Teacher's Guide For Grade 5

Module: 0 Unit: 0 Lesson: 1 Welcome to Grade 5
Objective(s): Re-introduce students to English and set classroom procedures

● Teach entry, exit, and attention-getting procedures.
New Vocabulary: All vocabulary is reviewed from grades 3 and 4
Grammar Structures: None
Procedure Materi Details Timin
als g
Introduction None 1. Greet and welcome students. Introduce yourself 2
in English. Model the introduction. Hi class. My name minute
is _____. Use gestures such as waving hi when s
greeting if appropriate.
Presentation None 2. Teach the start of the class procedure. This is 5
the time to set your start of the class procedure. minute
Determine how you will start class each day. Write s
your class procedures in the pre-planning section
below.
a) Teach the start of the class procedure to your

students step-by-step.
b) Model each step.
c) Have a few students demonstrate the class
procedure.
Practice Timer 3. Practice the start of the class procedure. 5
Whole class practice: minute
a) Tell students you will practice the procedure to s
see how quickly we can start class.
b) Start the timer as you start the procedure.
c) Stop the timer when everyone has responded
correctly.
d) Say and record time. Challenge to be faster.
e) Repeat until the procedure is accomplished in
less than 2 minutes.
Presentation Optional 4. Attention-getting procedure and/or quiet 5
: signal. Record the signal or signals you will use to minute
bell, get attention or quiet a noisy class. This can be a s
rattle, chant, a call, and response, a hand signal, or a sound.
picture This will be used throughout the year to get attention
during group work or quite a noisy class. You can
have multiple signals, so you and your students do
not get bored. Start with one or two for now.
a) Teach the signal(s) to students by modeling the

procedure and expected student response when
the signal is given.
b) Have 2 or 3 students model responses when
you give the signal.
Practice Timer 5. Practice attention-getting and quiet 5
procedures. minute
Optional Whole class practice: s
: a) Explain you want a fast response.
bell, b) Students will talk to their table partners.
rattle, c) The teacher gives the signal.
picture d) Start the timer when the signal is given.
e) Stop the timer when all students demonstrate a
correct response to the signal.
f) Say the time and record it on the board.
g) Repeat with each signal until students respond
quickly and immediately. Should take less than
1 minute.
Presentation None 6. Teach end-of-class procedures. Write out the 5
procedure below. minute
a) Model procedure. s
b) Have a different set of students demonstrate
the procedure.
Practice None 7. Practice end-of-class procedure. 3
Whole class practice: minute
a) Practice a couple of times. s
b) Give feedback.
c) Finish class using the end-of-class procedure.
Assessment None
Supplemental Materials:
More on attention signals:
https://www.lauracandler.com/quiet-signals/
https://thecornerstoneforteachers.com/truth-for-teachers-podcast/5-attention-grabbers-refo
cus-kids-quickly/
https://www.theteachertoolkit.com/index.php/tool/attention-signal
https://www.edutopia.org/blog/30-techniques-quiet-noisy-class-todd-finley
https://thecorecoaches.com/classroom-attention-getters/
Pre-Planning Notes:
Procedure Teacher Actions Student Actions
Start of Class
Attention Getter
Quiet Signal
End of Class
Post-Lesson Reflection:
Students will be able to:
● Greet classmates
● Introduce self
Grammar Structures:
Introductions: Greetings:
My name is _______. Hi ______.
How are you?
I am fine.
Procedure Material Details Timing*
s
Introduction/Co Attention 1. Begin class with the start of the class 5 Minutes
nnect to Prior -Getting procedure. Time students and give
Knowledge Signal feedback.
a. Redo if it doesn’t meet the
Timer expectation
2. Teacher asks: What do you say in
English when you meet someone?
3. Teacher says: Today will practice
introducing ourselves and greeting
people.
Presentation Masks or 4. Direct students to the “Introduce 5 minutes
Page #: 8 images yourself” structure in the book.
Images of students of a. Hi everyone. My name is
on page 10 Samia, _____.
Said, 5. Teacher models introducing herself.
Aicha, 6. The teacher uses images or masks to
and pretend to be Samia, Said, Aicha,
Houmed and Houmed.
a. Model each character’s
introduction.
b. Hi everyone. My name is
_____.
Practice Timer 7. Introduce yourself to your neighbors. 8-10 minutes
a. Turn to a person next to you
and introduce yourself with
structure: Hi everyone. My
name is _____.
8. Lightening round introductions:
a. Students will introduce
themselves one at a time
using structure:
b. Set the pattern so students
know who they will go after.
c. First-round is slow to give
everyone a chance to say
structure.
d. Do 2 or 3 more rounds.
i. Time each round to see
how long it takes for all
students to introduce
themselves.
Presentation Masks or 9. Direct students to the “Greet your 5 minutes
Page # 8: images classmates” structure in the book.
of a. Hi _____. How are you?
Samia, b. I am fine.
Said, 10. Teacher models structure with
Aicha, images or masks of Samia, Said,
and Aicha, and Houmed.
Houmed a. Hold up two of the masks or
images and voice parts for
each.
b. Have one or two students act
out the parts of the
characters.
11. The teacher models structure with
a few students in the class.
a. Walk up to a few students or
call them to the front of the
class to model the structure.
Practice/Product None 12. Students greet the people around 8-10 minutes
ion them (at least 2 people).
a. Staying at the desk, turn to
the person next to you and
greet the person.
i. Students can introduce
themselves first and
then greet others if they
do not know each
other’s names.
ii. Give attention-getting
the signal and instruct
to turn to a different
person to greet.
Extension None Inside/Outside Circles or Two-Lines
Activities Introduction
(Can be done inside with small classes or
outside with large classes).
● Divide the class into 2 groups (if
uneven number, the teacher can join
the smaller group).
● Have groups face each other in two
lines or one circle inside of another
circle.
● Have students greet the person
across from them in a circle or line.
● Have one person in one line move to
the end or have the outside circle
move 1 person to the left so
everyone is in front of a new person.
Greet the new person.
● Have students greet each other each
time the person across from them
changes.
Assessment The teacher listens to check that students can introduce themselves.
The teacher listens to check the greetings of students.
Supplemental Materials: Inside/Outside Circles
Greeting Song: https://www.theteachertoolkit.com/index.ph
https://www.youtube.com/watch?v=gghDRJ p/tool/inside-outside-circles
VxFxU https://teach.nflc.umd.edu/startalk/classroo
m-activity/insideoutside-circles-19
Pre-Planning Notes:

Students will be able to:
● Identify colors
● Respond to prepositions of place (next to, under)
● Respond to classroom commands
Grammar Structures:
Classroom Commands:
(Close/Open) your _____. Ex. Open your book. Close your book. Open your backpack.
Stand up.
Raise your hand.
Sit down.
Come in.
Give me a _____. Ex. Give me a pen. Give me your homework. Give me the book.
Procedure Materia Details Timing

ls
Introducti None 1. Begin class with the start of the class Up to 5
on procedure. Time students and give minutes
feedback.
a. Redo if it doesn’t meet the
expectation
2. Teacher asks: What words do you know
in English?
a. Record English words on a
chalkboard or a large piece of
paper.
3. Introduce today’s topic of practicing
English we learned in grades 3 and 4.
Presentati Textboo 4. Textbook preview: Up to 5 minutes
on k a. Page 8 – Students discuss
Page #: 8 pictures. Ask what they see. The
and 9 response may include dress,
scarf, orange, blue, water bottle,
children, boys, girls, school
b. Point out that some of the people
have names. Use their names,
colors, and items to talk about
the picture.
i. Samia is next Mohamed.
ii. Dagmar is wearing
orange.
iii. Omar is wearing a white
shirt.
Textboo c. Page 9 – Students discuss Up to 5 minutes
k pictures. Ask what they see.
Responses can include colors,
items, or actions.
d. Read the commands and act
them out. (Close your book,
raise your hand, sit down, stand
up, open your book, and come
in.)
Practice Textboo 5. Direct students to turn back to page 8 Up to 10
Page #: 8 k page to do the Who is it? activity. minutes
and 9 8, slate, a. Have students record the name
chalk, of the student from the picture in
or their book or on their slate.
noteboo Students can hold up slates to
k and respond.
pencil.
Textboo 6. Listen and repeat. (page 9) Up to 5 minutes
k page a. Read the chant to your students
9, a and act out the motions of the
chair, chant.
slate, or i. Lean-to the left (lean left)
noteboo ii. Lean-to the right (lean
k right)
iii. Stand Up (stand up)
iv. Sit down (sit on a chair)
v. You’re so bright (make one
up to show being smart)
vi. Don’t wear a frown (go
from a frown to a smile)
vii. Whisper, whisper (hold
hand next to mouth and
say words quietly)
viii. In my ear (tug on the ear)
ix. So we can all hear (Cup
hand around the back of
the ear)
b. Do as a call and respond with
class. Say and act out each line.
Wait for their copied response for
each line.
Textboo 7. Match the action to the number (page About 10
k page 9). minutes
9, slate, a. Students can work in pairs or
or individually.
noteboo b. Call out the command. Have
k students write or say the number
that shows that command in the
picture.
c. Answers: Close your book (5),
Stand up (3), Raise your hand
(1), Open your book (2), Sit
down (4), and Come in (not
shown).
Books, 8. Play Simon Says 10 minutes
pen, a. Teach leads the class in Simon
paper, Says commands. Students only
slate follow instructions that start with
the phrase “Simon Says” Ex.
Simon Says opening the book.
Students should open the book.
If the teacher gives command of
stand-up without saying Simon
Says, then the student is out of
the game.
Extension
Activities
Assessme
nt
Directions for Simon Says
https://www.considerable.com/entertainment/games/simon-says/
https://empoweredparents.co/simon-says-ideas/
Pre-Planning Notes:
Module:1 Unit:1 Lesson:2

Objective(s): In this lesson, students will be able to:
-Talk about things in the classroom.
-Talk about whose things are in the classroom.
New Vocabulary: bottle pencils, pens, scissors, school bag, chalk, classroom, slate
……
Grammar Structure: Are there any books in the classroom?

Yes, there are. No, there aren’t
Procedur Materia Details Timing

e ls
Presenta 1) Book closed:the teacher asks the students to look at 30mn
tion their materials and tell their names.
Page 1 e.g.: what’s there on your table? Then students will tell the
names of the materials they have.
2) the teacher should focus on the students’ attention to
the pictures and ask them what they can see in the
picture.
3) read the words on the picture for them and let them
repeat after you to correct their pronunciation.
4) explain by using realia any difficult word for the
students.
5) ask the students to talk about the things and people in
the classroom (student, teacher, boy, girl, chair, desk,
tablet ….)
Prior Knowledge.
The teacher asks the students questions in the prior
knowledge to refresh students’ memory after he models
for them.
Grammar Structures.
The teacher presents the grammar structure to the
students, models it then asks a few students to
demonstrate it before the whole class does it in turns.
Chant.
The teacher proceeds with the chant and brainstorm
activity to show the students the use of the vocabulary and
the grammar structure.
Practice 2. the students practice by matching the words with 60mn

Pages 2/3 the pictures below.
a) the teacher focuses the students’ attention by
explaining the exercise and doing the first example for the
students to follow.
b) the teacher asks the students to do the rest of the
exercise by following his example.
c) when correcting the exercise, the teacher calls the
students to the board or he/she elicits their answers and
corrects them on the board.
Grammar practice.
The teacher starts the practice of grammar by asking a
question to one of the students about the big picture and
correcting if the student makes an error when answering
the questions, then he asks the students to ask and
answer the question.
Listen, read and repeat.
Read the dialogue for the students then practice with a
clever student then let other students read and repeat in
pairs.
Listen and read.

Tell the students to listen and read the story. Then do the
activity and talk about the people in the picture.
Write the word that matches.

For more practice on the vocabulary on page 1, the
teacher asks the students to do the activity ‘write the
word that matches.
Ask and answer.

The teacher allows the students to use the grammar
structure as well as the vocabulary by doing the activity of
‘ask and answer.’
Write sentences
The teacher asks the students to write about
things/materials they have in their schoolbags. Then the
teacher corrects any errors the students make.
Producti 60mn
on This page has many productive activities such as listening
Page 4 and acting, playing games and writing, and drawing.
Read stories.
The teacher asks the students to read the sentences, then
they practice how to ask and answer the colors of the
items they read.
Play the game.
The teacher makes a spinner with a pencil and a paper
clip. He asks students to take turns spinning the spinner.
Then he asks the students to make a question with the
word the spinner lands on.
Write and draw.

The teacher asks the students to write 3 or 4 sentences.
Then he tells them to draw pictures that go with the
sentences.
Extensio None
n
Activities
Assessm None
ent
Pre-Planning Notes:
Post-Planning Reflection:
Module: 1 Unit:1 Lesson: 3

Objective: in this lesson, students will be able to:
● Indicate where things are
● Say where a person or object is
● Say how many items there are.
New Vocabulary: Classroom, library, office, teacher's room, toilet, playground,
upstairs, downstairs, goat, bird, cat, bird, sheep.
grammar structures: How many people or goats are there?
There are _________
Where is Hodo/ the bird?
She is next to the classroom/ it is on the sheep.
Procedur Mat Details Timi

e ng
Presenta 1. Determine in advance how you will start the lesson. Write 30m
tion your lesson procedure in the pre-planning paper. n
Page 1
2. Try to get the student's full attention. You need to set up
rules or signals.
The teacher invites and engages students in the lesson by
asking a few questions that lead them to the lesson.
You can write the title of the lesson " my school" on the
board before the students open the textbook and elicit their
prior knowledge about the topic.
3. The teacher invites students to open the textbook and

starts asking about what they see in the picture, then
presents the new vocabulary to the students.
The teacher will make sure that s/he introduces the new
vocabulary appropriately (using realia, gesture, situation ….)
and drills the pronunciation. You can point to the vocabulary
in the picture and ask them what is this? And then correct
their understanding and pronunciation ( together) at the
same time.
4. Be mindful that your instruction simplicity and your

demonstration by giving an example or two on how to do the
activity are crucial to your students' understanding.
Grammar Structure:
Answer teacher's questions.

A great way to present the new structure is to put a carton
or dustbin and a ball or a pen on the table, and model the
preposition of the place; make sure that the students get
your message well. A good way to do it is to ask them "where
is the pen or ball? Then apply it to the picture 17/18. Give it
the necessary time, if your students become familiar with the
structure, the remaining stages will be easier for your
students as well as you. Try to involve your students as much
as possible, especially the shy students.
Listen, read, and chant.
1) This is a chant that allows students to practice the

grammar structures and the new vocabulary.
a) First, the teacher reads to students as they follow
along in the book.
b) Second, repeat after the teacher. The teacher reads
one line at a time and the students repeat as a group.
c) Third, the teacher and students read together.
d) Fourth, the teacher reads the question. Students
respond with the answer
e) Fifth, divide the class in half, one side asks a QA
question (teacher leads), and the other half answers
the question (teacher leads).
Practices Listen and write. 30m
Pages 2/3 n
● Introduce "inside" and "outside" by modeling them.
You can use your classroom " outside of the classroom
and inside of the classroom". Model it with the pictures
of 18/19 by asking questions orally about the two
pictures and, then let them write down where the
people and animals are in the two pictures. Motivate
your students to work together closely, and tell them
to ask and share information.
● Proceed to the new structure " is the cat outside?".
Listen and read.
1) This is a chant that allows students to practice the

grammar structures.
a) The first time, the teacher reads to students as they
follow along in the book.
b) The second time, repeat after the teacher. The teacher
reads one line at a time and the students repeat as a
group.
c) The third time, the teacher and students read together.
2) There are a lot of ways to do it.
The practice is the most important stage in the lesson:

the much the students practice by involving them, the
much they will remember the lesson.
Producti Think, pair, share, and sort. 60m

on n
Page 4 1- tell your students to look at the picture. To engage them in
the activity and check if they can recall the vocabulary, you
can ask them a few questions about what they see in the
picture. Please present if there are unfamiliar words and at
the same time correct the mispronunciation.
2- Now, it is time to sort them into the right column " inside
or outside".
Make a book about your school.
After the students got a good presentation and practiced

well, it's your time to produce.
● Tell them to imagine that they are in their school.

● Ask them to observe the school environment well.
● Ask them to complete the sentences according to the
school environment.
● Help them as much as necessary
● Then tell them to choose two sentences and draw their
relevant pictures.
Put the chalk/ball game.
A good way to do this activity is to get a ball, throw it in the

classroom and ask them where the ball is: under the table,
next to Aicha, in front of the cupboard, on the chair, etc.
There are various ways to do it.
Module: 1 Unit:1 Lesson:4
⚫
⚫
Talk about likes and dislikes.
Say what people are doing.
New Vocabulary: talking, standing, learning, sharing, sitting, sharing, writing,
reading, counting, listening, drinking.
grammar structures: What are you doing?
I am ____________
We are ____________
What are they doing?
They are ___________
Procedur Mat Details Timi

e ng
Presenta 1. The teacher Invites and energizes students to the lesson 30m
tion by asking a few questions that lead them to the lesson. n
Page 1
2) Teacher starts asking about what they see in the picture
then
presents the vocabulary to the students.
Prior knowledge.
The teacher introduces and models Yes and No questions
in the prior
knowledge box.
The teacher divides the class into groups and tells them to
take turns to ask them to practice language structure with
prior knowledge.
Use prior knowledge:
example
Do you like _reading _?
Yes, I do.
Do you like standing?
No, I do not.
The teacher should make sure that all students are engaged
into the activities
Grammar Structure.
The teacher presents the grammar structure to the students,
and models it
then asks a few students to demonstrate it before the whole
class
does it in turns.
Practices Listen, point and say What are they doing outside. 30m
Pages 2/3 Speaking n
_ Tell students to look at the pictures
_ Then listen to the teacher and point out the activity your
hear
_ Then make sentences about the activity.
For example
⮚ The teacher said “ gardening”
⮚ Students put their index fingers on the picture about
gardening
⮚ Students will make a sentence. They are gardening
Keep the other activities and so on.
Listen, read and sing.

_ The teacher will read the song and students repeat it after.
_ the song helps the student to practice grammar and
structures.
Listen, read, and repeat.

In the dialogue, students practice more on agreement yes I
do and me too.
listen, point and say what are they doing inside.

_ In this activity. You will need to introduce the third
pronoun. He/She
_ He/ She is __ verb + ing
Read, look at the number and write true or false.

True - Yes, they are.
False – No, they are not.
Answers
1. She is playing outside. No, he is not. He is painting
2. She is eating and drinking. No, she is not. She is smiling
3. She is gluing. Yes she is
4. She is listening. No, she is cutting.
5. She is erasing. Yes He is
6. They are smiling. No, they are thinking
Producti This page has many different productive activities such as 60m
on playing the game and drawing a picture. n
Page 4
Listen and write the number on your slate.
_Teacher uses simple sentences to describe pictures. Ex. She
is jumping.
_ Students write corresponding numbers on the slate.
The point, ask, and answer.

❖ Tell them to work in pairs
❖ Point to a picture. Ask your partner “What are they
doing?”
❖ The teacher monitors and gives assistance where is
needed
Make a list of what you like doing.

The teacher allows the students the opportunity to use the
vocabulary and grammar structure they learn so far.
Complete the sentences. Choose 2 sentences. Draw a

picture to match the sentences you choose.
For example, one student can write “ I am swinging. I like
jumping too.”
And draws a picture of swinging and another of jumping.
⮚ Encourage your students to write simple sentences
⮚ Tell them to stick to the grammar structure and target
vocabulary
⮚ Accept mistakes and support them equitably.
-Describe people
New Vocabulary: bold, grandma, old, thin, young.
grammar structures: What does he/she look like?

His/her _____________is/are ___________.
Ex: Her eyes are brown.
She/he has ______________
He is _________________
Ex: He is young
Procedur Material Details Timing

e s
Presenta 1-Determine how you will start the lesson. Write your 30mn
tion lesson procedure in the pre-planning section below.
Page 1 a) Teach your students how to describe their family and
friends using vocabulary under the big picture and the
grammar structure.
b) Model each step.
c) Have a few students demonstrate the lesson
following the model of the teacher.
d) Teacher lets the whole class take turns to
ask and repeat the
vocabulary and the grammar structure.
2) Teacher starts asking about what they see in the

picture then
Prior knowledge.
The teacher asks the students questions in the
prior knowledge to
refresh students’ memory after he models for
them.
Grammar Structure.
The teacher presents the grammar structure
to
the students, model it then asks a few
students to demonstrate it
before the whole class does it in turns.
c) Teacher proceeds with the short story to show the

students the use of the vocabulary and the grammar
structure.
Practices 30mn
Pages 2/3 3- Practice is about describing family and other
activities.
Listen and read.

Tell the students to listen and read the story of
Ayanleh’s family then ask them to do the activity
(write the correct answer.)

Tell the students that they will practice the vocabulary
and grammar structure through the dialogue ( listen,
read and repeat.)
Read the dialogue for the students then practice it with
a strong student then let the other students read and
repeat two by two.
Listen and find.

The teacher reads the story and then continues to
describe the other kids in the picture.
Ask students to listen to the story and then read it.
Choose one or two kids in the picture and describe
them. Then let students tell what the number he/she is.
Complete the sentences to describe one of the

friends above. Write your answer in your
notebook.
The teacher chooses one student and asks him/her to
describe one of the pictures. Then he tells the whole
class to write in their notebooks.
Ask and answer.

For more practice, ask students to play the guessing
game ask and answer by using Ayanleh’s family. Let the
students continue the next activity and take turns
describing one of the friends in the picture and his/her
partner will guess who it is.
Producti This page has many different productive activities such 60mn
on as listening, Pair Share/playing the game, and
Page 4 drawing a picture.
Listen, Pair and Share.

Describe the person in the square your teacher
calls.
The teacher asks the students to listen, pair and share.
He gives a hint to the students by calling a number and
asking them to describe it. But this time teacher doesn’t
give examples.
Play the game:

The teacher allows the students the opportunity to
practice orally the vocabulary and grammar structure.
There is no modeling now. He tells the students to work
in pairs or groups moving the number of spaces from 1
to 5 then describe the person he/she lands on.
Draw a picture of a friend or family

member.
The teacher tells the students to draw a picture of a
friend or family
then write sentences to describe them.
Extensio None
n
activities
Assessm None
ent
Pre-planning Notes:
-Describe people
New Vocabulary: bold, grandma, old, thin, young.
grammar structures: What does he/she look like?

His/her _____________is/are ___________.
Ex: Her eyes are brown.
She/he has ______________
He is _________________
Ex: He is young
Procedur Material Details Timing

e s
Presenta 1-Determine how you will start the lesson. Write your 30mn
Page 1 a) Teach your students how to describe your family and
friends using vocabulary under the big picture and the
grammar structure.
b) Model each step.
c) Have a few students demonstrate the lesson
following the model of the teacher.
d) Teacher lets the whole class take turns to
ask and repeat the
2) Teacher starts asking about what they see in the

picture then
Prior knowledge.
The teacher asks the students questions in the
prior knowledge to
refresh students’ memory after he models for
them.
Grammar Structure.
The teacher presents the grammar structure
to
the students, model it then asks a few
students to demonstrate it
before the whole class does it in turns.
c) Teacher proceeds with the short story to show the

students the use of the vocabulary and the grammar
structure.
Practices 30mn
Pages 2/3 3- Practice is about describing family and other
activities.
Listen and read.

Tell the students to listen and read the story of
Ayanleh’s family then ask them to do the activity
(write the correct answer.)

Tell the students that they will practice the vocabulary
and grammar structure through the dialogue ( listen,
read and repeat.)
Read the dialogue for the students then practice it with
a strong student then let the other students read and
repeat two by two.
Listen and find.

The teacher reads the story and then continues to
describe the other kids in the picture.
Ask students to listen to the story and then read it.
Choose one or two kids in the picture and describe
them. Then let students tell what the number he/she is.
Complete the sentences to describe one of the

friends above. Write your answer in your
notebook.
The teacher chooses one student and asks him/her to
describe one of the pictures. Then he tells the whole
class to write in their notebooks.
Ask and answer.

For more practice, ask students to play the guessing
game ask and answer by using Ayanleh’s family. Let the
students continue the next activity and take turns
describing one of the friends in the picture and his/her
partner will guess who it is.
Producti This page has many different productive activities such 60mn
on as listening, Pair Share/playing the game, and
Page 4 drawing a picture.
Listen, Pair and Share.

Describe the person in the square your teacher
calls.
The teacher asks the students to listen, pair and share.
He gives a hint to the students by calling a number and
asking them to describe it. But this time teacher doesn’t
give examples.
Play the game:

The teacher allows the students the opportunity to
practice orally the vocabulary and grammar structure.
There is no modeling now. He tells the students to work
in pairs or groups moving the number of spaces from 1
to 5 then describe the person he/she lands on.
Draw a picture of a friend or family

member.
The teacher tells the students to draw a picture of a
friend or family
then write sentences to describe them.
Extensio None
n
activities
Assessm None
ent
Pre-planning Notes:

-Say how people look.
-Talk about how people feel.
New Vocabulary: excited, frowning, hungry, sick, smiling, thirsty, worried,
yawning, bored, crying, and laughing.
Grammar Structure: How are you?

I’m ____________ Ex: I’m bored.
He looks _______________ Ex: He looks thirsty.
No, he’s ______________
Is she/he _____________?
Yes, she is.
No, he isn’t
Procedur Materia Details T
e ls i
m
i
n
g
Presenta 1. Determine how you will start the lesson. Write your 30mn
Page 1 a) Teach your students how to talk about feelings and
emotions step by step using vocabulary in the big picture
as well as under it.
b) Model each step.
c) Have a few students demonstrate the lesson following
the model of the teacher.
d) Teacher lets the whole class turns to ask and repeat the
2. Teacher starts asking about what they see in the picture

and then presents the vocabulary to the students.
Prior Knowledge.
for them.
Grammar Structures.
Chant.
The teacher proceeds with the chant and brainstorm
Practice 3. Practice talking about how the students feel and how 60mn
Pages 2/3 someone else feels.
a) Tell students that they will practice the vocabulary and
the grammar structure through the activity ask and
answer.
b) Teacher asks the students how the people in the picture
feel.
. Elicit the answer from the students.
Read the dialogue for the students then practice with a
clever student then let other students read and repeat in
pairs.
Say how they are.

The teacher asks how they are feeling by pointing kids in
the picture. Then the students tell their answers.
Ask and answer.

After the teacher asks how the kids in the pictures are
feeling, now he tells the students to ask each other ‘How
are you feeling?’
Listen and read.

Tell the students to listen and read the story. Then do the
activity and talk about the people in the picture.
Write the word that matches.

For more practice on the vocabulary on page 1, the
teacher asks the students to do the activity ‘write the
word that matches.
Ask and answer.

The teacher allows the students to use the grammar
structure as well as the vocabulary by doing the activity of
‘ask and answer.’
Producti 60mn
on This page has many productive activities such as listening
Page 4 and acting, playing games and writing, and drawing.
Listen and act.

Act out the emotions or feeling that your teacher
says. The teacher asks students to look at the words on
the table. He says a word from the table then the students
act out the emotion or feeling that the teacher says.
Play the game.

The teacher makes a spinner with a pencil and a paper
clip. He asks students to take turns spinning the spinner.
Then he asks the students to make a question with the
word the spinner lands on.
Write and draw.

The teacher asks the students to write 3 or 4 sentences.
Then he tells them to draw pictures that go with the
sentences.
Extensio None
n
Activities
Assessm None
ent
Pre-Planning Notes:

-Say how people are feeling.
New Vocabulary: sleepy and most of the vocabulary are the revision of unit 2.
Grammar Structure: Was he/she ____________?

Was he/she tired?
Yes, he/she was ____________
No, he/she wasn’t __________
Were they ______________?

Yes, they were ___________
No, they were not ________
Procedur Materia Details T

e ls i
m
i
n
g
Page 1 a) Teach your students how to talk about feelings and
emotions with the BEST and WORST step by step using
vocabulary in the big picture as well as under it.
b) Model each step.
d) Teacher makes the whole class in turns to ask and
repeat the vocabulary and the grammar structure.
2. Teacher starts asking about what they see in the picture

and then presents the vocabulary to the students.
Prior Knowledge.
for them.
Grammar Structures.
Story.
The teacher proceeds with the story and brainstorm
Practice 60mn
Pages 2/3 3. Practice talking about how students feel on the best
and worst days of their life.
a) Tell students that they will practice the vocabulary and
the grammar structure through the activity listen and read
and ask and answer.
Listen and guess.

The teacher asks the students to ‘listen and guess.’ How
the kids in the pictures are?
Listen and read.

Ask the students to listen and read the short story of
Kelvin Doe and Bana Alabed then do the activity ‘write
answers to questions.’

Read the dialogue for the students then practice it with a
good student. Make other students read and repeat in
pairs.
Listen and guess.

Ask students to look at the pictures and tell how the kids
were. In this activity, the teacher uses plural pronouns.
Listen and read.

Ask the students to listen and read the short story of
Jackie Jackson and Malala Yousafzaia then to do the
activity ‘true or false
Talk about the kids in this lesson.

Ask the students to look at the different pictures in this
lesson and talk about the kids. Then describe them.
Producti 60mn
on This page has many productive activities such as Simon
Page 4 says, play the game, and write about your
best/worst day.
Simon says
The teacher calls 2 students then he asks one student to
close his/her eyes and the other to open his/her eyes. The
teacher acts out emotion. Then student A asks student B
to guess that emotion. Student B keeps guessing until
he/she gets the right answer. Switch and play again.
Play the game. This game is almost as same as activity 1

but now it is among the students following the same rule.
Write. Make a chart about your best day and worst

day.
Tell the students a) to make a chart about their best day
and worst day.
b) Then write sentences to tell
about your day.
c) Draw a picture to show each
day.
d) ell a friend about your
day.
Extensio None
n
Activities
Assessm None
ent
Pre-Planning Notes:
Module: 1 Unit: 3 Lesson: 8

Objective(s): Students will be able to:
-Name parts of the body.
-Ask or tell someone what the matter is.
New Vocabulary: Earache ear(s) mouth
eye(s) nose face
foot/feet hair hand
finger(s) toe(s) tummy
head tooth/teeth arm(s)
knee(s) leg(s) elbow(s)
shoulder(s) body eyebrow(s)
chin chest stomach
neck back stomach-ache
headache
Grammar Structures: Language Structure/Usage:
Present tense of have/has with illnesses:
I have a headache
She has stomach-ache
(Review of lesson 5) Possessives: his, her, our.

Examples: My back hurts
Her head hurts
His tooth hurts
theirs, ours, us, mine, yours, them

Procedure Materia Details Timing
ls
Introducti None The previous lesson is about describing 5 minutes
on/ people using simple descriptions: she has
connect to long curly hair and a round face. So review
the prior parts of the body to connect their prior
knowledge knowledge with the body parts they learn
here, toothache, backache, and headache.
Ask the students the questions that let
them practice English (What is this? It’s
an arm.),
Review vocabulary: arm, back, eye,
tooth, head ….etc
Prior knowledge
Use Simon Says to help students recall body parts
vocabulary.
Presentati A big 25
on picture of What’s the matter? minutes
Page: 37 many Tell the students you will practice how to ask
people in or tell someone what the matter is.
the i. What’s the matter? or what’s
hospital. wrong? I have a headache.
They Give more examples: what’s the matter? I
have have a toothache.
different What’s wrong? I have a stomachache….
illnesses. Etc.
Introduce vocabulary of pain using images
on page 37.
Have a few students demonstrate asking and
answering what the matter is.
Practice None Ask the class to work in pairs and ask and
answer what the matter is.
Show signals of pain and students get the
right word.
Have a few students act different pains and ask
the class: what’s the matter with ……….?
Help students use the right structure: he/she has
a ………
Ask them to work in a group of 3 one act and the
others ask and answer.
presentati None Review pains on the previous session
on Introduce grammar structure: does he have a
cough, a fever, ….?
Yes, he does. No, he doesn’t
Have a student acts a pain (a headache). Ask the
class: does he have a cold? Does he have
………..?
Ask the class to practice this structure.
Practice Textboo Match the word to the picture.
k page Ask them to observe the children who have
38 problems in the picture and read the text below
(Listen and read).
Ask them to write the names of the sick children
on their images in the big picture.
Point and ask/ copy, look, and answer) on
page 38: Students listen to the teacher’s
questions and answer using the pictures.
Listen, read and repeat
Read the dialogues on page 38 and have
Textboo them practice in pairs.
k page Ask them to Practice the activity (Listen, read
39 and repeat) on page 39: Students work in
pairs and use independently the language they
practiced with the guidance of their teacher.
Ask them to Practice the activity (Look, ask,
and answer) on page 39: Students fill in a real
situation dialogue and then practice it.
To practice more the use of the learned
vocabulary with possessive adjectives, they
should write and drill the writing activity.
Production Have Students look at the doctor’s office picture 60mn
Textboo and see or observe the children who have
k page problems in the picture. After reading the
39 picture, ask them to do an activity
Read, look and write on page 39

Answer the yes and no questions.
Textboo Ask them to do Activity (Guess and write what’s
k page the matter) on page 40: students produce the
40 vocabulary they learned and write what problem
children in the pictures have.
For example, what’s the matter with number
…..?
Does he have ………….? Does she ………?
Finally, they write the ache they have on their
slate.
Act out and guess.on page 40

The students do role play and use the vocabulary
and the structure they learned in the previous
sessions.
Extension As an optional activity if time allows.

Activities Ask students to listen and sing (Get Well Soon
song):
https://www.youtube.com/watch?v=vR-PwWRtIp4
Assessme Use activity (Write a dialog.) at the end of page
nt 40 as assessment. If students produce the language
and do the conversation asking and answering
about health problems it means they acquired well
the target language.
Supplemental Materials: (consider real-life objects, images, books, tools, songs,
games, etc.):
Pre-Planning Notes:

Objective(s): Students will be able to:
1. Name healthy foods and activities.
2. Answer questions about healthy habits.
New Vocabulary:
Wash your ______?
Shower
Bathe
Brush your ______
Comb your hair
Exercise
Teeth
Hair
Eat
Vegetables
Junk Food
Fruit
Sleep
Face
Hands
Feet
Past simple with did and short answers. Determiners: some/any/ a lot of/ lots of/ many/
no/ one
Go to + sleep or bed
Did you ______?

Ex. Did you wash your face? (shower, exercise, etc.)
Yes, I did.
No, I didn't.
No, I did not.
Did you eat + determiner ____?

Yes, I ate + determiner.
No, I didn’t eat any.
No, I did not eat any ________.
Did you _______ last night?

Ex. Did you go to sleep last night?
Language Revision:
What do you eat for lunch?
I eat __________.
theirs, ours, us, mine, yours, them
Procedure Materials Details Timing
Introducti None 1. Begin the class by getting an attention 5 minutes
on/ signal.
connect to 2. To connect to prior knowledge and spark
the prior interest in the topic, ask these questions:
knowledge What do you see? What are they doing?
3. Record students’ answers on the board. That
may help students review the food
vocabulary they learned in grade three or
four.
4. Ask them prior knowledge questions on page
41.
Presentati A big Make a table of two columns on the board 25
on picture of and ask them to sort out the labeled food. minutes
Page: 37 different Introduce the new words and ask them to
children repeat the words after you entirely and
doing individually.
different Have the students chant (healthy, healthy)
healthy Use realistic clipart of vocabulary items of
activities: healthy life to introduce the new vocabulary
eating, and grammar structure of the lesson:
exercising, Is there any fruit? Are there any
sleeping, vegetables?
brushing Yes, there some, no there are not any
teeth, fruits… etc. did you _________? Yes, I
bathing. did.
No, I didn’t. No, I did not.
Page 41 Read the chant to your students and act out
the healthy
Practice Textboo After the class procedures, review the vocabulary 60 min
k page of healthy life (food and activity).
42 Use did you eat …..? Did you brush…..? Did
you….?
Read the story and have students read it.
Relate the story on page 42 to the large picture
on page 41.
Read Aloud or Choral Reading: the short
paragraph about healthy life Listen and read.
Practice activity 1: write the word for each
picture. Page 42. Students should match the
pictures and healthy life words above.
Listen, read and repeat

Have students talk about what they do in their daily
life, they ask and answer.
Ask and answer.

Have students work in pairs and talk about how
they live a healthy life and what they do in their
daily life: gap filling.
Presentati Textboo Review the simple past structure explicitly.
on k page
43 Use the three examples on page 43. example:
I didn’t eat any chips. I ate some chips. I ate a
lot of chips.
Introduce shortly the difference in the quantity
the quantifiers show as they see on the pictures
of chips.

Read the conversation on the activity and ask
them to practice that conversation.
Practice Textboo Introduction:
k page The students do the activities on page 42
43 dependently. Therefore, the teacher helps and
directs them whenever they need it, while in
activities on page 43 they practice more
independently. Because they are supposed to get
enough drills or support.
Practice activity 1 (Independent Reading
focused): page 43 (Listen and read) my life
the story of a child.
Textboo Practice activity 2 (Writing focused): Listen,
k page read and repeat
43
Write
Ask the students to write what someone does
that represents a healthy life: they are given
prompts and an example to follow.
Ask and answer
Have them practice the answers they have
completed in the previous writing activity.
Production Think, pair, and share 60mn
Textbook Ask students to work in pairs and write the right
page 44 word for each activity. This activity helps
students remember the vocabulary they learned
before they get into the production stage deeply
(speaking and writing).
Play the game

The student with the open-eyes act a healthy
activity, for example, he acts drinking water.
The student with closed eyes asks questions:
did you brush your teeth? The other answer: no
I didn’t. He continues asking until he asks the
rights question: did you drink water, the other
answer is yes I did.
Write
Ask students to recall the meals they took this
week and write sentences about what they ate
(healthy or unhealthy.)
Extension
Activities
Assessme Assessment
nt How will teachers know students have learned the
aim of the lesson?
If they can say and write 3 daily and healthy
activities they do using the right structure
(speaking and writing).
games, etc.):
Pre-Planning Notes:

Objective (s): Students will be able to:
Describe the healthy habits kids do around the world.
New Vocabulary:
Fishing
Planting
Gardening
Hopping
Laughing
Skipping
Dancing
Walking
Drinking
Gathering
Hunting
Farming
Eating
Sleeping
Running
Swimming
Playing
Swinging
Present continuous
Likes and dislikes
Are they __________?

What are they doing?
They are ________.
Revision Language:
Do you like _________?
Introducti None After the class procedures ask the class about 5
on/ healthy activities they do and healthy food they minutes
connect to eat.
the prior Record the answers on board.
knowledge Ask them prior knowledge questions on page 45:
a. What do you see in the picture?
b. Do you like ……………….?
Presentati Maybe Listen and read 25

on just one Read the text to students and have them read. minutes
Page 45 kid or a Introduce the new vocabulary using the pictures
few kids on page 45.
from a Introduce the grammar structures of present
single continuous and likes and dislikes.
different Are they ……………..?
place in Students respond: Yes, they are, or no they are
the world not.
doing What are they doing?
somethin They are ………………?
g from
the
vocabular
y list.
Practice None Direct the students to review the healthy

activities vocabulary on page 45. 60mn
Ask the students to answer your questions. Point
to the 1st picture on page 46 and ask:
Are they hunting? Are they hopping? Are they
gardening?
Have them answer: no, they are not…… etc.
Ask them: where are they from?
Read the sentences under the pictures. Explain
that they show what healthy activities kids do
around the world.
Listen, read, and repeat
Make flashcards of healthy activities kids do around

the world.
Model the activity with a student.
Write an answer to the question:
Direct the students to look back at the four
pictures and work in pairs:
Ask and answer:
They ask for an answer using the pictures. Check
if they are using the right auxiliary (is, am, are)
with the pronouns.
Teacher asks: page 47
In this activity, the students practice the new
structure: what ……… (What are they doing? )
Point to the pictures and read the sentences
below the class.
Listen, read and repeat: page 47
Ask the students to look back to the pictures on
pages 46 and 47.
Read the conversation and then model it.
Write an answer to the question: on page 47.
Have them practice asking and answering
orally
Direct them to write the answers using the
pictures.
Production Think, pair, and write. (Roleplay)
Call a number of the pictures on page 48 and ask 60mn
the students: what are they doing?
Textbook Model the activity with a student.
page 48 Ask a pair to demonstrate.
Have the entire class do the activity.
Guide them to write on their slates: they write
the number of the picture and what they are
doing and show the class.
Play the game:
1. Have the students play the game and use
both structures:
Are they ………? Is he/she ………..?
What are they doing? What is he/she doing?
Make a poster: (Draw pictures and write
sentences about healthy activities people do.)
2. Ask the students to create a poster by
drawing a kid doing a healthy activity in
Djibouti or around the world.
3. Write the activity the kids are doing in their
workbooks.
Extension
Activities
Assessmen
t
games, etc.):
Pre-Planning Notes:
Module: 1 Unit: 3 Lesson 11: Consolidation and Integration.
Objective(s): By the end of this session, students will be able to:

● Describe healthy habits kids do around the world.
New Vocabulary: Refer to the Scope and Sequence section.

Grammar Structures:
All grammar structures are seen in Module 1.
Procedure Material Details Timing

s
Presentati Textbook 1. Presenting structure: first Up to 30
on page minutes
⮚ Think, pair, write

a). The teacher draws a
house and a cat on the board.
Then he puts the cat in a
different position and asks
the students ‘where is the
_____?’
❖ Play the game
b). Teacher leads students to

play the game with a coin (Heads
= 2 spaces. Tails = 1 space.).
Students should ask questions
about the picture the coin land
on. In pairs
Think, pair, share: Write.
c). Teacher asks the students to

remember all the words to describe
the people. Then write them and
share the words with another group
or the whole class. In pairs
Practice Textbook Up to 50
Page : page, 1. Practicing structure: second and minutes
poster, third page of the lesson.
scissors,
crayons, ❖ Teacher asks
and
pencil. a). The teacher tells the students to
look at the pictures and asks them
‘What’s the matter?
❖ Create a healthy habits

poster.
b). Ask the students to work with a

partner to draw a poster and write
what each picture is talking about.
❖ Ask and guess.
c), Tell the students to work in pairs

by taking turns. Ask the first one to
choose 1 person from the picture.
Then ask the other student to guess:
‘What does he/she look like?

Does she/he have _______?
2. Make a puppet.
a. Ask the students to choose what

their puppets look like. Then tell
them to follow the steps to make
their puppets. Let the students
describe/her puppets to/her friend.
Say how they feel.
Textbook 1. Practicing structure: fourth 60 mins
page, or page.
noteboo
k,
and a Add to the Scrapbooks
scrapboo
k a). Ask the students to look at their
scrapbook pages from Module 1. Tell
them to write and draw pictures to
show all the English words they
know.
Create a page for the class

.scrapbook
b). Plan: Ask the students to

work in groups to make a page
for their English class scrapbook.
-Ask them to think of places
people go.
-Ask to think about things
people do.
Do: Ask the students to take
turns drawing pictures and writing
the words or sentences.
Review: Then tell the students
to share the group’s page with the
class,
.The teacher will collect all pages
and save them in a class book
until the end of the year.
Create pages for your

scrapbook.
c). Tell the students to write and

draw scrapbook pages (1-3
pages) for topics in module 2.
Plan: Ask them to think about all
the English words and sentences
they learned,
.What are their favorite
words
.What questions can they
answer?
.
What things did they learn about?
Do: Tell the students to write all the
English words and sentences they know
on their pages. Draw pictures to go with
the words.
.Make a place for their favorite
words.
.Make a place for the questions they
know
.Put their names on their pages.
Review: tell the students to share their
pages with a friend.
.Do they have different words?
Tell them to save their pages to keep
adding to their scrapbook after each
module.
Extension
Activities
Assessme
nt
Pre-Planning Notes:
Module: 2 Unit: 4 Lesson 12: In my community

Objective(s): At the end of this lesson students should be able to:
● Talk about their community.
New Vocabulary: bakery, village, map, town, city, farm

Grammar Structures:
Is there a/an What is in your Language Revision:
__________ in your community? Where is ___________?
community? There is a/an It's ____ the _____.
Yes, there is. ____________. Ex It's next to the
No, there isn't. There are butcher.
No, there is not. _______________.
Introducti Textbook, 1) Use prior knowledge: Teacher asks 5
on anchor students: What do you see in the minutes
Page #: 53 chart picture?
(optional)
What color is the -----------?
Textbook
and anchor 2) Use vocabulary from previous lessons.
chart, Some possible options are:
timer a) What color is the school?
Students respond:
i) The school is blue and white.
3) Pre-assess understanding of the 5-10
content: minutes
a) Look at the picture. Teachers point
at a picture and ask: What is the
name of this place?
i) Let students try and answer.
ii) The teacher explains: These are
places in a community.
iii) Point to the words on the picture
and say the words and have the
students repeat the words after
you say them.
4) Teacher says: Today we will learn 5
about places in our community. You will minutes
be able to tell if there is a place in the
community and where it is.
Presentati Textbook, 5) Introduce the grammar structures: 5

on Anchor Is there a mosque in your minutes
P/age #: 53 chart community?
Yes, there is.
///Textboo No, there isn't.
k, timer
What is in your community?
Ex There is a butcher in our
community.
Where is the bakery?

Ex It's next to the butcher.
6) Listen, read, and say: This is a 5-10
passage that allows students to practice minutes
the grammar structures.
a) The first time, the teacher reads to
students as they follow along in the
book.
b) The second time, repeat after the
teacher. The teacher reads one line
at a time and the students repeat as
a group.
c) The third time, the teacher and
students read together.
/Practice Textbook 1) Teacher asks: How do you ask for a 5

Page6 #: page, place? minutes
54 & 55 chalk, or a) Review the grammar structure.
notebook b) Today the question is: is there
and pencil. a/an------- in the community?
c) To answer you say, Yes, there is.
No, there
isn’t.
Textbook 2) The teacher asks: is there a/an------- 5

images. in the community? minutes
a) Responses for images from left to

right.
Ex Is there a fruit store in the
community?
Answer: Yes, there is.
Is there a pharmacy in the
community?
Answer: No, there isn’t.
.
passage 3) Listen and read. 5
a) The teacher reads the passage and minutes
students listen.
b) Students read the text individually,
then in groups.
Textbook 4) Listen, read, and repeat. Let’s 10
practice asking people what is minutes
there.
a) The teacher reads the dialog to the
students.
b) The teacher reads and students
repeat each part.
c) The teacher reads purple dialog
bubbles students respond with green
dialog bubbles.
d) Divide the class in two, Teacher leads
half in reading the pink dialog
bubbles and then leads another half
in responding with the green dialog
bubbles.
e) Students work in pairs and practice
the dialog together.
Textbook, 5) Ask and answer. 10
notebook, minutes
or slate a) The teacher asks to use the map,
then ask and answers about the
places:
Is there a/an __________ in the
community?
Yes, there is.
No, there isn't.
6) Teacher asks: 5-10
a) Review the grammar structures. minutes
b) Now let’s practice answering where
the place is.
c) Ex: Where is the playground?
It is next to the school.
7) Listen, read, and repeat. 10

a) The teacher reads the dialog to the minutes
students as they follow along with
the words in the textbook.
b) The teacher reads and the students
repeat.
c) The teacher reads the purple (Aicha’s
part) and the students respond with
the green part (Said’s part).
d) Half the class reads Aicha’s part, and
half the class responds with Said’s
part. Led by the teacher.
e) Two students act out the dialog
f) Pairs of students practice the dialog
together.
8)
Textbook, 9) Write to complete the sentences. 10
notebook, a) Read the instruction to the students. minutes
and pencil. i) Remind the students of the
prepositions of place such as
behind, next to, between, etc.
ii) Write them on the board with
drawings
Questions 10) Ask and answer 5-10
and a) Have students work in pairs. minutes
answers b) They will use the map to ask and
from the answer :
writing i) Where is the ……….?
activity. ii) It is ………….. …………….
Production 11) Check for understanding using 5

Page #: 56 the map minutes
a) Ask the class what we have been
learning about?
b) Possible responses: is there a ……?
Where is…….?.
c) Have students ask each other using
the map.
Slate, 1) Ask students to draw a map 5

notebook, individually like the example in the minutes
class book.
chalkboard a) Ask the students to choose 5-10
places to put on the map and label
the places
b) Have the students pair with a partner
and ask about their friend's maps.
Notebook 2) Write using your map. 5-10

or slate a) The teacher asks students to write minutes
about their map.
b) The teacher asks students to share
their writing and map with their
partners, then discuss them.
.
Assessme Student When asked, students can ask /tell if there

nt notebooks. is a place in a community and where the
place lies.
The student completed the chart activity

with logical examples.
Pre-Planning Notes:
Module: 2 Unit: 4 Lesson 13: In Djibouti

● say where they went.
New Vocabulary: clinic, train station, pharmacy, map, bus station, bus stop,
town center, circle, square, car park
Grammar Structures:
Did you go to the _________?
Yes, I went to the ________because _______.
Yes, I went to the clinic because I was sick
No, I didn't go to the _________ because ____.

Introducti Textbook, 1) Use prior knowledge: Teacher asks 5
on anchor students minutes
Page #: 57 chart
Is there a ---------------?
(optional)
Textbook Where is the -----------?
and anchor 2) Use vocabulary from previous lessons.
chart, Some possible options are:
a) Is there a market in the town center?
Students respond:
Yes, there is.
b) Where is it?
It is in the middle of a down center
3) Pre-assess understanding of the 5-10
content: minutes
a) Look at the picture. The teacher
points at a picture and asks: What is
the name of this place?
ii) The teacher explains: These are
places you go to in Djibouti.
iii) Point to the words on the picture
and say the words and have the
students repeat the words after
you say them.
4) Teacher says: Today we will learn 5
about places you went. You will be able minutes
to tell where you went, where you didn’t
go, and why.
Presentati Textbook, 5) Introduce the grammar structures: 5

on Anchor Did you go to the market? minutes
Page #: 57 chart Yes, I went to the market.
No, I didn’t go to the market.
///Textboo
k Why (did/didn’t) you go to the
market?
Because I don’t like it.
Because I like vegetables.
6) Chant: This is a chant that allows 5-10
students to practice the grammar minutes
structures.
a) The first time, the teacher chants to
students as they follow along in the
book.
b) The second time, repeat after the
teacher. The teacher chants one line
at a time and the students repeat as
a group.
students chant together.
/Practice Textbook 1) Teacher asks: How do you ask for a 5

Page #: 58 page, place you went? minutes
& 59 chalk, or a) Review the grammar structure.
notebook b) Today the question is:
and pencil. Did you go to the------------?
c) To answer you say.
Yes, I went to the-----------.
No, I didn’t go the-----------.
Textbook 2) Teacher asks: Did you go to the 5

images. -----------? minutes
a) Responses for images from left to

right.
Ex Did you go to the pharmacy?
Answer: Yes, I went to the pharmacy.
Answer: No, I did not go to the
pharmacy.
.
passage 3) Listen and read. 5
a) The teacher reads the passage and minutes
students listen.
b) Students read the text individually,
then in groups.
Textbook 4) Listen, read, and repeat. Let’s 10
practice asking people what is minutes
there.
a) The teacher reads the dialog to the
students.
b) The teacher reads and students
repeat each part.
c) The teacher reads purple dialog
bubbles students respond with green
dialog bubbles.
d) Divide the class in two, Teacher leads
half in reading the pink dialog
bubbles and then leads another half
in responding with the green dialog
bubbles.
e) Students work in pairs and practice
the dialog together.
Textbook, 5) Ask and answer. 10
notebook, minutes
or slate a) The teacher asks to use the images,
then ask and answer about the
places you and the places you didn’t
go:
Did you go to the -------------?
Yes, I went to the--------------.
No, I didn’t go to the-------------.
6) Teacher asks: 5-10
a) Review the grammar structures. minutes
b) Now let’s practice answering why
didn't don't you a place.
c) Ex: Why (did/didn’t) go to
the--------------?
Because I was---------------
Because I (like/ don’t
like)--------------
7) Listen, read, and repeat the teacher 10

reads the dialog to the students as they minutes
follow along with the words in the
teacher
a) The teacher reads and the student's
teacher.
b) The teacher reads the purple (Aicha’s
part) and the students respond with
the green part (Said’s part).
c) Half the class reads Aicha’s part, and
half the class responds with Said’s
part. Led by the teacher.
d) Two students act out the dialog
e) Pairs of students practice the dialog
together.
8)
Te, 9) Write to complete the sentences. 10
textbook a) Read the instruction to the students. minutes
notebook,
and pencil. Ask to check in pairs
Questions 10) Ask and answer 5-10
and a) Have students work in pairs. minutes
answers b) They will use the images to ask and
from the answer :
writing i) Why did you go to the …………….?
activity. ii) Why didn’t you go to the
…………….?
Answer:
Because I was…………….
Because I (like/don’t
like)………………
Production 11) Think, pair, share 5

Page #: 60 a) Ask the students to listen to the minutes
number you are calling and write the
name of the corresponding place,
then discuss with a partner. Why do
you go to -------?
b) Demonstrate the task with a good
student.
1) Play the game. 5
a) Ask the students to draw a circle with minutes
four numbers inside and use a pen to
spin a number. Move the number of
spaces above starting from 1.
b) Ask your partner the questions
Did you go to the………..?
Why (did you/didn’t you) go to
the………..?
c) Show a model.
Notebook 2) Write about a place. 5-10

or slate a) Ask the students to choose a place minutes
and write about it by answering the
given questions.
b) Give an example
.
Assessme Student Students can ask/tell the places they went
nt notebooks. and why.
Pre-Planning Notes:
Module: 2 Unit: 4 Lesson 14: In the World

● ask for help.
● give directions
New Vocabulary: cinema, café, left, right, across from/opposite, in front of,
behind, here, near, there, straight
Grammar Structures:
Can you help me?
Yes, how can I help?
How do I get to _________?
Ex. How do I get to the cinema?
Go straight.
Turn left at the _______.
Turn right at the _______.
Language Revision:
Where is the _________?
It is between the _______and the _____.
It is ________ to the _________.

Introducti Textbook, 1) Use prior knowledge: Teacher 5 minutes
on anchor asks students
Page #: 61 chart
Where is the -----------?
(optional)
Textbook 2) Use vocabulary from the lesson.
and Some possible options are:
anchor
Where is the bus stop?
chart,
The bus stop is opposite the
movie theater.
3) Pre-assess understanding of 5-10 minutes
the content:
a) Look at the picture. The
teacher points at a picture and
asks: What is the name of this
place?
ii) The teacher explains: how
to give different directions.
iii) Point to the words on the
picture and say the words
and have the students
repeat the words after you
say them.
4) Teacher says: Today we will learn 5 minutes
about places and directions. You
will be able to ask for help and
give directions.
Presentati Textbook, 5) Introduce the grammar 5 minutes

on Anchor structures:
Page #: 61 chart Can you help me?
///Textboo How do I get to _________?
k Ex. How do I get to the cinema?
Go straight.
6) Chant: This is a chant that allows 5-10 minutes

students to practice the grammar
structures.
a) The first time, the teacher
chants to students as they
follow along in the book.
b) The second time, repeat after
the teacher. The teacher chants
one line at a time and the
students repeat as a group.
students chant together.
*/Practice Textbook 1) Teacher asks: How do you ask 5 minutes
Page #: 62 page, for a place you went?
& 63 chalk, or a) Review the grammar structure.
notebook b) Today the question is:
and pencil.
Can you help me?
How do I get to _________?
Ex. How do I get to the cinema?
Go straight.
Textbook 2) Teacher asks: How can I get to 5 minutes

images. …………..?
a) Responses for places from left

to right.
Ex how can I get to the toilet?
Answer: Go straight.
passage 3) Listen and read. 5 minutes
a) The teacher reads the passage
and students listen.
b) Students read the text
individually, then grass-ups
ups.
Textbook 4) Listen, read, and repeat. Let’s 10 minutes
practice asking for help and
directions.
a) The teacher reads the dialog to
students, the dentist teacher
reads and the students repeat
each part.
b) The teacher reads purple dialog
bubbles and students respond
with green dialog bubbles.
c) Divide the class in two, Teacher
leads half in reading the pink
dialog band, not handing and
her half in responding with the
green dialog bubbles.
d) Students work in pairs and
practice the dialog together.
Textbook, 5) Discuss with your partner. 10 minutes
notebook,
or slate
a) The teacher asks to use the
images, then ask and answers
how Houmed can get to each
place:
How can Houmed get to the
toy shop?
6) Teacher asks: 5-10 minutes

a) Review the grammar
structures.
b) Let’s practice answering How do
I get to the ------------?.
Go straight turn left at the --------
turn right at the --------- Go past the
--------- It is at the corner
of------------------ It is the opposite
of---------------
Textbook, 7) Write to complete the 10 minutes

notebook, sentences.
and pencil. a) Read the instruction to the
students.
Ask to check in pairs

Questions 8) Ask and answer 5-10 minutes
and a) Have students work in pairs.
answers b) They place a piece of paper
from the with your name on the map
writing then ask your partner :
activity. i) How do I get to the
…………….?
Possible answer:
Go straight at the --------
turn right at the ---------
Go past the --------- It is at
the corner
of------------------ It is the
opposite of---------------
Productio 9) Think, pair, share 5 minutes
n a) Ask the students to use the
Page #: 64 map and answer the questions
Is there a ………..?
Where is the ………….?
How can I get to the museum from
the market
10) Brainstorm and write. 5 minutes
a) Ask the students to remember
all the places they have learned
so far.
b) Work with a partner to make a
list and share it with the class
Notebook 2) Work with a partner. 5-10 minutes
or slate a) Ask the students to choose 7
places to put on a map.
b) Draw their map and label the
places from the list.
c) Then, write six sentences about
their map.
d) Switch your map and question
with a partner.
e) Then, use the renewal to
answer the questions.
.
Assessme Student students ask for help.

nt notebooks. They can also ask and give directions.
Pre-Planning Notes:

-Talk about things they can do.
-Talk about things they can’t do.
New Vocabulary: All the words are from grades 3 and 4.
Grammar Structure: Can you ____________?

Yes, I can.
No, I can’t.
Can you ____________ and ______________?

I can _____________, but I supplemental
Procedur Materia Details Ti
e ls m
in
g
Page 1 a) Teach your students how to talk about what they can
do and what they can’t do using vocabulary in the big
picture as well as under it.
b) Model each step.
d) Teacher lets the whole class turns to ask and repeat the
2. Teacher starts asking about what they see in the

picture and then presents the vocabulary to the students.
Prior Knowledge.
for them.
Grammar Structures.
Story.
The teacher proceeds with the short story and brainstorm
activity to show the students the use of the vocabulary
and the grammar structure.
Practice 60mn
Pages 2/3 3. Practice talking about how the students can express the
things they can /can’t do.
Write the word that matches each picture.
The teacher asks the students to remember the
vocabulary on the first page and match the words in the
box with the numbered pictures.
Chant and read.

The teacher will continue with chant and read. Students
practice grammar and structures.
Ask and answer.
The teacher asks the students by pointing to the pictures
‘Can you _____ ?’ Through this activity, students will
practice the vocabulary and grammar structures.
Ask and answer.

The teacher asks what they can do. But, now he uses the
conjunctions and but.
Listen and read.

Listen and read the story, then asks the students to do the
activity ‘write what you can do.’

In the dialogue, students practice more on conjunctions
but and
This is another dialogue. Students not only use can but,
with the adverbs such as loudly carefully, badly, etc. as
well.
Write sentences and ask a friend.

The teacher asks the students to choose one word from
each block to make a question. He gives an example.
Then the students work in pairs first, writing a question
and then asking/her partner.
Producti 60mn
on This page has many productive activities such as writing
Page 4 sentences, making a T-chart poster, and playing the
game.
Make sentences.
The teacher tells the students to look at the table very
carefully. Using the table, the students can produce new
vocabulary and grammar structures. Then the teacher
asks the students to choose 1 word from each block to
make a sentence about what they can and can’t do.
Make a T-chart poster.

The teacher tells the students to draw a table. Then divide
the table into 2 equal parts. And write can on the upper
left side of the table and can’t on the upper right side. He
asks the students to write and draw what they can on the
left side of the table, and write and draw what they can’t
on the right side.
Play the game.

Here, we have 8 different pictures of kids doing various
activities. The students use 2 pictures and 1 word. Ask the
students to take turns asking a question to their partner.
The teacher calls out 2 pictures (numbers) and 1 word
(letter). Then the students make a question and then ask
her partner.
Extensio None
n
Activities
Assessm None
ent
Pre-Planning Notes:

Teacher's Guide For Grade 5

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Teacher's Guide For Grade 5

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Module: 0 Unit: 0 Lesson: 1 Welcome to Grade 5

Objective(s): Re-introduce students to English and set classroom procedures

a) Teach the start of the class procedure to your

a) Teach the signal(s) to students by modeling the

Module: 0 Unit: 0 Lesson: 1 Welcome to Grade 5

Procedure Materia Details Timing

Module:1 Unit:1 Lesson:2

Grammar Structure: Are there any books in the classroom?

Procedur Materia Details Timing

Practice 2. the students practice by matching the words with 60mn

Listen and read.

Write the word that matches.

Ask and answer.

Write and draw.

Module: 1 Unit:1 Lesson: 3

Procedur Mat Details Timi

3. The teacher invites students to open the textbook and

4. Be mindful that your instruction simplicity and your

Answer teacher's questions.

Listen, read, and chant.

1) This is a chant that allows students to practice the

Listen and read.

1) This is a chant that allows students to practice the

The practice is the most important stage in the lesson:

Producti Think, pair, share, and sort. 60m

Make a book about your school.

After the students got a good presentation and practiced

● Tell them to imagine that they are in their school.

Put the chalk/ball game.

A good way to do this activity is to get a ball, throw it in the

There are various ways to do it.

Module: 1 Unit:1 Lesson:4

Procedur Mat Details Timi

Keep the other activities and so on.

Listen, read and sing.

Listen, read, and repeat.

listen, point and say what are they doing inside.

Read, look at the number and write true or false.

The point, ask, and answer.

Make a list of what you like doing.

Complete the sentences. Choose 2 sentences. Draw a

grammar structures: What does he/she look like?

Procedur Material Details Timing

2) Teacher starts asking about what they see in the

c) Teacher proceeds with the short story to show the

Listen and read.

Listen, read and repeat.

Listen and find.

Complete the sentences to describe one of the

Ask and answer.

Listen, Pair and Share.

Play the game:

Draw a picture of a friend or family

grammar structures: What does he/she look like?

Procedur Material Details Timing

2) Teacher starts asking about what they see in the

c) Teacher proceeds with the short story to show the

Listen and read.

Listen, read and repeat.

Listen and find.

Complete the sentences to describe one of the

Ask and answer.