In this unit | will... \f2§ listen, rod, research, one write ‘bout diferent houses ondplaces inetoun, + practice moking sentences with Prepositions + read ond|isten toa shert story. ‘Seam about end aay worde with) ond + wtectect ie, + reseorch and moke 0 poster ) G) took. sizcuss. and share Why thishouse unusual? Doyouthinkit is nthe city oF ‘the countey? Why? Would you tke to vein an unusual hnouse? Why? Cre E nes ‘Conede hos some very unusuel houses. Some houses lok Ika © tbe, other hoses ore meds of ie, GQ Fins out sie aun ieee et ee ae ict n ponterees cea Ou discuss, and shore Read the questions. Have students ask each other the questions 2. Ask students in pars to look carefully atthe picture. Where do they think the house is, in the eity othe country? (The city) Encourage them to say why: 3 Askif students would like to live in an unusual house and if so, why. Elcitresponses from pairs and shae the best answers with the class CE 1 Divwet students tothe Did you know? fact and wed it loud, with stadents reading and flowing as you do so 2 Show Canada on a mapif you ean 3. Say there are houses that are unusual shapes, like the hhouse in the photo. 4 Find pictures on the internet of houses made of esi you can. Show these tothe class aul ask Would you ike 1 live in ome of thee houses? et responses an get students to say why 1 Askif students know of unusual houses in Eaypt. Either let students use the intemet or if this isnot practical, ask them to bring some pictures of unusual Eeyptian houses forthe lass to look at. ‘Ask them to think. Has anyone been to Siwa Oasis? as anyone seen Nubian house? Can they say what's unusual bout them or the houses in the photas? Closing + Focuson the unit tile and explain that stents will be able to-anawer the question at the end + Focus.on fn his uni will. and read through the ‘objectives for this unit with the class. 79UNtT ri LESSON 1 ‘Objectives: ‘To understand a conversation about a home ‘To leam the names of rooms and places in the home To lear about different types of homes ‘To describe your home Vocabulary: apartment, balcony, bathroom, bedroom, ‘cave, dining room, house, houseboat, ichen, living room, rent ‘Language: Present simple for facts 1 live nan apartment. There is living room ‘and three bedrooms. Materials: Stuxlents Book pages 72-73 ‘Audio files 132-135 Photos ofthe items of new vocabulary for this unit eens: Presentation mses 1 Use the photos to present the rooms in a house and the places where you cen live. Go through each one and say the name of each room. Ask students to repeat after you. Repeat 1 Place the photos on the board, As you point to a photo, rupeat the word and have stdout repeat after you. Then ask individual students to say the word you point to Sa BOOK ed 1H [audio 1.32] Listen and read 1 Look atthe picture atthe top of Page 72. Ask students to Took atthe picture and say wito is init, and what they think the two people are talking about. Play the audio for students to read along to ‘Then play the audio again. This time pause after each sentence and have students read aloud in unisen. 4 Ask the following questions to check compreliension: Are they talking about an old house? (No, they are talking about anew apartment )Which is Tala’s favorite room? (Her ‘bedroom. ) Do they lke the new apartment? (Yes, they 40.) 5 Place the students in pais and have them role-play the dialog 6 Ask confident paits to come to the front of the lass and role play the dialog x zs #£;«¥ ~~ ‘Mom: Look at our lovely new apartment Talia: 1's fantastic! ‘Mom: Which is your favorite room? Talia: For me it's my bedroom. can relax and do my homework quietly. ‘Mom: My favorite is the living room withthe balcony. ‘an see the whole street! Talia, can you help me organize the kitchen? Talia: ‘That sounds good, let's do it @ uesson2 rd W's tontostct \Which's your favorite room? Fer meit's my bedroom. Lean relax and do my homework quiet My fevorte isthe living room with the baleony. can s0e the whole street Telia, can you help me arganize ‘the etchen? Talia: That sounds good, let's doit ee co eerie eon _ 2 inececine og sont x mean leech erento Mishoo ee Ss ioe Sees i oe © ining room « boleony Listen and say the correct room 2 (2 [audio 1.33] Listen again and answer the questions 1 Direct atention to the questions and go over them with the class 2. Play the audio again and ask students to listen forthe answers 3. Play the audio again and students write the answers, Monitor and help as needed. 4 Go through the answers a a class A; they are ina new apartment, 2 They are talking about their favorite rooms, 3 Mom's favorite isthe living room. She likes the balcony and she ean see the street. 3 Look and mateh 1 Ask stunts to look atthe pictures in Exercise 3, ict the ‘names of the rooms, Go over the names of the rooms in Exercise 3 and then ask students to match the werds othe pictures. Menitor and help as needed. 3. Gooover the answers asa clase,© Lock end read, Then read and complete ' figmaee Me pegy The rooms of ther house are n the rock ini 3 nevertaohotor howe cs in | ® Myaunt moved tog, houseboat Tertomiy. Tey re” very happybecause ‘theyheve ebig blzony. © My friend ander fomiyWwe-on she loves ving on weter. “Inthe deoert, come poopie lve in @ ismode of loth, © Nowe thing na becouse itiebie. My fgrondparente tve with us. !ean ploy outside with my brother ond sister CD uaosasind femal, but hie home 1 Over ernti nee rt 4 (2 [audio 1.34] Listen and say the correct room 1 Askstudents to look atthe pictures again. Explain that they will hear six sentences. They must listen and point to the room that they hear described. 2 Play the example sentence and check students understand the task 3 Play the audio, Pause after each sentence for stents to say the correct room. Try and choose less confident students and encourage them, praising correct answers. xz &#€X7€»—~*W 1 cook food in this room. 2 sleep here. 3 Lal wo my family andl watch television in this room. 4 Ltake a shower inthis room. 3 Hove to sit here. I can see the people inthe sree. 6 Feat dinner with my family here TT 1 iteben 2 bedroom 3 living room 4tatiroom ——_Sbaleony 6 dining room STUDENT'S BOO! ee Look and read. Then read and complete 1 Ask students to lok at the pictures in Exercise 5. Ask Ave ‘they all homes? (Yes) Can you live in them all? es) 2 Ask students to ook at the sentences and read the example. 3 Ask students to decide which house fits each sentence 4 Remind students to copy the labels carefully to ensure ccomect spelling 5) Monitor and help as needed. Explain that they can check their answers in the next activity 6 (® [audio 1.35] Listen and check 1 Play the audio and students listen to check their answers, 2. Play once more if necessary. xz &=#7#»FS=—s—“‘i=SO 1-My grandparents ive in a cave. The rooms of their house dare inthe rock. Inside i's never 00 hot orto cold. 2° My aunt moved toa new qpariment with her family. They are very happy because they have a big balcony JM frien and her family live on a houseboat. 1s sal, ‘but she loves Hiving on water 4. Inthe desert, some people live in a tem. This home is ‘made of clot 5 Howe fving ina house becomse it big. My grandparents live with us. can py outside with my brother and sister. Ie Leave apartment 3 houseboat tent Shouse 7 Work with a partner: Describe your home 1 Direct students to Exercise 7 and read the speech bubbles aloud while the class follows and listens. Or you could role play the speech bubbles with a confident student to model the dialog Put students in pair to tell each other about their homes. ‘Ask students to say what sort of building they ive in and how many rooms it has. 3. Monitor and help as needed. Choose the best descriptioas ‘and let students perform them for the rest ofthe class. 4 Encourage any students who live in unusual homes 1 tll the class about ther 81Extra practice 1 Far homework o for fast inishers, ask students to draw a picture oftheir ome and label 2 This can make a bright and useful classroom display. Closing + Asaclass, discuss who livesin the most unusual home, or ‘hich home from the lesson they think is most unusual ‘Objectives: ‘To describe where homes and objects are in relation to each other ‘above, behind, between, in, in front of hospital, nex 10, ofice, on, post office, school, shopping mal, supermarket, wnder Prepositions of place ‘The kitchen is next tothe living room. The cave isin the rock. Stuxlent’s Book pages 74-77 ‘Audio files 136-138 Pictures from the intemet ce magazines of ‘homes and their interiors (assroom objects to practice prepositions Vocabulary: Language: Materials: Opener « "Groton tt ty vcr ia lat edn God many ce toetenomcel 4 acannon aie dng sis in he ses ig aan touret daten tok potion sbouri comes Presentation mame 1 Use known classroom objects to teach prepositions of place. ‘You can jut use a chair, table, anda few familiar objects like pens, peneils an books, ete 2 Repeat the preposition several times and have students repeat after you. 3 Once you have been through the prepositions, check understanding by making some mistakes. For instance, puta book uler a chair and say The book is onthe table (No, the book is under the chair). Do tis several times and then let a student be “Teacher” anel do the same a! 1 @% [audio 1.36] Read and listen. Answer the question 1 Ask students to look atthe pictures and say what they see. 2 Ask students to listen and read. 3 Students listen again and answer question 4. If students need help, you can peint tothe yellow and brown ‘house inthe pictur to help them, 82 ret eaten reer he tn (vce Zain ive ina vlege next tothe Nie.) “eine house with ny fori | Our house i nat the biggestin the village tis betweon | yellow house and brown house. There ore tal trove | Behind the house. Which house dose Zon ive in? x= &£&«;«O»&#€©537»~— ‘My name's Zain 1 live ina village next to the Nile, Ive tna house with my family. ‘Our house is nor the biggest inthe village. It is between a yellow house and a brown house. There are tall trees behind the house. Te, ‘The green house €% [audio 1.37] Look, listen and say Direct students to the pictures. Students listen carefully tothe audio and point to each Picture as they hear it. ‘Then play the audio once more and students listen and repeat. Monitor and belp as needed we ows There pant Paco Thepinkhouse ie Theeeoe thors ond ‘theredhouse atabla Boteony, We use prepositions of ploce toca) whore something a ‘The ltchen mnaxt the tang reorm ‘he cave’ in the rack. ly house's betweon the tol house one the tree. ‘ond the yellow hou Sunder above Snetto G herween 7 behind Sin front of Pi Dy ne a rod GEM Tr 4 fae STUDENT'S BOOK 3 Look and complete the sentences 1 Ask students to look atthe pictures. Ask them to notice Where things are 2 Read the example and point to the tent and then the ear, ‘emphasizing the preposition. 3. Read the other sentences aloud with the clas (without the missing word) and ask students fo Look and read again before fling in the missing word in each sentence “4 Place students in pairs and have them complete the activity 5. Monitor and help as necessary. Invite students to share their answers with the lass. 6 Read the Language Focus box aloud, with students following as you read. TT 1 next to 2 behind 23 betneen on Sin fron of Extra practice 1 Let stents find some classroom objects (pens, rules, books, ete) 2. They practice in pairs saying where objects are ¢ g., The Dink pen is next tothe green pen, she English book is under ‘my rer, ete 3 Students can also make sentences without naming the objects e.g, Iris next 1o the green pen. Theit partner names the object 83STUDENT'S BOOK eed 4 8 [audio 1.38] Look, listen and say 1 Ask students to look atthe pictures. Elicit any prior knowledge, askingiif they know any of the places in English ‘Ask students to ook and read as they listen. Encourage them to>pont to the correct picture as they hear it 3. Play the audio once more and ask students to say the words ‘with the audio. If your class is less confident, repeat the Words, pointing a the places and ask students to repeat with you 1 school 2 supermarker 3 shopping mall post office S office 6 hospiual Extra practice 1 Make the askintoa game, Name a building while pointing tothe wrong pice to get students to comect you. For example, say hospital and pont othe shoe 5 Read and match 1 Ask students to look atthe sentences on the eft and the places in town on the right. Read the sentences aloud if needed, Otherwise, put students in pairs and ask them to read and match the places. 2. Monitor and help 28 needed. Go through the answers asa class 1, 1b of 3d 4c Sa & 84 sopping me ‘office Red teh {ahaa 2 wteeweendictes 3 ween 4 where Ibuy clothes and shoes | wdhere my mom and ded work © hoop! | where we go whon we are sick © post office‘Thehogptale nest to tesco © shopping mel supermerket / museum © Green street / school post office 4 the park/ the chopping mel (on more sentences STUDENT'S BOOK ad 6 Look and connect 1 Ask students to look at the pictures and tell you which places they can see. 2 Ask them to [ook atthe map and jin the labels to the pictures 3. Monitor and help as needed 4 Go through the answers as a class, asking les confident stdents to give you their answers, 1 school hospital 3 supermarket 4otfice Sshoppingmall 6pos office Fmiseum Extra practice 1 Fast finishers can work in pars. Ask them t tell each other ‘where the school and other places are, This will help them swith Bxereise 7 7. Where is it? Look at the map and make sentences, 1 Ask students to look atthe map again and read the word prompts. Read the example, 2 Ask sudents to use the prepesitions they know to make sentences. They can then cbeck these in pairs, one Looking at the map, the other reading the sentences. 3. Monitor and help as needed. Then check their answers as class. | cE 1 The hospital isnext to the schoo 2 The shopping mal is between the supermarket and the suseum 2 Green Street is between the school and the post ofice. ‘4 The park is behind the shopping mall. 8 Look and say. Make more sentences about the map. 1 In pairs stadents make more sentences about the map. Read the speech bubble example so students know what t do, 2. Monitor and help as needed. ‘Students? own answers Extra practice 1 Ask pairs to take tums to ask and answer where places in toven are, for example: Where isthe museum? Is nex to the shopping mall 2 They could also say something they want to buy or do at ‘each place, for example: want to play football. Then the ‘other student guesses the place and tells them wihere iis: You want the park. I is behind the shopping mall. ‘Closing ‘In pairs, students tell each other where places on the map are in their town, 85LESSON 3 ‘Objectives: To understand a description of a town ‘To draw a simple map of an area you know well To be able to use prepositions of place derstand andl se directions Vocabulary: store Language: Prepositions of place My school is next to the hospital ‘The imperative for directions Go straight ahead. Tarn lft. Take the second right. Sturlents Rook pages 78-81 ‘Audio files 1.39-1.40 A soit ball Paper for drawing Felt pens or coloring penis ‘A toy car (optional) Materials: Opener + Review prepositions of place with classroom object, such asa book and a pencil ‘+ lict prepositions of place and ask students to make a sentence, for example: The pencil is under the book, ete. cote Presentation mass 1 Play Caich and say (1) (Games Bank, page 155) to practice laces in town from Lesson 2 2 Then do the same with prepositions and challenge students to make a sentence for examplo, The supermarket is next 10 the park. STUDENT'S BOOK ee) 1. Read the text. Write the map 1 Revise the places in town that students were introduced to in the last lesson, eliciting the vocabulary from thet. 2 Direct attention to the text. Read it loud to the class, with students following and reading with you, Ask students to put up their hands when they read/hear a place in town 3 Students then read the text for themselves and look at the map. Students write the places onthe map. ‘Monitar and help 2 needed, Go through the answers asa class, \¢ building names 1-4 on we TT 1 seboot supermarket 3 shopping mall office re ra | Read the text. Write the building namer Tevet asa bulla res oc, a sthod and many her acess a good pace ave. ‘wall to schoo every morning. My shoals next tthe espa: Meets the hospital, her's par. attan ly fot inthe pak with my ends Neary howe there's asupermarket tis bebwwen the ‘tation and tne port lub “The shopping mal ino the other aide ofthe staton, othe aon bate the supermarist and the shopping mal. My dad's ofa in ont ofthe pare ane the portottes, Read again and anawer T (True) or F (Fale) ‘Noders toun every Big We goes to school by cor, 5 Therecre three houses in front ofthe shopping mall & is town doesn't have o pork. 5 Hiededts oie ie next to the hoopitl, | The station is between the shopping mall ond the upermariet. Read again and answer T (True) or F (False) Place students in pairs, Ask students to look atthe text and the map again and work outif the sentences ae tru or false ‘Monitor and help as needed, Check anssters as a class I 1 F tis small.) 2 F (He walks to school) 3 F (here's only one house.) AE Chere isa park) SF (tis next tothe post office) oT Extra practice 1 any pairs nish quickly, encourage them to correct the false sentences. ‘You can also get student make up a tue oF false question cach based on the map and text to ask eachother.What buildings aren your ety or village? Qt | Where ie your school? 2 tethers. post office? where et? 2 lethere atotion? Where it? What alee ia there? Where sit? 3 L 3 et fo ‘What buildings are in your city or village? Discuss and write Asa class, ask what buildings are in your city or village Elicit responses Put students in pairs and ask then to write their responses down. Provide support with spelling if needed. “Monitor and then go over the answers as a class. ‘Students’ own answers ‘Draw a simple map of your city or village ‘Ask students to look at the map on page 78 again and say they are going to make their own map of where they live ‘Ask students to do this individually “Monitor as they work and help as necessary, 1 any students finish quickly, encourage them to ada detail and label their map. ‘Students’ own answers Look, read, and answer In pairs students ask and answer the questions about their ‘naps, Read through the questions aloud with students to check understanding Stren take tums to ask the questions and respond. Monitor and help as nded. Check their answers ae corect by looking at thei maps. ‘Studer 87Bier page 80 Car 6 €8 [audio 1.39] Read and listen to the ‘ (Q reed enatetente the ie i directions 1 Use hand gestures to present directions, Ifyou have a small toy car, you could use this to demonstrate. 2 ‘Students 100k at the signs in Exercise 6. Ask them t0 demonstrate with their hands when you call out a direction. 3. Play the audio and students listen and read. 4 Play the audio once more and ask students to Jook and trace the directions they hear witha finger on the map. They ean point to the supermarket symbol in number 5 when they hear the dhrwetion 1's on she corner 5) Monitor and check students can do this. lay the audio one ‘more time if needed and check answers as you moniter. 7 Read and put the drectionsin the correct order Ry Toke the second ett Ite on the comer 1 Go straight ahead. reseed 2 Turn ef Excuze me, where's the post office? 3 Turn right Turn right. 4 Take the second right. Go straight choad. 51 on the comer son the corner. 7 Read and put the directions in the correct order Direct students attention to the directions and read out the frst one (Excuse me, where's the post office”). Ask I this the first direction? (Yes) 2 Students read the rest ofthe directions and put them inthe comet order 3 Monitor and check all are on task. They ean check their answers in the next activity. 8. (8 [audio 1.40) Listen and check Students listen and check their answers to Exercise 7. 2 Students can then practice the dialog in pairs. x= £ «+#@#;«O Girl 1: Excuse me, where's the post office? Girl2: Go straight aliead. Tarn right. Take the second lef. Ws.on the corner, Girl 1: Thank you. eS 4 Take the second left. 6 Thank you 1 Bxcuse me, where's the post office? 3 Tum right 2Go straight ahead. Sts on the comer© Dinas geing to visit her friend Fereeda. Read and follow ‘the directions. Dove Fareed liven house A, 8 or ©? 0h 9 Dina is going to visit her friend Fareeda. Read and follow the directions. Does Fareeda live in house A, B, or C? 1 Ask students to look carefully at the map, Then read the directions aloud. Ask students to work individually and work out which house Fareeda lives in. 3 Monitor and help as needed. Go over the answer as a class. $e B 10 Work with a partner, Look at the map and give directions, Which place is it? 11 Read the example in the speech bubble and elicit where the directions take you chouse A) 2 Sturlens take tums to give directions to places on the map ‘hile others listen and say where they are being directed te, 3 Monitor and help as needed. 4. For extra practice, ask confident pars to give directions hile the rest of the elas listens ane finds the places, ‘Students’ own answers Closing + Ask students to describe how to get from their house to their schoo! orto other places in their village o city 89ar rT ‘Objectives: To complete fact les about two cites "Read Marion's article about Hurgheda and complete the ‘To eal anaticle and analyze the content tebe ‘To research information about a village or (Sir a new ‘To write about your village or city ow many people eae eal Vocabulary: bazaar, beach, Brighton Pier, bold, Sahara Weuthusgheo ti Desert restatrans, Upside Down Howse . Language: Preset simple for facts paeguane A 1 ive ina cty called Brighton. Mis in the Hla hin er ahs fe south of England. ‘nfo of Capt ts Reo bia oy Preset simple questions and has C00 aie Where is Marghada? Mow many people le tii tae sh a a cel hare? fri Fin a Tv se Sabra Materials: Suxlents Book pages 82-85 Desert rt of iret gone au Sal Hashes oY woof Hach OP Ce, Be ae sed eat — + Play Point 10 she picture (Games Bank, page 158) 10 revise iroctons or places in town. cesses Presentation sms 1 Put students in pairs and ask thom to think of somewhere ae they have been by the sa ad tel their partner abet it. How — = bigs it? What can you se there? 2 Tell students they are going to read about place by the sea in Egypt and then in England ‘Schora Decert STUDENT'S BOOK 1 Read Mariam’s article about Hurghada and complete the table 1 Read the instructions with the lass and ask them to read the text 2 Go over any difficult words, using the pictures as prompts 3 With the clas, read the table headings and then ask students to read the text again, looking for this information, asin the example 4 Students complete the table, Monitor and assist as needed 5 Go through the answers asa clas, meking sure quieter students have a chance to answer a ty Horghada ‘Where is it? in the cast of Egypt on the Red Sea How many people live there? about 190,000 Interesting things a beac the Sahara Dose, Sabi in Hurghada Hasheesh 90© Reed the text again and complete the questions Ivee i Hurgheda? Mariam. |sHurghado? i's on the Red Seo Mariam the ing a Hurghede? Vee, che does “ein Sohl Hosheesh? Some beautfulhouses, ‘How does Mariam make her text interesting? Check the items she uses: * e photo other + drawings * photos * omep © 9 ciogram | interesting facts Cena. | How mony paragropho does Mariom write? 2 Why dows Mariam uoe bold tox? Qe rent tonto wt STUDENT'S BOOK ess 2 Read the text again and complete the questions 1 Students reread the text and complete the beginning ofthe sentences with a question word to mateh the answers. If needed, go over how to form questions (with do/does or question Words who, where, what). 3 Check answers as a class, TT 1 Who 2 Where 3 Does What 3 How does Mariam make her text interesting? ‘Check the items she uses 1 Start by showing that writers make their texts interesting toread when they use some things. Pont to the items in Exercise 3. Explain that writers use some of these or all to gel the reader's attention 2 Ask students to look at Mariam’s test again. 3. Now ask students to look atthe list in Exereise 3 and check: the things Mariam uses in ber text. 4 Check the frst box as.a model if needed Then monitor and help as needed, 5) Check answers asa class | TT, a photo of ber [7] photos [7] a map [1 interesting facts ra) 4. Read and discuss Place students in pairs and ask them to count the paragraphs in the text. "Then ask them fo talk about why Mariam uses bold text. ‘Monitor and assist as necessary. Go over answers asa class. TE 1 She whites two paragraphs 2 She uses bold text to highlight interesting places in the 5 Do you want to go to Hurghada? Why? 1 Read the question and ask students to discuss it in pairs. Ask them to think of reasons for their answers 2. Monitor as they are working, then ask few pairs to share ther ideas with the class. ‘Students’ own answers 91iu ONpusE vey oes 1 Read Alex's article about Brighton and ‘complete the table = 1 Explain that students are now going to read about a city in a Bpland. Read the instructions with the lass and show them ‘where Brighton is on the map. 2. Goover any dificult words using the pictures, showing the picture ofthe Pier to explain what this is (@ wooden. sirueture often with rides which sticks out into the sea). i 3 With the class, read the table headings and then ask students naa td ‘ol # (rel ste: sng fe urksion eae ieee 4 Students complete the table. Monitor and assist as needed. Ecler t's asa oy and ebook ft eiptenserccna aster ene Seo maak saa bnsactanerto uses issn teteciot oa | inven | reir rte eget Town Brighton sea ie Eeriagey || es Whereis it? inthe south of fngland Pega reu ee na) rab op Ranch How many people Wed hve ery eu ae teste sou 220000 : ose eee Ment a in Brighton, Per, games and rides, the Lipside Down House “7 =| 5 Brighton Pe 92our 3. Gover answers asa class Students? own answers ‘About people lve here DENT'S BOOK pag 2 Think about your village or city. Do research and complete the table 1 Go over the categories in the table (they are the same as the Brighton text from page 84). [Ask students to find ut the same information for where they live. They can use the internet or books. Students could do this in pairs Try and pair up students ofeiffering abilities 30 ‘one can help the other. 3. Monitor and help as needed 4 Go through answers asa class. Pool information and see ‘what different information pairs came up with. Give praise. ‘Students’ own answers. 3 Read and complete. Write about your village or city 1 oats on the incomplete test with students and ask them to fill te gaps, using the formation gathered to complete the table in Exercise 2. Encourage students to draw pictures or stiek in photos if posible. 2, Encourage careful, detailed work and thoughtful answers Give prise for unusual facts or orignal views oftheir ity or village. Menitor and help as needed. 4 Work with a partner. Show your writing. Ask for their opinion. 1 Putstudents who you know work well together in pairs, Encourage students to be a ‘eritcal friend?” and give useful ‘and thoughtful feedback on each other's writing, 2. Model what todo with a confident student. Say, for ‘example: ke the way you talked about «il like to kow ‘more about ...1 think you could add more about ../Mayhe check your spelling here. 3. Students work together. Monitor and make sure each student gets the same amount of time (seta timer and then students ‘swap over. This will also help them focus). Ensure feedback Tanguage is constructive and positive while being use ul Closing ‘Ask students to reflect on Writing Exereises 2, 3 and 4 Did they enjoy writing about their town? Was the ‘eitical friend!” process helpful? Can they say atleast two things they eared from it? 93Objectives: ‘To read to understand a text Ree BQ) wctcsimnncaiewe story about ving ona boat Geabetpthe oma ch? To alk about the importance of helping oihers tera Serf Wes onc boat nthe To practice the prmnciation of word with ire te enatone cea bree vant? Soh gowe wih the They travel ce conn the Na . othe the surnre wer much is enos ay testing Language: Present simple for facts poses andhe meets peopl trom lover te worl. te ‘My fiend Sherif lives on a boat inthe Epoake Englch and Chinese with the touricts, rr ‘One day, the boat stopped and Sherif sow some childran Pas simple for completed actions Honing Suse) corm ona elite we theca ‘One dey the bot sopped and Sherif sow Shouted Meese help me! Seyret ther coled is ded shes dar eow the chin mped isthe lo ene cic saved the cle chemo Materials: Students Book pages 86-87 nese Thome you soc? Audio Biles 141-142 ‘Sherif was very hoppy. but he also decided to learn to swim. Opener cement cuits rms) oF) 1 her hosing oy the imme. + Asestdnts to tell you what they can remember about ee oes Hurghada and Brighton from the previous lesson. Seen ciciae a. 4 het impedino terre, = Presentation mmm MM 2 werk with apartner tek and newer 1. Adi any students have been ona boat onthe Nite. As for "Wi eit mportanttohelp others? 2 show of hands Tel students tey ate going to read a sory © Do youthinkis important to now how to nin? Why? about living om a boat on the Nile 2 Ask students to predict what the story might be about. STUDENT'S BOOK page 86 1. (2H [audio 1.41] Read and listen. How did ‘Sherif"s dad help the small child? ‘Sherif’s dad saved a small child from the tiver. 1 Ask students to look atthe picture and read the insiructions. 2 Ask students to listen tothe audio and follow the text. 2) Read again and write 7 (True) or F (False) 3. Students read again and find how Shent’s dad hetped the email cud 1 Ask students to read the text again and say ifthe statements 4 Play the auto aainforstudents to check theiranswer — MEmuRov flee EXER Poort arate My friend Sherif lives on a boat in the summer. His parents | work on wurist boats so he goes with them. They mavel wy and down the Nile, 1 F He tives on a boat.) He les the sunmer very much. He sees many interesting ar places and he meets people from all over the world. He aT speaks English and Chinese with the tourists 4 F Gils dad jumped int the river) (One day, the boat stopped and Sherif saw some children playing. Suddenty a small child fell into the river! The child shouted ‘Please help me!” 3 Work with a partner. Ask and answer Sherif called his dad. Sherf's dad saw the child and jumped into the river. He swam and saved the child! The child smiled 1 Read the questions aloud with the class and put students in ‘and said “Thank you so much! pairs. Sherif was very happy, but he atso decided wo learn to swim. ‘Monitor and help as needed. " ey Elicit responses from the class, asking different pars 94Qian corte ri a ae PRONUNCIATION S Match ond write a a Tip! Touch your neck wth your “Fel Your neck Gowen mov Say van. Whet de you feat? Sggested 015, 1 Because that creates a happy, healthy community, 2 Yes, because it ean save you if you fall into a river, for ‘example STUDENT'S BOOK Teal 4 Do you like the story? Explai | Direct attention to the word box. Read the words and check. for understanding. 2 In pais, ask students to answer the question by choosing a ‘espense from the box. Ask them to explain their answer, aiving reasons for their opinien. 3 Ask fora show of hands and elicit some of the responses, sharing the most interesting with the clas, ‘Students’ own answers 5 Match and write 1 Ask students to look atthe pictures and say the words if they can. 2. Asa class, lock atthe words inthe word box together. Go tHurough them and pronoun them clearly. Suadents listen. Say them again and students say the words with you. 3 Ask students to match the words tothe pictures and write the comect word under the picture 4 Monitor and help as needed. They can check their answers in Exercise 6, 6 (© [audio 1.42] Listen and check. Then listen and repeat 1 Ask students to listen and check their answers Play the aco, 2 Students listen and check. Then direct attention tothe Zip ‘bax. Get everyone to say the words and touch their throat Can they fel and hear the ciference? 3 Sturlents listen to the audio again and repeat the wor. cLxiiii>s 1 fish 7 vegetables Sface Closing © Ask students to think about the places they go to mostin a village or city and to think about which are their favorite places, in proparation forthe Lesson 6 ProjectLESSON 6 ‘Objectives: To research and complete a project about 1 Merkin groupe. Think and reseorch places n'a town, who works in theve places Tink chout ploces and how they belp us Inatown Wake @ ‘To design and ake a poster note the cee ee mea dima Fauve nd, | chackyouhow tae nur poster Todo a self-assessment of their prowess sires, | neeeicomean| ‘Vocabulary: every week, hap help, kind. “Hon cothrna | (a on Materials: Stunts Book pages 88-89 sreatendde | told tert for portant words Language: Revision of language from Unit ¥ raw ond fe Some plete you can vee Opener See capatevanmeintee ro ‘+ Greet each student as they come into class, 4+ Revise jobs and places in town from the unit cos Presentotion xs Ask students to discuss the paces they go to mostin a rele OIE Ha aT cl ore eesinea bat TS ae: village er eity and to think about which are their Favorite A tomy end ses her every week when we Buy food laces, as they did to end the last lesson. Moggle checks the fade fresh, she halpe ue when we 2 Tell students they are going to work togother to produce a ‘arf foc someting she very land che Rowe pester about places ina town and who works thee, 2 Present STUDENT'S BOOK eee) Seer viciee and coecoegeteeecmanetteeties 1 Work in groups. Think and research 1 Putstudents in groups, Ask them to think about places in a town and make a list ofthe places the group visits mast. 2. Onve they havea list, ask them to make another list of who ‘works in the places in a town and to think about how they help us 3, Ask students to read the Tip! box for ideas of what can go on thoir posters. Remind them to make the posters informative but eye-catching. 4 Let students look back atthe rest ofthe unit to remind them and give them ideas Ask suudents to decide who will do what in their groups (Cor example: writing, drawing, taking photos, making a map or diagram and how they will decide on important words). {6 Monitor and help the groups as needed. Make sure everyone is contributing, ‘Students? own answers 2 Read and do 1 Bring all the groups together before they make their posters and direct attention to the text and pictures in Exercise 2. Read the text aloud and the groupe follow and listen as you read. 3 Students design and make their posters. Monitor and help as needed ‘Students? own answers.SELF-ASSESSMENT + Look at the map and write 4 sentences with prapositione ‘Trane onert tthe sched. QO rcs \Wrtetwothings you enjoyed. Write two things you learned. 3 Present 1 Onceall the posters are finished and groups are happy with. them, make an exhibition, perhaps devoting several walls of the classroom or a space in the hall to the extibition, Students lielp you put up the posters. Then let students go around the exhibition and make notes on one thing they like about the posters and one suggestion for an improvement Remind students to make the comments positive and useful, ‘Students? own answers STUDENT'S BOOK page 89 Self-Assessment 4. Do you remember the names for the different rooms and houses? Look and write 1 Students look at the pictures and write as many of the names as they ean remember. 2. Monitor and encourage. Check and help with spelling if necessary, el 1 kitehen eave + bathroom living room, Shouse 6 balcony 7 dining room Saparment bedroom. tent Look at the map and write 4 sentences with prepositions 1 Students look atthe map carefully and write four sentences using the prepositions they know. 2. Monitor and ask students to check their sentences for any spelling mistakes, Niegested 155; ‘The museum is next tothe school. House Bis between the school and the supermarket Hiouse Cis behind the shopping mall, Lateef Street isin front of the post office. 6 Think about Unit 4 1 Students think about the unit. Encourage them to Took back: through the unit to remind themselves and think about things they enjoyed and things they learned. Students write 2 things they enjoyed and 2 things they lcamed. 3° Monitor and help with spelling but not the actual content of the writing Closing + Letother clases view the exhibition and leave comments for the class. They could also vote for their favorite poster. + Ask the class to choose their favorite parts of Unit 97