, banana, eggs, cheese,
steak, cucumber, carrot, rice, • Ask pupils to look at the pictures and the
tomato, water words. Ask them to tell you one of the words.
Go around the class asking different pupils
each time.
Warmer 5 mins • Explain that pupils will hear two boys talking
about their healthy plates. Pupils tick the boxes
• Greet the class. next to the food words they hear on the audio.
• Revise some of the words pupils have learned by • Play Track 39. This time ask pupils to listen.
spending a few minutes asking pupils to tell you Play the track again and ask pupils to listen
what food and drink words they already know carefully and tick the food as they hear them.
(e.g., cheese, fish, apple, orange, tomato, burger, Play the track a third time for pupils to check
sandwich, juice, milkshake, tea, water). Write their answers.
their suggestions on the board – if any pupils
are confident enough, invite them to the front to Track 39
write one of the words on the board. Listen and tick.
• Ask pupils what their favourite food and drink is Boy 1: What do you have on your healthy plate?
from the list on the board. Boy 2: I have an apple, a carrot, rice, chicken and
• Explain that pupils are going to learn about some water. What do you have?
healthy food in today’s lesson. Boy 1: I have an orange, cheese, a tomato and
• Ask pupils to open their books at page 39. some bread. Oh, and I have water.
68
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Unit 3 Healthy Food
Answers:
Pupils should tick:
apple, carrot, rice, chicken, water, orange, cheese,
tomato and bread
Now I can …
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Unit 4 My Home
Objectives
Listening
• Continue to show progress imitating pronunciation.
• Carry out classroom instructions and commands (TPR).
• Listen to say where things are, using prepositions.
• Identify pictures described in phrases and short sentences.
Speaking
• Learn and use words to talk about houses.
• Talk about possessions using I have … and I have a …
• Say where people and things are, using prepositions.
• Ask and answer Where’s the …?
• Talk about what’s in your bedroom.
• Ask and answer What can you see?
• Talk about differences between pictures.
• Sing a song.
Skills
• Learn prepositions to talk about where people and things are.
• Learn three more digraphs, oi, ar, er.
• Continue to blend letters and digraphs to form words.
• Continue working with lower-case and capital letters.
• Continue developing pencil control and hand/eye coordination.
70
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Unit 4 My Home
Word list
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵ 71
Unit 4 My Home
• Revise words the pupils have learned so far by • Open class pairs: practise the question Where’s
playing a word association game. Start by saying the car? and the answer On the mat. with
a word pupils know well, for example red. Say confident pupils. Drill the question and answer
the word and see if anyone responds (a pupil if necessary.
might say blue for example). If so, encourage • Put pupils in pairs and let them practise asking
other pupils to continue with known colours. and answering. Monitor and help if necessary.
If no one responds, then prompt by saying • Put pupils in new pairs and ask them to ask and
another colour. answer about the picture together. Or you could
• Continue the game using other known words, ask them to draw their own picture of a room
for example: classroom objects (pen, pencil, etc.), and put items on or in things. Then they could
parts of body (leg, arm, hand, etc.). ask and answer about their own pictures.
• You can use this game regularly to begin a
lesson. You can add to the word groups you use
as the pupils learn new vocabulary. Activity Book 8 mins
72
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Unit 4 My Home
Answers: Extra!
desk 3 • Tell the pupils they are going to make
hat 7 posters of food/drink or toys that
rocket 3 they like.
ball 3 • Give out pieces of paper and coloured
girl 7 pencils and ask the pupils to draw
chair 3 their favourite foods or toys and write
orange 3 the English word next to each picture.
books 3 Alternatively, you can give them a
ruler 3 sentence to complete: I like _________.
They draw a picture.
• You can put all the drawings and
Activity Book 8 mins sentences on a large piece of poster
paper and put this up on the wall as a
2 Look at the picture. Tick (✓) or cross (✗) classroom display.
• Direct pupils to the example. Ask Is there a desk
in the room? Elicit Yes, there is. Explain that • Round off the lesson in the usual way.
there is a tick in the box because the sentence
about the desk is correct. Explain that pupils
need to read the other sentences and decide if
they are correct (✓) or wrong (✗). Remind pupils
to look at the picture in activity 1.
Unit 4 Lesson 2
• Working individually, pupils complete the
Aims: Practise prepositions in, on, under.
activity using ticks and crosses.
Talk about where things are.
• Put pupils in pairs and let them check their
Practise word recognition.
answers. Feed back and ask Is there a desk in the
Language: in, on, under; Where’s the …
room? You might like to write the words on the
The ball[s] is/are [under] the hat.
board and put ticks or crosses as applicable.
Materials: Pupil’s Book page 43
Answers: Activity Book page 31
There is a desk in the room. 3 Tracks 40 and 41
There is a ball on the desk. 7 Alphabet posters
There is a cat under the bed. 3 Picture cards or realia (e.g., pen,
There is a kite under the desk. 7 book, bag, ball, key, kite, etc.) to
hide around the classroom
Extra!
If there is time, make sentences like the
ones in activity 2, to talk about things in Warmer 6 mins
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵ 73
Unit 4 My Home
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵ 75
Unit 4 My Home
• Explain that you are going to play a • When pupils are ready, ask them to complete
mime game and agree on a mime for the activity.
each of the rooms (e.g., brushing teeth • Give pupils praise and encouragement for the
for bathroom, miming sleeping for work they have done.
bedroom, stirring a cooking pot for Answers:
kitchen, eating for dining room, sitting 1 Mum is in the kitchen.
watching TV for sitting room and 2 Dad is in the sitting room.
watering the flowers for garden). 3 Al-Hadi is in the bathroom.
• Say one of the rooms or garden and 4 The cat is in the bedroom.
pupils do the correct mime. Put pupils
in pairs to repeat this activity if you
have time. Activity Book 5 mins
3 Match
1 Complete the sentences • Ask pupils to look at the example line. Explain
• Ask pupils to open their Activity Books at that the line is matching dad with the bathroom
page 32 and to look carefully at the picture. because in the sentences in activity 2, that’s
They should focus on what room each person/ where dad is. Explain that we know dad is in the
animal is in. bathroom because the answer to the question Is
• Ask pupils to look at the first sentence Mum is dad in the bathroom? is Yes, he is.
in the … Ask pupils Where is Mum? See if any • Explain that pupils need to match the other
pupils can say Mum is in the kitchen. If not, people to the rooms they are in according to the
prompt them with the answer and ask them to sentences in activity 1. Walk around the class
repeat it. while they do the activity and offer help.
• Explain that pupils need to look at the picture
then complete the sentences by writing one of the Answers:
words from the box in each one. Ask pupils to 1 bathroom
read the words in the box if they can. If they are 2 dining room
having difficulty, read the words for them and 3 kitchen
ask them to repeat. 4 bedroom
• Round off the lesson in the usual way.
76
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵
Unit 4 My Home
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵ 77
Unit 4 My Home
78
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵
Unit 4 My Home
• Tell the pupils to look at the picture at the 2 Look and write Yes or No.
bottom of Pupil’s Book page 47. They must • Ask pupils to open their book at page 36. Put
remember as many items as they can and where them in pairs and ask them to take turns to name
they are. Set a time limit, e.g., one minute. items they can see in the picture (bag, ruler,
• Say Close your books. Ask a pupil to make a yo-yo, watch, flower, ball, table).
sentence about something in the picture. It can
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵ 79
Unit 4 My Home
• Tell pupils that it is the end of the lesson. Ask • Ask pupils to look at the picture and to try and
them to clear up. Say Put your books and pencils remember what they can see. Allow a minute
away, please. Say See you on xxxday. then ask What can you see? Put pupils in pairs
• Say Goodbye at the end of the lesson and and ask them to find three things they can see.
elicit Goodbye from the whole class and from • Elicit names of things pupils can see: each time a
different pupils. pupil says a word, all the other pupils should put
up their hands if they can see it, too. Use picture
80
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Unit 4 My Home
cards if necessary to revise any words pupils are • Chorally practise the question: What can you
unsure about. see? Again chorally, revise saying Where’s the
• Explain that pupils will hear someone saying [ball]? Substitute other words for the question,
what they can see – some things are correct and e.g., Where’s the [bin/watermelon/bike, etc.]?
other things are wrong. If they hear the right and Where are [the pens, the girls, the flowers]?
thing, they should put up their hands and say • Let pupils look at the bottom of page 48. Read
Yes; if they hear the wrong things they should out what Muna and Al-Hadi are saying. Let
put their hands on their heads and say No. Play pupils read along with you. Repeat for what
Track 46. Kareem and Adam are saying.
• Put the pupils in pairs to ask and answer.
Track 46 Monitor and help as necessary. Remember that
Listen, look and say Yes or No. pupils can either make sentences that are true or
A: What can you see? false if they want.
B: There is a bike in the garden. [Pause] There is a
cat on the bike. [Pause]
B: I can see a blue car and there are 3 men in the Activity Book 8 mins
car. [Pause]
B: There are 2 girls in the kitchen. [Pause] The girls 1 Look, read and tick (✓) the things you
are eating pizza. [Pause] can see.
B: I can see a blue bag. [Pause] There’s a book in • Say Open your Activity Books at page 37. Put
the bag. [Pause] pupils in pairs and give them a minute to look
B: There’s a lamp next to the sofa. [Pause] There’s a at the picture and name as many objects as they
football under the lamp. [Pause] can. Feed back and see how many objects pupils
A: Can you see a boy? can name correctly.
B: Yes, I can. There is a boy. He has a kite. [Pause] • If you want you can write the words on the
board (e.g., a house, 2 girls, …), but you may
Answers: feel that pupils can read these words without any
There are only two completely correct pairs of help. Put pupils in pairs and let them tick what
sentences: they can see.
I can see a blue bag. [Pause] There’s a book in the • Check the answers by going around the class
bag. [Pause] with pupils making sentences about the things
There is a boy. He has a kite. they can see, for example: I can see a house. but
not I can see 2 girls.
In other pairs of sentences, one of the sentences
is wrong: Answers:
There is a bike in the garden. [Yes] There is a cat on These items should be ticked:
the bike. [No, it is next to the bike.] a house
I can see a blue car [Yes] and there are 3 men in the a dog
car. [No, there is one man in the car.] a door
There are 2 girls in the kitchen. [Yes] The girls are 2 cars
eating pizza. [No, they are eating fruit.] 6 goats
There’s a lamp next to the sofa. [Yes] There’s a 3 windows
football under the lamp. [No, it is under the table.] a man
• Say What can you see? Ask three/four confident 2 Complete the words with a, e, i, o, or u
pupils each to make a sentence about something • Ask pupils to look at the words and tell them
in the picture. that there is one letter missing in each word. The
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵ 81
Unit 4 My Home
missing letter is either a, e, i, o or u. Ask pupils • Ask pupils to open their Pupil’s Books at
to complete the words. If they are not sure of page 49.
the words, you could give them a hint by telling
them that all the words are colours.
• Check the answers by going around the class to 1 Find and say 25 mins
Picture 1. There are 2 dolphins in the picture./ • Ask pupils to open their Pupil’s Books at
Picture 2. There is 1 dolphin in the picture. page 50.
[pupils might say fish]
Picture 1. There’s the moon in the window./
Picture 2. There’s the sun in the window. 1 Listen and say 13 mins
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵ 83
Unit 4 My Home
84
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]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵ 85
Unit 5 My Clothes
Objectives
Listening
• Continue to develop an understanding of classroom instructions and commands.
• Understand words for clothes.
• Listen for people talking about what they are wearing.
• Understand numbers 11–20.
• Understand people talking about their possessions.
Speaking
• Extend vocabulary for clothes.
• Describe own clothes and what other people are wearing.
• Talk about people’s possessions with has and have.
• Extend knowledge of numbers: learn numbers 11–20.
• Extend knowledge of adjectives.
• Join in a song: Kareem, put your trainers on.
• Talk about family members (name, age, relationship).
Skills
• Learn more new vocabulary.
• Continue to blend letters and digraphs to form words.
• Continue working with lower-case and capital letters.
• Continue developing pencil control and hand/eye coordination.
• Listen to and follow a story.
86
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵
Unit 5 My Clothes
Word list
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵ 87
Unit 5 My Clothes
Warmer 8 mins
• Hold up the photos of people from different
• Briefly revise what pupils learned in Unit 4. countries, or point at pupils in the class, and
• Talk about the different clothes people wear ask What’s he/she wearing? Give the answer
around the world. If you can, hold up photos of yourself so that the pupils begin to understand the
people from different countries. Ask pupils why meaning of the question. (He’s wearing trousers
people wear different clothes (because of the and a T-shirt.) It is not important at this stage for
climate in their country, because of tradition, etc.). pupils to make full sentences – concentrate on
getting pupils to tell you the names of the clothes.
• Hold up your book and show pupils page 54.
1 Listen, look and say 15 mins Point to the pictures of the children at the
bottom of the page. Point to the speech bubbles,
• Say Open your Pupil’s Books at page 54. Tell copy them on the board and read them aloud.
pupils to look at the clothes on and below the • Say Listen and repeat. Get the whole class to
washing line and the words. Tell them that they repeat what the characters are wearing after you
are going to listen to the words for these clothes. read each speech bubble.
Say Listen, look and say. Play Track 48. • Put the pupils in pairs to talk about what they
are wearing, using I’m wearing … Monitor the
Track 48 activity, gently checking pupils’ pronunciation.
Listen, look and say. • Check that pupils understand by asking some
hat shirt questions. Ask Who’s wearing a skirt and a
T-shirt dress T-shirt? (Sarah) What colour are Al-Hadi’s
trousers shoes trousers? (brown). Continue until all the
jacket trainers characters have been checked.
skirt socks
skates
88
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Unit 5 My Clothes
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵ 89
Unit 5 My Clothes
• Ask pupils to complete the activity. Walk around • Point to the pictures of the girls and ask What
while they are working and offer help as needed. can you see? Elicit Two girls. Talk about what’s
• Tell pupils that it is the end of the lesson. Ask different about the two girls (one has long hair,
them to clear up. Say Put your books and pencils one has short hair). Point to the first girl and
away, please. Say See you on xxxday. say She has long hair. Long. Use gesture to help
• Say Goodbye at the end of the lesson and convey meaning. Point at the second girl and say
elicit Goodbye from the whole class and from She has short hair. Short.
different pupils. • Write the words long and short on the board,
saying them aloud as before. Tell the pupils to
find the words on page 56.
• Play Track 51. Ask pupils to listen. Play the
Unit 5 Lesson 3 track again. Pause after each section and ask
pupils to repeat.
Aims: Learn adjectives for
describing size.
Track 51
Listen, look and say.
Practise word recognition.
big
Learn a song: Kareem, put your
It’s big
trainers on.
The jacket is big.
Language: big, long, small, short
Materials: Pupil’s Book page 56
small
Activity Book page 42
It’s small
Tracks 51 and 52
The shirt is small.
Alphabet posters
Picture cards: big, small, short, long
Notebooks or a piece of paper for long
each pupil It’s long
Her hair is long.
• Write the words big and small on the board, • Hold up Pupil’s Book page 56 and point to the
saying them aloud as you do so. Tell the pupils pictures at the bottom of the page. Ask Who can
to find the words on page 56. Ask them to look you see? Elicit Kareem and Adam.
at the pictures of the boys. Ask Is the jacket • Talk about what Kareem is doing in each picture.
small? Elicit No. Ask Is the jacket big? Elicit Yes. Ask why Adam is looking at his watch in the
Repeat the process with the shirt. Use classroom first picture (because Kareem is slow). Ask the
items to reinforce the difference between big pupils where Kareem is in the first picture. Ask
and small. why Kareem is taking off his shoes in the second
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵ 91
Unit 5 My Clothes
92
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Unit 5 My Clothes
• Start by counting from 1, stop at certain • Read the sentences aloud, telling the pupils to
points and let pupils continue with one or listen and repeat.
two numbers. • Point out the difference between It’s/They’re …
• Count round the classroom from 1–15 with each Explain we use It’s for single things like a skirt, a
pupil saying one number. When you reach 15, hat, etc., and we use They’re to talk about more
start again from 1. than one thing. Remind the pupils they need
• Dictate a list of numbers between 1 and 15 (but to use They’re for shoes, socks, trainers, and
not in order). The pupils write the list in their also trousers.
notebooks. Call a pupil to the board to write the • Make sentences about the items of clothing in
list of numbers on the board and check answers. the picture and elicit the names, e.g., They’re
• Ask pupils to open their Pupil’s Books on small. [The shoes.] It’s long. [The skirt.]
page 57. • Put the pupils in pairs to do the same activity.
• Hold up Pupil’s Book page 57 and say Look at • Hold up Pupil’s Book page 57 and point at the
the hat. Say It’s small. pictures of shirts at the bottom of the page. Ask
• Ask questions about what each character is What can you see? Elicit shirts or T-shirts.
wearing: What’s [Al-Hadi] wearing? Elicit • Ask how many boys they can see. Talk about
short trousers. what the boys are wearing (T-shirts/football
• Tell the pupils that they are going to listen to the shirts, shorts and trainers/football boots).
characters talking about their clothes and they Discuss what game they are playing (football).
need to say who is speaking. • Say Listen and say the numbers. Get pupils to
• Play Track 53 twice. The second time, pause point to the numbers on the T-shirts as they say
after each speaker to elicit the answers. Ask them. Read or play Track 54.
Who is it?
Track 54
Track 53 Listen and say.
Listen and say. 16
Al-Hadi: My trousers are short! 17
Kareem: My hat is small! 18
Muna: My shoes are small! 19
Adam: My watch is big! 20
Al-Hadi: My shoes are big!
Muna: My skirt is long! • Practise pronunciation of the new numbers.
Make sure the pupils are putting the stress on
• Repeat the lines again by reading the transcript the second syllable in six'teen, seven'teen, etc.
yourself in your usual voice. Pupils say the • Count from 1–20 with the class, then choose
character name after each line (this is more different pupils to count from 1–20.
challenging and will make your pupils focus on
the language, as they don’t have the characters’
voices to help them). Activity Book 6 mins
1 Complete
2 Ask and answer 10 mins • Ask pupils to open their Activity Books at
page 43.
• Hold up Pupil’s Book page 57. Point to the • Ask pupils to look at the picture and to tell you
speech bubbles in Ask and answer or copy them what clothes Rida is wearing (a big hat, small
on the board. shoes, a long T-shirt and short trousers).
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵ 93
Unit 5 My Clothes
• When pupils are ready, they can start completing Warmer 5 mins
the activity. Walk around the class to monitor
and offer help where necessary.
• Revise numbers by starting the lesson with
Answers: counting practice: use your favourite and your
His trousers are short. pupils’ favourite counting games to practise
His hat is big. numbers 1–20.
His T-shirt is long. • Examples: a) start by counting straight from
His shoes are small. 1–20, b) then you count and stop at certain
points for the pupils to continue, c) start at a
certain point (e.g., at 5, at 8, at 10, etc.), d) count
Activity Book 5 mins in 2s (e.g., 2, 4, 6, etc.), in 3s (e.g., 3, 6, 9, etc.).
94
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Unit 5 My Clothes
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵ 95
Unit 5 My Clothes
Tell them to keep their picture cards hidden from 2 Play a game 10 mins
the rest of the class.
• The first pupil shows his/her card to the class.
• Hold up Pupil’s Book page 59 and get pupils to
A pupil without a card makes a sentence with
look at the bottom of the page. Ask who they
has (e.g., Iman has a key.). The first pupil hides
can see (Kareem and Muna).
his/her picture card again.
• Say What can you see on the table? Explain
• The second pupil with a card shows it to the
that these are Kareem’s things. Read out what
class. Choose a different pupil to say both the first
he is saying: I have a … Write this first part
sentence (e.g., Iman has a key.) and a new sentence
of the sentence on the board. Ask pupils to
(e.g., Ahmed has a cat.). In this way the class builds
finish it. For example: I have a bag. or I have
up a chain of sentences to remember.
a ruler. Repeat for the other items on the table.
• By the end of the game, the pupils should be
Encourage pupils to say I have two rubbers. or
saying more than ten sentences from memory.
I have some rubbers.
If a pupil is having problems remembering
• Ask pupils to look at Muna. What is she saying?
which picture comes next, the pupil with that
Explain that she is asking Kareem a question:
card can show it.
What colour?
• Ask pupils to open their Pupil’s Books at
• Put pupils in pairs to play the game. They can
page 59.
use their own things (pencils, books, bag, etc.) or
they can use the items on the table on page 59.
• Monitor and help out if necessary.
1 Look, read and say 14 mins
• Hold up Pupil’s Book page 59. Ask the pupils to Activity Book 5 mins
tell you about each picture – say Picture 1. Who
can you see? What can you see? The pupils can tell
1 Look at the pictures. Tick (✓) or cross (✗)
you the character’s name, what he/she is wearing
• Say Open your Activity Books at page 45. Read
and make a sentence with I can see a [ball].
out the rubric and point to the pictures and then
• Tell pupils that they are going to practise reading
the sentences. Put pupils in pairs or small groups
sentences today. Tell them to look at the words
and ask them to read the sentences quietly. Ask
for Picture 1. Ask if anyone wants to try to
for volunteers to read out each sentence, the
read the words. Give them plenty of help and
class should listen, look and say if it has a tick
encouragement.
or a cross.
• Write Al-Hadi on the board and ask Who is it?
Then write has on the board and ask the pupils Answers:
to sound out the word. Remember the s in has 1 3
makes the /z/ sound. (Note: in English many 2 7
high-frequency words are irregular.) Do the same 3 7
with a basketball. 4 3
• Repeat for the other three sentences. Pupils
repeat the sentence each time.
• Change the order of the words on the board to Activity Book 6 mins
96
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵
Unit 5 My Clothes
• Tell pupils that it is the end of the lesson. Ask • Show pupils that the pictures spread across two
them to clear up. Say Put your books and pencils pages. Read out the lesson title My name’s Sami.
away, please. Say See you on xxxday. Ask pupils to point to a picture of Sami.
• Say Goodbye at the end of the lesson and • Put pupils in small groups and ask them to
elicit Goodbye from the whole class and from look at the pictures. Ask them to talk about the
different pupils. pictures and read the speech bubbles.
• Explain that the pictures are not in order. Ask
them to think which picture is Number 1,
Number 2, Number 3, etc.
Unit 5 Lesson 7 • Play Track 56. As pupils listen, they write
the numbers in the boxes to show the order of
Aims: Use is and have (to talk about the pictures in the story.
self and brother(s)/sister(s)).
Recognize names, ages, numbers. Track 56
Read short descriptions. Listen, find and write.
Language: I have a brother. His name is 1 Hello, my name’s Sami.
Kareem. He’s 6. 2 I’m 7 years old.
Materials: Pupil’s Book pages 60 and 61 3 I have a sister. Her name is Safa.
Activity Book page 46 4 She’s 14.
Track 56 5 I have a brother.
Alphabet posters 6 He’s 6.
7 His name is Hamid.
Warmer 8 mins
2 Look and say 7 mins
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵ 97
Unit 5 My Clothes
Kareem. Point to the word you underneath the • Ask pupils to read the letter again and then
face. Explain that pupils should complete their draw and colour a picture of Muna’s watch and
face and should then think about what they Al-Hadi’s ball in the boxes under the letter.
want to say. • Let pupils compare their watches.
• Demonstrate I have … by talking about
yourself. Put pupils into small groups and • Round off the lesson in the usual way.
ask them to talk about themselves. Ask for
volunteers or choose confident pupils to give
examples to the class.
Unit 5 Lesson 8
Activity Book 6 mins
Aims: Follow a story.
Talk about a story.
1 Complete Practise word recognition.
• Ask pupils to open their Activity Books at Language: grandma, forest, wolf, teeth, eyes,
page 46. big, Help!
• Ask pupils to look at the pictures of the animals Materials: Pupil’s Book pages 62 and 63
and see if they can tell you what they are called Activity Book page 47
in English (spider, ant, horse, bird, fish). Explain Track 57
that pupils will be writing a number into each of Alphabet posters
the sentences below the pictures; the number will
say how many legs each of the animals has got.
Work through the first sentence together if you Warmer 6 mins
think it is necessary, pointing out the example.
• When pupils are ready, they can start completing • Greet the class.
the activity. • Briefly revise what pupils learned in the
• Praise their efforts. previous lesson.
Answers: • Hold up Pupil’s Book pages 62–63. Read and
1 A spider has 8 legs. explain the title of the story: Little Red Riding
2 An ant has 6 legs. Hood. Say that Layla is the name of the girl in
3 A horse has 4 legs. Picture 1. Ask whether any of the pupils know
4 A bird has 2 legs. the story.
5 A fish has 0 legs. Note: there are many different versions of
this story.
• Point to the pictures on pages 62–63. Talk about
Activity Book 6 mins what is happening in each picture. Ask Who/
What can you see? Elicit words they may know:
2 Read, draw and colour girl, man, woman, grandma, dress and hat.
• Explain that Muna is writing a letter to her Introduce wolf, forest and teeth.
friend, Nadia. Explain the word letter. Ask
pupils what the first word is (Hello).
• Working individually, pupils read the letter. 1 Listen, look and read 20 mins
98
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Unit 5 My Clothes
Track 57 Track 57
Listen, look and read. Listen, look and read.
[1] Layla is walking in the forest. She is going to [9] The man from the forest hears Layla. He runs to
see her grandma. She meets a man. He is cutting the house. He ties up the wolf.
trees. ‘Hello,’ he says. ‘Where are you going?’ [10] Grandma is under the bed. ‘Help. Help.’
Layla says, ‘I’m going to see my grandma.’ grandma cries. The man finds her grandma. He
[2] In the forest, she meets a wolf. ‘Hello,’ says the takes the wolf into the forest. Layla and her
wolf. ‘Where are you going?’ Layla says, ‘I’m grandma are very, very happy.
going to see my grandma.’
[3] The wolf wants to eat Layla. He goes to her • Tell the pupils to look at the pictures again.
grandma’s house. He puts her grandma into a Play the tracks so that they can enjoy the story.
bag and hides her under the bed.
Extra!
• Ask the pupils to tell you which picture you Put the pupils into groups of 4 for them to
have stopped the recording at. Elicit that it is act out the story [Layla, the man, the wolf,
Picture 3. grandma]. Invite groups to come to the front
• Ask pupils what they think the wolf wants to do. of the class to perform their mime.
Elicit their ideas and then tell them to listen to
the next part of the story.
• Play the second part of Track 57. Activity Book 10 mins
Track 57 1 Read
Listen, look and read. • Ask pupils to open their Activity Books at
[4] The wolf is wearing grandma’s dress and hat. page 47.
Layla knocks on the door. KNOCK. KNOCK! • Tell pupils Kareem is talking about himself, his
‘Come in.’ says the wolf. Layla thinks the wolf is brother and sister. Read out the sentences then
her grandma. ‘Hello, Grandma,’ she says. read them again and ask pupils to repeat them
[5] She sits down and looks at her grandma. ‘Your one at a time. My name is Kareem. I am 6.
eyes are big, Grandma!’ ‘I want to see you,’ says I have one sister. Her name is Muna. She is 7.
the wolf. I have one brother. His name is Al-Hadi.
[6] Layla says, ‘Your ears are big, Grandma!’ ‘I want • Ask some questions to check understanding.
to hear you,’ says the wolf. Pupils can look at the text to find the answers:
[7] ‘Your teeth are big, Grandma,’ says Layla. How old is Kareem? [6]
[8] ‘I want to eat you,’ says the wolf. He opens his What’s his sister’s name? [Muna]
mouth. ‘It’s a wolf,’ Layla cries. ‘It’s a wolf! What’s his brother’s name? [Al-Hadi]
Help. Help.’ How old is Muna? [7]
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵ 99
Unit 5 My Clothes
Now I can …
100
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵ 101
Unit 6 Family Trees
Objectives
Listening
• Continue to develop an understanding of classroom instructions and commands.
• Understand family relationships.
• Understand days of the week and everyday activities.
Speaking
• Extend knowledge of words for members of the family.
• Practise describing people, including own family.
• Describe a picture.
• Extend knowledge of numbers: practise numbers 1–20.
• Say the days of the week.
• Join in a song: 7 Days Song.
Skills
• Learn more new vocabulary.
• Continue to blend letters and digraphs to form words.
• Continue writing new words.
• Recognize word groups.
102
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Unit 6 Family Trees
Word list
weə(r)z hə(r)
/ Monday – /ˈmʌndeɪ/ He’s under the chair. –
Lesson 3
ˈɡræn(d)ˌmɑː?/ Tuesday – /ˈtjuːzdeɪ/ /hiːz ˈʌndə ðə tʃeə/
Where are mum
She’s next to mum. – Wednesday – /ˈwenzdeɪ/
and dad? –
/ʃiːz nekst tu mʌm/ Thursday – /ˈθɜː(r)zdeɪ/ Lesson 8
/weə(r) ɑː(r) mʌm
Where are her cousins? – Friday – /ˈfraɪdeɪ/ My week – /maɪ wiːk/
ænd dæd?/
/weə(r) ɑː(r) hə(r) Where’s Kareem? – On Saturday, we clean
ˈkʌz(ə)nz?/
Lesson 5 the house. –
/weə(r)z kəriːm?/
This is my family tree. – /ɒn ˈsætə(r)deɪ wiː kliːn
They’re on the floor. – Where are dad and /ðɪs ɪz maɪ
/ðeə(r) ɒn ðə flɔː(r)/ ðə haʊs/
grandpa? – ˈfæm(ə)li triː/
/weə(r) ɑː(r) dæd ænd
On Sunday, we go
Who is Matt? – shopping. –
Lesson 2 ˈɡræn(d)ˌpɑː?/
/huː ɪz mæt?/
Tom’s family – at the café – /ɒn ˈsʌndeɪ wiː ɡəʊ
It’s his dad. – ˈʃɒpɪŋ/
/tɒmz ˈfæm(ə)li/ /æt ðə ˈkæfeɪ/
/ɪts hɪz dæd/
Tom’s sister is young. – at the market – On Monday, we … –
/tɒmz ˈsɪstə(r) ɪz jʌŋ/ /ɒn ˈmʌndeɪ wiː …/
/æt ðə ˈmɑː(r)kɪt/
His dad is tall. – at the fun park –
/hɪz dæd ɪz tɔːl/ /æt ðə fʌn pɑː(r)k/
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵ 103
Unit 6 Family Trees
104
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵
Unit 6 Family Trees
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵ 105
Unit 6 Family Trees
106
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵
Unit 6 Family Trees
Track 60
Listen, look and say.
Unit 6 Lesson 3 café/at the café
market/at the market
fun park/at the fun park
Aims: Revise and extend vocabulary home/at home
for places. school/at school
Listen for detail.
Talk about where people are.
• Ask Where’s dad? Elicit café, get pupils to say at
Language: (at) the café/the fun park/the
the café. Ask Where’s mum? Elicit market, again
market, (at) home/school
get pupils to say at the market. Ask Where’s
Where’s [Kareem]? He’s at
Al-Hadi? Elicit fun park, again get pupils to say
[home].
at the fun park. Write all five places (at the café
Where are [dad and grandpa]?
… at school) on the board. Show pupils that
They’re at [the café].
only home and school do not have ‘the’.
Materials: Pupil’s Book page 69
Note: it is not necessary at this stage to teach
Activity Book page 50
why home and school do not need ‘the’; pupils
Tracks 60 and 61 will just learn it idiomatically.
Alphabet posters
• Ask pupils about these places in their town or
Numbers poster (optional)
village. Say What’s the name of a café? Is the
Picture cards: home, school, café,
market big or small? Show pictures of the places
market, fun park
if possible. Ask if the pupils have been to a fun
Pictures of local places (optional)
park like the one in the picture.
• Hold up the picture cards and ask the pupils to
repeat the five place words.
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵ 107
Unit 6 Family Trees
• Talk about the people in all the pictures on Activity Book 8 mins
Pupil’s Book page 69. Ask Who can you see?
(dad and grandpa, mum and grandma, Al-Hadi, 1 Read and tick (✓)
Kareem and Muna). • Ask pupils to open their Activity Books at
• Tell the pupils that they are going to hear a page 50. Ask them to look at the pictures and
sentence about the people in the pictures. They think where the people are in each one.
must listen and say the name or names. • Ask pupils to look at the first picture and draw
• Play Track 61. Pause after each sentence to their attention to the example. Explain that
elicit the answers. at home is ticked because Muna is at home. Ask
pupils to look at the other pictures and read the
Track 61 other options and tick the correct one. Walk
Listen. Who is it? around to offer help with reading the phrases,
He’s at home. [Kareem] if needed.
They’re at the café. [dad and grandpa] • Give pupils praise and encouragement for the
He’s at the fun park. [Al-Hadi] work they have done.
They’re at the market. [mum and grandma]
Answers:
She’s at school. [Muna]
1 at home
2 at the café
3 at the fun park
2 Ask and answer 8 mins
4 at the market
108
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵
Unit 6 Family Trees
Aims: Sing 7 Days Song. • Play Track 62 again. Pause after each
Learn days of the week.
sentence for pupils to repeat.
Practise word recognition.
Language: Sunday, Monday, Tuesday,
Extra!
Wednesday, Thursday,
Call out the days of the week in random
Friday, Saturday
order. Each time, ask pupils to mime what
I like [Fridays]. How about you?
Al-Hadi is doing in the picture for that day.
On [Saturday], Al-Hadi [rides
his bike].
Materials: Pupil’s Book page 70
2 Listen and sing 10 mins
Activity Book page 51
Tracks 62 and 63 • Ask the pupils to say what day it is. See if
Alphabet posters
anyone knows the name in English. If not,
present the word. Then say all seven days
of the week.
Warmer 8 mins
• Tell the pupils that they are going to listen to a
song called the 7 Days Song. Elicit what it is about.
• Use the first few minutes of the lesson to revise
• Play Track 63 twice. Tell the pupils to listen
vocabulary pupils learned in Lesson 3.
the first time and try to join in with the numbers
• Start by saying the first letter of the alphabet [a].
the second time.
Ask pupils to think of a word that starts with or
contains that letter sound. Continue through the Track 63
alphabet. Try to make sure every pupil says at Listen and sing.
least one word. Sunday, Monday, Tuesday, Wednesday,
• Ask pupils to open their Pupil’s Books at Thursday, Friday and Saturday, too.
page 70. 1, 2, 3, 4, 5, 6, 7 days.
I like Fridays. How about you?
1 Listen, look and find 11 mins • You can play Track 63 again as you point
if you wish. Point to the first letter of each day.
• Look at the pictures of Al-Hadi on Pupil’s Book Help the pupils with pronunciation.
page 70. Ask pupils to work in pairs and to • Write the words on the board in random
tell each other what things they can see in each order and elicit the words as a class, then with
picture. Walk around while they are doing this individual pupils.
and gently check pronunciation. • Write the first letter(s) of each day on the board
• Play Track 62. Ask the pupils to point to the like this: Su M T W Th F Sa. Point to the letters
appropriate pictures as they listen. Stress the and say the days as you point, getting pupils to
similar sounds in each sentence. repeat after each one. Explain that the days of the
week start with capital letters. Point to the letters
Track 62 and say Seven capital letters for seven days.
Listen, look and find. • See if the pupils can remember each day, using
On Sunday, Al-Hadi eats cake. the first letters as prompts.
On Monday, Al-Hadi eats mangoes.
On Tuesday, Al-Hadi wears trainers.
On Wednesday, Al-Hadi wears a watch.
On Thursday, Al-Hadi plays basketball.
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵ 109
Unit 6 Family Trees
110
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵
Unit 6 Family Trees
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵ 111
Unit 6 Family Trees
• Write words in the centre circle and then write • Ask them to read out the numbers for
one of these four words – Family Colours Size Adam’s route.
Place – in each of the other circles. • Put pupils in pairs and let them tell each other
• Ask pupils to suggest words to go into the new routes across the river. At this stage you
4 outer circles. This is good practice for pupils can let them choose routes that use more than
to learn about vocabulary sets. If pupils are six stones.
struggling to think of words, prompt them or
write part of a word on the board to help them.
Possible words: Family: mum, dad, brother, sister, 2 Listen, look and say the numbers
10 mins
uncle, etc. Colours: red, blue, green, yellow,
orange, pink, etc. Size: big, small, tall, long, short;
Place: in, on, under, between, next to, under. • Ask pupils to look at the second activity on
• Ask pupils to open their Pupil’s Books at page 72. page 72. Read the rubric (Listen, look and say
the numbers.). Tell pupils to look at the ruler at
the bottom of the page. Ask What’s this? Elicit
1 Listen, find and say 12 mins ruler. Play Track 66. Pupils should listen and
point to the number they hear and repeat it.
• Count from 1–20. Encourage the pupils to join in. • Make sure the pupils are putting the stress on
• Start counting again from 1. Begin counting the second syllable in thir'teen, four'teen, etc.
quietly, whispering the numbers, and move • If pupils need more practice, play Track
your hands up and down to show the class 66 again.
whether you want them to say the numbers
loudly or quietly. This should help the pupils to Track 66
concentrate on the task. Listen, look and say the numbers.
• Repeat the activity, but instead of loudly or 10 … 11 … 12 … 13 … 14 … 15 … 16 … 17 …
quietly, count slowly or quickly. 18 … 19 … 20
• Write random numbers on the board, e.g., 6, 18,
14, 1, 20, 19, 3, 9. Tell the pupils to close their
eyes. Rub out one number. Ask the pupils to open Activity Book 5 mins
112
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Unit 6 Family Trees
• Check the answers by going around the class to ‘please’. The idea of the game is that pupils who
look at pupils’ books. follow the instructions said without ‘please’
are out.
Answers:
• Ask pupils to open their Pupil’s Books at page 73.
1 brother, sister, dad + mother, grandma, etc.
2 short, tall, long + small, big, etc.
3 brown, black, white + red, blue, etc.
1 Listen, say and find 10 mins
4 next to, in, under + between, on, etc.
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵ 113
Unit 6 Family Trees
Track 68
Listen, look and read.
On Saturday, we clean the house.
On Sunday, we go shopping.
On Monday, we cook.
On Tuesday, we go to the park.
On Wednesday, we have a big lunch.
On Thursday, we have a picnic.
On Friday, we visit Grandma.
114
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Unit 6 Family Trees
• Ask questions about the pictures. Ask what the Activity Book 7 mins
family do on certain days [What do they do
on Wednesday?]. Ask what pupils can see in
3 What’s your name?
the different pictures [What can you see in the
• Read out the rubric. Explain what pupils have
picture for Saturday?].
to do: they write their name, starting with a
• Ask questions about numbers of items in
capital letter.
pictures, and colours of items in the pictures.
• Ask pupils to write their names. Walk around
• Ask pupils which of the activities they like the
and help as needed.
best. Ask them to say something about the
picture showing that activity.
• Congratulate the pupils on finishing Unit 6.
Extra!
Put the pupils into small groups to talk Now I can …
about what they do with their families on
different days of the week. • At the end of every unit, there is a set of Now
I can … statements, that are there to highlight
Extra! what the pupils have learned in the unit. As
Say a day of the week and ask pupils to well as being both useful and motivating in
stand up and mime the activity the family in showing pupils how they are progressing, these
the pictures does on that day. statements serve as a good reference for parents
wanting to follow their children’s progress. The
Now I can … statements are also useful for
Activity Book 5 mins
teachers as they can highlight areas where pupils
are having difficulty, and/or areas that need a bit
1 Match more work. Teachers should work through the
• Ask pupils to open their Activity Books at statements with pupils as a class, at the end of
page 55. every unit.
• Tell pupils they are going to match sentence
halves to make complete sentences like the ones
in the Pupil’s Book. Do the first one together as
an example. Say We go clean the house. Shake
your head and say No. Say We go to the park.
Smile and nod your head. Ask pupils to continue
doing the activity.
Answers:
We go to the park.
We clean the house.
We have a picnic.
We visit family.
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵ 115
Unit 7 Hobbies and Talents
Objectives
Listening
• Understand vocabulary for everyday activities and abilities.
• Understand a story.
Speaking
• Practise talking about abilities using can/can’t.
• Make a class survey.
• Talk about activities you do on different days of the week.
• Talk about where you do everyday activities.
• Say how you feel.
Skills
• Increase knowledge of vocabulary.
• Form longer sentences.
• Continue writing new words.
• Talk about a wider range of subjects.
116
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵
Unit 7 Hobbies and Talents
Word list
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵ 117
Unit 7 Hobbies and Talents
Aims: Learn vocabulary for hobbies • Tell the pupils to look at the pictures on Pupil’s
and abilities. Book page 78 again. Use them to ask pupils
Practise word recognition. about their own abilities: Can you draw? Can
Language: draw, ride a bike, play football, you swim? Can you play basketball?, etc.
swim, sing, play basketball Encourage pupils to answer with Yes, I can./No,
Can you [draw]? Yes, I can./ I can’t.
No, I can’t. • Practise saying chorally, substituting the six
Materials: Pupil’s Book page 78 actions shown on page 78: Can you draw/swim,
Activity Book pages 56 and 57 etc. and Yes, I can./No, I can’t.
Track 69 • Practise again in open pairs. Ask pupils to
Alphabet posters choose an activity to ask about.
Family poster • Read the speech bubbles at the bottom of
page 78 with the pupils. Put the pupils in pairs
to ask and answer questions about what they can
Warmer 6 mins and can’t do. Monitor, helping where necessary.
• If pupils are confident enough, invite some pairs
• Briefly revise what pupils learned in Unit 6. to the front to model their questions
• Ask pupils if they know what day it is. Elicit the and answers.
first letter of the day. See if pupils can tell you
any of the other letters (it does not matter if the Extra!
letters come out of order). Write the letters on the • Tell the pupils that they are going to play
board leaving spaces for the missing letters. Fill a game to practise new vocabulary.
in the missing letters, saying each one by name as • Write the new words/phrases on the
you write it. board. Tell pupils to remember them and
• Get the class to say the day: It’s ~day. close their eyes, as you are going to rub
one out. Rub out an activity (e.g., ride
a bike), pupils open their eyes and say
1 Listen, look and say 10 mins which one is missing. Repeat for all
the activities.
• Hold up Pupil’s Book page 78. Tell the pupils to • Extend this by writing up the words with
look at the six pictures. Elicit the activities that muddled spelling, e.g., wims, edri, etc.
the pupils already know. See if pupils can quickly recognize the
• Play Track 69. Say Listen, look and say. Ask word and then spell it out.
pupils to listen the first time and point to the
pictures of the activities as they hear them. Play
the track again, and this time pause after each Activity Book 5 mins
118
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Unit 7 Hobbies and Talents
Unit 7 Lesson 2
2 Ask and answer. Then tick (✓) or cross (✗)
• Ask pupils to look at the little pictures and the Aims: Talk about abilities using
words. Read the words for each picture and get can/can’t.
pupils to point as you say (swim, ride a bike, run Read sentences using can/can’t.
fast, play football, read English). You might need Read to recognize new vocabulary.
to explain ‘read English’. Language: run (fast), jump, play the drum,
• Practise the question Can you swim? Again, play football, ride a bike, draw,
practise saying chorally: Can you swim/ride a (swim, sing, play basketball)
bike?, etc. and Yes, I can./No, I can’t. Materials: Pupil’s Book page 79
• Ask pupils to look at the row for You. Explain Activity Book page 58
that they should put a tick in the box for the Track 70
things they can do and a cross for things they Alphabet posters
can’t do. You might want to demonstrate this on
the board using yourself as a model.
• Show pupils that they should now ask 3 friends Warmer 6 mins
about what they can do. Remind them of the
question: Can you …? You can let pupils move • Revise words from the previous lesson by going
around the class for this activity or put them around the class eliciting sentences from the
in groups of 6 or 9 so that they can ask pupils with I can or I can’t.
each other. • Ask other pupils Can you draw? Can you swim?
• Optional class project: you might like to extend Can you read in English?
this class survey by counting up how many • Write the words from Lesson 1 on the board and
pupils can do these things and making a wall say the words/phrases together.
chart – a bar graph, for example. Pupils can also • Ask pupils to open their books at page 79.
do this in their groups of 6 or 9. They will enjoy
this activity and it provides good practice in
presenting information in a clear, colourful way. 1 Listen, look and say 13 mins
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵ 119
Unit 7 Hobbies and Talents
3 I can swim.
Track 70
4 I can run fast.
Listen, look and say.
5 I can jump.
Al-Hadi: Look at me! I can run fast.
6 I can’t play football.
Kareem: Look at me! I can play the drum.
Friend: Don’t look at me! I can’t jump.
Adam: Look at me! I can play football.
Activity Book 8 mins
120
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Unit 7 Hobbies and Talents
Warmer 6 mins
Can it climb?
Yes.
Can it jump?
• Greet the pupils.
No.
• Briefly revise what pupils learned in the
Snake!
previous lesson.
• Revise the days of the week by starting to write
one of the days on the board. Keep writing Can it fly?
slowly until a pupil guesses the day. Repeat No.
with other days in a random order. Can it climb?
No.
Dog!
1 Listen and find 15 mins
Yes.
Bird! 1 Read and tick (✓)
• Ask pupils to open their Activity Books at
page 59. Ask them to look at the pictures and
Can it fly?
the questions. Explain that they have to tick the
Yes.
correct answer for the questions, Yes or No.
Can it run?
• Ask pupils to look at the first picture of the fish.
No.
Ask Can it swim? Elicit Yes. Ask Can it climb?
Insect!
Elicit No. Point out the example tick in the No
box. Ask pupils to read the other questions and
Can it fly?
choose the correct answer.
No.
• Give pupils praise and encouragement for the
Can it climb?
work they have done.
Yes.
Can it jump? Answers:
Yes. [fish] Can it climb? No.
Monkey! [monkey] Can it jump? Yes.
[snake] Can it run? No.
Can it fly? [bird] Can it fly? Yes.
No.
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵ 121
Unit 7 Hobbies and Talents
2 Circle the correct word • Start by going through the activities: watch TV,
• Read through the sentences with the pupils do homework, sleep, etc. On the board, write
and make sure they understand what each out the six sentences (e.g., I watch TV in the
sentence means. sitting room.). Pupils should look at the pictures
• Ask pupils to complete the activity by circling in their books on page 81 and the sentences
the correct words. It may be best to do this under each picture. Say the verbs randomly (e.g.,
activity as a class. play, watch, sleep, etc.) and let pupils find each
word as you say it. Point to the same word in
Answers:
its sentence on the board to check. Say the word
1 do
together. Repeat for all verbs.
2 ride
• Hold up Pupil’s Book, page 81. Revise rooms
3 cook
in the house by pointing to elicit the name.
4 sleep
Ask What room is this? Write the room names
5 watch
on the board for the pupils to read and say.
Ask Who can you see? and Where’s Muna?
• Round off the lesson in the usual way.
Where are Kareem and his friend?
• Explain that the pupils are going to listen to the
sentences they can see under each picture. Tell
Unit 7 Lesson 4 them to listen and follow the words and write
the number in the box.
• Play Track 72.
Aims: Revise and extend vocabulary for
everyday activities. Track 72
Talk about everyday activities. Listen and match.
Language: watch TV, ride my bike, play 1 Sami: I eat in the kitchen.
football, sleep, do my 2 Al-Hadi: I ride my bike in the park.
homework, eat 3 Muna: I do my homework in my bedroom.
I watch TV in the sitting room. 4 Al-Hadi: I watch TV in the sitting room.
rooms of a house 5 Kareem: I play football at school.
Materials: Pupil’s Book page 81 6 Muna: I sleep in my bedroom.
Activity Book pages 60 and 61
Track 72 Answers:
Alphabet posters I watch TV in the sitting room. 4
I do my homework in my bedroom. 3
I play football at school. 5
Warmer 6 mins I eat in the kitchen. 1
I ride my bike in the park. 2
• Use the first few minutes of the lesson to revise I sleep in my bedroom. 6
the activities pupils have been learning. Ask
pupils to stand by their desks. Say an activity • Elicit the sentences in order by asking What does
[watch TV, ride a bike, play football, jump, Al-Hadi do? Accept single word answers, but
run fast, etc.] and each time ask pupils to mime encourage pupils to give the full sentence
doing the activity. [I watch TV in the sitting room.]. Remember
• Ask pupils to open their Pupil’s Books at they will have to change I to He/She and add
page 81. ~s (~es for do) to the verb. Say the complete
sentence He watches TV in the sitting room for
pupils to repeat or play the full sentence from
Track 72 again for pupils to model.
122
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵
Unit 7 Hobbies and Talents
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵ 123
Unit 7 Hobbies and Talents
Aims: Continue to talk in more detail • Ask pupils to look at the activity on page 82.
about routines and activities. First get pupils to read the days of the week they
Talk about what we do on see (Saturday, Monday, Friday).
different days of the week. • Look at the first picture. Say Who is it? Elicit
on + days of the week Al-Hadi. Ask a volunteer to make a sentence,
Language: action verbs for example: I watch TV in the sitting room
Materials: Pupil’s Book page 82 on Saturday.
Activity Book page 62 • Put pupils in pairs to practise making sentences.
Track 73 • Ask for some example sentences from around
Alphabet posters the class.
• Greet the pupils. Start the lesson by revising 1 Read and tick (✓)
action words by reviewing activities that pupils • Ask pupils to open their Activity Books at
do in their spare time or regular routines like page 62.
I watch TV on Tuesdays. or I ride my bike on • Tell pupils to look at the activity and see if they
Saturdays. Go around the class and try to elicit understand what they have to do. They have
one sentence about activities from every pupil. done an exercise like this before. If they are not
• Ask pupils to open their Pupil’s Book at page 82. sure, explain that pupils look at the picture and
then read the sentences and tick the one that’s
correct according to what is in the picture.
1 Listen, look and say 12 mins • Go through the example with the pupils. Ask Is
Muna’s hair long? Elicit No. Ask Is Muna’s hair
• Ask pupils to listen and repeat. Play Track 73. short? and elicit Yes. Point out the tick next to
She has short hair.
• Ask pupils to complete the activity.
Track 73
• This could be done at home as independent
Listen, look and say.
learning, but if so remember to check it at the
1 I watch TV
start of the next lesson and to praise pupils for
2 I ride
their hard work.
3 I eat
4 I play Answers:
5 I sleep These sentences should be ticked:
6 I do She has short hair.
He is old.
• For further practice say words that complete the They are happy.
verb phrases and ask pupils to guess what the He is small.
verb phrase would be. For example, say football
and elicit I play football. Say bananas and elicit
I eat bananas. Activity Book 7 mins
• Ask pupils to draw a face showing how they 1 Listen and read 7 mins
feel when they do each of the activities 1–4.
Walk around while they are working and praise
• Start by holding up your Pupil’s Book at page 83.
their efforts.
Explain that the pictures are about Sam’s
• Invite a few pupils to come to the board to draw
afternoon. Point to the first picture and ask what
a face on the board showing how they feel at
Sam is doing. See if any pupils are able to say He
the moment.
is eating. If not, say Sam is eating lunch. and point
out the words at the top of the picture: I eat lunch.
• End the lesson the usual way. • Ask pupils to look at the pictures about Sam’s
afternoon while they listen to the audio. Play
Track 74. Encourage pupils to point to the
pictures as they hear them on the audio.
Unit 7 Lesson 6 Track 74
Aims: Talk about Sam’s afternoon. Listen and read.
I eat lunch.
Review phrases for routines
I watch TV.
and activities.
I help dad.
Listen and understand descriptions.
I clean my room.
Listen to and sequence events.
I play games.
Make a book.
I draw pictures.
Language: eat lunch, watch TV, help dad,
clean my room, play games,
draw pictures • Play the audio again and this time pause after each
Materials: Pupil’s Book pages 83 and 84 sentence for pupils to repeat.
Activity Book page 63 • Ask pupils to say the same sort of sentences
Track 74 about their afternoon. Go around the class
Alphabet posters asking them to tell each other what they do in
plain paper, scissors, hole the afternoon.
punch, string
Extra!
Put pupils in pairs. They take turns to point
Warmer 10 mins to one of the pictures on page 83. Their
partner says the sentence or mimes the action.
• Briefly revise what pupils learned in the
previous lesson.
• Play a ‘mime activities’ game: draw an imaginary 2 Make a book 15 mins
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵ 125
Unit 7 Hobbies and Talents
126
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Unit 7 Hobbies and Talents
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵ 127
Unit 7 Hobbies and Talents
128
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵
Unit 7 Hobbies and Talents
Now I can …
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵ 129
Unit 8 Feelings
Objectives
Listening
• Understand vocabulary for feelings.
• Understand people talking about how they feel and why.
• Understand a song about feelings.
• Listen and identify pictures.
• Understand a story.
Speaking
• Talk about food preferences.
• Offer food or drink.
• Talk about having fun.
• Describe people.
• Talk about where you do everyday activities.
• Say how you feel.
Skills
• Increase knowledge of vocabulary.
• Form longer sentences.
• Understand feelings.
• Read a story.
• Talk about a wider range of subjects.
130
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Unit 8 Feelings
Word list
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵ 131
Unit 8 Feelings
Unit 8 Lesson 1 • Tell pupils you are going to play the audio so
they can listen to all the food and drinks words.
Play Track 77 and ask pupils to listen. Play
Aims: Revise vocabulary for food the track again and this time ask pupils to repeat
and drink.
each time, pausing the audio as and
Practise talking about likes
when necessary.
and dislikes.
Talk about being hungry or thirsty. Track 77
Offer food or drink. Listen, look and say.
Play a guessing game. fish
Language: food and drink vocabulary mangoes
It begins with p, m, ... bananas
Materials: Pupil’s Book page 90 cake
Activity Book page 66 a burger
Track 77 ice-cream
Alphabet posters grapes
Picture cards: food and drink juice
strawberries
pears
Warmer 8 mins tea
apples
• Briefly revise what pupils learned in Unit 7. a sandwich
• Show picture cards to revise food and drink. watermelon
Put up picture cards on the board and write the a pizza
words next to each picture. Pupils close their water
eyes. Muddle the pictures and rub out a word. dates
Pupils tell you which word is missing. cheese
milkshake
132
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Unit 8 Feelings
Warmer 8 mins
1 Read and play
• Ask pupils to open their Activity Books at
• Briefly revise what pupils learned in the
page 66. Read out the conversation at the top of
previous lesson.
the page. Explain that mango is the only thing
• Play a game: put pupils in groups of 6–8.
Kareem can have as he wants something that
Explain that you are going to demonstrate with
begins with m and only the mango in the picture
the class how to play the game.
begins with the letter/sound m.
• Say a colour (e.g., red). Encourage pupils to
• Repeat the process with the second picture and
add a noun that can be used with the colour
conversation, pointing out that there are two
red, e.g., a red apple is OK, but a red banana
items in that picture which begin with p.
is not. Practise with other words and colours.
• Put the pupils in pairs to play the game
Encourage pupils to use a/an and some, but do
themselves. Walk round and monitor, giving help
not spoil the pace of the game by correcting
where necessary.
omissions/mistakes with these words.
Track 78
Listen, look and read.
Can you see a small mouse? Her name is Milly.
[Picture 1] Milly Mouse lives in a small house
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵ 133
Unit 8 Feelings
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵ 135
Unit 8 Feelings
Extra!
• Ask pupils to think about the names
Unit 8 Lesson 4
of their brothers and sisters, friends
Aims: Say how you feel: happy, sad, fine.
and mother and father. Ask them to
Listen to a rhyme.
choose three names to bring to class for
Revise prepositions.
the next lesson.
Language: happy, fine, sad
• In the next lesson, ask for volunteers to
Materials: Pupil’s Book page 93
tell you the names they have chosen. Get
Activity Book page 69
pupils to ask How do you spell [Khalid],
[Zeinah]? Give the spellings and pupils
Tracks 80 and 81
Alphabet posters
write them down in their notebooks.
Soft ball
• Round off the lesson in the usual way. • Play Track 80 again. Pupils repeat the words.
Discuss what fine means. Elicit ideas: fine is
between happy and sad. Fine is how you feel
most of the time.
136
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Unit 8 Feelings
Extra! Track 81
Tell pupils to think about how they feel: Listen, match and say.
happy, fine or sad. Call out the words in I got a new football
any order. If the pupils feel like the word from my dad today.
you call out, they stand up; as soon as you I lost my new football
call out the next word, they sit down. Carry When it bounced away.
on repeating the words in random order –
sometimes repeating the same word twice, to It fell out of the wardrobe,
make it fun. Bounced onto the table,
And bounced onto the floor,
It bounced into the kitchen
2 Listen, match and say 19 mins
And out of the door.
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵ 137
Unit 8 Feelings
• Ask pupils to complete the activity. If they • Introduce the topic of fun park by talking
need more help before they start, read through about what kind of rides and other activities
everything with them first. Walk around while there are. Ask the pupils if they go to the fun
they are working and help as necessary. park or to playgrounds.
• Ask pupils to trace the words and also to • Say Open your Pupil’s Books at page 94. Help
complete the sentences. pupils to find the page. Tell the pupils to look at
the picture. Ask Where are the boys and girls?
Answers:
Elicit At the fun park.
1 It’s next to the tree.
• Introduce the listening activity. Play Track
2 They’re on the table.
82. As each word is said, hold up the
3 It’s on the chair.
corresponding picture card. Pupils can look at
4 They’re under the bed.
this and find the matching picture.
5 It’s under the book.
• The second part of Track 82 has pauses for
pupils to repeat the words after the model.
• Round off the lesson in the usual way.
Track 82
Listen, look and say.
swing
Unit 8 Lesson 5 roundabout
slide
Aims: Continue to talk about feelings. seesaw
Talk about a fun park. big wheel
Language: swing, slide, roundabout, seesaw, helter-skelter
big wheel, helter-skelter,
Now listen and say again.
happy, sad
swing
Materials: Pupil’s Book page 94
roundabout
Activity Book page 70
slide
Tracks 82, 83 and 84 seesaw
Alphabet posters
big wheel
Picture cards: swing, slide,
helter-skelter
roundabout, seesaw, big wheel,
helter-skelter
• Books open. Point to the objects and elicit the
Notebooks or pieces of plain
names from the whole class, then individuals.
paper for each pupil
• Ask different pupils What do you like in the
playground? Elicit their answers, e.g., I like
the slide.
Warmer 6 mins
• Point to the big wheel. Ask pupils to count the
‘cars’ on the big wheel (12). Then ask How
• Briefly revise what pupils learned in the
many boats can you see? Elicit 6 and ask Where
previous lesson.
are they? Elicit (or prompt) They’re in the water/
• Play a game of Salman Says with the class.
on the pond.
Use activities and feelings, for example, Be
• Ask pupils to look at the picture on page 94
happy. Salman says be sad. Salman says ride
again and listen to you. Say He’s on the slide.
a bike. Swim.
Who is it? Elicit a boy. Ask pupils to look at the
boy and say Is he happy? Elicit No. Get ideas
about why the boy isn’t happy – he has dropped
1 Listen, look and say 21 mins
his ice-cream. Ask them about the other children
in the picture, e.g., the boy on the swing, the
• Ask the pupils What do you do on Saturday?
girl on the seesaw. Ask How does Adam feel?
Elicit all the leisure activities they can remember
and prompt if necessary.
138
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵
Unit 8 Feelings
2 Listen and match 10 mins • Round off the lesson in the usual way.
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵ 139
Unit 8 Feelings
140
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵
Unit 8 Feelings
Aims: Revise sentences with is/has/can. • Play Track 86 again and stop after each boy,
Revise vocabulary for clothes.
let pupils point and tell you the boy’s name.
Do a word-by-word reading.
Read and label a drawing. Answers:
Listen to identify appearance. Boy 1: Mazin
Language: Revision: clothes and colours, Boy 2: Samir
He’s/She’s wearing …, tall, short, Boy 3: Sami
long, small, big, happy, sad, can Boy 4: Kamal
Materials: Pupil’s Book page 96
Activity Book page 72
2 Look, read and say the name 6 mins
Track 86
Alphabet posters
• Look at the second activity on page 96.
Picture cards: happy, sad, tall,
• Working individually, pupils read the sentences
short, big, small
and decide which boy it is.
• Pupils check their answers in pairs. Ask for
Warmer 6 mins
volunteers to read out each sentence. Class
should say the name, e.g., Pupil 1: He has brown
• Revise can/can’t by asking pupils to think of eyes. Class: Sami.
a sentence with can and a sentence with can’t • In pairs, pupils talk about Sami and his friends.
about themselves. Monitor and support as necessary.
• Elicit sentences with I can … or I can’t … from Answers:
around the class. Pupils may ask you for new He has brown eyes. Sami
vocabulary here. He is tall. Kamal
He is sad. Mazin
He can play football. Samir
1 Listen and find 10 mins
• Say Open your Pupil’s Books at page 96. Ask 3 Talk about Sami and his friends
some general questions about the picture: How 5 mins
many boys can you see? (four) Where are they? (at
the park) What are they doing? (playing football). • Look at the last activity on page 96.
• Read the rubric (Listen and find.). Tell pupils you • Put the pupils in pairs to say as much as they
are going to play the audio and they will hear all can to each other about Sami and his
4 of the boys in the picture speaking. They have friends. They can talk about clothes, physical
to say who each person is after they have listened. descriptions and actions.
Play Track 86, pausing after each utterance for
pupils to say who was speaking.
Activity Book 8 mins
Track 86
Listen and find. 1 Write the words
Boy 1: Hello. I am sad today. I like football, but I • Hold up Activity Book, page 72. Tell pupils
can’t play it! they should read the words in the box. Ask for
Boy 2: Hello. I’m wearing a yellow shirt. I can play volunteers to read each word. As each word is
football. I have just scored a goal! read out, get pupils to point to someone who
Boy 3: Hello. I am watching my friends play is wearing that item (this may not be possible
football. I have brown eyes and brown hair. for hat).
I’m wearing a blue shirt.
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵ 141
Unit 8 Feelings
• Ask pupils to write the words in the correct box. Warmer 5 mins
Monitor and support as necessary.
Answers: • Revise words and language learned so far by
Girl: inviting pupils to choose a favourite game
a hat from the year to start the lesson. For example:
a dress a counting game, a guessing game, a word
shoes association game or sing a song or say a rhyme.
Boy:
T-shirt
trousers 1 Listen, find and sing 15 mins
shoes
• Hold up Pupil’s Book, page 97. Say Look at the
pictures. Explain that Adam wants to go home
Activity Book 10 mins to his own planet, but that Al-Hadi, Muna and
Kareem want him to stay.
2 Read and colour • Tell the pupils to listen to the song and point to
• Show pupils activity 2 on page 72. Explain that the things they hear (in the first verse).
they are going to do word-by-word reading, i.e., • Play the first verse of Track 87.
one pupil reads one word around the class until • Explain the meaning of the new language.
the paragraph is finished. The idea is that pupils • Play the second verse of Track 87. See if
must listen to their classmates carefully to follow anyone can tell you why Adam can’t stay with
and know when their turn comes. You will need Al-Hadi, Muna and Kareem – because he wants
to identify the ‘reading direction’ and point to to go home (to his family).
the next pupil as they read. (There are 25 words,
including the contraction.) Track 87
• Repeat with another group of pupils. Listen, find and sing.
• Working individually, pupils complete the You like the park
activity by re-reading and colouring the picture And you like the zoo.
accordingly. You like the big wheel
And the market, too.
• Round off the lesson in the usual way. We’re your friends
So please don’t go.
Adam, Adam, Adam
Adam says “No.”
Unit 8 Lesson 8 I like your family
And I like to play.
Aims: Understand a goodbye song. You’re my friends
Recognize and read key words. But I can’t stay.
Recycle vocabulary from all units. I’m going home
Write about yourself. Back to space.
Language: Revision Adam, Adam, Adam
Materials: Pupil’s Book page 97 Adam says “Goodbye!”
Activity Book page 73
Track 87 • Play Track 87 again. Encourage pupils to
Alphabet posters join in with any words they can as they follow in
their books.
142
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Unit 8 Feelings
• Play Track 87 for a third time. Encourage - learned to describe animals and say where
pupils to act out to the song, join in with the things are
rhythm by clapping their hand or tapping their - and learned lots of new words.
feet, dancing to the song or joining in with the
words. Make sure this is a happy activity.
Clap your hands and say Well done!
Get pupils to clap their hands and say
Activity Book 5 mins
Well done us!! 4 mins
1 It’s the end! How do you feel? • Play Track 87 again. Encourage pupils to
• Ask pupils to open their Activity Books at sing along. When the singer says ‘Adam says
page 73. Ask pupils how they feel. Ask them to Goodbye’ wave at your pupils and repeat
pull a face matching one of the emojis on the Goodbye. Encourage pupils to wave back and
page to indicate their feelings. also to say Goodbye to their classmates.
• Ask pupils to tick the box next to the emoji that • Say See you next school year!
shows how they feel.
Now I can …
Activity Book 8 mins
• At the end of the lesson, make time to look at
2 Write an email to Adam the Now I can … statements with the class.
• You can do this activity in two ways: either ask Read through each statement individually,
for volunteers to read out their email in full or clarifying meaning where necessary. Then ask
you can read it sentence-by-sentence around the pupils to put up their hands if they agree they
class, one pupil reading one sentence. can now do what the statement says. If they
• As pupils are reading do not interrupt to correct can, they should tick the box. Make it clear that
mistakes. If a pupil has a problem, prompt them any pupils who don’t feel confident about any
to help them continue. Congratulate each pupil of the statements should not be afraid to say so.
on their reading. If any points need further explanation, try to
• When everyone understands what the email provide this.
says, ask pupils to complete the sentences with
information about themselves. Walk around the • Congratulate the pupils on finishing Unit 8 and
class while pupils are working and offer help on completing the book.
as necessary.
• Praise pupils for their hard work.
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵ 143
Project, Story and Songs
Project: Make a rocket for Adam the Story: Goldilocks And The Three Bears
Astronaut to go home.
• You can either do this story at the end of one
• Tell the class that they are going to do a project. of the terms or after pupils have completed
Tell them that they are going to make a rocket the whole book. Or at any stage during the
for Adam the Astronaut to go home. See if pupils school year when you think pupils will enjoy it.
know what a rocket is. Let them look at page Another idea is to present the story several times
100. Put pupils in pairs or small groups. throughout the year, as pupils will gradually
• Tell them that they can decorate their rockets become more and more able to recognize it and
however they want and that they can draw understand the language.
pictures on them if they want. If possible, make • Ask pupils to open their books at page 102. Tell
a rocket at home yourself and bring it in to show the pupils to listen to the story as they listen to
the class. the audio.
• Play Track 88. The story is quite long,
You need: so pause after each picture frame the first
Cardboard boxes time you listen.
Scissors • Explain the meaning of the new language.
Sticky tape • Play the story again. You could pause from time
Colouring pens to time to ask pupils if they can remember what
happens next.
• Give out the boxes, scissors, etc. Help pupils • Play the story for a third time. If pupils are
cut up the cardboard boxes and show them how ready, they could join in with some mime when
to stick the parts of the rocket together using they listen to the story this time.
sticky tape. Write names of the colours they
have learned on the board and use Picture/Word
Track 88
Listen, look and read.
cards to help them remember and to give them
ideas. Monitor their progress and offer help
[1] A little girl is picking flowers in the woods. Her
where needed.
name is Goldilocks.
• When pupils have finished their rockets, give
them lots of praise for their hard work. Put
[2] She is lost. ‘Where’s my house?’, she says. She is
pupils in small groups, and tell them to take
cold and hungry. She starts to cry.
turns presenting their rockets to the others
in the group. If you brought a rocket in, start
[3] Goldilocks stops crying and looks around. She
by presenting your rocket to the class as
sees a house. ‘There’s a house!’ She knocks on
an example.
the door. There is no one in the house. She opens
• After pupils have presented their rockets to
the door. [Sound effects] Creak!
each other, ask if anyone else wants to come
to the front to present their rocket to the rest
of the class. Make sure everybody claps after [4] Goldilocks goes into the sitting room. She sees
each presentation. three chairs. A big chair, a middle-sized chair and
a small chair. She sits on the big chair. ‘Owww!’
she says. ‘It is too hard.’ She sits on the middle-
sized chair. It is too soft. She sits on the small
chair. It is just right. She is happy, but then the
chair breaks [Sound effects] CRASH! and she
falls on the floor. ‘Oh dear!’
144
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵
Project, Story and Songs
[5] She is hungry. She goes to the dining room. Songs and Rhymes
There are three bowls on the table. A big bowl,
a middle-sized bowl and a small bowl. She eats
some soup from the big bowl. It is too hot. She Unit 2
eats some soup from the middle-sized bowl. It
is too cold. She eats some soup from the small Five Little Ducks
bowl. It is just right. ‘This soup is just right.’
She eats all the soup. Five little ducks went swimming one day
Over the hills and far away.
[6] Goldilocks is now very tired. She goes to the Mummy duck said Quack! Come back!
bedroom. There are three beds. A big bed, a But only four little ducks came back.
middle-sized bed and a small bed. She sits on the
big bed. It is too hard. She sits on the middle- Four little ducks went swimming one day
sized bed. It is too soft. She sits on the small bed. Over the hills and far away.
It is just right. ‘This bed is just right.’ She goes Mummy duck said Quack! Come back!
to sleep. But only three little ducks came back.
[7] Three bears live in the house. Daddy Bear, Three little ducks went swimming one day
Mummy Bear and Baby Bear. They come home. Over the hills and far away.
Mummy duck said Quack! Come back!
[8] Goldilocks is asleep in the small bed. But only two little ducks came back.
[9] Daddy Bear sees his chair. ‘My chair,’ he says. Two little ducks went swimming one day
‘Who’s been sitting in my chair?’ Mummy Bear Over the hills and far away.
sees her chair. ‘My chair,’ she says. ‘Who’s been Mummy duck said Quack! Come back!
sitting in my chair?’ Baby Bear says, ‘My chair!’ But only one little duck came back.
[10] Daddy Bear goes to the dining room. ‘My soup!’ One little duck went swimming one day
he says. ‘Who’s been eating my soup?’ ‘Who’s Over the hills and far away.
been eating my soup?’ Mummy Bear says. Baby Mummy duck said Quack! Come back!
Bear says, ‘My soup!’ The bowl is empty. But no little ducks came swimming back.
[11] The three bears go to the bedroom. [Sound No little ducks went swimming one day
effects] STAMP, STAMP, STAMP. ‘My bed,’ Over the hills and far away.
Daddy Bear says. ‘Who’s been sleeping in my Mummy duck said Quack! Come back!
bed?’ Mummy Bear says, ‘My bed. Who’s been And all the five little ducks came back.
sleeping in my bed?’ Baby Bear says, ‘My bed.
There’s somebody in my bed!’
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵ 145
Project, Story and Songs
146
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Project, Story and Songs
Unit 8
I’m Happy …
Adam’s Goodbye
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Phonetic Symbols
148
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Phonetic Symbols
tea – /ti:/
that – /D{t/
this – /DIs/
tie – /taI/
toys – /tOIz/
trainers – /'treIn@z/
tree – /tri:/
trousers – /'traUz@z/
T-shirt – /'ti:S:t/
TV – /"ti: 'vi:/
wardrobe – /'wO:dr@Ub/
watch – /wɒtS/
water – /'wO:t@/
watermelon – /'wO:t@"mel@n/
wolf – /wUlf/
zoo – /zu:/
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵ 149
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵
English for Libya
State of Libya
Ministry of Education
bya
Curricula and Educational Research Centre
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English for Libya Primary 2 has been specially developed for pupils in
2 1
g
Primary Grade 2.
En
Components of English for Libya Primary 2
هـ1441–1440
]ËeË’;z;ÏÁÊd2’\;oÊue’\Â;ÏË⁄Ë÷¬i’\;r·]fi∏\;á—ÖŸ;z’;ÏΩÊ •;–ÊŒ¢\;√˵ 11000201 م2020–2019