الجزء الثالث دليل المعلم كونكت بلس أولى ابتدائي التيرم الأول

Unit 4 Unit 4 On the farm W
1 Look, listen and read
LESSON 1 SB pages 5 2 -5 3
AB pages 5 0 -5 1
Objectives: To listen to follow a dialog
To talk about farm animals
To say whether the farm animals are big
or small beak wings
To identify and complete with farm
vocabulary
To complete a crossword
To use the verb be in the present simple
affirmative, third person, singular and plural
Vocabulary: horse, cow, sheep, goat, fish, chicken, Look! A horse.

duck, bird, farm, beak, wings, tail, antlers
It’s a big horse. It has
brown hair and a long tail.
Language: They are big.
It is small. Look! Ducks. They are small ducks. A duck
has two wings and one beak.
Materials: Student’s Book pages 52 and 53
Activity Book pages 50 and 51 Look! A goat!
Class CD It’s funny! A goat has four
Flash cards: horse, cow, sheep, goat, fish, legs and small antlers.
52
chicken, duck, bird
A soft ball
White paper – one for each student for Bingo! 4 Explain that you are going to play the CD and ask students
to follow in their books as they listen. Play the and point
to the characters as they speak.
Opener 5 Say Look, listen and read. Students follow the again,
sentence by sentence. Ask students to repeat the sentences
• Play the Hello! Games bank, page . and point to the character who is speaking each time.
• Play Catch and say Games bank, page with the
town and park words from the last unit. Audioscript
Presentation Youssef: Look! horse.
Hany: It’s a big horse. It has brown hair and a long tail.
1 se the flash cards to revise and present the farm animals.
Youssef: Look! ucks.
2 Say each word clearly and carefully and have students repeat
chorally and individually. heck pronunciation. Hany: They are small ducks. duck has two wings and
Stick the flash cards on the board. Say the word, then one beak.
students point to the correct flash card and repeat. Youssef: Look! goat!
4 Play Go to the word or letter Games bank, page Hany: It’s funny! goat has four legs and small antlers.
with the farm animal flash cards.
STUDENT'S BOOK page 52 Extra practice

Ask students to read the dialog in pairs.
1 Look, listen and read Go around and monitor their work.
Ask one or two confident pairs to act out their dialogs to
1 elp students to find pages and .
the class.
Ask students to say what they can see in the pictures.
3 Elicit the new vocabulary they’ve just learned from the
flash cards.
104
What lives on the farm?
Unit 4
Unit 4
2 Look, listen and say
6 Use this opportunity to now input It is small/big for one

animal and They are big/small for multiple animals.
7 Ask students to look at Exercise 3.
8 Elicit the vocabulary in the pictures and the number of
animals in each case.
9 Read the sentences and check meaning and pronunciation.
10 Have students repeat chorally and individually.
11 Now ask students to work in pairs to match the sentences
with the pictures.
12 Circulate and check everyone’s on task. Give help as
necessary.
13 Check answers as a class.
Answers:
3 Read, match and say
2 -- c 3 -- b 4 -- a
a b
1 Horses are big.
2 A bird is small.
c
3 Chickens are small. d
4 A cow is big.
Language: They are (big / small).

Vocabulary: duck, chicken, sheep, horse, cow, bird, farm 53
STUDENT'S BOOK page 53

1 Ask students to say what they can see in the pictures.
2 Play the CD. Students listen and repeat.
3 Ask students to say the animal names without the CD.
Audioscript
horses cows sheep a fish
5 chickens 6 ducks 7 a bird
3 Read, match and say

1 The meaning of big and little needs to be checked at
this stage.
2 Students are familiar with the words from earlier in the book
but their meaning will need to be consolidated.
3 This can be done quite simply by holding up or pointing to
classroom objects and asking Is it big or small?
4 You can also do some simple drawings on the board, e.g. of
different, sized flowers or pens, etc. and check meaning.
5 Then, divide the board in two and write big on one side and
small on the other. Then, show the flash cards of the animals
again. Practice the pronunciation of the animal’s name,
then ask Is it big or small? Then stick the flash card on the
correct side.
105
Unit 4
Unit 4 On the farm W
1 Look, match and trace

A
1 a ducks
ACTIVITY BOOK page 50
1 Look, match and trace 2
2 b goats
1 elp students to find Activity Book page .
Students will now see the animals as photos, rather than
pictures, so exploit the images. 5
3 Take your Activity Book and pencil and show how to match 3 c a small horse
the photos with the words.
Ask them to continue in pairs. 7
irculate and check everyone’s on task.
heck their answers as a class. 4 da big horse
8
Answers: 2 Look, read and complete
2–a 3–d 4–c big ducks funny goats horse small
2 Look, read and complete

1 heck students understand the task. raw their attention to
the word box at the top and say that they need to complete
the words. 1 It’s a b _ _ hors_ . 2 They are sm _ _ l 3 The g _ _ _ _ are
2 Check everyone understands ‘funny’ and practice its d ____ . f ____ .
pronunciation.
3 Now point and say
Say they should complete the missing letters.
o the first one with them on the board, with you eliciting
and writing the letters. 50
Ask them to continue.

irculate and check everyone’s understood.
7 Check answers on the board – copy up the incomplete words
and have students come up to add in the missing letters.
Answers:
1 big horse
2 small, ducks
3 goats, funny
3 Now point and say

1 Point to a few of the scenes on the page.
Elicit the vocabulary from students.
ave them continue in pairs. If they need to be energized,
have them get up and mingle, with their Activity Books,
asking and answering questions about the pictures on
the page.
106
Unit 4
What lives on the farm? Unit 4
1 Complete the crossword 1
g Down
Across
o 2 Look, read and circle
a 1 Ask students to look at the sentences with you.
1
2 t 3 heck the meaning of each.
4 2 s Exploit the pictures and elicit what students can see.
6
Show them how to circle the correct word.
5
3 Ask them to continue, and circulate and help.
5
heck answers as a class.
7 4 Answers:
7
8 1 small big chickens fish

6
8
Extra practice
se the animal flash cards. Show them one at a time.
2 Look, read and circle
Students say the animal and whether it is big or small, e.g.
The duck is small. ontinue with other animals.
1 They are big / small.
Closing
2 It is big / small. • Say Good, you can talk about animals.
• Explain that in the next lesson, they will talk more about
animals, where they live and what they eat.
3 They are ducks / chickens.
4 It’s a fish / bird.

51

1 Complete the crossword
1 elp students to find Activity Book page 1.
Exploit the pictures and elicit the new animal words.
3 Elicit 2 across and show students how to write it into the
squares, letter by letter.
Ask them to continue. While they do so, quickly copy the
crossword onto the board, with neat squares so students can
complete it easily.
irculate and check everyone’s on task. Give help if
necessary.
When everyone is ready, invite students to come up to the
board to write in the words.
heck their answers with the class as they write them up.
Answers:
Across: 2 sheep
5 bird
7 chicken
cows
Down: 1 goats
3 horse
fish
6 ducks
107
Unit 4
Animals
1 Look and read
LESSON 2 SB page 5 4 AB page 5 2 It lives on the farm.

It eats hay.
Objectives: To talk further about animals
To describe where animals live, how they
move and what they eat
To listen to match verbs to their pictures 2 Listen and match
To use the present simple third person
affirmative 1 It eats grass.
Vocabulary: fish, cow, horse, bird, goat, farm, on the a b
farm, hay, eat, grass, swim, run, field, 2 It swims in the water.
y, sky, live
Language: It eats grass. It swims in the water. It runs in
3 It runs in the field.
the field. It ies in the sky. c
It’s a fish goat horse, etc. d
Materials: Student’s Book page 54 4 It flies in the sky.

Activity Book page 52
Class CD
Flash cards: horse, cow, sheep, goat, fish, 3 Look again and say
chicken, duck, bird
Pre-prepared Domino cards for Dominoes
game It’s a cow. It lives on
White slips of paper for the Extra practice the farm. It eats grass.
arge whiteboard pens, one for each student
Opener
Language: It eats / runs / swims.
54
• se the flash cards to revise the animals.

• Play ominoes Games bank, page with cards you atch the horse and run flash cards to make the sentence It
have prepared in the following way: on one side you have runs in the field.
the picture of the animal from the lesson and on the other the atch the cow and grass flash cards to make the sentence It
animal word. These can appear multiple times in the game. eats grass.
olor the pictures if they aren’t colored already, then cut up All these sentences will need to be shown and repeated
the cards. You will need multiple copies according to the a number of times for the students to understand and
size of your class – allow for one set for every two students. repeat them.
Alternatively, you can encourage students to make the cards You can mismatch the flash cards, e.g. cow and water, and
themselves. Give children space to play the game – either ask students Is it correct or wrong? to check understanding.
on their desks or on the floor, if it’s clean. Give out the cards
and explain how to play it, then circulate and show interest
in how students are getting on. Round up when you feel the STUDENT'S BOOK page 54
game has come to a natural end, and one person is a clear
winner in each case. 1 Look and read
1 elp students to find page .
Presentation 2 Ask students to say what they can see in the picture and
1 se the flash cards to check pronunciation of all the words. check pronunciation.
2 Check meaning and practice the pronunciation chorally 3 Ask oes it live in water? and students should reply o, it
and individually. lives on the farm. Ask oes it eat grass? and students should
3 Start to make connections between the words by sticking the reply o, it eats hay.
flash cards next to each other on the board, e.g. the goat and Read the sentences together with the class.
the farm, and help students to make the sentence It lives on
the farm. Then put up the hay flash card next to the goat to 2 Listen and match
elicit the sentence It eats hay.
atch the bird and fly flash cards to make the sentence It 1 Ask students to look at Exercise .
ies in the sky. 2 Ask them to listen to the CD and to match the sentences to
atch the fish and water flash cards to make the sentence It the pictures.
swims in the water. 3 They should be able to do this as they’ve now done lots of
matching activities, but you might feel it’s better to play an
item at a time, pause, and then continue.
108
Unit 4
Animals
1 Look, read and circle 2 Color
You will say sentences and if they’re true for the students’
1 It eats grass. Yes/No
animals, they should stand up, e.g. It eats grass. Students
with a cow, goat and horse can stand up. They should hold
up their animal label as they stand so you can check.
2 It runs in the field. Yes/No

3 It swims in the water. Yes/No
1 elp students to find Activity Book page .
4 It eats hay. Yes/No 2 Have a look at Exercise 1 with students and elicit what they
can see.
Then, read the sentences with them and have them repeat.
4 They should now decide if the sentence is yes or no for
5 It flies in the sky. Yes/No
the animal in the picture. o the first one with them as an
example.
. 3 Look again and write This is the first time they’ve done an activity of this type so
students may need guidance.
bird cow farm goat horse fish farm Say they should continue, working in pairs.
cow
1 It’s a ......................... . irculate and check everyone has understood what to do.
heck their answers as a class.
2 It’s a ......................... .
3 It’s a ......................... . Answers:

4 It’s a ......................... . They live on the ......................... .
1 Yes 2 Yes 3 No 4 Yes 5 No
5 A ......................... does not live on the ......................... .
52
2 Color
1 Students color the pictures of the animals.
Play the again. Students listen and repeat.
2 Go around and check they are doing this well.
Audioscript
Students’ own answers
It eats grass.
It swims in the water. 3 Look again and write
It runs in the field.
It ies in the sky. 1 Look at Exercise 3 with students and have them read the
words in the box.
2 Show them the example and the way the sentences relate to
Answers: the pictures in Exercise 1.
3 Show them that they should copy the words from the word
b–3 c–1 d–2
box into the relevant sentences, always checking the animals
in the pictures in Exercise 1.
3 Look again and say Ask them to continue, working in pairs. irculate and help
as necessary.
1 Read the speech bubble example together with the class. heck the answers as a class.
2 Ask students to look at the pictures in Exercises 1 and 2
again and say what they can see. Answers:
Ask them to continue in pairs, pointing and saying what they
can see in the pictures. horse bird goat, farm fish, farm
Extra practice
Closing
Give out some white slips of paper and large whiteboard pens,
one for each student. • Tell students they can now talk about animals, where they
Each student should write the name of an animal from the live and what they eat.
lesson on the paper in large letters, so you can see from the • Explain that in the next lesson, they will do a farm quiz.
front. irculate and check everyone is doing so correctly,
and give help as necessary.
109
Unit 4 Reading Unit 4
1 Do the farm quiz. Read, number and write
LESSON 3 SB page 5 5 AB page 5 3

1 It’s big. It’s brown.
Objectives: To identify animals from simple descriptions It runs in the field.
To review big/small What is it?
To review colors: brown, gray, white, black,
yellow 2 It’s small. It’s in
To use big small and color to give different colors; white,
description. black or brown. It lives
on the farm.
Vocabulary: brown, gray, white, black, yellow small big, What is it?
horse, fish, bird, goat
3 It’s small. It flies in the
Language: What is it? It’s big. It’s brown. It runs swims sky. What is it?
ies eats.
Materials: Student’s Book page 55 4 It’s gray. It swims in the

Activity Book page 53 water. What is it?
Flash cards: horse, cow, sheep, goat, fish,
chicken, duck, bird colors: brown, gray, 5 It’s white and brown.
white, black, yellow 1 It’s funny. It eats hay.
Domino cards from last class What is it?
Coloring pencils
Opener
55
• se the flash cards to review animals and colors.
• Then review big and small.
• Stick the flash cards on the board, say the words and have Ask students to continue in pairs, writing the relevant
students point to the flash card and repeat. Ask the question numbers in the boxes.
What is it?’ to elicit their responses. irculate and check everyone’s understood what to do.
• Play Guess the word Games bank, page with animal heck answers as a class.
domino cards from last class: put students in pairs and give ave students read the sentences again.
them a set of domino cards each, but this time they won’t Ask students to work in pairs to write the words for the
use the cards to play ominoes. They take about six cards animals under the pictures. They can look back in the book
each, which their partner can’t see and they then look at the for help with spelling.
animals, one by one. They want their partner to guess the If you want to exploit the language further, you could put
animals they have in their hand, but they can’t say the word. all the farm animal flash cards on the board and ask students
They should therefore give sentences so their partner can to point to the ones which fit with each sentence. You could
guess which animal it is: they can, e.g. say It ies in the sky, then ask them to look up from their books and ask them to
what is it? and their partner should guess bird, etc. ontinue make the sentences about the animals by just referring to the
for a few turns. irculate and give any help necessary. flash cards.
They could also play this in small groups. It works well as
students now have to produce the language for their partner Answers:
to be able to understand in order to guess the animal, and
this can prove quite challenging, but also rewarding. 1 - horse
2 - chicken
3 - bird
STUDENT'S BOOK page 55 - fish
5 - goat
1 Do the farm q uiz . Read, number and write
Ask students what they can see in the pictures.
Read the first description and help students decide which
picture it matches horse . Encourage students to write in
the box next to the picture.
110
Unit 4
Reading Unit 4
1 Read, match and trace 2 Color
1 It swims in the water.

2 Color
1 It’s gray. 1 Say that now they’ve read and matched the sentences to
the pictures, they can color the animals according to the
2 It’s white and brown. descriptions. Give out coloring pencils and show students
It eats hay. It’s funny. horse that they need to color the animals according to the color in
the sentences.
fish 3 It’s big and black. It
irculate and check everyone’s understood. omment on
their coloring and have them talk about the different animals.
runs in the field.
4 It’s small and yellow. Students’ own answers

It lives on the farm. bird 3 Read again. Ask and answer
5 It’s small and brown.
1 Ask students to work in pairs.
It flies in the sky. ne student should read each sentence, then say What is it?
goat and their partner should say the animal.
They should continue until they’ve described all the animals.
chicken Closing
3 Read again. Ask and answer
• Praise students for their hard work.
It swims in the water. It’s gray. What is it?
• Say that in the next lesson, they are going to learn about what
grows in a forest.
It’s a fish.
53

1 Read, match and trace
1 elp students to find page of their Activity Book.
Ask students to look at the pictures and describe the animals,
what they eat and where they live.
Then, read the sentences with students and have them match
the sentences to the pictures, as in the example. Then trace
the words under the pictures.
irculate and check everyone’s on task check answers.
Answers:
2 - goat
3 - horse
4 - chicken
5 - bird
111
Unit 4
What grows in the forest?
W
1 Listen, point and say
LESSON 4 SB page 5 6 AB page 5 4 1 2
Objectives: To talk about different things in the forest

To trace the forest words bush
tree
To label pictures with forest words
5
Life skills: Critical thinking: observation
3 4
Vocabulary: tree, bush, ower, grass, leaf
Materials: Student’s Book page 56 flower grass leaf

Class CD 2 Look, choose and write
Flash cards: horse, cow, sheep, goat, fish,
chicken, duck, bird colors: brown, gray,
white, black, yellow tree, bush, flower, 1
grass, leaf 2
Soft ball
White paper
Coloring pencils 3
4 5
Opener 1 tree
.......................................... 4 ..........................................
• Quickly review the animal and color words from last class 2 .......................................... 5 ..........................................
with the flash cards.
• Play Catch and say Games bank, page to practice 56 3 ..........................................
the vocabulary.
• Play Color spot Games bank, page to practice 2 Look, choose and write
the colors.
1 Draw students’ attention back to Exercise 1 and elicit the
vocabulary for each picture.
Presentation 2 Tell them they should look at each picture to tell them which
1 se the flash cards to present the forest words. word to write in Exercise .
2 Say each word carefully and have students repeat chorally ow have students write each of the correct words carefully.
and individually. irculate and give help as necessary with handwriting skills.
3 Give out white paper and say students should work in small heck answers with the class.
groups and do drawings for their team mates to guess the
words – they can be animal or forest words. Answers:
2 bush
STUDENT'S BOOK page 56 3 grass
4 leaf
1 Listen, point and say flower
Play the . Students listen and read.
Play the again. Students listen and repeat.
ow, ask students to read the words without the .
Audioscript
tree, bush, ower, grass, leaf
112
Unit 4
What grows in the forest?
1 Look and write

grass flowers leaf tree bush 2 Draw, point and say
1 2 3 1 Show students the white space in this exercise.
Say this is for them to draw a selection of forest words.
3 Give out coloring pencils and allow time for them to do
their drawings.
irculate and comment on their pictures, asking questions
bush
for them to describe them further, e.g. Is it big or small?
................ ................ ................
What color?
When they have finished drawing and coloring, they can get
4 5
up and mingle, show their Activity Books and telling each
other about their forest scenes.

................ ................
2 Draw, point and say Extra practice

To energize the class and review essential vocabulary, have a
game of Sorting Games bank, page 1 with animal, color
and forest words: divide the board into sections, Animals,
olors and Forest, with a label for each. Then mix up all the
flash cards and show a random one – students should raise
their hands and you choose one to come forward and stick
the flash card in the correct category. ontinue with
more cards.
54 Closing
• Tell students that they have done really well. They can now
talk about things in the forest.
ACTIVITY BOOK page 54 • Explain that in the next lesson, they will learn more about
what they can see in the forest.
1 Look and write
1 elp students to find page in their Activity Book.
3 Then show them that they should label the pictures by using
the words from the box, and show them the example.
Ask them to continue in pairs.
irculate and help as necessary.
heck answers as a class. ave students read the words
aloud to practice their pronunciation again.
Answers:
flowers
3 grass
4 leaf
5 tree
113
Unit 4 Reading Unit 4
1 Listen and read
The trees are tall. Birds live in the trees.

The bush is small. It has green leaves.
The flowers are pretty.
We play on the grass.
Objectives: To use third person singular and plural
present simple affirmative to form sentences
To use singular and plural nouns
To use irregular plurals, e.g. leaf leaves, to
describe things in the forest
Vocabulary: trees, tall, pretty, play, leaf, leave
Language: The trees are tall. It has green leaves. The

owers are pretty. leaf leaves
Materials: Student’s Book page 57

Class CD 2 Read again and write
Extra pictures of forests, with tall trees,
pretty flowers and bushes from books, leaves trees grass flowers bush
magazines or the internet
Pre-prepared slips for the Activity Book 1 The trees are tall.
Extra practice activity
2 The is small.
3 It has green .
Opener 4 The are pretty.
• Play Word whispers Games bank, page 11 with some of the 5 We play on the .
57
animal, colors and forest words, e.g. cow, horse, yellow, bush.
Presentation Audioscript
1 Ask students to gather near you so they can see your The trees are tall. irds live in the trees.
forest pictures. The bush is small. It has green leaves.
2 Use your forest pictures to elicit as much vocabulary as
The owers are pretty.
possible – talk about the tall trees, the pretty flowers and the
We play on the grass.
bushes. Elicit the colors and talk about the animals, if there
are any.
Explain that today, they are going to look at another forest Extra practice
scene and describe it.
ave students work in groups of four and say the text. They
should rehearse. irculate and check pronunciation, giving
STUDENT'S BOOK page 57 help as necessary.
When students are ready, a few of them could present to
1 Listen and read the class.
1 Exploit the forest scene and have students describe as much 2 Read again and write
as possible.
1 Show students the text in Exercise 1 and say they should
Read the sentences with students and have them repeat.
complete this text in the same way, using the words in
Play the . Students listen and repeat.
the box.
ow ask students to read the lines without the .
Show them the example.
5 Draw students’ attention to the singular and plural form of
Ask them to continue in pairs. irculate and help if
leaf leaves. Point out that the f becomes a v in the plural
necessary, especially with handwriting skills.
form. heck their pronunciation i.e. leaf ends with an
heck the answers as a class.
unvoiced sound whiles leaves ends with a voiced sound, so
5 You could write the incomplete sentences on the board and
students can touch their neck to feel the difference chorally
invite students to come up and complete them.
and individually.
Answers:
bush leaves flowers grass

114
Unit 4
Reading Unit 4
1 Match
Extra practice
. 1 We play in the trees.
2 Birds live green leaves.

Before class, prepare slips for the students.
3 The trees pretty. They should have half of the sentences written on them as
per Exercise 1. ake multiple copies of each sentence half
4 The bush has on the grass. so students have about three slips each. For good measure,
you could add in a few more sentences in halves, e.g. I am
5 The flowers are are tall.
and gyptian and irds and y in the sky, etc.
2 Read again and number 3 Color They should get up and mingle, reading out their sentence
halves and matching them with other students’. The student
a b
who identifies the complete sentence wins the slip from the
other student.
The game continues until everyone has matched their slips.
The winner is the student with most slips.
2 Read again and number

c d 1 This is a reading comprehension task and involves reading
the sentences in Exercise 1 in the correct order.
2 Encourage students to write next to the picture with children
on the grass. This indicates that it’s the first sentence.
Ask students to continue in pairs.
irculate and offer help and support, as necessary.
e heck the answers with the class.
Answers:
55
a–5 b–2 c–4
d–1 e–3
ACTIVITY BOOK page 55 3 Color

1 Match 1 Ask students to color the pictures.
Go around and check they are doing this well.
Show students that the sentences are incomplete.
3 Use your Activity Book and pencil to show students how Students’ own answers
to connect the two parts of the sentences, remembering the
sentences from the Student’s Book.
Closing
Students continue in pairs.
irculate and check that everyone’s on task. Give help • Remind students how well they have done. They have
as necessary. talked about things in the forest and have made sentences
6 Check the answers by having students read out their in English.
sentences. • Say e t we will discuss how we can help our local
environment.
Answers:
Birds live in the trees.

The trees are tall.
The bush has green leaves.
The flowers are pretty.
115
Unit 4
Unit XX XXXXXXX
Issues: Environmental responsibility
We look after our world
Rubric
1 Listen, read and point
Objectives: To understand how we can help our local

environment
To gain an understanding of good and
bad behavior with regard to helping
We look after our world.
the environment
To talk about how you help the environment We don’t drop litter. We recycle plastic.
To use first person plural of the present
We plant trees. We save water.
simple affirmative and negative
Vocabulary: look after, world, drop litter, recycle plastic, 2 Look and check (✔) or cross (✘)
save water, plant trees
Language: We look after our world. We don’t drop litter.
Materials: Student’s Book page

Class CD
A soft ball 3 Listen and say. Ask and answer for you
Pictures of the forest, as used in last class
Extra pictures showing how to look after
How do you look after our world?
our world, showing people picking up and
dropping litter, recycling plastic, saving 58
I don’t drop litter.
water and planting trees
Read the sentences and have students repeat.
4 Say Listen and play the , encouraging students to
Opener repeat sentences.
• Play Hello! Games bank, page .
• Play Catch and say Games bank, page with Audioscript
animals, colors and forest words. We look after our world.
We don’t drop litter.
Presentation We recycle plastic.
1 Invite students to sit nearer you and revisit the forest pictures We plant trees.
from last class, exploiting and eliciting as much vocabulary We save water.
as possible.
2 This will provide a nice lead-in to the next set of pictures 2 Look and check ( �) or cross ( �)
showing how we should look after the environment.
3 These are the words and phrases you need to input and 1 Look at the pictures and invite discussion as to which ones
practice here: look after, world, drop litter, recycle plastic, are helping the environment or not.
save water, plant trees so make sure these are covered at Work through the pictures with students, discussing on
this point. which to check and which to cross.
4 Practice the new words and phrases chorally and
individually. Answers:
1 2 3
ook at the photos of the children. Elicit as much vocabulary
as possible with students.
116
Unit 4
We look after our world
1 Look and read. Write A, B, C, D or E

1 Look and read. Write A, B , C, D or E
Exploit the pictures, eliciting vocabulary and inviting
discussion.
................... A
................... ................... ................... ................... 3 This is another reading activity and adds to the sub-skills
students are developing in becoming better readers of
A We look after our world. D We don’t drop litter. English.
ook at the example then ask students to continue in pairs.
B We recycle plastic. E We save water.
irculate and help as necessary.
C We plant trees. heck answers with the class.
2 Read and complete Answers:

plastic litter trees water
B– C–
How do you look after our world?
litter.
I don’t drop .........
I recycle .............. . D– E–
I save .............. .
I plant .............. .
56 2 Read and complete
1 Look at the question and practice its pronunciation chorally
and individually.
3 Listen and say. Ask and answer for you 2 A good way of doing this is to see it as a cluster of sounds
1 Students now ask each other about what they do to help in phonemic script: /’haud u:l k’a:ft∂rau’w :ld . Try and
the environment. practice it with students looking at you and not at the words,
2 They can say some things from the page in English but may as this could confuse them.
want to add with further ideas, e.g. not use one-use plastic, 3 Students could now stand up and ask each other the question
divide up your trash, use a special cup for water and not buy and they could give answers.
plastic bottles, walk rather than take the car, pick litter off Students sit down. Ask them to look at the incomplete
the beach, etc. sentences and have them complete them with the words in
Students work in pairs to complete the task, but be the box.
ready to give more vocabulary as they come up with heck their answers. Ask them to read the words and check
more suggestions. their pronunciation.
Answers:
I recycle plastic.
I save water.
I plant trees.
Closing
• Say ow you can talk about helping the environment
in nglish.
• Explain that in the next lesson, they will talk about more
animals and how they live.
117
Unit 4 Unit
What we need Unit XX
4
1 Look and read
This is my pet. It’s
a rabbit. It needs
LESSON 7 SB page 5 9 AB page 5 7 food and water
every day. It needs
a clean house.
Objectives: To talk about what animals and plants
need to survive 1 What do animals need to live?
To match sentence halves about animal
and plant needs
To complete sentences about animal and
plant needs shelter
water
To use present simple third person plural food
interrogative and affirmative forms to talk 2 What do plants need to live?
about animals and plants
CLIL: Science: what do animals and plants need?

soil
Vocabulary: rabbit, shelter, food, water, soil, sunshine, sunshine water
rain, get water, clean, pet, need
2 Read and match
Language: What do animals need to live? a sunshine, water and soil.
1 The pet rabbit needs
nimals need food, water and shelter. b every day.
2 Plants need
What do plants need to live? c food, water and shelter.
lants need sunshine, water and soil. 3 I give my pet food and water
and say
Materials: Student’s Book page 3 What do we need to live? Look, circle
The environment pictures from last class
Flash cards: rabbit, shelter, food, water,
soil, sunshine, rain Language: xxxxxxxxxx 59
Optional: extra pictures showing how
pet rabbits are cared for – these can be
obtained on the internet Read the text with the students and help with understanding.
ptional: poster card, coloring pencils and over the questions and see if they can reproduce them.
magazines for pictures nce again, you will need to give them help with saying the
questions fluently and not as separate words. Work on their
Opener intonation too.
• Play Word whispers Games bank, page 11 with sentences
from the last lesson, e.g. I don’t drop litter. Extra practice
• Use the environment pictures to promote discussion about
how we can protect the environment. Exercise 1 is very rich in vocabulary so it is good idea to
re-use the flash cards at this point to check the new lexis.
Presentation You could play a game of emory Games bank, page or
What,s missing Games bank, page 11 to further consolidate
1 se the flash cards to present the new words. the new words.
Say each word carefully and clearly for students to repeat. heck pronunciation chorally and individually.
Practice the words chorally and individually.
4 Say This is my pet rabbit. It needs food and water every day. 2 Read and match
It needs a clean house.
If you have extra pictures showing how pet rabbits are cared 1 Read the half sentences with students.
for, show these and promote further discussion. heck pronunciation once again.
heck understanding of these sentences. 3 Show them how to match the sentence halves with
their pencil.
Ask them to continue in pairs. irculate and check
STUDENT'S BOOK page 59 everyone’s on task.
1 Look and read
1 elp students to find page . Ask them what they can see in Answers:
the pictures and elicit revise the new words, i.e. food, water,
shelter, water, soil. 1–c 2–a 3–b
118
Unit 4
What we need Unit 4
1 Look, read and write the number
1 rabbit 2 shelter 3 food 4 water ACTIVITY BOOK page 57

5 soil 6 sunshine 7 rain
1 elp students to find page of their Activity Book. Ask
students what they can see in the picture. Elicit all new
2
vocabulary and check the pronunciation once again.
Show students the example and say they should continue,
writing the numbers in the relevant boxes, working in pairs.
irculate What
and check everyone’s on task. Unit
we need elp if4necessary.
Answers: 1 rabbit 2 shelter 3 food 4 water

5 soil 6 sunshine 7 rain
2 Complete
food water shelter soil sunshine water 2
6 7
1 The pet rabbit needs water
.............., .............., 4 1
and .............. . 3
5
2 Complete
2 Plants need .............., .............. and food water shelter soil sunshine water
.............. .
2 Complete1 The pet rabbit needs water
.............., ..............,
1 Look at the pictures with students and elicit all new

and .............. .
vocabulary.2 Plants need .............., .............. and

3 We need .............., .............., .............. and .............. . Show them the example and the words in the box above.
57 .............. .
Indicate that they should continue writing in the
relevant words.
3 We need .............., .............., .............. and .............. .
3 What do we need to live? Look, circle and say They should work in pairs. 57
irculate and check everyone’s understood. Give help with

1 Look at the pictures with students and discuss what we
handwriting skills if necessary.
humans need to live.
Supply new vocabulary as necessary.
Answers:
Answers:
1 food, shelter
water, soil, sunshine
food, shelter, sunshine, water
Closing
Extra practice • Praise students for all their hard work in this lesson.
If time allows, this would be an excellent opportunity for • Remind them that they can talk about what animals, people
students to produce simple posters with the question ‘What and plants need to live.
do we need to live?’ • Tell them that in the next lesson they will look further at
They should work in small groups to come up with some what plants need to live.
relevant pictures, either drawn or cut from magazines,
showing people eating, houses, sunshine and water. You may
want to cut the pictures out before class to save time.
You could ask students to label the pictures if they are able
to copy.
isplay the posters around the classroom.
119
Unit 4 CLIL: Science
Plants
1 Listen and read
LESSON 8
1 2
SB page 6 0 AB page 5 8
Objectives: To identify the different parts of a plant

To label a plant
To complete sentences about a plant
To use the present simple third person Plants have roots. The stem grows from
The roots are in soil. the roots.
plural affirmative form with have, be and
other verbs to talk about different parts of 3 4
a plant
CLIL: Science: plants
Vocabulary: root, stem, grow, rose, pretty, owers, leaf

leaves Leaves grow on This plant is a sun flower.
the stem. It has a pretty flower.
Language: lants have roots. The roots are in the soil. 2 Look and write leaves stem flower roots
Critical thinking: Analyzing the structure of a plant

Activity Book page
Flash cards: root, stem, grow, pretty,
flowers, leaf leaves
Optional: pot plants from your home or
the school 1 leaves 2 3 4
Coloring pencils 60
Opener STUDENT'S BOOK page 60

• Play Hello! Games bank, page .
• Use the extra pictures and posters from last class to review 1 Listen and read
what animals and people need to live. 1 elp students to find page .
Exploit the pictures and elicit all the new words, checking
Presentation pronunciation once again.
Read the sentences with students and check meaning. To do
1 Say you are now going to talk about plants.
this, ask questions like o leaves grow on the roots?, re the
2 Ask students to gather around you while you look at the pot
roots ne t to the owers?, etc.
plant together.
heck pronunciation again.
3 Using this realia you can talk about the roots (obviously you
ow play the and have students listen, then repeat again.
can’t show them the roots but you could if you had a weed
you’d picked out the ground that morning – otherwise just
draw them on the board , the stem, the leaves, the flowers.
Audioscript
You can also use the flash cards to present these separately. lants have roots.
nce students are familiar with the new words, present The roots are in the soil.
them within sentences, e.g. Leaves grow on the stem, so that The stem grows from the roots.
students are fully prepared for the lesson. Leaves grow on the stem.
Give the pronunciation of the new words and sentences, and This plant is a sun ower. It has a pretty ower.
have students repeat chorally and individually.
Ask students to go back to their seats and, if time allows, ask
them to do a drawing of a plant, with labels in place you 2 Look and write
may need to help them with an example on the board . 1 Look at the picture of the plant with students and elicit as
much new language as possible.
o item 1 with them as an example leaves .
ave them continue in pairs.
120
Unit 4
Plants
1 Look, read and write leaves roots flower soil stem

2 .............. 1 Look, read and write
1 ..............
2 Look at the diagram of the plant and elicit all new language
with students.
3 Show them the word pool at the top and indicate that they
4 should write the words in the blank spaces. Point to the first
.............. arrow and then the leaves. Encourage them to write leaves in
the blank space.
3 ..............
everyone’s on task. Give help as necessary.
5 ..............
Answers:
2 Read and complete 1 leaves
flower
flowers Leaves roots soil stem 3 roots
roots . The roots are in .............. .
4 stem
1 Plants have ..............
5 soil
2 The .............. grows from the roots.
3 .............. grow on the stem.
2 Read and complete
4 Plants have pretty .............. .
1 Students should now complete sentences with the words in
58 the box.
Show them the example and ask them to continue in pairs.
irculate and check everyone’s understood. Give help if irculate and check everyone’s on task. Give help as
necessary, particularly with handwriting skills. necessary, particularly with handwriting skills.
heck their answers. heck answers with the class.
Answers: Answers:
2 roots 1 soil
3 stem 2 stem
flower 3 Leaves
flowers
Extra practice Closing

Take the focus away from the book. • Say ow you can identify different parts of a plant in
Have students come back near you to the front of the class nglish.
and look at the pot plant again with them, describing it • Explain that in the next lesson, they will look at some
once more. sounds in English.
121
Unit 4 Learn Phonics with Busy Bee!
ai ay a-e
Objectives: To recognize and produce the letter rain play cake

sounds /eΙ/
To find words with the eΙ/ sound
To write words with the letters ai, ay 2 Underline ai, ay and a-e. Say the words
and a e
Vocabulary: tail, play, shake, rain, train, hay, play,

cake, gate
tail hay gate
Activity Book page
Class CD 3 Read, write and say
Phonic cards with the words: tail, play, play hay cake rain
shake, rain, train, hay, play, cake, gate
Opener 1 Horses eat .
• Play Word whispers Games bank, page 11 with short

sentences from the last lesson, e.g. lants have roots.
2 I eat .
Presentation
3 We in the .
1 Draw a picture of rain on the board and ask What’s this?
61
Elicit rain.
2 Write the word on the board and circle the letters ai.
3 Point at the letters and say /eΙ . Students repeat the sound 2 U nderline ai, ay and a- e. Say the words
/eΙ with you.
4 Point at the rain again and elicit rain. Then say eΙ/ rain. 1 Look at the pictures with the class and present/identify the
Repeat for play and the letters ay. items in the pictures. Say What’s this? and elicit tail, hay and
Repeat for cake and the letters a e. gate. Say the words together with the class.
ontinue with the other phonic cards. Point to the tail. Say the word tail. Say eΙ/ tail. Point to the
letters ai and show the students how to underline them.
3 Do the same with hay. Ask the students to underline ay.
STUDENT'S BOOK page 61 4 Do the same with gate. Ask the students to underline a e.
1 Listen, point and say 3 Read, write and say

1 elp students to find page 1. 1 Look at the pictures with the class and present/identify the
2 Say Listen and play the , encouraging students to repeat items in the pictures. Say What’s this? and elicit hay, cake,
the words and sound and point to the correct picture. play and rain. Say the words together with the class.
3 Play the CD several times so students can mirror and 2 Show students the words in the word box above and say they
practice the correct pronunciation. should copy them into the correct sentences.
Audioscript everyone’s on task, helping with handwriting skills if
necessary.
eΙ , eΙ heck answers with the class.
rain
eΙ , eΙ Answers:
play
eΙ , eΙ 1 hay
cake 2 cake
play, rain
122
Unit 4
Learn Phonics with Busy Bee! Unit 4
1 Trace and say 2 Color
Answers:
1 rain
2 train
3 hay
tail play shake
4 play
5 cake
3 Look, write and say ai ay a-e 6 gate
Closing
• Ask students if they can think of any other words with these
sounds, e.g. say, day, rainbow, rainy, shake, snake. Write
1 r __n 2 tr _ _ n their ideas on the board.
• Say ow you know how to say and write words with the
eΙ sound.
• Explain that in the next lesson, they will learn about habitats
around the world.
3 h __ 4 pl _ _
5 c _k _ 6 g _t _ 59

1 Trace and say
2 Explain that you would like them to complete the words
with the correct letters: ai, ay or a e, by tracing them.
Students can do this in pairs.
irculate and check everyone’s understood correctly.
6 Check their pronunciation of the /eΙ/ sound once again.
2 Color
1 Ask students to color the pictures.
Go around and check they are doing this well.
3 Look, write and say

Students complete the sentences with the correct letters.
heck their answers.
Ask them to read the words and check their pronunciation.
123
Unit 4 Habitats around the world
H
1
1 Listen and read

Animals and plants live in lots
of different places. These are
called habitats.
Deserts are usually hot and
Objectives: To recognize the characteristics of different
sandy. There isn’t a lot of rain.
habitats
To write the different habitat words
To talk about the habitats in Egypt 2 3 4
To find habitats in a word square
To identify characteristics of different
habitats
To use the present simple third person
plural affirmative of have and be to talk
about different habitats In forests there are Rivers have fresh Oceans have salt
lots of trees and water. water.
CLIL: Science: habitats around the world other plants.
Vocabulary: habitat, desert, hot, sandy, forest, tree,

plant, river, fresh water, ocean, salt water 2 Read again and write river forest ocean desert
1 2 3 4
Language: eserts are usually hot and sandy. There
isn’t a lot of rain.
In forests there are lots of trees and other
plants. forest
Materials: Student’s Book page 62 3 What habitats are in your country? Think and write
Class CD 62 In Egypt there is /are .
Flash cards: desert, hot, forest, tree, plant,
river, ocean
Opener 1 Listen and read
• Play oint to the picture Games bank, page 1 using the 1 elp students to find page .
phonic cards from last class. Ask students to say what they can see in the photos. Relate
• You could have a quick dictation of the words from last them to Egypt.
class, e.g. tail, play, cake, gate, etc. Say the sentences and have students repeat.
• When checking answers, have students say the words 4 Ask students to listen to the CD and repeat the sentences
correctly again. once more.
Go back to the flash cards and relate them to the photos on
Presentation the page, to check understanding.
1 se the flash cards to present the new vocabulary for this class. Audioscript
heck meaning and pronunciation. Practice chorally and
individually. nimals and plants live in lots of different places. These are
Stick the flash cards on the board and have students make called habitats.
connections between them, e.g. desert – hot and sandy. eserts are usually hot and sandy. There isn’t a lot of rain.
From this you could prompt students to make complete In forests there are lots of trees and other plants.
sentences, e.g. eserts are hot and sandy. ivers have fresh water.
4 Continue with the words that connect forests and Oceans have salt water.
oceans rivers.
5 At this stage you will also need to explain lots of and a lot 2 Read again and write
of so do this by drawing large quantities of plants flowers on
the board to check understanding. Then show the negative 1 ook at the pictures with students and elicit the words.
isn’t a lot of by contrasting with a very small number of 2 Show them the words in the box and ask them to complete
plants flowers. the sentences.
o the first one with them on the board, as an example.
124
Unit 4
Habitats around the world
1 Find and write
1 2
a n b s a r m p
l t o c e a n b 1 F ind and write
r i v e r k t s 1 elp students to find page of their Activity Books.
river
.............. n v c u y r v u .............. 2 Show them the wordsearch and remind them that they
should find words in the wordsearch, and once they do
x d e s e r t d
3 4 so, they should circle them. All the words are set out
h b i h z a e n horizontally.
c n f o r e s t Show them the example in place and ask them to continue.
o v r d s t u j irculate and check everyone’s on task.
.............. ..............
Answers:
2 Read and circle
2 ocean
3 forest
1 Deserts are usually hot and sandy. Yes No
4 desert
2 There is a lot of rain in deserts. Yes No
3 There are lots of trees in forests. Yes No

2 Read and circle
1 Explain the task.
4 Rivers have salt water. Yes No 2 Students read the sentences and choose yes or no, to say
whether it’s true or not.
5 Oceans have fresh water. Yes No They can do this individually and compare answers in pairs.
60
heck answers with the class.
Answers:
irculate and check everyone’s understood. elp with 2 No 3 Yes 4 No 5 No
For checking the answers, invite students to raise their hand
to come up to the board to write the answer, in each case. Closing
ther students say whether it’s correct or not. • Say ow you can talk about different habitats. e t we will
talk about the iver ile!
Answers:
2 river
3 ocean
4 desert
3 What habitats are in your country? Think

and write
1 Now bring students back to talk about Egypt and have them
name the different habitats in their country.
Encourage students to write their answers.
Prompt them to talk about the characteristics of each habitat,
e.g. re deserts hot or cold? oes it rain in the desert?, etc.
125
Unit 4 The River Nile Unit 4 T
The River Nile is the

LESSON 11 SB page 6 3 AB page 6 1 longest river in the
1
world. It is in Egypt
and 10 other countries.
Objectives: To talk about animals and plants on the
River ile turtle
To use the present simple tense with be and Lots of animals live in the River Nile.
live to talk about the River ile Some of these are:
Values: Love of country
Vocabulary: The iver ile, country, live, crocodile, hippo, 4

crocodile hippo fish
turtle, fish, bamboo, papyrus, banana plant,
transportation
Lots of plants grow here too.
Language: The iver ile is the longest river in the
world.
It is in gypt.
Lots of animals live on the ile.
bamboo papyrus banana plant
Activity Book page 61 2 Read again and write
Class CD
grow live long
Flash cards: crocodile, hippo, turtle, fish,
bamboo, papyrus, banana plant 1 The River Nile is .
2 Crocodiles, hippos and turtles in the River Nile.
3 Bamboo, papyrus and banana plants next to the
River Nile.
Opener 63
• Play emory Games bank, page with the flash cards

Start to ask questions for students to make sentences, e.g.
from last class. Place a good number of them on your desk
Where is the iver ile? It’s in gypt and other countries
and invite students to come up and look. Then cover the
which animals live on the iver ile?, Which plants live
flash cards and ask students to go back to their desks and
on the iver ile?. Try to avoid you always asking the
write all the words they can remember.
questions so that students have some practice in this too, so
• Ask them to put their pencils down and uncover the
write ‘?’ on the board and say Crocodiles, hippos, turtles. for
flash cards.
students to produce the question.
• ow check who has the most correct answers.
• If time allows, play What’s missing Games bank, page 11
too: let students look at the flash cards on your desk or stuck STUDENT'S BOOK page 63
on the board, then tell them to face the back, you remove
one flash card and re-jiggle the others, then they have to look 1 Look, listen and read
back at the desk and identify which flash card is missing.
• These two games work well together as there’s a lot of 1 elp students to find page .
movement and competition involved, which students 2 Ask them to describe what they can see in the photos and
respond well to. elicit the new language.
Read the sentences and check comprehension.
Presentation Say the sentences for students to repeat.
Play the . Students listen and read.
1 se the flash cards to present all the words about the Play the again. Students listen and repeat.
River ile.
2 Present each word clearly and have students repeat chorally Audioscript
and individually.
Stick the flash card of the River ile in the middle of the The iver ile is the longest river in the world. It is in
board and have students come up with its connection to the gypt and other countries.
other flash cards. Lots of animals live in the iver ile.
4 They could group the animals in one area of the board and Some of these are crocodile, hippo, turtle, fish
the plants in another. Lots of plants grow here too bamboo, papyrus,
banana plant.
126
Unit 4
The River Nile Unit 4
1 Match, then circle
hippo turtle crocodile

1 2 3
1 Match, then circle

1 elp students to find page 1 of their Activity Books.
animals/plants animals/plants animals/plants Ask students to say what they can see in the pictures.
ave them read the words.
4 Ask them if these are animals or plants and which word
should be circled. ircle animals.
papyrus bamboo banana plant
Follow the same procedure for the second part.
4 5 6 heck students have circled the correct words.
Answers:
1 crocodile - animals
2 hippo - animals
animals/plants animals/plants animals/plants
3 turtle - animals
4 banana plant - plants
2 Read and complete 5 papyrus - plants
6 bamboo - plants
grow is live need
1 The River Nile .............. the longest river in the world.
2 Read and complete
2 Crocodiles, hippos and turtles .............. in the River Nile.
1 Show students the incomplete sentences and the word
3 Bamboo, papyrus and banana plants .............. next to the River Nile. box above.
4 We .............. the River Nile for water, food and transportation. 2 Show them they need to copy words from the word box into
61 the correct sentences.
They can look back at the Student’s Book again for help.
2 Read again and write Ask them to continue, and check in pairs.
irculate and check everyone’s understood what to do.
1 Students read the sentences. They can read the text again in heck answers as a class.
Exercise 1 to complete them if necessary. They can do this
in pairs. Answers:
heck answers as a class. You might want to do this by 1 is
students completing the sentences on the board. 2 live
3 grow
Answers: 4 need
1 long
2 live Closing
3 grow • Say ow you can talk about the ile.
• Explain that in the next lesson, they will make a River
ile map.
127
Unit 4 Project: Make a River Nile map
T
You will need:
Objectives: To make a River ile map

To do craftwork 1 Color, cut and stick
To make sentences about the craftwork
CLIL: Art – doing craftwork
Language: It’s a hippo. It lives in the ile.

Flash cards: crocodile, hippo, turtle, fish,
horse, cow, sheep, goat, chicken, duck, bird 1 2
bamboo, papyrus, banana plant, tree Color the map and the pictures. Cut your pictures and stick
them on the map.
Materials: templates from the back of the
book, glue sticks, colored pens, scissors 2 Show and say
Opener
It’s the River
• Play Sorting Games bank, page 1 to revise all the
Nile. Fish lives
animals and plants in this unit, e.g. nimals crocodile, in the…
hippo, turtle, fish, horse, cow, sheep, goat, chicken, duck,
bird lants bamboo, papyrus, banana plant, tree.
3
64 Talk about your map.
Presentation
1 Explain that in today’s lesson, they are going to make a 2 Because students are young it might be less unwieldy to
River ile map. To prepare for this, first they are going to do simply display their maps around the room, then they could
a task in their Activity Books. take turns to move around and look at each other’s maps and
ask questions.
onitor and give help as necessary.
Closing
1 Color, cut and stick
• Say ow you can talk about the iver ile.
1 Explain that students are now going to make a map of • Explain that in the next lesson, they are going to review
the River ile. what they have learned in this unit.
Work through the different photos with them, and help them
understand each stage.
3 Give out all the materials so each student has their
own supply.
Show them that the first step is to color the templates, and
then cut them out.
After that, they should stick the different elements along
their rivers.
They should then put in final touches, i.e. last bits of
coloring and perhaps labeling.
2 Show and say

1 Students can now stand up with their finished maps,
and move around the room, showing them to others and
describing the details.
128
Unit 4
The River Nile
1 Look and write
turtle hippo fish crocodile
bamboo banana plant papyrus
1 2
.......................................... 3 ..........................................
4 ................................ 5
.......................................... ................................ ..........................................
62 ..........................................

1 Look and write
1 elp students to find page and ask students to say what
they can see in the photos.
2 Explain that they should look at the lines and write in the
correct word for each item.
o the first one with them as an example.
Ask them to continue writing, checking in pairs.
Answers:
1 crocodile
2 hippo
fish
4 papyrus
5 turtle
6 banana plant
7 bamboo
129
Unit 4 Review 1 Unit 4
h
1 Look and write 2 o

3
3 r
1
LESSON 13 SB page 6 5 AB page 6 3 s
4 e
Objectives: To review the language from Unit 4
To review the vocabulary from Unit 4 2 4
Vocabulary: fish, horse, cow, sheep, goat, chicken, duck,

bird, banana plant, rabbit, sheep, leaf, bush,
turtle
2 Listen and check (✔)
Language: It swims in the river.
It eats hay. 1 2 3
It ies in the sky.

Class CD
Flash cards of the words above
A soft ball
3 Read and complete

Opener bird fish goat
• Play Catch and say Games bank, page to animals
and plants that live on the River ile. 1 It’s a . It’s small. It swims in the river.
• Take the flash cards and stick them on the board or around 2 It’s a . It lives on the farm. It eats hay.
the room. ake a sentence about each item so that the 3 It’s a . It flies in the sky.
students can guess the word, e.g. It ies in the sky it lives 65
on a farm people eat it, etc. Students raise their hand if

they know the answer, then you choose one student and
that person comes forward and takes the correct flash card Answers:
hopefully, otherwise the other students can help them find
the correct one . NB: More than one animal or plant may 2 duck 3 sheep 4 chicken
match the sentence, but that’s not really a problem.
• That student then says a sentence for the other students to
guess the flash card, and the game continues. 2 Listen and check ( )
1 This exercise helps students to understand the distinction
STUDENT'S BOOK page 65 between singular and plurals.
2 On the board write ‘It’ on one side and ‘they’ on the other.
1 Look and write 3 Ask students to point to the relevant side as you point to or
hold up different items, e.g. one pen or three pencils, one
Activity Book or two notebooks, etc.
Ask students to continue a little in pairs, one holding up one
Show them the crossword and ask them to complete it.
or multiple amounts of things and the other pointing to the
Remind them that they should look at the pictures to write
correct part of the board.
the words.
ow draw their attention to Exercise in the book, and
If you feel it’s appropriate, do item 1 with them as an
show that they should listen and check the correct pictures.
example. Students sometimes think that you should write the
Play the . et them check in pairs.
entire word in one square, so show them it’s one letter
per square.
Ask them to continue, writing in the letters as they work out
the animal names. Audioscript
While they’re doing this, carefully copy the incomplete
It is big.
crossword onto the board.
They are small.
For the correction phase, ask students to come up to the
They are tall.
board to write in the letters to make the words.
130
Unit 4
Unit Review Unit 4
1 Look, read and match
1 5 Show them that they need to carefully read to see whether

goat They grow next to the river.
the words have an ‘s’ on the end to indicate whether they’re
singular or plural, and they will then match to the ‘it’ or
2 crocodile It eats hay. ‘they’ sentences accordingly.
irculate and check everyone’s understood. Give help
3 They live in the trees.
chickens as necessary.
4
birds They live on the farm.
Answers:
5 banana plants It lives in the river. banana plants - They grow next to the river.
crocodile - It lives in the river.
2 Look, read and circle goat - It eats hay.
birds - They live in the trees.
1 2 3
1 Students work in pairs to choose the correct picture, by
rabbit sheep leaf looking at the animal pictures.
2 Show them that as they decide on the correct picture they
4 5
should circle it with their pencil.
Answers:
bush turtle
3 Now point and say 63 1 2 3
Answers: 4 5
1 2 3 3 Now point and say

1 Put students in pairs.
2 Encourage them to take turns to point at the pictures in
3 Read and complete Exercise 2 and say the names of the animals and something
1 Show students the incomplete sentences and the words in the about them e.g. where they live or what they eat .
word box above. Go around the classroom as they work, monitoring and
Ask them to complete the sentences with the words. helping as necessary.
irculate and check everyone’s on task. Give help as
necessary. Closing
heck their answers as a class. • Say ow you can talk about what animals on a farm, what
animals, plants and people need, different habitats and their
Answers: characteristics, looking after the environment, the different
parts of a plant and the animals and plants that live on
1 fish goat bird the iver ile.
• Praise students for their hard work on nit . Tell them that
in the next unit, they are going to learn about transportation.

1 Look, read and match
ave students describe the pictures.
3 Then show them they should match the picture with the
word and then the sentences.
o the first one with them as an example.
131
Unit 5 Unit 5 Transportation W
AB pages 6 4 -6 5
Objectives: To identify and describe different forms of
transportation
To talk about what you can see in a picture
To write transportation words
Vocabulary: car, bicycle, motorbike, truck, train, bus,

van, boat, airplane, traffic lights
What can you see?
Language: What can you see? I can see a … I can see a bus.
Can you see a …?
Yes, I can/ No, I cant’t. I can see two motorbikes. W
I can see a bus.
I can’t see a boat.
Materials: Student’s Book pages 66 and 67 Look! I can see a train.

Activity Book pages 64 and 65 I can’t see a boat.
Class CD
Flash cards: car, bicycle, motorbike, truck,
train, bus, van, boat, airplane, traffic lights
Multiple copies of the flash cards if you’d
66
like to do the mingle activity below
Flash cards from last unit to revise
vocabulary
Opener 1 Look, listen and read
• Play Noughts and crosses (Games bank, page 210) to revise 1 Help students to find pages 66 and 67.
some of the vocabulary from last unit. Stick up the flash 2 Ask students what they can see in the picture.
cards around the board and use them to check the language. 3 Ask them how many motorbikes there are so that you can
Put students into two teams, Noughts and crosses, allow elicit the number and the plural form.
them to choose the square they want to target on the grid, 4 Explain that you are going to play the CD and ask students
then you choose the flash card for which they should give to follow in their books as they listen. Play the CD and point
the word. to the characters as they speak.
• As the game progresses you will need to add more 5 Say Look, listen and read. Students follow the CD again,
flash cards to those on the board. sentence by sentence. Ask students to repeat the sentences
and point to the character who is speaking each time.
6 Ask a few simple questions: What can you see? What can’t
Presentation you see?
1 Use the flash cards to present the transportation words. 7 Show the flash cards again and ask students if they can see
2 Say each word clearly and have students repeat chorally that mode of transportation in the picture.
and individually.
3 Give students further practice of the new words by, e.g. 1) Audioscript
sticking them around the room and having students point at
them, then say the word; 2) giving each student a flash card Hany: What can you see?
and having them move round as a mingle, showing their Hana: I can see a bus.
flash cards and prompting each other to say the word, etc. Youssef: I can see two motorbikes.
Amira: Look! I can see a train!
Youssef: I can’t see a boat.
132
What can you see?
Unit 5
Unit 5
1 2 3 3 Ask and answer
1 Ask students to look at the pictures in Exercise 3.
car bicycle motorbike 2 Have them ask and answer questions about what they
4 5 can see.
3 Bring out the flash cards again and practice the new question
Can you see a …? with students responding Yes, I can.
truck train
and No, I can’t. Help them with the sounds in the question
7 8 so it should sound like /kənju:si:jə/ with the sound in the
6
Can less stressed and changed to a schwa. However, when
students respond they should say Yes, I can /jesaɪ’kæn/ and
bus van boat
No, I can’t. /nəʊwaɪ’ka:nt/ with the can sound stressed.
11 4 Practice this further with some more flash cards, then have
9 10 students work in pairs, pointing to the pictures in their
Student’s Book and asking and answering.
airplane train 5 Bring back to plenary and ask a few students what they
traffic lights
3 Ask and answer can see.
I can see a bus.
What can you see?
Can you see a bicycle? No, I can’t.
Language: Can you see a … ? / What can you see?

Vocabulary: car, bicycle, motorbike, truck, train, bus,
van, boat, plane, train, traffic lights 67
Extra practice
Ask students to read the dialog in groups of four.
Circulate and monitor their work. Give help with
pronunciation if necessary.
Ask one or two groups to act out their dialogs to the class.

1 Ask students to look at the pictures.
2 Have them say the words and check pronunciation again.
3 Play the CD. Students listen and point to the pictures.
4 Play the CD again. Students listen and repeat the words.
Audioscript
1 car 2 bicycle 3 motorbike 4 truck
5 train 6 bus 7 van 8 boat
9 airplane 10 train 11 traffic lights
133
Unit 5
Unit 5 Transportation V
ACTIVITY BOOK page 64 1

1
Extra practice I can see a motorbike. Yes / No
There’s some work with numbers in this part of the lesson 2

so have a game of Pass the number (Games bank, page 210)
so that students can practice numbers 1 to 10. I can see two subway trains. Yes No
3
This also works as a nice energizer.
3
1 Look, read and circle I can see a bus. Yes No

1 Help students to find page 64 in the Activity Book.
2 Exploit all the pictures and elicit what students can see. 4
3 Ask them how many they can see of each item.

4 Show them that they should take their pencils and circle I can’t see a tree. Yes No
Yes or No for each of the sentences and look at the example
5
together.
5 Have them continue in pairs. I can’t see a bicycle. Yes No
6 Circulate and check everyone’s on task. Give help
as necessary.
7 Check their answers as a class.
2 Read and complete. Write can or can’t, then color
Answers: can see a bus.
I ...........
I ........... see two motorbikes.
2 No 3 Yes 4 No 5 Yes
I ........... see a train.
a
2 Read and complete. Write can or can’t, 64 I ........... see three trees.
then color
1 L
ook at the picture and elicit all key vocabulary with
students.
2 Ask them what they can see and what they can’t see to elicit
the correct forms.
3 Show them that they should write can or can’t in the
sentences to say what they can see.
4 Ask them to continue, checking in pairs and then color
the picture.
5 Circulate and give help as necessary.
Answers:
can’t
can’t
can
134
Unit 5
Vocabulary Unit 5
1 Complete
boat bus motorbike train
2 Look, trace and match
1 2
1 L ook at the pictures with students and elicit what they
can see.
b_s tr__n 2 Show the students the words below. Show them how to trace
the letters to make the words.
3 Show them that they should trace lines from the pictures to
4
3 the correct words.
4 Ask them to continue, checking in pairs.
5 Circulate and help as necessary.
mo___bi_e b__t
Answers:
2 Look, trace and match
2 2 car
1 3 airplane
3
4 train
5 truck
6 van
4
6
5
Closing
• Say Good, you can now talk about transportation and say
es.
s.
what you can see.
ane truck transportation.
airpl van bicycle car train
65
1 Complete
1 Help students to find Activity Book page 65.
2 Ask students to look at Exercise 1 and to say what they can
see in the pictures.
3 Explain that they should look at the word box and complete
the words below with the correct letters.
4 Circulate and check everyone’s on task.
Answers:
1 bus
2 train
3 motorbike
4 boat
135
Unit 5
What can you see?
1 Look, listen and complete. Sing cars van train trucks

motorbikes bus bicycle
What can you see?
LESSON 2 SB pages 6 8 AB pages 6 6

What can you see?
What can you see?
Please show me.
Objectives: To talk more about transportation I can see four
To describe what you can see in a picture
A and a .
To sing a song about different modes of
transportation I can see two
To use numbers and plurals to talk about And a .
transportation What can you see?
To use the conjunction and in sentences What can you see?
What can you see?
Vocabulary: car, van, train, truck, motorbike, bus, bicycle Please show me.
I can see three .
Language: I can see … and a … What can you see?
Please show me. It’s big. They’re small. They’re small. They’re small.
I can see a .
Materials: Student’s Book page 68 It’s big. That’s all. I can see three , three
Class CD , and an .
W
Flash cards: car, van, train, truck, motorbike, 2 Look, read and complete
bus, bicycle cars airplane boats
Some flash cards from earlier in the book
A soft ball
What can you see?
Opener
68
• R
evise transportation words from the previous lesson using
the flash cards.
• Play Catch and say (1) (Games bank, page 208) with the
transportation vocabulary. STUDENT'S BOOK page 68
Presentation 1 Look, listen and complete. Sing

1 Help students to find page 68 and to say what they can see in
1 You will need to check big and small are known words
the pictures.
for the class. This can be done in a number of ways, e.g. by
2 Ask students to listen to the CD and to point to the pictures.
showing students objects from around the class and asking
3 Play the CD again. Students listen.
Is it big or small? or by dividing up the board into 2 halves
4 Work through the lines and check understanding.
labelled big and small, then showing students flash cards and
5 Play the CD so they can hear the music again. Slowly have
they decide which side of the board the flash cards should be
them repeating the lines.
stuck on, etc.
6 Play the CD again so they can sing along.
2 You also need to teach Please show me – you can do this
7 As they become more confident and proficient at the singing
by moving around the classroom and saying to students
you could divide the class into two halves so half of them
Please show me your pencil, pen, eraser, bag, etc.
sing the questions at the beginning, then the others respond.
Students can then mingle, with half getting up and moving
to someone else’s desk and saying Please show me … and
the other responding with the correct item. Monitor and
check everyone can understand each other, and give help if
necessary.
3 Stick the flash cards up from earlier in the book on the board
and point to different items, saying What can you see? for
students to respond, giving the word.
4 Ask Is it big or small? to prompt It’s big/small.
5 Then hold up multiple items, e.g. three pairs of scissors,
pens, erasers, etc. and ask How many are there? to prompt,
e.g. Three. Then say Are they big or small? to prompt
They’re big/small.
136
Unit 5
What can you see?
1 I can see a bus and a truck. 2 Look, read and complete

1 Ask students to look at Exercise 2.
2 I can see a train and a car. 2 Ask them to describe the picture as a class.
3 Show them that three words are missing and they should be
copied from the word box into the sentences.
3 I can see a train and a bicycle. 4 Check answers with the class.
4 I can see three airplanes. Answers:
boats, cars, airplane

5 I can see a motorbike.
6 I can see two vans. ACTIVITY BOOK page 66

can airplanes see vans 2 Exploit the pictures with students and elicit the new
What can you see? vocabulary. Ask them to say how many they can see of
can .............. two .............. and three ...............
I ....... each thing.
3 Show them that in each case they should look at the pictures
and circle the picture which goes with the sentence.
4 You could demonstrate this briefly by putting a picture of
a flower and a tree on the board, then write It’s a flower. and
asking which picture should be circled. Demonstrate with
66 your pen.
6 Check their answers as a class. Have them read the sentences
aloud and check that they are pronouncing the can in the
Audioscript sentences as /kən/, which is the more natural way.
What can you see? Answers:

What can you see?
What can you see?
Please show me. 2 3 4
I can see four cars.
A bus and a van. 5 6
I can see two trucks.
And a bicycle.
What can you see? 2 Look, read and complete
What can you see? 1 Ask a student to read the example answer.
What can you see? 2 Students complete the sentence in pairs, using the words in
Please show me. the box.
I can see three motorbikes.
They’re small. They’re small.
Answers:
I can see a train.
It’s big. That’s all. see, vans, airplanes
Answers: Closing
• Tell students they can now talk about transportation.
cars bus, van trucks
bicycle motorbikes train
transportation and colors.
137
Unit 5 Language use
Unit 5
1 Look and circle
LESSON 3 SB pages 6 9 AB pages 6 7
Objectives: To talk about different-colored

transportation
To answer questions about what you can and I can see a train and a bicycle.
can’t see
To ask questions about what you can see
To write sentences with colors and the new
vocabulary
To practice the modal can with first person
singular 1 I can / can’t see a car.
To color a transportation picture
2 I can / can’t see a train.
Vocabulary: car, van, train, truck, motorbike, bus, bicycle, 3 Can you see a bus? Yes, I can. / No, I can’t.
red, blue, yellow, green, brown, black, white, 4 Can you see a bicycle? Yes, I can. / No, I can’t.
gray
2 What can you see? Read and complete
Language: Can you see a …? Yes, I can./No, I can’t.
1I can see nine cars.
Materials: Student’s Book page 69 2I can see bicycle.
Activity Book page 67 3I can see bus.
Colored crayons/pencils 4I can see vans.
What can you see?
Flash cards: car, van, train, truck, motorbike, 5I can see motorbikes.
bus, bicycle, red, blue, yellow, green, brown, 6I can see traffic lights.
black, white, gray
Optional: Domino cards with the Language: Can you see a … ? Yes, I can. / No, I can’t. 69
transportation words – these will need to be
pre-prepared
Opener 1 Look and circle
• Play Dominoes (Games bank, page 208). Use your domino 1 Help students to find page 69.
template and write in transportation words and stick in 2 Ask them to say what they can see in the picture and elicit
respective pictures from the internet. Once these are ready, the new vocabulary.
make multiple copies so that there’s one for each pair of 3 With your Student’s Book and pencil show them they
student – mount them on card and laminate them so they last should circle the correct words.
longer and be used with multiple classes. Ensure that cards 4 Do the first one with them as an example.
don’t get mixed up in different packs by putting a colored 5 Ask them to continue, working in pairs.
dot on the back of each one, so there’s a red dot set, a blue 6 Circulate and check everyone’s on task. Give help
dot set, etc. as necessary.
7 Ask students to read the correct text aloud to give the
Presentation answers. Check pronunciation of the sentences and questions
once again to make sure they are saying can correctly in
1 U se the transportation flash cards to go back to Can you see each instance.
a …? and elicit the answers Yes, I can./No, I can’t. checking
the pronunciation of can is correct in each instance.
Answers:
2 Colors need to be reviewed so move around the class
pointing to things and eliciting their color from students.
1 can 2 can’t 3 Yes, I can. 4 Yes, I can.
3 You could then play Color show (Games bank, page 208).
4 Now bring together the transportation and color words and
show students how we put the adjectives before the noun to
make phrases such as a blue car, a red plane, etc.
138
Unit 5
Language use Unit 5
1 Color, then ask and answer

1 Color, then ask and answer
cle. 2 Ask students to say what they can see in the pictures.
3 Give out coloring pencils or crayons and have students color
in the different modes of transportation. They can choose
what color they would like for each item.
5 Once everyone has colored in their modes of transportation,
say they are at the ‘ask and answer’ stage: they should ask
each other, e.g. Can you see a green bicycle?, etc.
6 They should respond accordingly.
1
Can you see a black truck? Yes, I can.
Extra practice
2 3
What can
Ask students to use the table to make sentences about things
Can you see
Yes, I can. I can see a ................... . in the classroom: I can see a yellow bag, I can see a blue
a red car? you see?
door, etc.
e?
Closing
67
• Say that they can now talk about different modes of
transportation.
2 What can you see? Read and complete • Say Next we will talk about how we go to school.
1 Explain the task. Students should go back to Exercise 1 and

look at the picture again.
2 For the first time in this book, there are no words in a word
box above, so students need to come up with their own.
3 Ask them to work in pairs to complete the sentences.
4 Circulate and check everyone’s understood.
5 Have students write each answer on the board so everyone
can check their spelling.
Answers:
2 one 3 one 4 two 5 two 6 three
139
Unit 5
Learn words L
1 Listen, read and say
1 2 3 4
walk fly drive cycle
Objectives: To say how you go to school using different
verbs 2 Listen and read 3 Ask and answer about you
To ask how your partner goes to school
To use the present simple, all persons, to talk How do you go to school?
I walk.
about how to go to school
To ask questions in the present simple about
how people go to school 1
To identify different modes of travel 4 Look, read and complete
drive cycle cycles walks
Vocabulary: walk, fly, drive, cycle
Language: How do you/they (go to school)? How does

he/she (go to school)?
I walk/She walks to school.
1 How do you go to school? 2 How does he go to school?
Materials: Student’s Book page 70 We ............................... He ............................... 4
Flash cards: transportation, colors, walk, fly,
drive, cycle
Opener 3 How do they go to school? 4 How does she go to school?

They ............................... She ..............................
• Play a version of Sorting (Games bank, page 210) using the 70
color and transportation flash cards. Write color on one side
of the board and transportation on the other.
Audioscript
Presentation
walk fly drive cycle
1 Present the new verbs through mime, then show the
flash cards to confirm.
2 Ask How do you go to school? Extra practice
3 Prompt students to say I walk, drive, cycle, etc.
Say one of the verbs and have students mime it again.
4 Have students mime the verbs.
5 Practice pronunciation of the verbs chorally and individually.
6 Point to different students to elicit I, you, we, he, she and they. 2 Listen and read
7 Be patient and take your time, as there’s a lot of new 1 L ook at the two talking heads and read the question
information for students to take on board. with students.
2 Help them to say the question fluently by pressing the
STUDENT'S BOOK page 70 sounds together like this: /’haudʒu:gəʊtə’sku:l/. To say
this it’s better if they don’t look at the words, as this might
confuse, but just listen to your pronunciation and try to
1 Listen, read and say replicate it.
1 Help students to find page 70. 3 Have students stand up and mingle, asking and answering
2 Ask them to say what they can see in the pictures and elicit the question.
the different verbs. 4 Move with them and check their pronunciation.
3 Ask students to read the different verbs.
4 Play the CD so they can repeat the verbs. Audioscript
5 Check pronunciation and have them repeat again.
Boy: How do you go to school?
Girl: I walk.
140
Unit 5
Learn words
1 Look and write

cycle drive fly walk
4 ACTIVITY BOOK page 68
2
1 3
1 Look and write
u 1 Help students to find page 68 of their Activity Book and to
drive
..................... ..................... ..................... ..................... look at the pictures.
2 Exploit all the language and elicit the new words.
2 Read and trace 3 Color 3 Ask them to write in the words from the box and show them
How does she the example.
How do you go to school?
1 3 go to school? 4 Check their answers as a class.
I cycle / cycles.
Answers:
How do they
2 walk 3 fly 4 cycle
2 go to school?
She cycle / cycles.
2 Read and trace
How does he
I walk / walks. 1 Ask students to look at the picture and exploit it with them.
4 go to school? 5
2 Practice the pronunciation of the questions How do you go
They drive / drives. to school? /’haudʒu:gəʊtə’sku:l/ and How does she go to
school? /’haudəzʃi:gəʊtə’sku:l/ to help them with running
sounds together and sounding more natural and fluent.
3 Show that they should continue to trace the answers in the
He drive / drives. exercise, using their pencil.
How do you
4 Ask them to continue in pairs. Circulate and check
go to school? everyone’s understood.
68
5 Check their answers as a class. Make sure that when they use
third person singular they are pronouncing the ‘s’ correctly:
3 Ask and answer about you walks /s/ and cycles /z/. To check they’re using the voiced
form /z/ for cycles and drives you can ask them to touch
1 Now ask students directly and have them answer How do their throat as they pronounce it – their vocal chords should
you go to school? and answer I walk/cycle/drive. vibrate, whereas when they say walks with an /s/ (unvoiced)
2 Have students stand up and mingle, asking and answering sound at the end, the vocal chords shouldn’t vibrate.
the question for themselves.
Answers:
1 S
how students the incomplete sentences and the words in 2 They drive.
the box. 3 She cycles.
2 Show them that they should complete the sentences with 4 He drives.
the words in the box. 5 I walk.
3 Do the first one with them as an example.
4 Have them continue, checking in pairs.
5 Circulate and check everyone’s on task. Help if necessary. 3 Color
6 Check answers as a class. Make sure that when they 1 Students color the pictures.
use third person singular they are pronouncing the s 2 Go around and check they are doing this well.
correctly: he walks /s/ and she cycles /z/.
Extra practice
Answers: Ask students to stand up and mingle, asking the question
1 cycle 2 walks 3 drive 4 cycles They should answer for themselves.
Monitor and give help as necessary.
Closing
• Tell students that they have done really well. They can now
talk about how they and others go to school.
• Explain that in the next lesson, they are going to
read about other people.
141
Unit 5
Reading
Unit 5

My name is Maged.
Objectives: o complete a text about how people go
T I live in Beni Suef. I
to school 3 Ask and answer about you cycle to school.
To answer questions with why and where My friend Fares
To use present simple first and third-person drives to school with
singular to say how students go to school his dad. My cousin
Laila wal ksdoes
How to school.
she
Vocabulary: live, cycle, drive, name, my, his, friend,
cousin 2 Read again and check (�) or cross (�) go to school?
1 Maged walks to school. ( )
Language: y name is … I live in …
M 2 Fares drives to school with his dad. ( )
I cycle … My friend drives … My cousin 3 Laila cycles to school. ( )
walks …
3 How do you go to school? Draw and write
Class CD
Coloring pencils
Grids for Extra practice
Opener I ........................................................... .
• Play Teacher says (1) (Games bank, page 211) with mimes 4 Look and find the airplane on this page. Then read,
for transportation and other classroom actions such as stand ask and answer
up, sit down, walk to the door, etc. 1 Why do people fly on airplanes? 2 Where can you go on an airplane?
• Ask students to continue in small groups. Monitor and give 71
help as necessary.
1 You will need to review and check my and his/her. You can
do this by using classroom stationary and point to your Boy 1: My name is Maged. I live in Beni Suef. I cycle
things and his/her things, using the students’ possessions. to school. My friend Fares drives to school with
2 You should also check friend and cousin. The former can be his dad. My cousin Laila walks to school.
done by pointing to different students and pointing out their
friendships; the latter by using a simple family tree on the 2 Read again and check ( ) or cross (Ñ)
board – elicit the family members as you build the tree and
particularly check the pronunciation and meaning of cousin. 1 This is a simple reading comprehension exercise which
3 Explain that today, students are going to read about a specifically focuses on the modes of transportation.
student, his name, where he lives, how he goes to school and 2 Read the statements with them first and perhaps check
how his friend and cousin go to school. comprehension by having students mime the different modes
of transportation.
3 Then refer back to the text to check against that.
STUDENT'S BOOK page 71 4 Show students that they should check or cross each
statement to show if it’s true or not.
1 Look, listen and read 5 Have them work in pairs to decide which statement
1 Help students to find page 71. What can they see in the they should mark with a check or a cross.
picture? There are many elements here so exploit it as much 6 Check answers as a class.
as possible and elicit the new language.
Answers:
2 Ask students to read the text silently. Ask a few simple
questions (but none that overlap with those in Exercise
1 Ñ 2 3Ñ
2) such as ‘Who is the boy? Where does he live? Who is
Fares?, etc.
3 Now, read the story aloud. Students should repeat.
4 Ask students to read the story aloud, a sentence at a time.
Help them with pronunciation if necessary.
142
Unit 5
Reading Unit 5
1 Look, read and trace 2 Now color
Yaseen cycles to school.

1 Look, read and trace
1 Help students to find page 69 of their Activity Book. What
can they see in the pictures?
h
2 Check that students can identify each of the people in the
ol.
sentences within the pictures.
Amany walks to school.
3 Now they should trace the words and then read the sentences.
4 Students can work individually, completing the sentences,
My teacher drives to school. but then check their answers with a partner.
5 Check their answers as a class. Praise their work.
3 Look, read and complete 2 Now color

1 Students can now color the picture.
2 Go around and check they are doing this well.
I............................... . I............................... .
I............................... .
can they see in the pictures? Elicit all the new vocabulary.
4 Now point and say 2 Students should complete the sentences but no words are
She walks to school. supplied. Ask them to write their answers.
3 Circulate and check, making sure everyone’s on task.
69 4 In the end, check the exercise by asking students to come up
to the board to write their answers.
5 Check they have copied the answers correctly into their books.
3 How do you go to school? Draw and write
1 Ask students how they go to school and have them reply to Answers:
you, then work in pairs. They could perhaps get up and
mingle, as they did at the end of the last lesson. walk to school
2 Show them that they should draw themselves using their cycle to school
mode of transportation and then complete the sentence. drive to school
4 Now point and say
1 Students should now convert Exercise 3 sentences from first
4 L
ook and find the airplane on this page. Then person to third person present simple. The main issue, apart
from the pronoun change is that they insert an ‘s’ on the verb.
read, ask and answer 2 Check that students have written an s at the end of the verbs.
1 D raw students’ attention back to the picture in Exercise 1 3 Have them read the phrases aloud so you can check their
and point to the airplane. Ask them to say what it is and pronunciation of s for third person present simple singular,
promote discussion if you can. whether it be /s/ in walks and /z/ in cycles and drives.
2 You will need to check understanding of why and where.
You could do this by giving why questions and answers so Extra practice
that students understand we use why to get the reason why
something happens. You can do the same with where – give Have students remember each other’s mode of transportation
where questions and answers so that students understand we to school, then have them say how they get to school, so
use where questions to find out a place. they are saying the sentences for each other, so initially
3 Now ask the questions. Students will hopefully understand you ask How does Ahmed go to school? they reply, e.g.
the questions but may struggle to reply because of limited Ahmed walks, then you ask He or she? to prompt the correct
vocabulary, so be prepared to help, e.g. Because they need pronoun. Continue with other students, randomly asking
to go a long way/Because they want to visit other countries, about people around the class. If it becomes clear they can’t
etc. The answer to the second question may be easier as it remember each other’s mode of transportation, have them
will be a question of translating place names into English. get up and mingle again to check.

143
Unit 5
Where is the car?
Alternatively, if you have more time on your hands and you’d 1 Look and say
like to develop this further, give out grids like the below.
You can either prepare them yourself before class, with the
students’ names already in place, or you can have students next to opposite between in front of behind
write in the names.
Students get up and mingle, holding their grid, something to 2 Look and circle
lean on, like a book, and a pencil to complete the information,
i.e. adding a tick for each person’s mode of transportation. If
the class is large, suggest each student interviews maximum
10 students, but make sure the whole class is covered.
When you come back to plenary students can then refer to 1 The car is between 2 The bicycle is opposite
their grid to make sentences about each other’s mode / next to the bus. / between the vans.
of transportation.
Name walk cycle drive

Mariam √
Tamer √ 3 The car is in front of 4 The truck is behind /
/ opposite the bus. opposite the motorbike.
Closing 1
The motorbike is next to
• Remind students how well they have done. They have 3 Listen, read and point
/ in front of the truck.
understood a text about how some people go to school,
then they have talked about their classmates’ mode of This is my town. It’s a small town.
2
transportation. My school is next to the park.
• Say Next we will talk about prepositions of place. my
house school park The butcher’s is opposite the park.
The bakery is between the
LESSON 6 butcher’s
3
bakery
SB page 7 2 AB page 7 0 butcher’s and the market.

market
72
Objectives: To use some prepositions of place to talk
about means of transportation
To write prepositions Presentation
1 Use Cuisenaire rods or some similar realia to present the
Vocabulary: next to, opposite, between, in front of, prepositions of place. Have students come and stand or sit
behind, car, bus, bicycle, boat, truck, near your desk. Present the prepositions by using a small
motorbike, town, school, park, bakery, object in different positions and describing where it is, e.g.
butcher’s, market Where is the ball? It’s on the green bar. Where’s the ball? It’s
next to the red bar, etc.
Materials: Student’s Book page 72 2 Each time you say a new preposition pronounce it carefully
Activity Book page 70 for students to repeat, chorally and individually.
Class CD 3 Check their understanding by placing the little ball or object
Flash cards: places in town: school, in different positions and eliciting sentences with the new
park, bakery, butcher’s, market; modes prepositions.
of transportation: car, bus, bicycle, boat, 4 Now, get students into small groups of four, give out small
truck, motorbike; prepositions of objects for them to practice prepositions with each other,
place: next to, opposite, and continue.
between, in front of, behind
Optional: Cuisenaire rods or something
similar to present the prepositions of place; STUDENT'S BOOK page 72
a 3D map of town for practicing prepositions
of place with buildings; children’s toy 1 Look and say
vehicles for practicing prepositions of place
1 Help students to find page 72.
(little cardboard labels can also be used)
2 Point to pictures and prepositions and have students repeat,
chorally and individually.
Opener 3 Have students practice in pairs. Circulate and give individual
help with pronunciation.
• Play Word whispers (Games bank, page 211) with short
sentences from the last lesson, e.g. She drives to school, I
cycle to school, He walks to school.
144
Unit 5
Where is the car?
1 Look and match

5 Have them read aloud again and check their pronunciation.
Audioscript
Girl 1: This is my town. It’s a small town. My school is
behind next to the park.
The butcher’s is opposite the park. The bakery is
opposite between the butcher’s and the market.
next to
Extra practice
between in front of
Get students in groups of three and have them read the text
aloud again, line by line.
Circulate and listen to the groups, giving help as necessary.
Have a couple of groups present their reading to the
2 Look, read and write other students.
behind
The van is .......................... the bus.
The bus is .......................... the van.
1 Look and match

Bakery Market
. The butcher’s is .................... the bakery.
2 1 Help students find page 70 in their Activity Book.
The market is .................... the bakery. 2 Have students describe the pictures and elicit the
Butcher’s
. prepositions.
3 Explain that they should draw a line from the words to
3
The car is .................... the trucks. the pictures.
70
Answers:
2 Look and circle
1 C heck different modes of transportation once again with
flash cards to refresh students’ memory.
2 Have students look at the pictures in Exercise 2 and elicit
the sentences. next to in front of between opposite
3 Now show them that they should look at the sentences and
decide which is the correct preposition, which they should 2 Look, read and write
then circle. 1 H ave students describe the pictures and elicit all the
4 Circulate and check everyone’s on task. Give help if necessary. key vocabulary.
5 Check their answers as a class. 2 Show them they should complete the sentences with
the prepositions above.
Answers: 3 Circulate and check everyone’s on task. Give help
if necessary.
1 next to 2 between 4 Check their answers. Ask them to read the sentences
3 in front of 4 opposite, next to and check their pronunciation.
Answers:
1 R eview town vocabulary with the flash cards. Check 1 in front of
pronunciation chorally and individually. If you have a 3D 2 opposite, next to
town map you could use that quickly for students to talk 3 between
about the position of different buildings in a town.
2 Ask students to say what they can see in the pictures. Elicit
the town vocabulary and the prepositions. Closing
3 Have them read the text and ask a few simple questions to
• Say Now you know how to say and write prepositions.
check comprehension, e.g. Is it big or small? Where’s the
• Explain that in the next lesson, they will look at traveling
school?, etc.
around town and giving directions.
4 Read the text aloud and have students repeat. Play the CD
and have them repeat.
145
Unit 5
Travel around town
Unit 5
1 Look, say and do
Objectives: To give directions in a town turn left go straight on turn right

To give and follow directions
To use the imperative affirmative for directions 2 Listen, read and follow
Language: turn right/left, go straight on, how to get How to get to the park:
to … - Turn left.
market
park
- Go straight on.
Materials: Student’s Book page 73 - Turn right.
Activity Book page 71 school
- The park is opposite
Flash cards: school, park, bakery, butcher’s, the market.
market; flash cards giving directions: go Start
straight on; turn right; turn left 3 Look at the map. Say and play
Class CD
Optional: Cuisenaire rods
butcher’s
Opener bakery
school park To get to the bakery:
• Review the prepositions from last class. Use either - Turn left.
Cuisenaire rods or small objects and place them either on - Go straight on.
your desk, the floor or around the room for students to - Turn right.
describe their position. market
my
house
my friend’s
house
- Go straight on.
• Next draw a very simple outline of three or four streets as - The bakery is
opposite the market
if within a small town (the number of streets should be kept Start 73
minimal because of the work on directions in the next stage
below), but allow for space on the board for you to stick
the flash cards, so that you can prompt students to produce
sentences as per the following, e.g. The school is next to the 2 Listen, read and follow
bakery, The butcher’s is between the school and the park, etc. 1 Ask students to look at the map, then read and follow the
directions.
2 Ask them to repeat and check pronunciation.
Presentation 3 Elicit the directions by miming and have them looking at
1 Using the same flash cards and roads as above, present you rather than the book to produce the language.
directions: say, for example, How do I get to the park from
the butcher’s? Then show something to represent a car Audioscript
moving along, then give the directions, e.g. Go straight on,
turn left. How to get to the park:
2 Continue practicing with the flash cards and little car, and - Turn left.
asking ‘How do I get to …?’ and have students giving the - Go straight on.
answers. Check answers and pronunciation chorally and - Turn right.
individually. - The park is opposite the market.
STUDENT'S BOOK page 73 3 Look at the map. Say and play

1 Ask students to look at the map.
1 Look, say and do 2 Say the name of a place on the map and ask the class to
1 H elp students to find page 73. Have them look at the point to it. Ask them to tell you the colors of the different
directions and repeat the phrases as you say them. places.
2 Have them stand up and react as you say the directions so 3 Explain that the starting point is where the arrow is at the
you can check meaning. bottom of the map.
3 Have them continue in pairs. 4 Ask How can we get to the bakery? Read the example
4 Circulate and check everyone’s on task. Give help speech bubble, reading the instructions one by one, and ask
as necessary. students to follow them on the map. Repeat if necessary
until the students are confidently able to find the bakery.
146
Unit 5
Travel around town Unit 5
1 Read and draw
turn right turn left go straight on
1 Read and draw
1 Help students to find page 71 of their Activity Book.
2 Tell them they should read the phrase and then draw the
correct line for the person, to represent where they are going.
They should do this for the three separate pictures.
2 Look, read and complete market if necessary.
park 4 Check their answers as a class.
school house shops
bakery butcher’s Answers:
market
left next to straight opposite right straight

1 How to get to the park 2 How to get to the school
straight on.
Go ................ Go ................ on.
1 Ask students to say what they can see on the map. This is
Turn ................ . Turn ................ .
much more complex than the maps in Exercise 1 so elicit as
Turn ................ . The school is ........... the house.
much language as possible from students.
The park is ................ the market.
2 Show them that they need to complete the written directions
Go straight on. Turn .........
with what they can see on the map. To do this, they should
house market use the words in the word box.
3 Now point and say ery
How to get to the ............ bak butcher’s 3 Students now complete the task in pairs.
71
4 Circulate and help as necessary.
5 A sk for directions to some other places on the map and elicit
them from the class. Explain that there can be more than one Answers:
answer because some people might choose a different route.
6 Put students in pairs to give each other directions and guess 1 right, left, opposite
the places. Go around the classroom, monitoring and helping 2 straight, left, next to
as necessary.
7 Ask a few confident pairs to demonstrate their directions to
the class.
3 Now point and say
1 Students should look back at Exercise 2.
2 Show them that they should give directions for the other
buildings on the map.
3 Ask them to continue in pairs.
4 While they’re working in pairs, quickly copy the map onto
the board.
5 This can then be used for the answer stage – have students
giving you directions and you follow with your pen. You can
also ask students to stand up, go to the board and follow the
directions with their pens.
Closing
• Play Teacher says (Games bank, page 211) to revise
directions. This can also be done with other classroom
actions such as write your name, stand up, sit down, etc.
• Remind students that they can talk about buildings in a town
and give directions.
• Tell them that they will next learn a new sound in English.
147
Unit 5
Learn Phonics with Busy Bee!
th st
Objectives: o recognize and produce the letter sounds /st/

T
and /ð/
To find words with the /st/ and /ð/ sounds
think stop
To write words with the letters st and th
2 Underline th and st. Say the words
Vocabulary: think, stop, three, sister, stand up

Class CD
Digital toolbox
Flash cards: places in town (Unit 3): three sister
school, park, bakery, butcher’s, market;
modes of transportation: car, bus, bicycle,
3 Read, write and say
boat, truck, motorbike; prepositions of place:
next to, opposite, between, in front of, behind three sister
Opener This is my .
She is .
• Play Sorting (Games bank, page 210) with ‘town’,
‘transportation’ and ‘prepositions’.
Presentation 74
1 Draw a picture of someone thinking on the board and ask

What’s this? Elicit think. 2 Underline th and st. Say the words
2 Write the word on the board and circle the letters th.
1 Look at the pictures with the class and present/identify the
3 Point at the letters and say th. Students repeat the sound /ð/
items in the pictures. Say What’s this? and present three and
with you.
sister. Say the words together with the class.
4 Point at the picture again and elicit think. Then say
2 Point to the word three. Say /ð/ three. Point to the letters th
/ð/ think.
and show the students how to underline it. Do the same with
5 Repeat for stop and the letters st and sound /st/.
sister and the letters st and sound /st/. Ask the students to
underline st.
3 Read, write and say
1 Listen, point and say 1 A sk students to say what they can see in the pictures and to
read the words in the box. Make sure they pronounce the /ð/
1 Help students to find page 74. and /st/ sounds correctly.
2 Point to the picture of think and ask What is it? Students 2 Explain that you want them to complete the sentences
say think. using the correct words from the box. Elicit the answer for
3 Then point to the letters th on the page and say the sound /ð/. the first sentence to check they understand.
Students repeat after you. Practice this several times. 3 Students can work in pairs to complete the task.
4 Repeat with stop and the letters st and sound /st/. 4 Check their answers. Praise good work.
5 Say Listen and play the CD, encouraging students to repeat
the word and sound and point to the correct picture.
Answers:
6 Play the CD several times so students can mirror and
practice the correct pronunciation. sister, three
Audioscript
/ð/, /ð/ think
/st/, /st/ stop
148
Unit 5
Phonics
1 Trace and say

3 Now point and say
th st 1

Draw students’ attention to the photo and say the children
are saying the different words in Exercise 2.
2 Complete and say 3 Circulate and give help with pronunciation, if necessary.
1 2
Closing
_s _op
t si_ _er • Say Now you know how to say and write words with the /ð/
and /st/ sounds.
• Explain that in the next lesson, they will talk about pollution
3
and say what we can do to help the Earth.
_ _ink
4 5
_ _ree _ _and up
three
3 Now point and say
72

1 Trace and say
letters can they see?
2 Explain that you would like them to trace the letters.
3 Circulate and help with handwriting skills if necessary.
4 Check their answers as a class. Check their pronunciation of
the /ð/ and /st/ sounds.
2 Complete and say

1 Draw students’ attention to the pictures and elicit the words.
2 Students complete the words with the correct letters.
3 Check their answers. Ask them to read the sentences and
check their pronunciation.
Answers:
2 sister
3 think
4 three
5 stand up
149
Unit 5 Issues: Environmental pollution
Pollution
Unit 5
1 2
Objectives: o identify what causes pollution, specifically

T
traffic congestion Sometimes there are lots of cars,
To say what personal actions help prevent trucks and buses on the roads. This
When you cycle to school, you don’t
pollution can make pollution. Pollution is bad
make pollution.
for us and it’s bad for the Earth.
To assess what is good and bad for the Earth
3 4 5
Issues: Environmental responsibility: pollution
Vocabulary: p ollution, sometimes, lots of, good, bad, Earth,

make pollution, when
Language: Sometimes there are lots of cars, trucks and When you walk to New cars make less Think – what can you
buses on the roads. This makes pollution. school, you don’t make pollution than old cars. do to stop pollution?
Pollution is bad for us. When you cycle to pollution.
school, you don’t make pollution.
2 Look, sort and write the numbers
Activity Book page 73 1
Class CD
Optional: Extra pictures showing traffic Good for the Earth 3
2
congestion in different cities around the world . 4
Bad for the Earth
Opener . 75
• Play Catch and say (1) (Games bank, page 208) with
recent vocabulary. Audioscript
Presentation Pollution
Sometimes there are lots of cars, trucks and buses on the
1 Use the extra pictures to show traffic congestion. roads. This can make pollution. Pollution is bad for us and
2 Exploit all the pictures and elicit the language. it’s bad for the Earth.
3 Present pollution, make pollution and good/bad for the Earth. When you cycle to school, you don’t make pollution.
4 Practice these words chorally and individually. When you walk to school, you don’t make pollution.
5 Remind them of ‘lots of’ from earlier in the book, by New cars make less pollution than old cars.
drawing lots of flowers on one side of the board and one or Think – what can you do to stop pollution?
two on the other.
6 Explain that they are now going to talk about pollution.
2 Look, sort and write the numbers
STUDENT'S BOOK page 75 1 Look at the pictures and exploit them with students.
2 Explain that you are now going to decide which are good
(show thumbs up) and which are bad (thumbs down) for the
1 Look, listen and read environment.
1 Help students to find page 75. 3 Show them how to write the numbers of the pictures which
2 Ask them to say what they can see in the pictures. are good under the ‘Good for the Earth’ title and those which
3 Play the CD. Students listen and read. are bad under the other title.
4 Play the CD again. Students listen and repeat. 4 Ask them to continue in pairs.
5 Ask students to read the sentences without the CD. 5 Circulate and check everyone’s understood. Help if necessary.
6 Check their pronunciation carefully. 6 Check answers as a class.
Answers:
Good for the Earth: 2, 3

Bad for the Earth: 1, 4
150
Unit 5
Pollution Unit 5
1 Read and circle
1 Cars can make pollution. Yes No

2 Write and draw or
2 Pollution is bad for us. Yes No 1 L ook at the pictures with students and elicit as much
3 Pollution is good for the Earth. Yes No vocabulary as possible.
2 Show them they should complete the gaps with the
4 When you cycle to school, you make pollution. Yes No
words above.
5 When you walk to school, you don’t make pollution. Yes No 3 Ask them to continue, checking in pairs.
t
6 Old cars make less pollution than new cars. Yes No 4 Check their answers as a class.
Answers:
2 Write and draw or
new old cycle walk 2 walk

1 3 old
cycle
................ to school 4 new
2
................ to school 3 Complete

3
1 Ask them to read the sentence and decide what the missing
words are.
drive ................ cars
2 Decide on the answer as a class and have them write in the
4
correct words.
3 Have them say the completed sentence and check
drive ................ cars
their pronunciation.
3 Complete Answers:
P ......................... is bad for the E..........h.
73 pollution
Earth
ACTIVITY BOOK page 73 Closing

1 Read and circle • Say We can talk about pollution and say what we can do to
help the Earth.
1 Help students to find page 73 of their Activity Book. • Say Next we will look at road safety.
2 Ask them to read the first sentence and decide if it’s Yes or
No. Show them how to circle the relevant word with
their pencil.
3 Then, have them read the other sentences and decide which
word to circle.
4 Circulate and help. Note that as there are no pictures here
some students may struggle.
Answers:
1 Yes
2 Yes
3 No
4 No
5 Yes
6 No
151
Unit 5
Road safety
V
1 Listen, look and read

1
Objectives: To discuss how you can stay safe when
cycling or driving
To use the affirmative and negative imperative 1 Wear a cycle helmet. 2 Ride your bicycle in a safe place.
to give suggestions 3
Values: Respect for rules

5
Vocabulary: stay safe, cycle helmet, ride a bicycle, safe 3 Look at the signs. 4 Don’t listen to music.
place, sign, seatbelt, cell phone, MP3 player,
headphone cables 2 Listen, read and say
How do you stay
Language: How do you stay safe on your bicycle? How safe on your bicycle? I wear a cycle helmet.
do you stay safe in a car? Wear a cycle
helmet, ride your bicycle in a safe place, look How do you stay I wear a seatbelt.
at the signs, don’t listen to music. safe in a car?
Values: Road safety

3 Ask and answer for you. Use these ideas
Class CD
Flash cards: places in town (Unit 3): school,
park, bakery, butcher’s, market; modes of seatbelt cell phone bright clothes
transportation: car, bus, bicycle, boat, truck, 76
motorbike; prepositions of place: next to,
opposite, between, in front of, behind; cycle
helmet, seatbelt, cell phone, MP3 player,
headphone, street sign
Opener 1 Help students to find page 76. Ask them to tell you what
• Play a version of Point to it (Games bank, page 210) they can see in the pictures.
with the flash cards. Say the words and point to the correct 2 Read the sentences with them and check understanding.
flash card. Students can come to the front and say a word for 3 Have them repeat the sentences.
the others to point to a flash card. 4 Play the CD and have them repeat.
1 Present the questions How do you stay safe on your bicycle?
and How do you stay safe in a car? 1 Wear a cycle helmet.
2 Show them the flash cards about road safety and elicit 2 Ride your bicycle in a safe place.
the words. 3 Look at the signs.
3 Pronounce each word clearly so students can repeat chorally 4 Don’t listen to music.
and individually.
4 Check meaning by showing the flash cards and having
students say the words.
2 Listen, read and say
5 Elicit the imperative form for giving suggestions by 1 Ask students to look at the speech bubbles.
inputting language such as Wear a cycle helmet, Wear a 2 Read the questions and answers with them.
seatbelt, Don’t listen to music, Ride your bicycle in a safe 3 Play the CD and have them repeat.
place, etc. 4 Then have them work in pairs and repeat.
152
Unit 5
Values: Road safety
1 Read, look and write

bicycle clothes helmet music seatbelt signs
1 Wear a cycle helmet
.......................
2 Ride your ...................... in a safe place. 1 Help students to find page 74. Ask them to tell you what
they can see in the pictures.
3 Look at the ........................
2 Show them the incomplete sentences have them add in the
words from the word box above.
4 Don’t listen to ........................
3 Circulate and check they’re on task. Give help if necessary.
5 Wear bright ........................
6 Wear a ........................ Answers:
2 bicycle
t. 2 Read and circle 3 signs
4 music
1 How do you stay safe 2 How do you stay 5 clothes
on your bicycle? safe in a car? 6 seatbelt
2 Read and circle

1 Ask students to look at the speech bubbles.
2 Show them they should circle the correct word in
I wear a seatbelt / helmet.
each instance.
I wear a seatbelt / helmet. 3 Have them continue, checking in pairs.
I listen / don’t listen to music.
74
Answers:
Audioscript 1 helmet, don’t listen
2 seatbelt
Girl: How do you stay safe on your bicycle?
Boy: I wear a cycle helmet.
Girl: How do you stay safe in a car? Closing
Boy: I wear a seatbelt.
• Praise students’ work. Say they now know how to talk about
being safe on the road in English.
3 Ask and answer for you. Use these ideas • Say Next we will talk about rockets.
1 A sk students to now ask and answer the question
for themselves.
2 Be ready to give vocabulary as they might not understand
‘bright clothes’, for example.
3 Conclude the exercise by discussing briefly, once more, how
we can stay safe on the road.
153
Unit 5
Wider world
Unit 5 W
LESSON 11 SB page 7 7 AB page 7 5 Rockets

Rockets fly into sp
ace.
Objectives: o find out what rockets and astronauts can do
T They make a lot of
pollution.
To discuss and draw the pollution that rockets They go up in the
air very fast.
They make a lot of
make noise.
To make sentences with can for ability
CLIL: Science: rockets in space
Vocabulary: rocket, space, astronaut, spacecraft, go into rocket space astronaut spacecraft
Rockets can send
space, fly, explore, go up in the air, very fast, spacecraft into space.
make noise Astronauts can go in the
spacecraft and explore R
Language: Rockets can send spacecraft into space. space.
ex
Astronauts can go into the spacecraft and
explore space. Do you want to explore space?
Do you want to explore space?
Find out
Values: Road safety Where do astronauts go in space?
Materials: Student’s Book page 77 2 Read again and match

Activity Book page 75 1 Rockets fly a explore space.
Class CD 2 Rockets make b a lot of pollution.
Coloring pencils 3 Astronauts can c into space.
Flash cards from previous classes: places in
town: school, park, bakery, butcher’s, market; 77
modes of transportation: car, bus, bicycle,
boat, truck, motorbike; prepositions of place:
next to, opposite, between, in front of, behind; Presentation
rocket, space, astronaut, spacecraft
Coloring pencils 1 Use the flash cards to present the words for this class.
2 Say each word clearly and have students repeat chorally and
individually.
3 Make connections between the flash cards with sentences such
Opener as Rockets fly into space. They make a lot of pollution, etc.
• Play Noughts and crosses (Games bank, page 210) with all 4 Note that the vocabulary and structures in this lesson are
the recent new vocabulary; get students into two teams and quite demanding so students will need help to understand
label them Noughts or Crosses, then set up the grid on the everything.
board with the numbers in place.
• Stick some of the flash cards on the board, and when STUDENT'S BOOK page 77
the students say which square they would like by giving
you the number, decide which flash card they should give
you the word by pointing to it. If it’s incorrect, you can ask 1 Listen, look and read
the other team. If they also get it wrong, then no one gets 1 Help students to find page 77.
a point. As you use up the flash cards on the board, replace 2 Ask students to look at the picture and to say what they
them with others from your pile. can see.
• Continue the same procedure for three games to decide 3 Ask them to talk about the different characteristics of
which team is the outright winner. rockets, e.g. Where do they go? Do they make a little or a lot
of pollution?, etc.
4 Play the CD. Students listen and read. They can now answer
your questions if they didn’t before.
5 Play the CD again. Students listen and repeat.
6 Ask them the final question and help them to say their
answer in English.
154
Unit 5
Wider world: Rockets Unit 5
1 Look and match
1 2 3 4

1 Look and match
2 Explain the task. Students look at the pictures in the Activity
Book and match them to the words. They can do this
in pairs.
astronau space 3 Check their answers as a class. Encourage them to make
t rocket spacecraft
sentences, e.g. Astronauts go in the spacecraft.
2 Read and complete Answers:
Rockets can send s ....................... into s ........................ A .......................s 2 astronaut

explore space.
3 space
4 spacecraft
3 Read and draw
2 Read and complete
Rockets fly into space. They make a lot of pollution.
1 Students read the sentence and try to complete it with words
from the exercise above and the Student’s Book.
2 Ask students to complete the task in pairs.
Answers:
75
spacecraft, space, Astronauts
Audioscript 3 Read and draw

1 S
tudents read the sentence with you and check they
Rockets fly into space. understand everything.
They make a lot of pollution. 2 Ask students to draw a picture to illustrate the sentence.
They go up in the air very fast. 3 Give out coloring pencils so they can color their work.
They make a lot of noise. 4 Circulate and comment on their drawings, encouraging them
Rockets can send spacecraft into space. to describe what they are drawing.
Astronauts can go in the spacecraft and explore space.
Do you want to explore space?
2 Read again and match
Closing
1 S
how students they should match the two halves of the
sentences to make complete sentences. They can do this • Say Now you can talk about rockets. Next, we will talk about
individually. your favorite transportation.
2 Check their answers.
Answers:
1 -- c
2 -- b
3 -- a
155
Unit 5
Project: Make a poster
R
What is your favorite kind of transport?

Why? Draw and write. Make a poster.
My favorite kind of transport is
Objectives: To do artwork
Values: Creative thinking: Information about I like it because

transportation
Vocabulary: life jacket, cycle helmet, seat belt, high-vis

2
jacket
Language: What is your favorite kind of How do you stay safe on this transport?
transportation? My favorite kind of Draw and write
transportation is …
I
a
Flash cards: car, bus, bicycle, boat, truck,
motorbike, rocket
Coloring pencils
1
Opener
• W
rite rockets on the board. Ask students to say as much
as they can about rockets, how astronauts drive them, the I wear / use
.
speed they move at and the pollution they make. 78
Presentation
2 How do you stay safe on this transportation?
1 Revise different modes of transportation with the flash cards.
2 Ask them what their favorite kind of transportation is and
Draw and write
have them say why. 1 L ook at the pictures with students and exploit all
the vocabulary.
2 Then, have them draw and color how they stay safe
STUDENT'S BOOK page 78 on transportation.
3 Help them complete their sentences.
1 What is your favorite kind of transportation?
Why? Draw and write. Make a poster Students’ own answers
1 Help students to find page 78 of the Student’s Book.
2 Discuss different modes of transportation and which ones
they like best and why.
3 Then ask them to draw the favorite mode of transportation
and complete the sentence.
4 Give out coloring pencils for them to color.
5 Circulate and comment on their drawings, encouraging
further discussion.
156
Unit 5
Reading
1 Read, draw and color

1 2 Look and draw or
1 Look at the pictures and elicit whether each one is good or
bad, students should say why.
2 They should now draw in the correct picture.
I wear a life jacket on a boat. 4 Check their answers as a class.
Answers:
2 3
2 3 4
Closing
I wear bright clothes and
I wear a seat belt in a car. • Say Now you can talk about staying safe on transportation.
a helmet on my bicycle. • Explain that they will review the unit in the next lesson.
2 Look and draw or

1 2 3 4
76

1 Read, draw and color
1 Help students to find page 76 of their Activity Books.
2 Ask students to say what they can see in the pictures. Why is
the child in a life jacket? Why has the child got a cycle
helmet? Why has the child got a seat belt?
3 Students say why, then draw and color.
4 Circulate and talk to them about their pictures, helping to
generate further discussion.
157
Unit 5
Review
Unit 5
1 Find, circle and write
b u s e y t c
LESSON 13 SB page 7 9 AB page 7 7 1

i a d q a b y
c i t r u c k 2
Objectives: To review Unit 5 y r d l k r a
To consolidate vocabulary of transportation c p e h t v e
3 4
To talk about what you can see l l c a r g m
To review affirmative forms in the present e a d l a n x
simple
d n v c i f r
r e c j n l 6
Vocabulary: airplane, car, bus, bicycle, truck, train 5 k
2 Read, answer and draw

Language: What can you see? I walk/he walks/ I
cycle/he cycles/we drive. 1 What can you see?
(red car) I can see a red car .
2
Activity Book page 77 What can you see?
Flash cards: school, park, bakery, butcher’s,
(green truck) .
market; modes of transportation: car, bus,
bicycle, boat, truck, motorbike; prepositions of
place: next to, opposite, between, in front of, 3 What can you see?
behind (black train) .
Optional: Cuisenaire rods or other objects for
consolidating prepositions 2 Read and circle
1 I walk / walks to school.
2 He cycle / cycles to school.
3 We drive / drives to school.
Opener 79
• Use the flash cards from the unit to review the vocabulary.
• Play a game of Look and draw (Games bank, page 209) 2 Read, answer and draw
with the new vocabulary in the unit.
1 Show students that they should read the sentences and draw
what they read.
STUDENT'S BOOK page 79 2 Look at the first one with them as an example.
3 Give out coloring pencils and ask them to continue.
1 Find, circle and write 4 Circulate and comment on their drawings, encouraging
1 H elp students to find page 79 and have them describe further discussion and use of English in a natural setting.
the pictures.
2 Then, look at the wordsearch with them and see if they can Answers:
identify any words. Once one person has found one, use that
as an example and circle it with your pencil. 2 I can see a green truck.
3 Ask students to continue doing the same to find the 3 I can see a black train.
other words.
3 Read and circle
1 Show students that for each sentence there are two options
Answers: for the verbs.
2 Show them that they should circle the correct answer with
1 plane their pencil.
2 bicycle 3 Have them continue, checking in pairs.
3 car
4 truck Answers:
5 bus
6 train 1 walk
2 cycles
3 drive
158
Unit 5
Unit Review Unit 5
1 Complete
behind between in front of next to opposite
1 2
1 Have a look at the wordsnake with students and see if they
can work out the different words. Copy the wordsnake and
between the cars.
The bicycle is ................. The bus is ................. the car. have students circle the words, one at a time.
2 Then look at the pictures and elicit what they are.
3 3 Students should now write the words from the wordsnake on
the lines.
The car is ................. the van.
Answers:
4 5
1 cycle
The car is ................. the bus. The truck is ...................... the motorbike. 2 drive
4 walk
flywal kd ivec ycle 3 Match
1 r
2
1 T o reintroduce directions you could have a quick TPR game,
3 4
with students listening to your directions and moving as you
say, e.g. stand up, sit down, turn right, turn left, stop, open
................. ................. your book, etc. This is also a nice energizer as you near the
................. fly
................. end of class.
3 Match 2 Have students sit down and look at the different arrows in
Exercise 3 – they should then match these to the phrases.
1 turn right 2 turn left 3 go straight on
3 Have them work in pairs.
a b c 77
Answers:
ACTIVITY BOOK page 77 1 – c

2 – a
1 Complete 3–b
1 Before beginning the exercise, review the prepositions with
Cuisenaire rods or other objects. Closing
2 You can present them yourself, then give out rods or
• Say Now you can talk about your town, say where things
other small objects for students to review and practice
are, give directions, talk about how you go to school and
the language.
how you stay safe on transportation, discuss pollution, say
what is good and bad for the Earth and talk about rockets.
4 Have them describe the pictures and elicit as much new
• Praise students for their hard work on Unit 5. Tell them that
vocabulary as possible.
in the next unit, they are going to talk about different places
5 Then, prompt them to look at the position of the different
to see in Egypt and different parts of their country.
elements; show them the example.
6 Ask them to continue, copying the words from the word box
above and checking in pairs.
7 Circulate and give help, as necessary.
Answers:
2 next to
3 opposite
4 behind
5 in front of
159
Unit 6 Unit 6 The world around us L
AB pages 7 8 -7 9
Objectives: To describe the desert and pyramids
To use the present simple affirmative
with be
To talk about places (like the desert and the
beach)
Vocabulary: pyramid, desert, sand, beach, hot, swim, sea,

forest, city, hotel, river, museum
Language: There are pyramids. They are in the desert.

There’s a lot of sand.
Look! There’s a beach. People swim in
the sea.
Is there a …? No, there isn’t/Yes, there is. Look! There are the pyramids.
They are in the desert. It’s hot.
Materials: Student’s Book pages 80 and 81 There is a lot of sand.
Activity Book pages 78 and 79 And look – there’s a beach.
Class CD People swim in the sea.
Flash cards from last unit: places in a
town, transportation, prepositions of place;
80
pyramid, desert, sand, beach, hot, swim, sea,
forest, city, hotel, river, museum
Optional: Copies of the flash cards above for the flash cards on desks or notice boards, pointing to the
the mingle activity different cards to elicit the words or having their fellow
group members take the cards as they say the words.

• Play Hello! (Games bank, page 209) to welcome the
new unit. 1 Look, listen and read
• Play Memory (Games bank, page 209) with the flash cards 1 Help students to find page 80.
from last unit. Practice the words, then place the flash cards 2 Ask the students to say what they can see in the pictures.
on your desk; students come up and memorize the cards, Explain that the photos are all of places in Egypt.
then go back to their desks and write as many as they can 3 Explain that you are going to play the CD and ask students
remember. The student who can remember the most is to follow in their books as they listen. Play the CD and point
the winner. to the characters as they speak.
,
• You could extend this by then playing What s missing 4 Say Look, listen and read. Students follow the CD again,
(Games bank, page 211), i.e. take one of the cards from sentence by sentence. Ask students to repeat the sentences
those on the desk while students face the back of the room; and point to the character who is speaking each time.
they then have to identify which card has been removed. 5 Ask a few simple questions: What can Hany see?
(Pyramids); Is the desert hot or cold? (Hot); Where do
people swim? (In the sea.), etc.
Presentation
1 U se the flash cards to revise and present different places and Audioscript
landscapes.
2 Say each word clearly for students to repeat chorally and Hany: Look! There are the pyramids.
individually. They are in the desert. It’s hot.
3 If you have made copies of the flash cards, students can There is a lot of sand.
mingle and check each other’s pronunciation of the new
Hana: And look – there’s a beach. People swim in the sea.
words; they could also work in small groups and place
160
Unit 6
s Learn words
Unit 6
3 T hink about the place where you live.

Ask and answer
1 Ask students to think about where they live.
beach
forest
city 2 Ask questions such as Do you live in a city or a town?;
What can you see where you live?, etc. eliciting different
places in towns.
3 Ask questions with Is there …? and have students reply with
Yes, there is and No, there isn’t /nəυ e’r zənt/. Help them to
roll the sounds together in the answers so they sound more
sea pyramids hotel natural and fluent.
Extra practice
Divide the class into small groups. Give each student a copy
of a flash card (e.g. forest, desert, city, etc.) and say that is
museum
where they live. They shouldn’t show their flash card to
desert
river the others, who should try to guess what’s on it. Have them
3 Think about the place where you live. Ask and answer stand up and ask each other questions to find out what’s on
the flash card, e.g. Is there a lot of sand? Is it your house?
Can you swim?, etc.
Is there a forest?
No, there isn’t.
Is there a beach?
Yes, there is.
Language: There is … / There are … / Is there a …?

Yes, there is. / No, there isn’t.
Vocabulary: beach, forest, city, sea, pyramids, hotel, desert, river, museum 81
Extra practice
Ask students to read the dialog in groups of three.
Go around and monitor their work.
Ask one or two groups to act out their dialogs to the class.

1 Ask students to say what they can see in the photos.
2 The photos will look different to the pictures students looked
at earlier so exploit and check all the details, clarifying
if necessary.
3 Play the CD. Students listen and repeat.
4 Check pronunciation.
5 Ask students to read the labels without the CD.
6 Check pronunciation and students practice chorally and
individually.
Audioscript
beach forest city sea pyramids
hotel desert river museum
161
Unit 6
Unit 6 The world around us
1 Look, read and write
ACTIVITY BOOK page 78 beach desert hot pyramids sand sea
1 pyramids . They are

Look! There are the ...................
1 Look, read and write
in the ................... . It’s ................... .
1 H elp students to find Activity Book page 78 and to use the
picture clues to complete the text. They can do this in
There is a lot of ................... .
small groups.
2 Go around, motivate students and see which group can
finish first.
3 Check their answers as a class. 2 Look! There’s a ................... . People swim in
Answers:
the ................... .
1 desert, hot, sand
2 beach, sea
2 Read and circle
2 Read and circle 1 There is a lot of sand on the beach. Yes No

1 C heck students understand the task. They read the sentences 2 People swim in the desert. Yes No
and decide if they are true or false.
2 They should then circle either ‘Yes’ or ‘No’ with their pencil. 3 The pyramids are in the sea. Yes No
4 Circulate and check they’re on task. 4 The desert is hot. Yes No
Answers:
78
1 Yes
2 No
3 No
4 Yes
162
Unit 6
Unit 6
1 Match
est
1
des 2 Look, ask and answer
ty
1 Ask students to say what they can see in the picture.
2
2 Read the speech bubbles with them then say they should
for
ert continue the conversation in pairs.
3 3 Circulate and check they’re on task.
ci tel
4 In the end, one or two pairs could act out their conversation.
4
Closing
ho • Say Good, you can talk about places in the world.
• Explain that in the next lesson, they will talk about spending
5 ach time in different places like hotels and forests.
be
2 Look, ask and answer
Is there a desert?
No, there isn’t.

Is there a beach?
Yes, there is.
79

1 Match
1 Help students to find Activity Book page 79.
2 Exploit the pictures with students and elicit the new
vocabulary.
3 Point out the half words in the jigsaw pieces and show them
that they should match the jigsaw pieces to make the words
by drawing a line with their pencil.
4 Circulate and check everyone’s understood what to do. Give
help if necessary.
Answers:
2 forest
3 city
4 hotel
5 beach
163
Unit 6
Speaking
1 Look, read and check (✔) or cross (✘)

1 cars
LESSON 2 SB page 8 2 AB page 8 0 2 hotel

3 bakery
Objectives: To talk about details at a hotel
Bakery
4 bicycles
To identify different places on a beach near
5 people
a hotel
To identify different places in a forest 6 swings
To use the present simple be, singular and 7 roundabout
plural, to give descriptions
To use is there/are there to ask for 1 trees
descriptions 2 grass
3 river
Vocabulary: car, hotel, bakery, bicycle, people, swings,
roundabout, tree, grass, river, forest, flower, 4 forest
fish, bird 5 flowers
6 fish
Language: There is/There are
7 birds
Is there….? Are there…?
Yes, there is/are…
No, there isn’t/aren’t... 2 Listen and read
Look! There is a hotel.

Materials: Student’s Book page 82 There are people.
Activity Book page 80 Are there cars?
No, there aren’t.
Class CD 3 Point and say
Soft ball
Language: There is … / There are … / Are there… ?
Flash cards: car, hotel, bakery, bicycle, Yes, there are.
people, swings, roundabout, tree, grass, 82 No, there aren’t.
river, forest, flower, fish, bird
Opener Answers:
• Play Catch and say (2) (Games bank, page 208) with the 1  2  3
flash cards from last class and last unit. 4 5 6
7 
2 Listen and read
1 Look, read and check [ ] or cross [ ]
1 Point to the girls and the speech bubbles.
2 Play the CD and ask the students to repeat.
2 Ask students to describe the different elements in
3 They can then read the dialog in pairs.
the pictures.
3 Read the words for different things in the first picture and Audioscript
have students find them and point to them.
4 Put students into pairs to read the words and check the box Girl 1: Look! There is a hotel.
if they can see the item in the picture. If the item is not in the Girl 2: There are people.
picture, they should write a cross. Girl 1: Are there cars?
5 Go around the room to monitor and help as necessary. Girl 2: No, there aren’t.
Answers: 3 P oint and say

1  2  3 1 A
sk students to look and describe the pictures in Exercise
4 5 6 1. They should use the speech bubbles in Exercise 2 as a
7  model. Read the speech bubbles again with the class
to practice.
2 Go around the room to monitor and help as necessary.
164
Unit 6
2 Look again and complete

1 T o show the difference between is and are, draw one tree on
the board on one side, and then a few on the other, ask Is or
are? and elicit the answer from the students. Show different
numbers of items for the are demonstration to indicate we
use it with plurals but not a specific number, just more
than one.
2 Then, check with a few more examples, showing students
one item and multiple items randomly, and asking Is or are?
to check.
3 Now go to the exercise and show them that they should
1 There is / are a park. 4 There is / are a bicycle. complete the questions and answers with the words in the
2 There is / are a car. 5 There is / are swings.
word box.
4 Elicit one answer with them then have them continue
3 There is / are people. in pairs.
2 Look again and complete 5 Circulate and check everyone’s on task. Give help with
Is Are Yes No is are 6 Check their answers as a class.
1 .............. there a park? Yes

.............., there .............. .
Answers:
2 .............. there a roundabout? .............., there .............. .
3 .............. there a car? .............., there .............. . 1 Is, is
2 Is, No, isn’t
4 .............. there flowers? .............., there .............. .
3 Is, Yes, is
5 .............. there trees? .............., there .............. . 4 Are, Yes, are
80 80
5 Are, No, aren’t
Closing
ACTIVITY BOOK page 80 • Tell students they can now ask and talk about what there is
in different places.
1 Look, read and circle • Explain that in the next lesson, they will learn more words to
1 Help students to find Activity Book page 80. describe different places.
2 Ask students to describe what they can see.
3 They can do this individually and compare their answers
in pairs.
4 Then, have them look at the sentences and circle the correct
word in each case. Show them how to do so with their
pencil.
Answers:
1 is
2 is
3 are
4 is
5 are
165
Unit 6
Learn language
Unit 6
1 Look, trace and say
wide tall big small

cold hot old new
Objectives: To describe people and places
To trace the new adjectives 2 Look and complete with words from Exercise 1
To complete a crossword
To complete short phrases describing things 1 2 3
Vocabulary: wide, tall, big, small, cold, hot, old, new,

beach
1 b i g
Language: It’s wide. It’s big. It’s hot. It’s cold. 2
4 5 6 w
Materials: Student’s Book page 83 3 t
4c
Flash cards from previous lessons: pyramid,
desert, sand, beach, hot, swim, sea, forest, 5 t
city, hotel, river, museum, car, hotel, bakery, 7 8 6n
bicycle, people, swings, roundabout, tree,
7 o
grass, river, forest, flower, fish, bird: wide,
tall, big, small, cold, hot, old, new 8 s
3 Look at the blue squares. What’s the secret word?

Opener
• Play Stand up if … (Games bank, page 210) with the flash We go to the ..............................… .
cards from previous lessons. Give students one flash card 83
80
each (or a copy if you had one from a previous class) and
when you say the word they should stand up and say the
word. They can then continue in small groups. 2 Look and complete with words from
E xe rcise 1
Presentation 1 Have students describe the pictures and elicit the new words.
2 Show them that they should complete the crossword, with
1 Use the flash cards to present the new adjectives.
one letter in each box.
2 Say each word clearly and have students repeat chorally
3 Circulate and give help, if necessary.
and individually.
4 If time allows, copy the crossword on the board and ask
3 Stick the flash cards around the room and have students
students to come up, one by one, for the correction phase.
point to them and repeat.
4 If you feel it’s relevant you could bring in the notion of
opposites and elicit which words are opposites of each other, Answers:
e.g. hot and cold.
5 Leave the flash cards on the walls for the next activity below. 1 big 2 wide 3 tall
4 cold 5 hot 6 new
7 old 8 short
1 Look, trace and say 3 Look at the blue sq uares. What’ s the
1 Help students to find page 83. secret word?
2 Ask students to read the words. As they do, ask them to 1 O nce the crossword is complete, have students look at the
point to the relevant flash card. blue letters.
3 Ask them to take their pencils and carefully trace 2 Have them guess the secret word (beach) and complete the
the words. sentence.
4 Circulate and help with handwriting skills if necessary.
Answers:
Secret word: beach
166
Unit 6
Learn language Unit 6
1 Match
1 big a
b Answers:
2 wide 2 cold
3 tall
3 hot c 4 No, it’s new.
5 No, it’s big.
4 old d
Closing
5 small e
• Say that in the next lesson, they are going to talk more about
2 Look, read and complete big cold new small tall where they live.
1 It’s big.
No, it’s small
........ .
It’s hot. No, it’s ........ .

3
It’s wide. No, it’s ........ .

4
It’s old. ..................... .
5
It’s small.
..................... .
80 81

1 Match
2 Ask students to describe the pictures, then show them how
to link the words with the pictures with a pencil.
3 Ask a few students to read out the words at the end and
check pronunciation again.
Answers:
2 -- b
3 -- e
4 -- a
5 -- d

2 Then look at the example with students.
3 Show them that they should complete the sentences with the
appropriate adjective from the box.
4 Have them continue with the other sentences, checking
in pairs.
167
Unit 6
Let’s learn words
Where do you live?

Objectives: To talk about where you live
To say different Egyptian cities in English
Port Said
To ask and answer about where you live in Alexandria
the present simple Cairo
Vocabulary: desert, farm, tree, river, sea, Cairo, I live in Alexandria.

Alexandria, Port Said
I live in Port Said.
Language: Where do you live?
I live in …


Class CD
Flash cards from last class: wide, tall, big,
Egypt
small, cold, hot, old, new
Optional: pictures from magazines or the I live in Cairo.
internet showing the qualities above
Optional: pictures of Cairo, Alexandria and 2 Now ask and answer
Port Said
Where do you live?
I live in …
Opener
84 Language: Where do you live? / I live in …
• U
se the flash cards from last class to consolidate the
vocabulary. You could play a game of Word whispers
(Games bank, page 211) with the words. 5 P lay the CD again. Students listen and repeat. Make sure
• If you have extra pictures, then ask students to come up they are saying the city names correctly.
nearer to the front and use the pictures to elicit the new 6 Now ask students to read the texts without the CD.
vocabulary, e.g. show a picture of snow and ask Is it cold 7 Show them that they should now match the cities on the
or hot?; show a picture of a tall man and ask Is he tall or map to their names and they should do that with a pencil.
small?, etc. 8 Circulate and check everyone’s on task.
1 Ask Where do you live? and have students answer. Narrator 2: Where do you live?
2 Ask if it’s a city or a town; ask if there are pyramids, Boy 1: I live in Alexandria.
beaches; if the place is old/new, etc.
3 Show the pictures of Cairo, Alexandria and Port Said and Narrator 2: Where do you live?
ask if they’re big, small, old, new, etc. Girl 1: I live in Cairo.
STUDENT'S BOOK page 84 Narrator 2: Where do you live?

Boy 2: I live in Port Said.
1 Help students to find page 84. 2 Now ask and answer
2 Ask students to say what they can see in the pictures. 1 S tudents should now work in pairs, asking and answering
3 Have students read aloud the questions and answers. where they live.
Remember to have them squeeze the sounds together to 2 If they all live in the same city or town, then they could
make the question Where do you live? /weədεu:’lv/ so they perhaps say the name of the street where they live and say
don’t say the words separately and sound unnatural. what they can see on it, e.g. houses, trees, river, etc.
4 Play the CD. Students listen, read and point. 3 Ask them to get up and mingle, asking and answering the
question(s).
4 Monitor and help with any misunderstandings, when
necessary.
168
Unit 6
Where do you live?
Where do you live?
1 Read and match
1 a I live in the desert. 2 Look, read and complete

2 1 Show students the incomplete sentences.
b I live on the farm. 2 Have them remember the complete questions and sentences
from earlier in the lesson.
3
c I live in the trees.
3 Then, ask them to complete the sentences with the correct
words from the word box above.
4
d I live in the river.
5
Answers:
e I live in the sea.
live
in, Where
live
do in live live Where
Where do
.... you .................. ?
Tanta
3 Read and complete
Giza 1 R emind students of earlier in the lesson, when they were
talking about where they lived.
I live .......... Giza. .......... do you live? 2 They should now write where they live.
3 They may well need help with expressing this in written
I .......... in Tanta form, so circulate and give help as necessary.
4 Ask a few students to read out their answers. Express
interest in what they say.
3 Read and complete
Where do you live?
82 I ................................................................. . 82
Closing
ACTIVITY BOOK page 82 • T
ell students that they have done really well. They can now
talk about where they live and ask other people where
1 Read and match they live.
• Say that in the next lesson they will talk about the
1 Help students to find page 82 of the Activity Book. differences between a village, town and city.
The pictures show a bird, a whale, a horse, a camel and a
crocodile. Students don’t need to know how to say these
animals in English but they will need to know where
they live.
3 Show them that they should draw a line from the animal to
the correct sentence.
5 Circulate and give help if necessary.
6 Check the answers as a class.
7 To extend this exercise, students could talk about other
animals, e.g. ducks, cows, cats, fish, etc. Ask them to say
where they live using the sentence It lives in …
Answers:
2 -- e
3 -- b
4 -- a
5 -- d
169
Unit 6
Reading
Unit 6
1 Look and read
Where do you live?

city
LESSON 5 SB page 8 5 AB page 8 3 1 town
2
Objectives: To simply determine the differences between
villages, towns and cities
To use the comparative form with
one-syllable adjectives I live in a city.
I live in a town.
To say what you like about where you live village
To complete a text about the differences 3
between a village, town and city
A city is big. A village is small.
A city is bigger than a town.
Vocabulary: city, town, village, big, small, like, beach, A village is smaller than a town.
hotel, town, playground, play, wide, river,
I live in a village.
house, pretty
Language: A city is bigger than a town. 2 Read again and match

Do you live in a city, town or village? Is it
big or small? I like my city. There is a beach. There are big hotels. There are
lots of things to do.
Materials: Student’s Book page 85 I like my town. There is a small playground. I play with my friends.
Class CD I like my village. There is a wide river and old houses. It is pretty.
Flash cards: city, town, village, big, small,
beach, hotel, town, playground, river, house 3 Ask and answer
Do you live in a city,

Opener a town or a village? Is it big or small? 85 82
• Play Word whispers (Games bank, page 211) with some

of the sentences from the last lesson, e.g. I live in Cairo.
Where do you live? STUDENT'S BOOK page 85
1 Look and read
Presentation
1 Help students find page 85.
1 U se the flash cards to present the words, some of which are 2 Ask students to look at and describe the photos.
new, but some of which are being reviewed. 3 Read the sentences and have students repeat.
2 Stick connected flash cards on the board to help students 4 Then, read the box and check understanding with students.
form sentences, e.g. The city is big/The village is small/The 5 Check comprehension by pointing to different elements, e.g.
children play on the playground. Where does she live? Is a village big or small?, etc.
3 Ask Where do you live? In Cairo. Is it a city or a town? It’s
a city. Do you like it? Yes, I like it. 2 Read again and match
4 You now need to present the comparative with one-syllable
1 N ow go to the sentences at the bottom and check their
adjectives, so stick a flash card of a village next to one of a
meaning, ask What is good in the city/town/village? and
city, and write big and small above them.
draw out the different aspects the children mention.
5 See if students can make a sentence comparing the two,
2 Stick the flash cards showing city, beach, hotel, town,
and if they can’t, then help them with A village is smaller
playground, play, village, wide, river, house, pretty on the
than a city and A city is bigger than a village. Practice these
board again and ask students to point to them as you read the
and check pronunciation, showing students that we just
sentences with them, to check comprehension.
use a schwa to add a final sound to the adjectives in these
3 Now ask them to look again at the pictures in Exercise 1 and
cases. Then continue, sticking up a flash card of a town and
show them how to match the pictures with the sentences in
one of a city, then have students compare them. You could
Exercise 2 by writing the number of the picture in the box
continue with other objects in the classroom to reinforce the
next to each sentence.
comparative form.
170
Unit 6
Let’s learn words Unit 6
1 Read and complete
1 2
village ACTIVITY BOOK page 83

town ............................ ............................
3
1 Read and complete
city
1 H elp students to find page 83 of their Activity Book. Ask
students to say what they can see in the exercise.
2 Read and circle ............................ 2 They should understand that the three different pictures
1 A village is small. Yes No show a village, a town and a city.
2 A city is big. Yes No
3 Ask them to label the different places.
4 Check answers with the class. Now review the comparative
3 A city is bigger than a town. Yes No form by having students compare the three different places,
4 A village is bigger than a city. Yes No e.g. A village is smaller than a town, etc.
5 A town is smaller than a village. Yes No
Answers:
city town village
3 Look, read and complete are are is is
1 village 2 city 3 town
1
village . There ............. pretty flowers
I like my .............
2 Read and circle
and tall trees. There ............. a wide river.
1 E xplain the task. Show students that they should read the
2
I like my ............. . There ............. a big
sentences and decide if they are true or false, i.e. yes or no.
They should then circle their answer with a pencil.
market and a museum. 2 Show them the example in place, then ask them to continue,
3 checking in pairs.
I like my ............. . There ............. old 3 Circulate and give help, if necessary.
houses and new houses. 4 Ask a few students to read the sentences to the class and
82 83 then say yes or no when it comes to the correction phase.
Answers:
Answers:
2 Yes 3 Yes 4 No 5 No
1 I like my city. There is a beach. There are big hotels.
There are lots of things to do.
2 I like my town. There is a small playground. I play with 3 Look, read and complete
my friends. 1 H ave students look at the pictures and describe what they
3 I live in a village. There is a wide river and old houses. can see.
It is pretty. 2 Show them the example in place, then ask them to continue,
using the word box, checking in pairs.
3 If your class is less confident it might be a good idea to have
3 Ask and answer them complete one sentence at a time, then check as a class,
before they continue to the next one.
1 Ask students the question and elicit their answers. 4 Circulate and give help as necessary.
2 As they answer, try to get them to expand on their answer, as 5 Check answers as a class. Have students read the sentences
the children do in Exercise 2. and check pronunciation again.
3 You could stick the adjective flash cards on the board to try
and prompt students to use more words and flesh out their
Answers:
descriptions. Show interest in their answers and ask further
questions. 1 are, is 2 city, is 3 town, are
Closing
• P
raise students for what they have done. They can describe
where people live and why they like their village, town
or city.
• Say Next we will talk about some other places in Egypt.
171
Unit 6
Reading

Let’s go to Luxor!
1 2
Objectives: To describe towns and cities in more detail
To use the present simple affirmative and
negative with be
To put together written descriptions of
where you live There are temples in Luxor. The
Luxor is a big city. There are temples are very old.
Vocabulary: people, pyramid, hotel, market, temple, people, hotels and markets.
beach, river, wide, boat, big, old, too, sea, 3
playground, Luxor, River Nile, Giza, Dahab
Luxor is hot. There isn’t a beach, but
Language: I live in Luxor. Luxor is big. There are there is the River Nile.
people, hotels and markets. The river is wide. You can see boats.

Activity Book page 84 2 Read again, choose and complete
Class CD
wide big old
Flash cards: city, town, village, big, small,
beach, hotel, town, playground, river, house, 1 Luxor is . 2 The temples are .
pyramid, market, temple, boat, big, old, sea
3 The River Nile is .
Opener 3 What can you see near your house? Ask and answer
• P
ractice the vocabulary from previous classes using 86
flash cards.
• Play Catch and say (1) (Games bank, page 208) recent
vocabulary. Audioscript
et’s go to u or
Presentation 1 Luxor is a big city. There are people, hotels and markets.
1 Use the flash cards to check the words in this lesson. 2 There are temples in Luxor. The temples are very old.
2 There are some new words, such as temple, so pay particular 3 Luxor is hot. There isn’t a beach, but there is the River Nile.
attention to them. The river is wide. You can see boats.
3 Practice the pronunciation chorally and individually.
4 Elicit information from students about Luxor, Giza and 2 Read again, choose and complete
Dahab – what is there? What can they see? Is there a beach,
a river, pyramids, temples, old houses, new houses?, Is it big 1 Look at the incomplete sentences with students and say that
or small?, etc. they should complete the sentences with the words in the
word box.
2 You could quickly check meaning by miming or using the
STUDENT'S BOOK page 86 flash cards.
3 Circulate and check everyone’s on task. Give help as
1 Look, listen and read necessary.
1 Help students to find page 86. 4 Check answers as a class.
2 Exploit all the photos and elicit the new vocabulary.
3 Say Listen and play the CD, encouraging students to repeat Answers:
the sentences and point to the correct photo.
4 Play the CD several times so students can repeat and 1 big
practice the correct pronunciation. Practice any problematic 2 old
words chorally and individually. 3 wide
172
Unit 6
Reading

Giza Alexandria
I live in a town. It is next to
the sea. There are old houses 1 Look, read and complete
and new houses and there are
beaches. There are lots of hotels 1 Help students to find page 84 of their Activity Book.
too. I live in ................. . 2 Elicit which city is in each photo and have students describe
the cities.
3 Review the meaning of next to by pointing to the photo and
2 things in the classroom.
I live in a city. It is next to the 4 Then, read each description with students, exploiting and
River Nile. There are lots of people. checking all the language.
You can see pyramids and temples. 5 Finally, confirm which city is being described in each
I live in ................. . instance, help them write the answer using the word box and
check their pronunciation in English.
Answers:
2 Read, write and circle. Make true sentences
1 Alexandria
1 I live in ................. . 2 Giza
2 It is a city / town / village.
3 It is / isn’t next to the sea. 2 Read, write and circle. Make true sentences
4 There is / isn’t a river. 1 S tudents should now move towards putting together a
5 There are / aren’t pyramids and temples. description of where they live.
6 There is / isn’t a playground.
2 Point out that they should write the name of village, town or
city, then circle the other options to make them true.
84 84
3 Ask them to work on their own. Circulate and help
as necessary.
3 What can you see near your house? Ask and 4 Have some students read their descriptions at the end.
answer
1 A
sk students the question above. Remember to ask the Students’ own answers
question naturally so that students can pick up the key
sounds: /’’wɒtkənju:si:weə’ju:lv/ and can should have a Closing
schwa sound. Practice the question chorally and individually. • Say Now you know how to describe where you live in a lot
2 Elicit as much as you can by asking in plenary so the of detail.
vocabulary is as rich as possible. • Explain that in the next lesson, they will read about an oasis
3 Then, have them get up and mingle, asking each other the and sand dunes.
question and listening to the answers. In order to avoid them
all saying the same thing, mingle with them and encourage
them to come up with some alternative sentences (sometimes
students of this age hear one good sentence and just repeat it,
meaning the activity becomes a bit monotonous).
173
Unit 6
Egypt – our landscape
Unit 6
1 Look and read Oasis
There are lots of amazing places in Egypt.

An oasis is a place in the desert with trees
and water. This is Siwa oasis. People can
grow plants and flowers in an oasis.
Objectives: To use the present simple for descriptions
To use go gerund to talk about activities
To use some/lots of to express quantity
Values: Love of homeland: pride in Egypt
CLIL: Social Studies There are sand dunes in the desert.

People can go sandboarding!
Some sand dunes are very big.
Vocabulary: ama ing, place, plant, grow, flower, tree,
desert, sand, beach, swim, oasis, sand
boarding, coral reef, snorkeling, sand
dune, people, Dahab
Language: There are lots of amazing places in Egypt.

An oasis is a place in the desert with There are coral reefs in Dahab.
People can go snorkelling
trees and water. People grow plants and and see lots of fish.
flowers. People go sandboarding.
Materials: Student’s Book page 87 2 Read again and match

Activity Book page 85 1 Siwa oasis a People go sandboarding.
Flash cards: pyramid, hotel, market, 2 sand dunes b People see fish.
temple, beach, river, boat, big, old, c People grow plants and flowers.
sea, playground; oasis, sand dunes, 3 coral reefs
sandboarding, coral reef, snorkeling 87 84

• Check the words from last class with the flash cards.
• Play Guess the picture (Games bank, page 209) with words 1 Look and read
from last class.
2 Exploit the photos with them and elicit as much new
Presentation vocabulary, such as amazing places, oasis, desert, trees,
1 U se the flash cards to present and review words in this water, etc. as possible. Check pronunciation chorally and
lesson. individually.
2 Link the words together by sticking the flash cards on the 3 Ask students to read the text and check understanding. To
board and drawing lines to produce sentences like The boat do this you can ask some simple questions like What is an
is sailing in the sea. oasis? Where can you find an oasis? Where can you find
3 Introduce go verb to show activities, e.g. People go sand dunes?, etc.
sandboarding/People go snorkeling. 4 Have them read the text and underline the verbs.
4 Introduce lots of and some with simple drawings on the 5 Read the text aloud and have them repeat. Check
board, or with realia in the classroom, e.g. some pens and pronunciation. Pay close attention to sentence stress and
lots of pens. You could present these yourself by holding intonation so that students don’t sound monotone
them up and then you could say to students Show me some and unnatural.
pens and show me lots of pens!
5 It’s important for students to understand that some and lots
of refer to a certain quantity of items, but the amount is
not stipulated.
174
Unit 6
Reading Unit 6
sandboarding snorkeling flowers oasis dunes coral ACTIVITY BOOK page 85

1 An .............
oasis is a place in the desert with trees and water. 1 Read, look and write
1 H elp students to find page 85 of their Activity Book. Ask
2 People grow plants and ................. . students what they can see in the pictures.
2 Students work in pairs to complete the text using the words
in the box.
3 There are sand ................. in the desert.
4 People go ................. . 5 Have them read the sentences aloud and check their
pronunciation.
5 There are ................. reefs in Dahab.
Answers:
6 People go ................. . 2 flowers 3 dunes 4 sandboarding

5 coral 6 snorkeling
2 Look at the picture and circle
1 There is an oasis. Yes No

2 Look at the picture and circle
2 There are trees. Yes No 1 A sk students to describe the picture. Exploit all the
vocabulary and elicit the new words.
3 There are flowers. Yes No
2 Show them they should circle Yes or No with a pencil to
4 There are coral reefs. Yes No show which sentences are true and which are false.
5 There are people. Yes No 3 Do the first one as an example and ask them to continue,
checking in pairs.
6 There are sand dunes. Yes No
84 85
2 Read again and match Answers:

1 S how students that there are no pictures here but they should 1 Yes 2 Yes 3 No
match the nouns to the activity, using their pencil. 4 No 5 No 6 Yes
2 You could quickly check the meaning of the words with the
flash cards, sticking them on the board and having students
point to the correct word. Closing
4 Check answers as a class. • Ask students which is their favorite place – the desert, the
oasis or the sea and say why.
• Praise them for their good work and say that next time they
Answers:
will be looking at some buildings in a city.
1 – c 2 – a 3 – b
175
Unit 6
Egypt – our modern world
2
1
shopping mall
Objectives: To describe cities and their buildings
To describe activities in cities 4
To determine key buildings in cities
To say what you can do and see in cities skyscrapers
To use have and be in the present simple
to give descriptions library
3
To use lots of to talk about quantity
5
Values: Love of homeland: pride in Egypt
CLIL: Geography
restaurant
Vocabulary: museum, library, restaurant, shopping museum
mall, skyscraper, lots of, family, books,
old, big, tall 2 Look, listen and read. Number
1 There are lots of things to do in the city. I go to the new

Language: There are lots of things to do in the city.
The library has lots of books. We can see shopping mall with my family.
old things in a museum. 2 The library has lots of books.
3 We can see old things in the museum.
Materials: Student’s Book page 88 4 We can eat in a big restaurant.
Activity Book page 86 5 This skyscraper is very tall!
Class CD
Flash cards from last class: pyramid, 88
hotel, market, temple, beach, river,
boat, big, old, sea, playground; oasis,
sand dunes, sandboarding, coral reef, 3 U
se the flash cards to prompt more language from students,
snorkeling using the forms in the lesson, e.g. What can we see in a
Soft ball museum? What can we do in a restaurant? Is a skyscraper
Flash cards: museum, library, restaurant, old or new? Is it tall or short?, What can you do at a
shopping mall, skyscraper, family, book, shopping mall?, etc. Students have an increasingly rich
old, big, tall vocabulary and that needs to be constantly reviewed and
Optional: pre-prepared slips for Extra exploited to help with memory retention.
practice with the following phrases: I can
shop there/I can read books there/I can
see old things there/ I can eat there/ It’s
tall, and place names, i.e. shopping mall,
library, museum, restaurant, skyscraper 1 Listen, point and say
(enough for each student to have 2 or 3) 1 Help students to find page 88.
2 Have students describe what they can see in the pictures.
3 Check pronunciation chorally and individually.
Opener 4 Have students read the words and check pronunciation.
5 Then, play the CD and have them repeat again.
• U
se the flash cards from last class to review the vocabulary. 6 You could once again quickly check understanding by
• Play Catch and say (2) (Games bank, page 208) with the asking questions such as Is a skyscraper in a city or village?
vocabulary from last class or any from earlier in the unit. Is there one shop or a lot of shops at a shopping mall? What
can you do at a restaurant?
1 U
se the flash cards to present the new vocabulary in
1 skyscrapers
this class.
2 shopping mall
2 Say each word clearly and have students repeat chorally
and individually. 3 restaurant
4 library
5 museum
176
Unit 6
Egypt - our modern world
1 Match
1 museum a
Answers:
1 This skyscraper is very tall

b
2 library 2 There are lots of things to do in the city. I go to the new
shopping mall with my family.
3 We can eat in a big restaurant.
c 4 The library has lots of books.
3 restaurant
4 shopping mall d Extra practice

Give out the slips you’ve prepared with the phrases and
place names. Ask students to read their slips and check they
5 skyscraper e understand them, then get up and mingle.
They should not look at their slips, just say what’s on them,
and they should try to match the activity with the place.
2 Read and complete Whoever guesses first wins the slip.
The game continues until everyone has given up their slips.
library mall museum restaurant Skyscrapers
The person with the most slips is the winner.
museum
1 We can see old things in the ............................... .
2 There are lots of books in a ............................... .
3 We can eat in a ............................... . 1 Match
4 We go to the shopping ............................... in the city. 1 Help students to find page 86 of their Activity Book.
86 5 ............................... are very tall! 86 2 Have students describe the pictures they can see.
3 Ask them to join the words with the correct pictures, using
their pencils.
2 Look, listen and read. Number 4 Circulate and check everyone’s on task. Give help
if necessary.
1 S tudents should read and listen to the sentences then match 5 Check answers as a class.
them with a picture in Exercise 1. When doing this, they
should look at the number of the picture in Exercise 1 and
write it in the box next to the sentence. Answers:
2 Do the first one with them as an example. Students should
2 – e 3 – d 4 – a 5 – b
write 2 in the first box.
3 Ask students to continue, checking in pairs.
4 Circulate and check everyone’s on task. Give help if 2 Read and complete
necessary, especially with the writing of numbers in English.
5 Play the CD so students can listen to the sentences. 1 S how students that the sentences are incomplete and that they
6 Check answers as a class. should complete them with the words in the word box above.
2 Read the example with them, then ask them to continue in pairs.
Audioscript 3 Circulate and check everyone’s on task. Give help if
necessary, particularly with handwriting skills.
1 There are lots of things to do in the city. I go to the new 4 Check answers as a class. Check comprehension again by
shopping mall with my family. asking a few final questions such as What can you see in a
2 The library has lots of books. library? What can you see in a restaurant? Is a skyscraper
3 We can see old things in the museum. modern or old? What can you buy at a shopping mall?, etc.
5 This skyscraper is very tall. Answers:
2 library 3 restaurant 4 mall 5 Skyscrapers
Closing
• Say Now you can talk about buildings in a city.
• Praise their hard work.
• Explain that in the next lesson, they will look at
a new sound in English.
177
Unit 6
Learn Phonics with Busy Bee!
ea ee
Objectives: o recognize and produce the letters with
T tree
the sound /i:/ beach
To find words with the /i:/ sound
To write words with the letters -ea and -ee 2 Underline ea and ee. Say the words
Vocabulary: beach, tree, sheep, sea, read, green, leaf

Class CD sheep sea
Flash cards from previous classes for the
Noughts and crosses 3 Write and say
Coloring pencils beach tree sea
Where’s the sheep?
Opener
1 There are lots of things to do in the city. I go to the new 1 It’s in the .
• Play Noughts
shoppingand
mall crosses (Games bank, page 210) with
with my family.
recent vocabulary. Use the flash cards from previous classes
2 The library has lots of books. 2 It’s on the .
to prompt vocabulary and stick them around the grid on the
board, replacing them as students come up with the word.
5 This skyscraper is very tall!
Presentation 3 It’s in the .
89 86
1 W rite the word beach on the board and circle the letters ea.
2 Point at the letters and say /i:/. Students repeat the sound /i:/
with you. 3 Do the same with sea. Ask students to underline ea.
3 Draw a tree on the board and elicit tree. Write the word on 4 Have students say the words again and check pronunciation.
the board and circle the letters ee. Point at the letters and say
/i:/. Students repeat the sound /i:/ with you. 3 Write and say
1 A sk students to say what they can see in the pictures and to
STUDENT'S BOOK page 89 read the words in the box. Make sure they pronounce the /i:/
sound correctly.
1 Listen, point and say 2 Explain that you want them to complete the sentences using
the correct words from the box. Elicit the answer for the first
sentence to check they understand.
2 Say Listen and play the CD, encouraging students to repeat
3 Students can work in pairs to complete the task.
the word and sound and point to the correct picture.
4 Check their answers.
3 Play the CD several times so students can mirror and
practice the correct pronunciation.
Answers:
Audioscript
1 tree 2 beach 3 sea
/i:/, /i:/ beach
/i:/, /i:/ tree
2 Underline ea and ee. Say the words

1 L
ook at the pictures with the class and present/identify the
items in the pictures. Say What’s this? and elicit sheep and
sea. Say the words together with the class.
2 Point to the sheep. Say the word sheep. Say /i:/ sheep. Point
to the letters ee and show the students how to underline them.
178
Unit 6
Learn Phonics with Busy Bee! Unit 6
1 Look and trace. Then say
1 2 3 Read, color and trace

1 A sk students to say what they can see in the picture and have
them read the phrase, then trace it.
2 Now hand out coloring pencils and have them color in
the leaf.
beach sheep
3 When they’ve finished ask them to say what they’ve colored,
and check their pronunciation of ‘green leaf’.
2 Complete ee ea
Closing
1 2
• Ask students if they can think of any other words with these
sounds, e.g. thirteen, queen, street, bee, eat, tea, please.
Write their ideas on the board.
thr__ r__d • Say Now you know how to say and write words with the
/i:/ sound.
3 4 • Explain that in the next lesson, they will read about saving
water in Egypt.
tr__ s__
3 Read, color and trace
It’s a green leaf.
86 87

1 Look and trace. T hen say
2 Explain that you would like them to trace the letters: ea or ee
in the words. Students can do this in pairs.
3 Check their answers as a class. Check their pronunciation of
the /i:/ sound. It can be very useful to compare it to the short
// sound in it and big so that students can get a feel for the
difference. Show the length of the /i:/ sound by pulling your
hand away from your body; then show the shortness of the
// sound by quickly opening and closing your fingers.
2 Complete
2 Students complete the words with the correct letters.
3 Check their answers. Ask them to read the words and check
their pronunciation.
Answers:
1 three
2 read
3 tree
4 sea
179
Unit 6
Life skills - Saving water
In Egypt there isn’t a lot of rain. There is

LESSON 10 SB page 9 0 AB page 8 8 Water in Egypt
a lot of desert. It’s important to save water.
Objectives: To identify how to save water

To talk about water in Egypt
To use a lot of in affirmative and negative
sentences
To use sentences with ‘help something to s and farms .
The High dam holds water for cities, towns, villagefarmer
’ and ‘use something to ’
Life skills: Self-management: saving water
Vocabulary: rain, important, desert, dam, town, village, Farmers use irrigation to water We can turn off faucets to
farmer, irrigation, water plant, River Nile, plants. save water.
Aswan Dam, turn off, faucet, save water,
hold water
2 Read and match
Language: In Egypt there isn’t a lot of rain. There is a 1 dam a This is how farmers get water to plants.
lot of desert. It’s important to save water. 2 irrigation b This is a thing you can turn off to save water.
Farmers use irrigation to water plants. 3 faucet c This is a thing to hold water in rivers.
Materials: Student’s Book page 90 Find out

Activity Book page 88 Why is it important to save water?
Class CD What can you do to save water?
Flash cards: rain, desert, dam, town, village, 90
farmer, irrigation, water plants, faucet
Optional: extra pictures showing the Aswan
Dam, farmers with irrigation systems and Why do farmers water plants?, How can we save water?,
the plants near the Nile etc. Note that some of these questions are high level so
students will need help to understand them.

• Play Word whispers (Games bank, page 211) with words 1 Look, listen and read
from the last lesson, e.g. sheep, eat, etc.
1 H elp students to find page 90. Have students describing the
• If you feel students could do this, you could also have a
photos using the new language.
quick dictation of words from last class. When rounding off
2 Read the text with students and ask questions as you move
and having students read out the words, be careful to check
along, e.g. Why is it important to save water? How can we
the pronunciation. If you feel this is a bit too challenging for
save water?, etc.
your students you could perhaps the words you are going to
3 Say the text aloud, line by line, and have students repeat.
dictate on the board in random order, and students simply
4 Play the CD and have students listen and repeat.
write the words they hear. Check answers and pronunciation
at the end.
Audioscript
ater in g pt
Presentation In Egypt there isn’t a lot of rain.
1 T
oday’s class is all about water in Egypt so exploit this There is a lot of desert.
topic as much as possible with the flash cards and the It’s important to save water.
extra pictures. The High dam holds water for cities, towns, villages
2 Help students to pronounce the new words by practicing the and farms.
words both chorally and individually. Farmers use irrigation to water plants.
3 Try to elicit some of the sentences that will come up in the We can turn off faucets to save water.
Student’s Book by asking Is there a lot or a little rain in
Egypt?, Is there a lot or a little desert in Egypt?, Why is it
important to save water?, Why is the Aswan Dam good?,
180
Unit 6
Saving water
1 Read and write

faucet farmer dam irrigation Find out!
a b 1 D
raw students’ attention to the questions in the Find out!
box and ask them to find out more, by talking to their family
and looking at the internet.
2 They could come with their ideas in the next class.
........................... ........................... ACTIVITY BOOK page 88

c d
1 Read and write
2 Ask students to look at Exercise 1 and to say what they can
see in the pictures.
........................... ........................... 3 Explain that you would like them to write the correct words
under each picture.
2 Read and complete
4 Check answers as a class. Then check pronunciation again.
desert plants faucets irrigation rain Dam
1 Farmers use irrigation

................. to water plants. Answers:
2 In Egypt there isn’t a lot of ................. . a farmer
3 There is a lot of ................. . b irrigation
c dam
4 The Aswan ................. holds water.
d faucet
5 The River Nile helps ................. to grow.
6 We can turn off ................. to save water.

88 88 2 Read and complete
2 Show students they should complete the sentences with the
Extra practice words in the box.
To exploit the text further you could hold up some of the 3 Have them continue, checking in pairs.
flash cards related to the themes in the text, and ask students 4 Circulate and give help as necessary.
to read out the relevant line, e.g. hold up the irrigation 5 Check answers as a class.
flash card and students raise their hands, then you choose
someone to read out that line (i.e. the sixth one) in the text. Answers:
Continue until all lines have been covered.
2 rain
2 Read and match 3 desert
4 Dam
1 A sk students to read the words on the left aloud. You could
5 plants
perhaps check meaning by holding up their flash cards and
have students pointing to the correct one for each word. 6 faucets
2 Say they should match the words to the related function, so
show them how to do this by linking the two sides with
a pencil. Closing
3 You could do the first one with students as an example, then • P
raise their work. Tell them they can now talk about saving
have them continue in pairs. water in Egypt.
4 Check answers as a class. • Say Next we will talk about dealing with heat.
Answers:
1 – c 2 – a 3 – b
181
Unit 6
Dealing with heat – then and now Unit 6 D
1 Listen and read

Egypt is a hot country. How do people stay cool in the heat?
LESSON 11 SB page 9 1 AB page 8 9 Don’t go out when

Drink lots of water.
the sun is very hot.
Objectives: o read a text about heat in Egypt and how to
T
deal with it
To give advice about keeping cool using the
affirmative and negative imperative
Egypt then
To say what Egyptians did and do to keep cool
CLIL: Geography – dealing with heat Old houses in the desert This is a windcatcher.
have thick walls made It keeps a city cool.
of mud.
Life skills: Critical thinking: observation
Vocabulary: hot, cool, heat, go out, desert, thick, wall, Egypt now
mud, windcatcher, city, cool, wear sunscreen,
make … cool
Language: Egypt is a hot country. How do people stay We wear sunscreen. We make our buildings
cool in the heat? cool.
Don’t go out when the sun is very hot.
Drink lots of water. 2 Read again. Check (�) Then, Now or Then and Now

Activity Book page 89 Then
Class CD Now
Flash cards: rain, desert, dam, town, village, Then and Now
farmer, irrigation, water plants, faucet; hot, 91
88
cool, desert, wall, city, sunscreen
Optional: pictures of Ancient Egypt taken from
the internet or magazines; reuse of pictures 6 E xplain that in today’s lesson, they are going to listen and
of modern Egypt from previous lessons read a text about Egypt then and now and how to keep cool.
7 If necessary, show the meaning of then and now: in the past
and at present.
Opener
• Play Point to the picture (Games bank, page 210) using STUDENT'S BOOK page 91
the flash cards rain, desert, dam, town, village, farmer,
irrigation, water plants, faucet. 1 Listen and read
Presentation 2 Ask students to say what they can see in the pictures.
1 Use flash cards to present the new words in this class. 3 Ask them to read the sentences and carefully check
2 Have students say the words and practice their pronunciation comprehension.
chorally and individually. 4 Play the CD. Check with students why we drink water, have
3 tick the flash cards on the board and help students make
S thick walls of mud, wear sunscreen, etc.
connections, e.g. What do we do when it’s hot? We drink lots 5 Play the CD again. Students listen and repeat.
of water and we put on sunscreen, etc. Present and practice
the key question How do people stay cool in the heat? and Audioscript
prompt answers, then have students produce the question. Egypt is a hot country. How do people stay cool in the heat?
Check they are pronouncing it correctly. Don’t go out when the sun is very hot.
4 Mime feeling very hot and prompt students to give you Drink lots of water.
advice. Show them how to do this using the imperative.
They will be familiar with the imperative from Total g pt hen
Physical Response activities where they listened to the Old houses in the desert have thick walls made of mud.
teacher and responded with the relevant action. This is a windcatcher. It keeps a city cool.
5 Show them the pictures of Ancient Egypt and ask how
people keep cool; reuse the pictures of modern Egypt to g pt ow
elicit ideas of how people keep cool now. We wear sunscreen.
We make our buildings cool.
182
Unit 6
Dealing with heat - then and now Unit 6

1 This old house has thick
walls. It’s in the desert. It’s
cool. 1
2 Have students describe the pictures and elicit the new words
2 We wear sunscreen when in the lesson.
the sun is hot. 3 Say that they should read the numbered lines and say which
3 We make our buildings fits with the pictures. They should then write the correct
number in the relevant square.
cool.
4 Have them continue, working in pairs.
4 We drink lots of water to 5 Circulate and give help as necessary.
stay cool. 6 Check their answers as a class.
5 This is an old windcatcher.
It keeps a city cool.
Answers:
2 3
4 5
2 Read and circle
How do you stay cool in the heat?
1 I wear sunscreen. Yes No
2 Read and circle
2 I wear a hat. Yes No 1 C heck understanding of the key words here by sticking
3 I go out when the sun is very hot. Yes No the flash cards on the board and have students point to the
relevant one for each word.
4 I drink lots of water. Yes No 89 2 Show students that they should read the sentences and say
which is true for them, then circle Yes or No accordingly.
3 They can then get up and mingle, asking each other the key
2 Read again. Check [ ] T h en, N ow or question and listening to the answers.
T h en an d N ow
1 Ask students to look at the table. Answers:
2 Say that students have to tick the correct square for
each picture. 1 Yes 2 Yes 3 No 4 Yes
3 Ask them to check back in the texts to see where each thing
is mentioned. Extra practice
4 Have them work in pairs.
5 Check answers as a class. et up a mingle activity with a grid to complete, as per
S
below. Draw the grid on the board.
Answers: Students copy the grid into their notebooks.
They complete the grid with around 8 classmates’ names
Then: (make sure everyone is included, perhaps by stipulating
whose name should be in whose grid).
They then interview each other and insert the relevant tick
Now: for each person.
They come back to their seats and then you can use the grid
for asking information about students.
Then and now:
stay
Name sunscreen hat water in cool
house
Ahmed √
Dina √
Closing
• Say Now you can talk about keeping cool. Next we
will make a map of Egypt!
183
Unit 6
Project: Make a 3D map of Egypt
You will need:
Objectives: To make a 3D map of Egypt

To describe a map of Egypt 1 Color, cut and stick
1 2 3
Make buildings out of Use glitter to make a desert.
CLIL: Art match boxes.
Color your map.
Vocabulary: Egypt, Cairo, Alexandria
Language: This is Egypt. There is a river. There are

deserts.

Flash cards from previous classes, such as
museum, library, restaurant, shopping mall,
skyscraper, sea, sandboarding, snorkeling, 2 Show and say
hotel, fishing, sand This is Egypt.
Template from back of book, glue, colored There is a river.
tissue paper, colored fabric or felt, sand or
There are deserts.
glitter, cardboard and tinfoil for the cities,
There are cities.
scissors
Coloring pencils This is Alexandria.
Opener 92
• P
lay a version of Sorting (Games bank, page 210). Write
the words city, sea and desert on the board. Show the flash 5 C irculate and help them, advising them on which materials
cards, then students have to raise their hands, you choose to use for which section if they want help, otherwise allow
one person and they come up to the board and stick it in the them to be creative.
correct section. Continue until all flash cards are used. 6 Continue, with students sticking all elements in place.
7 If some students finish early, ask them to move around and
help the others.
Presentation 8 When everyone has finished, make sure everyone helps to
1 Help students find page 92. clean up the desks and tidy the tables before moving to the
2 Use the photos on the page to go through the different stages next stage.
of making the map.
3 Show the child choosing the items, then sticking, pouring 2 Show and say
the sand and finally holding up the finished map.
1 Now, invite students to stand up and show each other their
4 Tell students they will be making one of those.
work, pointing out details and making sentences.
2 It might be easier to display the maps around the classroom,
STUDENT'S BOOK page 92 and have half the students displaying and answering
questions on their work, then swapping round so the other
1 Color, cut and stick half of the class does the same.
1 P ut the materials on the table and have students choose the
materials they would like for their maps.
2 Make sure that each student has a sensible amount of
material and is not too greedy, meaning that others don’t
have enough to work with. You could perhaps overcome this
by allotting a certain amount of materials to each student.
3 Have them sit down and begin work.
4 You might find it easier to back their template with
cardboard to make it sturdy, so you could help them stick
their template in place before they begin.
184
Unit 6
A map of Egypt
1 Read, color and write

Write: Egypt / Cairo / Alexandria / the Aswan Dam 2 P oint and say
Color: sea - blue / river – blue / desert - yellow
1 S tudents should now describe their colored drawing to
.........................
Egypt each other.
2 They should point out different elements to each other and
say the sentences. They could point and ask and answer too,
.........................
e.g. What’s this?
.........................
Closing
• Say Now you can make a map of Egypt and talk about it.
• Explain that in the next lesson, they will review the unit.
.........................
2 Point and say

This is a desert.
90 90

1 Read, color and write
2 Ask students to say what they can see on the map.
3 Give out coloring pencils and show students that they should
color according to the code at the side.
4 They should then identify the different places and
label them.
as necessary.
Answers:
1 Alexandria
2 Cairo
3 the Aswan Dam
185
Unit 6
Review
Unit 6
1 Look, match and complete
a 1d_s___

2r_v__
Objectives: To review the language from Unit 6 b
c
3b__c_
Vocabulary: beach, forest, city, sea, desert, river, sand
dune, tree, pyramid, old, wide, River Nile, hot,
cold, museum, restaurant, skyscraper, library, d
4 f _ r _ st
e
new, small, big, town, city, shopping mall,
oasis, coral reef, windcatcher, village
5c___
Language: Where do you live? I live in (Cairo). f
Is there a beach? Yes, there is/No, there isn’t.
Are there lots of people? Yes, there are/No, 6s__
there aren’t.
Materials: Student’s Book page 93 2 Write the words in order

Flash cards: beach, forest, city, sea, desert, 1 There – sand dunes – in – are – the desert
river, sand dune, tree, pyramid, old, hot, cold, There are sand dunes in the desert. .
museum, restaurant, skyscraper, library, new, 2 trees – the forest – There – in - are
small, big, town, city, shopping mall, oasis, .
coral reef, village
3 pyramids – are – old – The
A soft ball .
4 wide – The – is – River Nile

Opener .
93 90
• G ive out the flash cards, one to each student, carefully

checking that each student can say the word for their
flash card. They then get up and mingle, checking and Answers:
consolidating the words with each other. This is an efficient
way of checking vocabulary as they like teaching each other; 1 – e desert
it also helps to energize them at the beginning of class. 2 – f river
• In the end, they sit down and you go through all the flash 3 – a beach
cards in plenary with students, checking pronunciation 4 – b forest
once again. 5 – c city
• Play Catch and say (1) (Games bank, page 208) with the 6 – d sea
words above.
2 Write the words in order
STUDENT'S BOOK page 93 1 S how students the words in each item. Point to the example
and say that they should do the same for the
1 Look, match and complete other sentences.
1 Help students find page 93. 2 Have students continue, working in pairs.
2 Ask them to describe all the pictures they can see. 3 Circulate and give help as necessary, especially with
3 Show them that they should write the letters to make the handwriting skills.
words. Then they match the words to the correct pictures. 4 Check their answers as a class.
4 Do the first one with them as an example, as they haven’t
done this activity type before. Answers:
6 Check their answers as a class. The correction phase could 2 There are trees in the forest.
be done on the board, with you copying the incomplete 3 The pyramids are old.
words on the board, then inviting different students to come 4 The River Nile is wide.
out to complete them.
186
Unit 6
Unit Review Unit 6
1 Read and circle
1 Egypt is a hot / cold country. 2 Match
2 We can eat in a museum/restaurant.
1 S how students that they should match the words to say
3 There are lots of books in a where they find each thing.
skyscraper/library. 2 Do the first one with them as an example.
4 Windcatchers are in old/new houses.
if necessary.
5 Villages are small/big. 4 Check their answers as a class.
6 Cairo is a town/city.
Answers:
2 Match
1 trees a desert 1 – b 2 – d 3 – a 4 – c
2 shopping mall b forest
3 oasis c sea 3 Read and complete

4 coral reefs d city 1 L
ook at the incomplete sentences with students and show
them that they should complete them with the words in
3 Read and complete
the box.
are aren’t is isn’t live there 2 Point out the example, then have them continue.
1 live
Where do you ......? 3 Circulate and give help as necessary.
a I live in Cairo. 4 Check their answers as a class.
2 Is ................. a beach?
b No, there ................. .
3 Is there a river?
Answers:
c Yes, there ................. .
4 Are there lots of people? 2 there b isn’t c is
d Yes, there ................. . d are e aren’t
5 Are there beaches?
90 e No, there ................. . 91
Closing
• Say Now you can talk about the world around you, that is,
deserts, oasis and cities. You can talk about what you find in
these places and say whether they’re old, new, modern, tall
1 Read and circle or pretty. You can talk about where you live and what you
1 Help students to find page 91 of their Activity Book. can see there and you can talk about the amazing places in
2 Show students that they should circle the correct word in the Egypt. You can discuss how to save water and how to keep
sentence in each instance. cool in the heat. You can make a map of and talk
3 You might want to have the flash cards for the words stuck about Egypt.
around the class and the students simply point to the relevant • Praise students for their hard work on Unit 6.
ones for each sentence.
Answers:
2 restaurant
3 library
4 old
5 small
6 city
187
Review 2 Review 2
R
1 Match and complete
1 ch _ _ ken
2 hor _ _ a c
LESSON 1 SB page 9 4 AB page 9 2 b
3 g__t
Objectives: To revise the vocabulary and language from
units 4-6 4 fi _ _
5 sh _ _ p
Vocabulary: nimals: cat, mouse, rabbit, hamster, fish,
A e
d
goat, sheep, cow, horse, duck, chicken 6 c__ f
Plants: tree, bush, flower, grass, leaves
Transport: car, bicycle, truck, train, bus,
motorbike 2 Look, listen and number
Travel verbs: walk, drive, cycle, fly
Directions: go by … / go on foot/left / right / a b c
straight on
Places (particularly famous places in
Egypt): beach, forest, city, sea, museum,
hotel, pyramids, desert, river, sand dune,
oasis, sand
d e f
Language: he horse is big. It’s a small fish. They’re
T
tall trees.
What can you see? I can see three cars.
The school is next to the park.
How many (cars) can you see?
This is … / That is … 94
Where do you live?

I live in Cairo.
The desert is hot. The river is wide. The STUDENT'S BOOK page 94
building is tall.
There are lots of buildings / trees / people. 1 Match and complete
Materials: Student’s Book page 94 2 Ask students to say what they can see in the pictures. Check
Activity Book page 92 pronunciation chorally and individually.
Class CD 3 Show them that they should complete the words with the
Flash cards: Animals: cat, mouse, rabbit, missing letters. Then they match the words to the
hamster, fish, goat, sheep, cow, horse, duck, correct pictures.
chicken; Places: beach, forest, city, sea, 4 Do the first one with them as an example.
museum, hotel, pyramids, desert, river, sand 5 Ask them to continue, working in pairs.
dune, oasis, sand 6 Check answers as a class.
A soft ball
Colored pencils or crayons
Answers:
Optional: outlines of transport such as a
motorbike, a car, a bus, a truck, a train and a 1 – b chicken 2 – e horse
bicycle for students to color (all on one page 3 – d goat 4 – f fish
of A4). Make one copy per student. 5 – c sheep 6 – a cow
Opener 2 Look, listen and number

• Play Catch and say (1) (Games bank, page 208) to 1 C heck colors before going to the exercise: do this by saying
revise animals. Point to a red bag, point to a yellow pencil, then taking the
• Play Catch and say (2) (Games bank, page 208) to revise items and have students say what they are.
tree, bush, flower, grass, leaves; car, bicycle, truck, train, 2 Go to Exercise 2 and elicit what students can see in
bus, motorbike. the pictures.
3 Explain that they will listen and they should number the
items according to their order on the recording. Do the first
188 one with them and show them that e a red truck should be
Review 2
Review 2
1 Look and complete

Circulate and give help if necessary.
In the end they should show their sheets to each other, and
Across 5 6 7 8 check everything is correct.
Down 1
f 5
3 4
2
1 6 o
r Presentation
2 7 e 1 Use the Places flash cards to check places again.
s 2 Make sure students are saying the words correctly and drill
3 t them chorally and individually.
3 Stick the flash cards on the board and have students point
4 to them.
8
4 Then point and elicit the words.
2 Read and match 1 Look and complete

5 It grows in
ld.
the forest. 1 Help students to find Activity Book page 92.
1 It eats grass. 3 It runs in the fie 2 Elicit the words for the things in the pictures.
2 It swims in the the sky. 3 Show students they should complete the crossword with the
water. 4 It flies in missing letters, and point out the example in place.
5 Circulate and give help if necessary, particularly with
handwriting skills.
Answers:
92
Across: 5 duck 6 motorbike 7 beach 8 river
Down: 2 bicycle 3 desert 4 city
marked with a number 1.
4 Ask them to continue, marking the numbers.
5 Circulate and give help, as necessary. 2 Read and match
6 Check answers as a class. 1 R eview the action verbs, such as swim, eat, run, fly and
grow by miming to students.
Audioscript 2 Check their pronunciation of the verbs.
1 a red truck 3 Ask students to describe the pictures, then read the sentences
2 a blue car with them.
3 a blue bicycle 4 Show them the example.
4 a yellow bus 5 Have them continue, checking in pairs.
5 a yellow train 6 Check their answers as a class.
6 a red motorbike
Answers:
Answers:
2 3 4 5
1 – e 2 – b 3 – f
4–c 5–d 6–a
Extra practice
Extra practice ontinue with some other sentences describing animals and
C
plants, e.g. It lives on a farm (could be duck, cow, horse,
Give out the transportation outlines and coloring
etc.) /It lives in a house with a family (cat, rabbit) /It grows
pencils/crayons.
in a garden (flower, plant, vegetable), etc.
Say that each student should color in their modes of
transport but shouldn’t show anyone else.
Now move students around so they are sitting near new
Closing
people. Tell them to keep their sheet hidden from others. • R emind students that they now know more animals, plants
They should now work in pairs, say what color their and places.
different transport are and then their partner should color the • Explain that in the next lesson, they will revise some
items accordingly. more language from Units 4–6.
189
Review 2
Review 2
1 Read and complete
bird tree river grass city duck fish desert flower 1
s
LESSON 2 SB page 9 5 AB page 9 3 Animals Plants Places
Objectives: To revise the vocabulary and language from ................................................... ................................................... ...................................................
units 4-6 ................................................... ................................................... ...................................................

3
Vocabulary: bird, tree, river, grass, city, duck, fish, ................................................... ................................................... ...................................................
desert, flower Prepositions: next to, behind,

between Directions: Go straight on/ turn 5
right/left Adjectives: small/big hot/cold 2 Look and check (✔) the correct sentences t
new/old wide
1 2
Language: The tree has green leaves.
The bicycle is next to the car.
Go straight on/Turn right/Turn left. 1
I live in a city/village/town.
2
The tree has green leaves. The bicycles are next to the car.
Materials: Student’s Book page 95 The bush has green leaves. The bicycles are behind the car. 3
Flash cards: bird, tree, river, grass, city,
3 4
duck, fish, desert, flower; Adjectives: small/
big; hot/cold; new/old; wide 1
Cuisenaire rods or small objects for
prepositions 2
Go straight on. Turn right. I live in a city. 3
Opener Go straight on. Turn left. I live in a village. 95
• Play a game of Hello! (Games bank, page 209).

• Use the flash cards to check the words. 2 Look and check (✔) the correct sentences
• Stick flash cards together on the board, e.g. tree and leaf, to
have students make sentences. 1 A sk students to tell you what they can see in the pictures.
• Review the prepositions next to, between and behind using 2 Use calling sticks to choose a student to read the captions for
Cuisenaire rods. each picture.
• Place the flash cards in different positions on the board or on 3 Explain that in this task, students check the best sentence
the floor to elicit the prepositions, e.g. The tree is next to the that describes each picture.
river, The duck is behind the fish, etc. 4 Circulate and check everyone’s on task.
STUDENT'S BOOK page 95 Answers:

1 Read and complete 1 The tree has green leaves.
1 Help students to find page 95. 2 The bicycles are behind the car.
2 This activity is a kind of sorting task, where students read 3 Go straight on. Turn right.
the words in the word box and then decide which column 4 I live in a city.
they should go in.
3 Do the first one as an example, then have students continue,
working in pairs.
4 Circulate and check everyone’s on task. Give help if necessary.
Answers:
Animals: bird, duck, fish

Plants: tree, grass, flower
Places: river, city, desert
190
Review 2
Review 2
1 2
3 T hen, show students one thing or a number of things (use
small hot
realia around the class like pens and pencils) and have them
point to is or are. They need to understand that are doesn’t
refer to a specific number of things, just more than one.
3 4 4 Show them the sentences in the exercise and point out that
old wide they should circle is or are.
5 Show them the example and then have them continue,
working in pairs.
5 6 6 Check their answers as a class.
turn left walk
Answers:
2 are 3 is 4 Are 5 Is
2 Circle
1 There is / are a desert. 4 Is / Are there lots of people? Extra practice
2 There is / are cars. 5 Is / Are there a river? Give the answers for students to produce the questions, e.g.
.
I’m years old/I live in Cairo/My name is Fatima/I have
3 There is / are an oasis
two sisters/, etc.
As you can imagine, this is not a very easy exercise but it is
3 Read and circle nicely challenging and students enjoy it.
Ask them to work in pairs or small groups to come up with
1 Trees grow / grows in the forest. 4 How do / does they go to school? the question.
2 I live / lives in a village. 5 My friends walk / walks to school. When they say the question, first check it’s correctly
structured and then check the pronunciation.
3 Laila drive / drives to school.
93
3 Read and circle
1 S
how students that they are once again working with one
thing or more than on the thing. Elicit which verb form we
ACTIVITY BOOK page 93 use for singular and which for plural.
2 Have a look at the sentences with them and ask them to
circle the correct verb form with their pencil.
3 Have them continue in pairs.
1 U
se the adjectives flash cards to review the adjectives. You 4 Circulate and make sure everyone’s understood.
can then move around the room asking Is it old or new? Is it 5 Check their answers as a class.
small or big? etc.
2 T
hen, go to the page and have students describe the pictures. Answers:
3 S
how them that they should look at the word and decide
which picture it matches with, then circle it. 2 live 3 drives 4 do 5 walk
4 Ask them to continue, working in pairs.
5 Circulate and check everyone’s understood.
6 Check their answers as a class. Closing
• R emind students that they now know how to talk about
Answers: where things are, what people are doing, and how to ask
some common questions.
• Explain that in the next lesson, they will revise some more
2 3 4 language from Units 4–6.
5 6
2 Circle
1 I n this exercise students need to be able to distinguish
between is and are.
2 Write is on one side of the board and are on the other.
191
Review 2
Review 2
R
1 Read and match
1 I can see a a to school.

LESSON 3 SB page 9 6 AB page 9 4 2 I live b a big hotel.
Objectives: To revise the vocabulary and language from 3 The horse c green trucks.
units 4-6
4 There are two d eats hay.
To revise the present simple affirmative
with all persons 5 They walk e tall tree.
To revise can for ability 6 There is f in a town.
Vocabulary: horse, cow, hay, tall, tree, flower, walk, 2 Look and choose
hotel, school, truck, bicycle, car, van,
motorbikes, baker, fly, sand, train, grass,
leaves, bush, sheep, sky, big, village, 1 2 school
museum, sea, park, cycle, play, town, beach,
oasis, forest, village, town, big, small, wide
Prepositions: behind, in front of, behind,
next to, opposite 1
I cycle / cycles to school. We go / goes to the beach.

Language: I cycle to school. There are lots of flowers. 2
It’s next to the bakery. It’s a bike.
3 4 3
Activity Book page 94 4
Flash cards: horse, hay, tall, tree, flower,
5
park, town, beach, oasis, forest, village,
town, big, small; behind, in front of, behind,
There is / are lots of flowers. She play / plays in the park.
next to, opposite 96
Cuisenaire rods or classroom objects to
revise prepositions
Optional: pictures showing scenes such 5 C
irculate and ensure everyone’s on task. Give help
as children playing on the beach, children if necessary.
playing in the park, people at the beach, 6 Check answers as a class.
flowers and trees in a park for the Extra Answers:
practice activity
1 – e 2 – f 3 – d
4–c 5–a 6–b
Opener
• U se the flash cards to revise the words. Stick flash cards 2 Look and choose
together on the board and have students make sentences, 1 L ook at the pictures with students and have them describe
e.g. horse + hay and students say ‘Horses eat hay’; flower all details.
+ park and students say ‘You can see flowers in a park’, etc. 2 Then show them that they should circle the correct word in
Include plurals too by holding up, for example the cow and each sentence.
the horse and asking How many animals can you see? 3 Have them continue in pairs.
• Play Guess the picture (Games bank, page 209) to revise the 4 Circulate and give help as necessary.
words too. 5 Check the answers with the class.
STUDENT'S BOOK page 96 Answers:
1 Read and match 1 cycle 2 go 3 are 4 plays

2 Explain the task. Students should match the beginning and Extra practice
end of the sentences. se the Optional extra pictures to elicit similar sentences
U
3 Do the first one with them as an example. with other forms of the sentences in Exercise 2, e.g. He goes
4 Have them continue, checking in pairs. to the beach. There is a flower/tree in the park, etc.
192
Review 2
Review 2
1 What is it? Look, read and write
bicycle car house truck van 2 Circle the odd one out
1 T his is quite a new activity type to students so you may want
11 van
It’s behind the bus. It’s a ........ to clarify ‘odd one out’ with different objects in the classroom,
e.g. 3 items of stationery and a comb/handbag, etc.
22 It’s in front of the car. It’s a ............... 2 Look at the words with the students and clarify any
difficulties in meaning.
3 Look at the example with them.
33 It’s between the motorbikes. It’s a ...............
44 It’s next to the bakery. It’s a ...............
ool
Answers:
sch
5 ery
5 bak It’s opposite the school. It’s a ............... 2 train 3 sky 4 village 5 sea
2 Circle the odd one out 3 Look, read and circle

Extra practice
1 fly walk sand cycle
Use this opportunity for a little more pronunciation practice
2 train grass leaves bush and have students read out all the words in the exercise.
They could practice in groups of 4 or 5, reading line by line,
3 horse cow sheep sky then presenting to the class.
4 big village small wide 3 Look, read and circle

1 There’s a beach. Yes / No
5 museum hotel sea school
1 L ook at the picture with students and have them describe all
2 I can see sand. Yes / No
the details.
3 There’s an oasis. Yes / No 2 Show them that they should read the sentences and circle
94 4 There are people. Yes / No Yes or No.
3 L
ook at the example with them, then have them continue
in pairs.
ACTIVITY BOOK page 94 4 Circulate and check everyone’s on task.
5 Check the answers as a class.
1 What is it? Look, read and write
Answers:
1 R eview and consolidate prepositions using sticks and
classroom objects. 2 Yes 3 No 4 Yes
2 Ask students to gather round you, then place sticks or
objects on your desk in different positions to elicit sentences
such as The red stick is on the green book. The blue stick is Closing
behind the yellow door. Etc. If you have neither of these, • R emind students that they can look back at the earlier units
you could place the flash cards in different positions in if there were any activities that they found difficult, or they
relation to each other and elicit sentences with them. can ask you for help.
3 Help students to find Activity Book page 94. • Explain that in the next lesson, they will revise letter sounds
4 Ask students to look at the pictures and say where the things from Units 4-6.
are in relation to each other.
5 Show them that they should use the words in the box to
complete the sentences.
6 Have students continue in pairs. Circulate and give help
if necessary.
Answers:
2 truck 3 car 4 bicycle 5 bakery
193
Review 2
Review 2
1 Complete the words. Match, listen and say
ay ee ai
LESSON 4 SB page 9 7 AB page 9 5 1 r___n

a
Objectives: o revise the key phonic sounds from

T 2 tr___
b
Units 4-6
To revise the vocabulary and language from 3 h____ c
Units 4-6
Materials: Student’s Book page 97 2 Listen and say. Circle two words with the same sound
Class CD 1 think ship three play
The letters of the alphabet on pieces of 2 short chair sheep stop
paper
3 gate cake beach rose
Flash cards: ship, play, short, chair, sheep,
stop, gate, cake, beach, rose, sea, tail 4 sea tail beach think
3 Write and say

Opener
• P
lay Point to the letter (Games bank, page 210) using the
phonic sounds ai, ay, a-e, st, ee or ea.
• P
lay Missing sound (Games bank, page 209) to practice
them further.
STUDENT'S BOOK page 97 1 There are __ __ ree sh__ __p. 2 We can pl__ __ on the b __ __ ch.
Teacher assessment
97
1 Complete the words. Match, listen and say
1 H elp students to find page 97. Ask them to read the three
letter combinations in the blue box. Audioscript
2 Ask students to say what they can see in the pictures. 1 think ship three play
3 Play the CD. Students listen and complete the words, and 2 short chair sheep stop
then match them to the correct pictures. 3 gate cake beach rose
4 sea tail beach think
Audioscript
1 rain Answers:
2 tree
3 hay 1 think, three 2 short, sheep
3 gate, cake 4 sea, beach
Answers:
3 Write and say
1 rain 2 tree 3 hay
1 Ask students what they can see in the pictures.
2 Ask them to complete the words to make the sentences.
2 Listen and say. Circle two words with the 3 Check their answers as a class. Check their pronunciation of
the missing words.
same sound
1 A sk students to read the words. Can they circle two words
with the same sound? Answers:
2 Play the CD. Students listen and check their answers.
3 Play the CD again, pausing after each word for students to 1 three sheep
repeat the words. 2 play, beach
194
Review 2
Review 2
1 Say, match and write
1 2 3 4 5
1 Say, match and write
tr_ee_ b__ch s__ sh__p tr__n 1 Help students to find Activity Book page 95.
2 Ask them to say what they can see and check their
pronunciation.
pl__ c_k_ t__l g_t_ h__ 3 Show them they should take their pencil and draw a line
from the picture to the sound and then the word.
6 7 8 9 10
4 Have them continue, working in pairs.
5 uickly copy the exercise on the board and carry out
correction with students coming up to the board to join up
the lines.
2 Circle the word that sounds different Answers:

1 plane tree say gate
2 beach 3 play 4 cake
2 hay green beach sea
5 train 6 sea 7 sheep
3 leaf three train sheep 8 tail 9 gate 10 hay
4 tail play leaves shake
2 Circle the word that sounds different

3 Underline th and st. Then point and say
2 3 4 1 Read the lines of words aloud and have students repeat.
1 2 Say you will read again and this time they should listen for a
sister think
3
three stand up
word with a sound that’s different. Show them the example
in number 1.
95
3 Elicit the word in the other sentences and make sure all
students are confident that’s the correct answer. Have them
repeat to make sure they are pronouncing the
Teacher assessment words correctly.
• C
omplete the Teacher assessment depending on how well 4 Confirm all answers as a class, then check their
each student has done on Units 4-6. Ask the students to look pronunciation.
at their mark. If they have a red or yellow tick, ask them
how they could improve their work (for example, by going Answers:
back over some of the tasks). Offer help and encouragement.
2 hay 3 train 4 leaves
3 Underline th and st. T hen point and say

1 G ive students time to look at and describe the pictures, then
read aloud the words next to them.
2 Have them underline the correct letters in each word.
if necessary.
4 When correcting, drill the words chorally and individually.
Answers:
1 sister 2 think 3 three 4 stand up
Closing
• T
ell students they can identify, write and say some common
letter sounds.
• Say Well done! You have finished the units!
• Explain that in the next lesson, they are going to read a story.
195
Story
The Little
LESSON 1 SB pages 9 8 t o 1 1 1
Objectives: To determine the contents of the cover page
To identify key words from the story
Vocabulary: heat, flour, make flour, cut, plant, water

w
plants Red Hen
Materials: Student’s Book pages 98 to 111
Class CD
Flash cards: cat, mouse, hen, dog
Paper and colored pencils for the extra
practice activity
Opener
• Use the flash cards to revise the animals.
• Ask students to tell you the noises these animals make.
Teach them the noises they make in English (cat – miaow; RETOLD BY MARY CHARRINGTON
mouse – squeak, squeak; hen – cluck, cluck; dog – woof, ILLUSTRATED BY DANIEL KLEIN
woof).
Presentation 98
1 E xplain to the class that in today’s lesson, the class will

listen to and read a special story together. First, they are Audioscript
going to learn some words from the story.
2 Ask students to look at page 98 and tell you what they can see. Little Red Hen: Let’s grow some wheat. Can you help?
3 Guide then to look at the page carefully to elicit the cover Dog: No.
content: title, author and illustrator. Cat: No.
4 Draw a diagram on the board showing a model for the cover Mouse: No.
page of a story. Guide students to help you fill in the Little Red Hen: Let’s water the plants. Can you help?
diagram using information from page 98. Dog: No.
5 Help students to find page 99. Ask them to read the words Cat: No.
and to say what they can about the pictures. Mouse: No.
6 Ask students if they have seen wheat growing. Little Red Hen: Let’s cut the wheat. Can you help?
7 Discuss how flour is made from wheat. Dog: No.
Cat: No.
Mouse: No.
STUDENT'S BOOK pages 98-111
Little Red Hen: Let’s make the flour. Can you help?
T he Little Red Hen Dog: No.
Cat: No.
1 N ow look at the first two pages of the story together. Ask Mouse: No.
What can you see? What animals are they? Encourage Little Red Hen: Let’s make a cake. Can you help?
students to speak as much as possible and praise all Dog: No.
correct answers. Cat: No.
2 Play the CD and ask students to listen and read. Do students Mouse: No.
think that the cat, mouse and dog are happy at the end?
Why / Why not? Little Red Hen: Let’s eat the cake.
3 Play the CD through the story once without stopping. At the Mouse: Yes!
end, check the answers to the gist questions with the class. Cat: Yes!
(No, they are not happy, because they cannot eat the cake.) Dog: Yes! We can help!
Little Red Hen: h, no! It’s my cake.
196
Story
4 B
efore they listen again, students can look at the picture
dictionary on page 99 to remind them of the new words.
Now ask the class to listen to and read the story again.
5 Play the CD again.
6 Now ask them some general questions about the story. Do
the students like the story? Why / Why not? Which
character do they like best and why?
7 Talk about the theme of the story. Why does the hen not
want to share the cake? What did the dog, cat and mouse
do wrongly?
8 Talk about being helpful with the class. How can we help
our friends and family? What do students do to help their
friends? What do they do to help at home?
Extra practice
E ncourage students to make a poster about being helpful.
They should draw and write ideas about how to be helpful at
home, at school and with their friends.
Display their posters in the classroom.
Closing
• Tell students that they have now read a famous English
story.
• Explain that in the next lesson, they will look at the story
again in more detail.
197
Story
Picture Dictionary
LESSON 2 SB pages 9 8 -1 1 1
AB pages 9 6 -1 0 0
Objectives: To use key words to complete a task
Vocabulary: c ake, mouse, wheat, flour, make flour, cut,

plant, water plants
wheat flour
Materials: Student’s Book pages 98 to 111
Activity Book pages 96 to 100
Class CD
Opener make flour cut

• Play Mime it (Games bank, page 209) to revise adjectives
cat, hen, mouse, dog.
• Practice the animal noises in English again.
STUDENT'S BOOK pages 98-111

T he Little Red Hen plant water plants
1 A sk students to look again at the Student’s Book from page 99
98 again. What can they remember about the story?

2 Play the CD again. Pause after each double page and ask the
suggested questions below:
• Page 100: What does Little Red Hen do? (plant some
wheat) What do the dog, the cat and the mouse say? (No)
• Pages 101: What does Little Red Hen do? (water the
plants) What do the dog, the cat and the mouse say? (No)
• Pages 102: What does Little Red Hen do? (cut the wheat)
What do the dog, the cat and the mouse say? (No)
• Pages 103: What does Little Red Hen do? (make the
flour) What do the dog, the cat and the mouse say? (No)
• Pages 104: What does Little Red Hen do? (make a cake)
What do the dog, the cat and the mouse say? (No)
• Pages 105: What do the dog, the cat and the mouse see?
(a cake)
• Pages 106: What do the dog, the cat and the mouse say?
(Yes)
• Pages 107: What does Little Red Hen say? (Oh, no It’s
my cake.)
3 In small groups, students read the story. Go around the
classroom as they work, monitoring and helping
as necessary.
4 If there is time, confident groups can read the story for the
rest of the class.
198
Story
The Little Red Hen
1 Look and complete.
1 2 3 4
2 Listen and circle
1 P oint to the pictures in Exercise 2. Elicit what Little Red
Hen is doing in the first two pictures.
2 Play the first part of the audio. Ask students to point to
1c_ k_ 2 _ ou _ e 3 wh _ _t 4 _ _ our picture that the audio matches. Check their understanding.
Play the audio again if necessary.
2 Listen and circle. 3 When students are all pointing to the correct picture, ask
them to circle it.
1 2
4 Continue in the same way for the rest of the questions.
Audioscript
1 Let’s grow some wheat.
2 Let’s water the plants.
3 Let’s make the flour.
4 Let’s eat the cake.
3 4 Answers:
1 2 3 4
Closing
96
• Tell students that they have now understood a famous
English story.
• Explain that in the next lesson, they will look at the
ACTIVITY BOOK page 96 characters of the story.
1 Look and complete

1 Point to Exercise 1 and elicit what is in the pictures.
2 Ask students to work in pairs to complete the words. En-
courage them to find the words in the story if they are not
sure of the spelling.
3 Circulate and check everyone is on task.
4 Check their answers as a class. You can also airwrite the
words with the class to reinforce how to form the
letters correctly.
Answers:
1 cake
2 mouse
3 wheat
4 flour
199
Story
The Characters
1 Read, trace and match
a
LESSON 3 SB page 1 0 8 AB page 9 7

1
Cat
Objectives: To identify the characters from the story
To identify speakers at different parts of b
the story
Vocabulary: cat, mouse, dog, Little Red Hen 2

Mouse
c
A soft ball
Opener
3
Dog d
• Play Catch and say (1) (Games bank, page 208) to

revise animals.
1 A
Presentation
sk students to tell you what they can remember about the
4
Little Red Hen
story of Little Red Hen.
2 Ask them to tell you who the characters in a story are.
108

1 Read, trace and match
2 Ask students what they can see in the pictures. Can they
remember the characters from the story?
3 Ask students to match the characters with the words. They
can do this in pairs.
5 Airwrite each of the words and encourage students to copy
you and then trace the words in their books.
Answers:
1 2 3 4
200
Story
The Little Red Hen
11 Read
Who says this? Look and match
and complete
a
No.
the cat, the dog and the mouse.
b
2
Can you help?
Little Red Hen
3
c
Let’s eat the cake!
the cat, the dog and the mouse
4 d
We can help!
the cat, the dog and the mouse
97

1 Who says this? Look and match
1 P oint to Exercise 1 and elicit the characters shown in
the pictures.
2 Read the first speech bubble with the class. Ask Who says
this? Elicit that it is the cat, dog and mouse. Tell students to
draw a line matching the speech bubble with the picture.
3 Encourage students to continue the exercise in pairs.
Answers:
1 -- c
2 -- b
3 -- a
4 -- d
Closing
• Play a game: Say a line from the story and ask students to
name who is talking (the cat/dog/mouse or Little Red Hen).
• Explain that in the next lesson, they will look at the events
of the story in more detail.
201
Story
LESSON 4 SB page 1 0 9 AB page 9 8

Objectives: To determine the components of a story
To determine the beginning, middle and end
of a story
Vocabulary: wheat, flour, make flour, cut, plant, water

Opener
• Play a version of Mime it (Games bank, page 209) with
Little Red Hen’s actions from the story. Mime e.g. planting
seeds, making flour, etc. Elicit what you are doing from
the students.
Presentation
1 A
sk students to look back briefly at Student’s Book page 65,
when they planned a story. Ask them to tell you what the
events of a story are.

1 Listen and color
1 H
elp students to find page 109. Encourage students to tell
you as much as they can about the picture. Accept all
reasonable answers.
2 Say Let’s listen and point. Play the audio and encourage
students to point to the characters as they hear them.
3 Play again to check that they are all pointing correctly.
4 Say Let’s listen again and color. Play the first sentence as an
example. Check that all understand that they should color
the dog black.
5 Continue in the same way to listen and color the cat, the
mouse and the hen.
6 Ask students to check their answers in pairs and then hold
their completed work up for you to see. Give praise.
Audioscript
Color the dog black.
Color the cat orange.
Color the mouse white.
Color Little Red Hen red.
202
Story
The Little Red Hen
1 Read and complete
Answers:
Title: The Little Red Hen

Setting: A farm
Characters: The little red hen, the cat, the dog and
the mouse
Events: Little Red Hen grows some wheat, Little
Red Hen waters the plant, Little Red Hen
cuts the wheat, Little Red Hen makes the
Title
flour, Little Red Hen makes a cake, Little
Setting Red Hen eats the cake
Characters
2 Read and match
Events
1 R
ead the 3 sentences with the class. Explain that they come
from different parts of the story.
2 Read and match 2 Ask students which sentence comes from the beginning of
the story. Elicit the answer and show them how to match the
1 Beginning a Little Red Hen eats the cake. sentence with Beginning.
3 Encourage students to complete the rest of the exercise
in pairs.
2 Middle b Little Red Hen makes some flour. 4 Monitor as they work and help as necessary.
3 End c Little Red Hen grows some wheat.

Answers:
98 1 -- c
2 -- b
3 -- a
1 Read and complete Closing
1 D
iscuss with the class the words settings and events. • Play the story on the CD and ask students to follow along.
Explain that the setting refers to the place where the story • Explain that in the next lesson, they will tell the story
happens, while the events refer to what happens in the story. themselves.
2 Ask students to read the story and find the title and the main • Explain that in the next lesson, they will discuss what they
characters. like and dislike about the story.
3 Ask students to read the story again in order to complete the
table with other data.
4 Read the headings in the table and make sure that students
understand the meaning. Help them to fill in the title as
an example.
5 Encourage students to complete the rest of the table in pairs.
6 Monitor as they work and help as necessary. You will need
to give plenty of support with spelling.
203
Story
Telling the story
1 Look and say
LESSON 5 SB page 1 1 0 AB page 9 9 Let’s grow some wheat.
Objectives: To retell a story

To talk about how you feel about the story
Vocabulary: wheat, flour, make flour, cut, plant, water

plants 1 2 3

Opener
5 4 6
• Play Word whispers (Games bank, page 211) with some of
the sentences from story.
Presentation
1 A sk students to tell you why helping important (because
other people help us too).
2 Explain that, in today’s lesson, they are going to retell
the story.
STUDENT'S BOOK page 110 110
1 Look and say Encourage them to try acting out the story in their groups
1 Ask students to say what they can see in the pictures. without the book. They do not have to use the exact words
2 Say some simple sentences from the story and ask students from the story. Give them plenty of help and
to point at the correct picture. encouragement.
3 Put students into groups. Ask them to continue in the same Fast finishers could also act out the next part of the story that
way, saying the sentences and pointing at each picture they prepared in the last lesson.
in turn. If you have time, groups can perform their mini-plays in
front of the class.
S u ge st ed an swers:
1 Let’s grow some wheat.

2 Let’s water the plants.
3 Let’s cut the wheat.
4 Let’s make the flour.
5 Let’s make a cake.
Extra practice
Divide students into groups of 4 and give each student a
role: Little Red Hen, cat, dog, mouse.
Students look at the Student’s Book and read their part in
their groups. Encourage them to do the appropriate actions
as they read. Go around the classroom and offer help
and support.
204
Story
The Little Red Hen
1 Complete your review and draw
I like / don’t like this story. ACTIVITY BOOK page 99

1 Complete your review and draw
1 A sk students if they like the story. Discuss what they like
and what they don’t like. Ask them about their favorite part.
Help them to express themselves in English as much
as possible.
2 Point to Exercise 1. Explain that students should circle the
correct answer for them in the first sentence.
3 Show them the second sentence and encourage them to write
their own answers. You will need to give plenty of support
with spelling.
4 Ask students to draw their favorite part of the story in
the box.
5 Monitor as they work and help as necessary. Encourage
them to talk about their pictures and the colors they
are using.
Closing
My favorite part of the story is .......................................................... . • Tell students that they have now retold a story.
• Explain that in the next lesson they will imagine what
happens next in the story.
99
205
Story
Events in the story
1 Read and number
LESSON 6 SB page 1 1 1 AB page 1 0 0

Objectives: To predict the next part of the story

Class CD
A soft ball
Colored pencils or crayons
Oh, no! It’s my cake. Let’s eat the cake.
Opener
• Play Catch and say (2) (Games bank, page 208) to revise
animals.

1 Read and number
1 A
sk students find page 111 and to say what they can see in Let’s make a cake. Let’s make the flour.
the pictures. Can you help? Can you help?
2 Read the sentences together with the class.
3 Ask What’s number 1? Elicit that the final picture on the 111
page is the first in the story. Ask students to write 1 in the
box next to this picture.
4 Ask students to work in pairs to write the order of the
other pictures.
5 Monitor as they work and help as necessary.
Answers:
1 Let’s make the flour. Can you help?

2 Let’s make a cake. Can you help?
4 Oh, no It’s my cake.
206
Story
The Little Red Hen
1 What does Little Red Hen do next?
Look, write and draw
I think Little Red Hen .............................................................................. .
100

1 What does Little Red Hen do next ? Look, write
and draw
1 A sk students to think about Little Red Hen. What is the
character like? Explain that Little Red Hen is hardworking
and is always busy in the story.
2 Ask students what they think Little Red Hen does next.
Accept all reasonable answers. Help them to express
themselves in English as much as possible.
3 Ask students to write and draw their answers. You will need
to give plenty of support with spelling.
4 Monitor as they work and help as necessary. Encourage
them to talk about their pictures and the colors they
are using.
5 Encourage students to show their completed pictures to their
partner and to tell them about it.
Closing
• P
raise their work. They have now finished the course.
Remind them how much they have learned. Ask students to
look back through the book and say which lessons
they enjoyed.
207
Games bank
Catch and say (1) Dominoes

Use this game to practice vocabulary. You can play as a whole Prepare a domino template of your own for use in class. It can
group or in pairs or small groups. Choose a set of vocabulary, then be reused again and again for the particular vocabulary of
e.g. toys. In pairs, students throw and catch, or roll a ball to the lesson. Around 12 different cards for any game is good so
each other. Each time they have the ball they say the name of you may need two sheets of A4 to keep in your folder, as the
something from the unit and the group or their partner repeats. separate dominoes for children of this age will need to be big
The student can then either pass the ball back to you to throw or and chunky. See below an example with the past simple. Once
roll to the next student, or to another student who tries to think you write in the relevant language take copies of the cards so
of a different word. you have a set for every two students. You may want to mount
the cards on cardboard and laminate them so you can use
them repeatedly.
Catch and say (2) Put the students into pairs and hand out a set of cards for each.
They can play on their table or on the floor, whichever you think
You could also build the vocabulary set by asking students
works best for your classroom. Tell them to have the cards face
to repeat all the words they have heard so far and then to add
down and place one in the middle face up. They should then
another word each time they have the ball.
deal out 4 cards each, which only they can see. They play the
game by fitting a card either before the first card, making sure
the verb forms match. Once they’ve played a card they can take
Circle it another one from the remaining stack. Circulate and check that
everyone is playing correctly and offer help as necessary. When
Use this game to practice letter sounds and numbers and their
one of the students has used up all their cards then they are
formation. Draw between two and six different letters (and
the winner.
simple shapes or pictures if students only know one or two
letters) on the board. Ask for a student to come to the board and
circle and say a letter sound, e.g. the letter h (/h/). The student had eat ate is
comes to the board and circles the letter h. Repeat with other
students and letter sounds.
was say said come
Color show
Use this game to practice colors vocabulary. Roll or throw a came have
soft ball or beanbag to a student and say: Show me (yellow/red/
blue/green). The student can touch any item in the classroom,
whether they know the vocabulary or not, as long as it is the
correct color.
Follow the pattern
Use this game to practice motor skills and cooperative skills. In
pairs, students stand at one side of the room. One student walks
Color spot to the other side of the room, following a meandering path.
The other student follows behind. When all the students get to
Use this game to practice colors vocabulary. Say: Find the other side of the room, they repeat with the other student
something (red). Students find and point to something red in the leading.
classroom. It does not matter if they do not know the vocabulary
as long as the color is correct.
Go to the word or letter (1)
Copy it Use this game to practice vocabulary or letter sounds. Write
words or letter sounds on pieces of paper. Place three or four
Use this game to practice pre-writing skills. Students work in of the words or letter sounds you are reviewing, e.g. h/hello,
pairs. Give one student from each pair a picture of a simple line b/book, r/robot and d/daddy, in different corners of the room.
or shape. The student uses a finger to draw the line or shape Ask the children to move around the room to music (you could
on the other student’s back. The second student then draws the play one of the songs from the unit). When the music stops,
line or shape on paper and they see if it matches the first line or the students go to one of the letter sounds or vocabulary items
shape that was drawn. before you count to three. Without looking, say one of the
letter sounds or words. The students who are standing next to
those words or letter sounds win that round. Play several times,
making sure you use every word or letter sound.
208
Games bank
Go to the word or letter (2) Memory

You could also play a version of this game with the class seated. Use this game to practice vocabulary. You need a set of real
Name three or four students and then call out one of the letter items, e.g. a doll, a teddy bear, a robot, a balloon, a car, a ball.
sounds or vocabulary items on the pieces of paper. The named Place some of the items on a table and give the students a short
students move to stand next to the correct word or letter. Repeat time to look at them. Cover the items with a cloth, and ask the
with other students until every student has had at least one turn students to remember the items they saw.
and you have called out all the words or letter sounds.
Mime it
Guess the picture Use this game to practice vocabulary. Mime one of the
Slowly draw a picture of a vocabulary item, e.g. board, book, vocabulary words for the class to guess, e.g. robot. The class
chair, crayon, pencil or table for classroom objects on the board says the word for your mime. You could invite a confident
or on a piece of paper. Pause for students to guess the word. student to do a mime for you to guess. Students can also play
Students could play in teams, with each group trying to guess first. in pairs.
Guess the word Mingle

Put students into pairs and give them a set of cards so they have Use this game to practice language. Students stand up and walk
around six each. These can be copies of flash cards or other around the room. When you clap, they stop and find a partner.
cards you may have used in previous lessons, like Domino They do a mini-dialogue with their partner, for example: Hello,
cards. They should not show the cards to their partner. They what’s your name? I’m (Sara). When you clap again, they walk
should describe the word without saying it, so that their partner around again until you signal that they should stop and do the
can guess what it is, e.g. It flies in the sky, what is it? and their dialogue again with a new partner.
partner should guess ‘bird’. Continue for a few turns. They
could also play this in small groups. Play for a few turns.
Missing sound
Use this game to practice letter sounds. Write a list of letter
Hello! sounds on the board, e.g. h/hello, b/book and r/robot, and elicit
Use this game to practice language. Ask students to sit in a the letter sounds: /h/, /b/ and /r/. Point to each letter sound in
circle. Say a student’s name and roll a ball to that student. Help turn and ask students to say the sound. Then ask students to
the student to say: Hello, I’m (name). Say: Hello, (name) and close their eyes. Remove one letter sound and ask: What’s the
encourage the class to join in. The student then rolls the ball to missing sound? Students tell you the missing sound.
another student and the game continues in this way until all the
class have taken part.
Move it
This game works very well with facial features or clothes but is
Look and draw pretty versatile so you could use it as a warmer with statements
Get students into two teams. Divide the board in half with your such as Move if you have one sister, Move if you’re six, etc.
pen and ask a volunteer to come forward from each team. You
Have the children sitting on chairs in a circle around you. If
have two sets of the vocabulary to be revised as prepared cards
working with facial features say something like Move if you
with the words on, but it must be vocabulary that can be easily
have blue eyes. Everyone with blue eyes needs to get up and
drawn, e.g. toys, parts of the body, furniture, etc.
move, but while they’re moving you should take one chair out
Ask for one person from each team to come forward and give of the circle, so when they go to sit down, one student is unable
them a card and a board pen. They cannot reveal what’s on to and is consequently out of the game. To stop that student
their card to their team – they should draw the word’s meaning feeling sad bring them to the front to lead the next one, and
on the board and their team should try to guess what the word whisper a facial feature for them to say, e.g. Move if you have
is. The first team to guess correctly gets a point. The game brown hair. If working with clothes say Move if you have a blue
then continues with new team members at the front. NB Don’t T-shirt. The game continues, with you removing a chair each
insist that every team member should come to the front as not time and the students scrambling to sit down. Make sure there
everyone feels comfortable about drawing in front of others, but are no students being overly excited and aggressive to each
make sure that one team member doesn’t dominate. other at this stage. Continue, giving instructions and removing
chairs until just one student remains in the game. They are then
declared the winner.
209
Games bank
Noughts and crosses Point to the picture

Draw a noughts and crosses grid on the board, as per below: Use this game to practice vocabulary using pictures of items cut
out of magazines, when real items are not available, e.g. course
1 2 3 characters, family members, animals, numbers. Display the
cut-out pictures. Say one for the words, e.g.: daddy. If students
think they know which picture is daddy, they put up their hands.
4 5 6
Choose a student to come to the board and point to the front of
the classroom and point to the picture of daddy. That student
7 8 9 says the next word and chooses the next student to come and
point to it.
Divide the class into two teams – the noughts (shown by ‘0’ on
Alternatively, students could play this in pairs, using the
the grid) team and the crosses team (shown by on the grid).
Student’s Book page.
Explain that the aim of each team is to achieve a line of their
symbol going across the grid, which could be horizontally,
vertically or diagonally. Tell them that when the game begins
they need to choose which square, 1-9, they would like to focus Show me
on and say that you will be showing a flash card of a word from Use this game to practice numbers. Make sure each student has
last class. If they say the word correctly then their symbol will be some real items that they know the vocabulary for, e.g. pencils,
written into the square, but if they get the word wrong then the crayons and books. They will need enough of each item to show
opposing team will have a chance to say it. You may want to ask the numbers you are practicing. Say the number, for example:
individual members of the team at each turn, or you may allow two. Students select and show you the correct number of items.
the team members to work together to decide on the word – it’s up Alternatively, they could just show the correct number of fingers
to you, however, if you decide on the latter it makes it less likely when you say the number. Play this first as a class and then
that mistakes will be made and the outcome becomes a bit more in pairs.
predictable. The game continues until one team wins by creating
a line of their symbols on the grid. You may like to have another
two games so the final result can be decided by ‘best of three’.
Sorting
Use this game to practice sorting items into different categories,
Pass the letter / number e.g. healthy and unhealthy food. Students play in groups. Use
pictures you have brought in of healthy and unhealthy foods
Use this game to practice letter formation. Play in groups.
and some reusable adhesive. Draw two circles or sections on
Students stand in groups in lines in front of the board, one
the board. Draw a symbol for each circle, e.g. a green spoon or
behind the other. Trace a letter, for example, h on the back of
green tick at the top of one side, and a red spoon or red tick at
the last student in the line. The student traces that letter on
the top of the other side. Show one of the pictures to the first
the back of the student in front of them, who then traces it on
group and ask them to stick it in the correct area on the board.
the student in front of them. They continue this until the letter
Show the next picture to the second group. Groups get a point
reaches the student beside the board. That student writes the
for each correct answer.
letter on the board. Check if it is correct. The student beside the
board moves to the back of the line. Repeat the game with a
different letter. You could also play this game with numbers to
practice number formation. Stand up if …
Tell students to sit in their chairs but to pull them back a
little from their desks. When you say a phrase that’s true for
Point to it them, they should stand up. If you are working with family
vocabulary, say phrases like My family is big, I have two
Use this game to practice vocabulary when you have real items,
brothers. I don’t have sisters. I have three cousins, etc. Once
e.g. food (or toy food), classroom items, parts of the body,
you’ve one vocabulary area you could add with some more
clothes. Choose one of the vocabulary items and say: Point to a
language from earlier in the book, e.g. I have black hair, I
(crayon). Students find and point to the item.
have brown eyes, etc. As the game continues you could invite
students, one by one, to come to the front of the class and say a
phrase for the others to react to.
Point to the letter
Practice the new sounds using the phonics cards. Stick the target
letters or digraphs up on the wall around the classroom. Say one
of the sounds. Students have to point to the correct card and say
the sound. Continue doing this for a few turns, gradually getting
faster.
210
Games bank
Teacher says (1) Word whispers

Use this game to practice vocabulary and language. Give Use this game to practice vocabulary. You need a pictures of
instructions for the students to carry out with you. Say: Teacher vocabulary items or words or letter sounds written on pieces
says… touch your (nose) and touch your own nose. The students of paper. Students sit or stand in a line or circle. Show the first
touch their noses. Continue with eye, hair, ear, mouth and hand. student in the line one of the words, letter sounds or pictures,
Then say: Touch your (nose), without saying Teacher says, and e.g. doll, without letting the rest of the group see. The first
show students that you are not doing the action. Students only student whispers: doll to the student next to them, who whispers
do the action if you say: Teacher says. the word they have heard to the student next to them, until the
word reaches the student at the end of the line or circle. He or
she says the word. Students look at the pictures, words or letter
Teacher says (2) sounds and see if this matches the word. If it matches, they all
say the word. Students can also play this game in small groups.
You can play an adaptation of the game. Say: Touch your nose
but touch your own ear. Students say: No! and show the correct
body part by touching their own nose and saying: Touch
your nose.
Tracing letters or numbers

Use this game to practice letter or number formation. Play in
pairs, e.g. One student traces a number from 1 to 5 on the back
of the other student. The student says the number and then they
swap roles.
What’s (Who’s) missing?

Use this game to practice vocabulary. Display a set of pictures
cut out of a magazine, e.g. camel, elephant, giraffe, lion,
monkey, snake. Revise the vocabulary. Ask the students to
shut their eyes, and remove one picture. Ask: What’s (Who’s)
missing? Confirm the answer by showing them the picture.
What’s this?
Use this game to practice vocabulary. You need a set of real
items or pictures of items, e.g. board, book, chair, crayon,
pencil and table. Demonstrate with a confident student. Show
the student an item, e.g. a book, and ask: What’s this? Help
the student to reply: It’s a (book). Ask the class: Is it a (book)?
The rest of the group says: Yes. It’s a (book). Swap roles,
encouraging the student to hold the item and to ask you: What’s
this? This time say the wrong item: It’s a (board). Encourage
the student to ask the class: Is it a (board)? The rest of the class
replies: No! It’s a (book). Students can also play in groups.
211
Egyptian International Publishing Company – Longman
10a Hussein Wassef Street
Messaha Square
Dokki
Giza
Arab Republic of Egypt
Copyright 2018 held jointly by special agreement between the Egyptian Ministry of Education and Technical Education and
the Egyptian International Publishing Company - Longman
York Press Ltd.
322 Old Brompton Road
London SW5 9 H
England
and Associated Companies throughout the world
Pearson Education Limited

Edinburgh Gate
Harlow
Essex CM20 2 E
England
and Associated Companies throughout the world
First published 2019

ISBN 978-977-16-1521-7
Deposit 22534/2018
Printed by:
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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 copyright holders.

الجزء الثالث دليل المعلم كونكت بلس أولى ابتدائي التيرم الأول

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الجزء الثالث دليل المعلم كونكت بلس أولى ابتدائي التيرم الأول

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Unit 4 Unit 4 On the farm W

1 Look, listen and read

Vocabulary: horse, cow, sheep, goat, fish, chicken, Look! A horse.

STUDENT'S BOOK page 52 Extra practice

6 Use this opportunity to now input It is small/big for one

Language: They are (big / small).

STUDENT'S BOOK page 53

3 Read, match and say

1 Look, match and trace

2–a 3–d 4–c big ducks funny goats horse small

2 Look, read and complete

Ask them to continue.

3 Now point and say

8 1 small big chickens fish

4 It’s a fish / bird.

ACTIVITY BOOK page 51

1 Look and read

LESSON 2 SB page 5 4 AB page 5 2 It lives on the farm.

Materials: Student’s Book page 54 4 It flies in the sky.

• se the flash cards to revise the animals.

1 Look, read and circle 2 Color

ACTIVITY BOOK page 52

3 It’s a ......................... . Answers:

LESSON 3 SB page 5 5 AB page 5 3

Materials: Student’s Book page 55 4 It’s gray. It swims in the

1 It swims in the water.

4 It’s small and yellow. Students’ own answers

ACTIVITY BOOK page 53

1 Listen, point and say

LESSON 4 SB page 5 6 AB page 5 4 1 2

Objectives: To talk about different things in the forest

Vocabulary: tree, bush, ower, grass, leaf

Materials: Student’s Book page 56 flower grass leaf

1 Look and write

Students’ own answers

2 Draw, point and say Extra practice

The trees are tall. Birds live in the trees.

LESSON 5 SB page 5 7 AB page 5 5

Vocabulary: trees, tall, pretty, play, leaf, leave

Language: The trees are tall. It has green leaves. The

Materials: Student’s Book page 57

bush leaves flowers grass

2 Birds live green leaves.

2 Read again and number

ACTIVITY BOOK page 55 3 Color

Birds live in the trees.

LESSON 6 SB page 5 8 AB page 5 6

Objectives: To understand how we can help our local

Issues: Environmental responsibility

Language: We look after our world. We don’t drop litter.

Materials: Student’s Book page

1 Look and read. Write A, B, C, D or E

ACTIVITY BOOK page 56

2 Read and complete Answers:

CLIL: Science: what do animals and plants need?

1 rabbit 2 shelter 3 food 4 water ACTIVITY BOOK page 57

Answers: 1 rabbit 2 shelter 3 food 4 water

1 Look at the pictures with students and elicit all new

vocabulary.2 Plants need .............., .............. and

irculate and check everyone’s understood. Give help with

Objectives: To identify the different parts of a plant

CLIL: Science: plants

Vocabulary: root, stem, grow, rose, pretty, owers, leaf

Critical thinking: Analyzing the structure of a plant