Professional Documents
Culture Documents
Libya T U
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Published by
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The right of the authors to be identified as authors of this work has been asserted by
them in accordance with the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval
system, or transmitted in any form or by any means, electronic, mechanical,
photocopying, recording, or otherwise, without the prior written permission
of the C.E.R.C (Libya). Any person who does any unauthorized act in relation to this
publication may be liable to criminal prosecution and civil claims for damages.
Introduction ............................................................................................. 4
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Unit 1 At School ...................................................................................... 18
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Unit 2 At the Park .................................................................................... 38
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Unit 3 At Home ........................................................................................ 58
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Unit 4 Revision ......................................................................................... 78
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Unit 5 Healthy Habits .............................................................................. 90
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been developed for teaching English to children in • Audio files (including songs and rhymes, look,
the third year of primary. The course is a colourful, listen and repeat activities, dialogues and stories)
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engaging way to introduce children to English. It • Teacher’s
eacher’s reference audio (with all key material for
follows an integrated approach to skills development modelling, pronunciation and lesson preparation)
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and initiates children in literacy in English through • Systematic initial sound recognition practised
a systematic programme of motivating activities, through fun activities
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games, songs and stories. • Lots of pre-writing and tracing practice
• Picture/word flashcards for all target vocabulary
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The course provides integrated speaking activities • Posters: alphabet posters (lower case and lower
that give opportunities to repeat language, practise
pronunciation and develop fluency in a meaningful
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and family scene
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context. The recorded materials also provide a • The TTeacher’s Book contains comprehensive
model for speaking activities and a reference for teaching notes with ideas for both extension and
pronunciation for both pupils and teachers. support activities.
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creativity are developed and recycled all the way • Pupil’s picture/word cards
through the course. • Teacher’s Book
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skills are featured in the lessons through activities • Website with a range of resources for teacher
like pairwork, puzzles, stories, ‘find the difference’ support: www.englishforlibya.com
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Picture/word cards
These are provided at the end of the Activity Book Teacher’s Resources
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for pupils to cut out and keep. They are a very useful Teacher’s Book
resource for teachers and pupils, especially in big Audio (rhymes, songs, texts, stories, pronunciation)
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classes. The teaching notes provide suggestions as to Picture/word cards
how these can be used in the lesson. You will need Number cards
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to explain to pupils (and parents) what these cards Colour cards
are for and how they can cut them up and keep them Poster 1: alphabet, lower case
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safe. They should bring them to their English lessons Poster 2: colours and numbers
together with their Pupil’s Book and Activity Book.
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Poster 3: alphabet, lower and upper case
Poster 4: house, furniture and family scene
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Book Map
At the beginning of the PB there is a Book Map Audio
which provides a summary of the aims of each The audio provides a rich variety of recorded
unit, together with a summary of the letters, materials, such as songs, dialogues, stories, look,
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digraphs, words and language covered in each listen and say activities, rhymes, instructions and
lesson. The Book Map is not intended for pupils to descriptions. Children are encouraged to show their
use but it will be helpful for parents, giving them understanding non-verbally by matching, circling,
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a clear picture of what their children are learning ticking, pointing and doing actions.
throughout the academic year.
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Activity Book (AB) The audio tracks provide an accurate model for
speaking activities and serve as a useful reference for
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Course structure
Teacher’s Book This course has eight units per PB, and there
are eight lessons in each unit. All lesson material
This book has been written in order to give teachers is introduced in the full-colour Pupil’s Book and
as much support as possible. It includes detailed is supported by a variety of activities in the
lesson notes, listening scripts, additional activities Activity Book.
(extension and support), homework ideas and
language games.
Topics Listening
Each unit is centred on a topic. The topics create a It is important to remember that, in addition to the
context for vocabulary sets and reflect the fact that audio material, you also provide listening practice:
children of this age are interested in themselves and your greetings, explanations, requests, instructions,
the immediate world around them. Topics include and praise are all meaningful examples of listening
‘At School’, ‘At Home’ and ‘Around Town’. for children. They also help the pupils to become
more familiar with the sound of English. Remember
However, there are three strands to most units: together to check your intonation and pronunciation with
with the unit topic, which is reflected in vocabulary the materials recorded on the audio, and with your
sets, pupils are also presented with high-frequency colleagues, because your pupils will listen to you and
words and phrases which will build up their lexical copy you.
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knowledge and provide a good foundation for
functional language. In addition to the topic vocabulary
Aims of 21st Century English for
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and the high-frequency phrases, there is also the
presentation of letter sounds and word formation. By Libya, Primary 3
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the end of this book, pupils will have learned all the
basic English letter sounds and will know how to blend Aims designed to create the right kind of
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those sounds to form words, and they will have a learning atmosphere:
wide range of vocabulary and a knowledge of some Pupils will be curious and enthusiastic about
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high-frequency functional language. starting to learn English, and it is important that
they remain enthusiastic if they are to make progress
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Characters in the language. Overall, lessons should be fun. The
Children readily associate with characters as aims are to:
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friends who can help them learn. The characters in 1 engage pupils in learning the language so that
the course can also be used to initiate citizenship they enjoy it and want to continue learning it;
discussions, add humour, and bring a sense of 2 give pupils the confidence to participate;
security and familiarity to learning. 3 provide pupils with opportunities to
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communicate in English;
There are five characters: Omar, Ben, Sally and 4 make pupils aware of situations that the English
Reem, and the children’s friend Adam the Astronaut. language is used in.
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Teaching English to very young children and need more time than others to feel at ease.
There are some important characteristics of young Don’t expect instant production from every
learners which affect teaching and learning and child; don’t put pressure on the children to
which have been taken into account in the design of respond or co-operate immediately. Give them
the course. These are: time. Do not over correct or make correct
utterance the only goal.
• Emotional characteristics: 4 It is important to have realistic objectives in
- likes talking about self and is more interested in terms of language goals for very young learners.
self than in others; They are interested in identifying, naming and
- needs to be taught to co-operate with others; counting things, and are not yet able to learn
- likes school and teachers; and understand structures in a formal way way.
- needs whole-group activities; Therefore, 21 Century English for Libya,
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- learns during play as well as formal teaching; Primary 3 concentrates on vocabulary and
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- responds well to praise. language which the children can use in the
classroom and outside. Don’t try to go beyond
• Physical characteristics:
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the limits of the syllabus. Don’t worry about
- can only concentrate on a particular activity for explaining grammar rules. A good grounding in
a short time;
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the basics in the early years of learning English
- is active and energetic; will mean that the children can make good
- gets overexcited very quickly;
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progress later.
- gets tired easily; 5
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- learns at own individual pace. the teaching notes recommend whole-group
teaching for the most part. However, the standard
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• Educational characteristics:
procedures recommend dividing the class into
- needs realistic objectives suited to cognitive level;
groups and pairs for controlled practice and for
- needs challenge;
games. Group and pairwork activities encourage
- needs to learn by doing;
cooperation, comparing and sharing, for example,
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• Linguistic characteristics:
Using 21st Century English for Libya,
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- is good at pronunciation;
Primary 3
- has few inhibitions;
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- needs to speak;
The activities in the course are designed to promote
- needs to make mistakes;
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Teaching the four skills – listening, reading, sometimes the pupils will understand through the
speaking and writing actions of others in the class, sometimes by you going
There are three types of listening text in 21st Century around the class to check individual pupils, pairs or
English for Libya, Primary 3. groups and providing additional support. It is vital
1 Instructions: These include the instructions in that you monitor at all times, to be aware of those
the audio, the teacher’s classroom instructions, pupils, pairs or groups that need additional support.
and recorded instructions to carry out certain
actions. These also occur in language games, Total Physical Response (TPR)
such as ‘Salman says’. Total Physical Response or TPR activities are
2 Longer texts, such as songs and stories. particularly useful with young learners. TPR involves
3 Very simple task-listening texts, e.g., Listen and associating a physical action or movement with
circle, Listen and tick, Listen and point and
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particular words, language, instructions or situations.
Listen and do. It can be especially helpful in teaching vocabulary,
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classroom language, instructions or reading stories. TPR
General advice for listening activities is also a good tool for varying the pace of the lesson or
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Be sure to use all the listening activities in the PB, as for giving excited young learners the chance to move
they will significantly support pupils’ learning as well around and get rid of some of their ‘energy’ before they
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as providing an alternative method of presentation. settle down to work. TPR is a fun tool, it’s memorable
It is extremely useful for pupils to hear native English and so aids learning, and it is also good for kinaesthetic
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speakers and the audio tracks provide good models of learners. TPR works well in both small and large classes
pronunciation and intonation. Children have to learn and is also effective in mixed-ability groups. Children
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to listen to the recorded material. You should therefore can understand information they hear much more easily
try to make the pupils feel comfortable with this than they can produce it. So TPR enables the learner to
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activity. The pupils should never come to a listening focus on listening to an instruction or a command and
activity without preparation. In the real world, listeners respond with a physical movement without having to
usually have visual clues to help them, e.g., setting, make a spoken response. A good example of this is the
gestures and the attitude of the speaker. This is why the game ‘Salman says’. As TPR activities are so appealing
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teaching notes include suggestions for introducing the to energetic young children, you may wish to add some
listening, except where the same type of text is repeated of your own throughout the year.
frequently. The PB illustrations should be used as much
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Listening to and following instructions is a basic very useful role to play in the early years of learning.
requirement in the classroom. This can be exploited Young children enjoy songs and rhymes, so they find
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in the English classroom to give the pupils the them motivating. Songs and rhymes also provide
opportunity to listen and respond to authentic excellent practice in the rhythm and stress of the
language. There are four simple requirements: language. The pupils are not expected to learn all the
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1 Instructions should be given when the pupils are words immediately, but they can join in the repeated
quiet and paying attention. lines as they listen. The focus should be on enjoyment,
2 They should be supported by clear gestures. with an emphasis on rhythm and rhyme. Some are
3 They should be accompanied by demonstration, action songs, which always appeal to young children.
if appropriate.
4 The language should be clear and simple. The A basic procedure for songs and rhymes is as
same language for the same instruction should follows:
be used every time. 1 Discuss any pictures on the page, using them to
present some of the new language.
Note: It is not essential that all the pupils understand 2 Play the song or rhyme and get the pupils to do
what to do immediately after an instruction is given. a simple task, for example, mime with you or
What happens next is equally important; for example, point to pictures in their books.
3 Play the first verse line by line for repetition. mime to make the meaning clearer. (If you choose
4 Play the whole song or rhyme and encourage this method, remember to listen to the recording
the pupils to join in where they can. Focus several times yourself when planning your lesson.)
particularly on repeated words and phrases. 3 If you have set a question, elicit the answer, but
5 Get the pupils to sing the song or say the rhyme don’t confirm it. Play the recording again, with
in different lessons, sometimes along with the pauses if necessary, so that everyone can find
recording and sometimes with you. the answer.
6 Where possible, allow pupils to join in with 4 Encourage pupils to help you tell the story. If it is
some form of TPR. appropriate, agree with them a mime or a sound
effect to cue the words and phrases they know.
The songs are based around known words and Note: As pupils become familiar with the story,
pauses without cues may be enough for the
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themes. However, they also sometimes contain new
words, phrases or grammatical features that the pupils to say the next bit of the story – either the
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pupils have not yet studied. It is not necessary to next word, or the next few words. If they can,
teach such items; pupils can enjoy songs and rhymes they will do this automatically. If they are not yet
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without knowing the meaning of every word. ready to respond in English during the pauses,
don’t be discouraged. Let them produce the
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Stories target language in their own time.
The stories in Primary 3 are intended to encourage 5 Recycle the stories in other lessons. TTell the story
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the habit of listening to stories extensively and for yourself, but make intentional mistakes. The
pleasure. Pupils will not be familiar with some of the U pupils should listen and put up their hands when
language when they first listen, but they will begin they hear a mistake. They can tell you what the
to develop a feeling for the rhythm of English and correct version of the story is.
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will be able to understand by associating the pictures
with the words they hear. Pronunciation
Pronunciation is a key feature of Primary 3.
The stories provide good listening practice, as well Pronunciation practice should be made as entertaining
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as the opportunity to contextualize language that as possible. It is easy to use humour in such activities,
has been presented. The recommended procedure by exaggerating the mouth shape required to produce
suggests inviting the pupils to join in with the words a particular sound, by using TPR to prompt pupils to
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in the stories after hearing them several times. This mime when they are learning and practising sounds,
also provides good speaking practice. or by using different tones of voice or different
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each week for ‘story time’. This is a special time up a solid foundation of pronunciation. The pupils
for you to sit with the class (or smaller groups, if have a natural gift for imitating sound and it is
you can organize this) and tell them the story, or important to exploit this ability. Although you have
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talk about the pictures with them. You can also use a big part to play in teaching pronunciation, the
selected flashcards and other drawings to help you pupils need a lot of additional exposure to recorded
tell a story to the whole class. sounds, words and phrases. Make full use of the
audio material at every opportunity.
Suggestions for using the stories:
1 Talk about the pictures. Get the pupils to identify Vocabulary practice
people and objects they are familiar with. Take Vocabulary needs frequent recycling and this is built
this opportunity to present key words. into the course. However, it is assumed you will take
2 Play the audio while the pupils listen and look every opportunity to do this, too.
at the pictures. A simple task is suggested in the
teaching notes so that they have something to Vocabulary is recycled in activities throughout the
listen for or read the story, using gestures and course, as well as through games and using the
picture/word cards. It is essential that you use games A basic procedure for exploiting conversations is
from time to time; the pupils will enjoy them and as follows:
they are an excellent learning tool. 1 Discuss what is happening in the pictures.
2 Play the audio while the pupils follow
Question and answer exchanges the pictures.
There are plenty of ‘real life’ pairwork activities in 3 Ask several check questions to consolidate
Primary 3, such as talking about family, routines understanding.
and times, school subjects. These are practised 4 Play the audio line by line for the pupils to repeat.
in question and answer exchanges and short 5 Choose pupils to demonstrate the conversation.
conversations. The key to these activities is good 6 Role-play the conversation in pairs.
preparation. When you ask the pupils to work in 7 Choose pupils to act out the conversation in
pairs, they should be able to make a good attempt. front of the class.
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Talking about pictures
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The opportunity to practise independently of the
teacher not only provides more time for producing Teachers should take every opportunity to capitalize
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the language, but also lets the pupils develop on pupils’ interest in a topic in this way. Pupils
confidence in their speaking ability. should be encouraged to talk about the material in
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English as much as possible, even if direct questions
A basic procedure for question and answer are not supplied in the teaching notes. Pupils should
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exchanges is as follows: be encouraged to talk about the pictures in any way
1 Elicit pronunciation of the prompt phrases from they can. This might involve one-word answers,
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the pupils’ material. mispronunciation and even some discussion in
2 Practise with class repetition. Arabic. The job of the teacher is to accept the effort
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3 Divide the class into two groups; practise the made by pupils and to remodel where appropriate.
exchange, prompting substitution with Picture/
Word Cards. In addition, you should provide the necessary
4 Practise in open-class pairs. prompts to engage the attention of the class.
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5 Practise in pairs.
Talking about the unit topics
Note 1: When the pupils are working in pairs, it The pupils will generally have a lot of things they
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is not possible to monitor the whole class. Instead, want to say about new topics, but little English
you can go round listening to a few pairs to assess with which to express their ideas. When introducing
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progress. Accept that they will make mistakes. If a new topic, it is therefore a good idea to let the
you feel the class is having too much difficulty, stop pupils use some Arabic. During such a discussion,
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the activity and go back to group practice or open encourage them to use English where possible and
give them words they would like to know.
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pair practice.
Further opportunities for speaking
Note 2: Pair practice should take a short time, just
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If English lessons always take place in the same relationship since the beginning of the course.
classroom, it is a good idea to display frequently However, many words are not phonetically regular
used classroom language on the wall. You can write and children need to learn these words as whole
signs with useful phrases as the class learn them, units, using their visual memory.
such as:
Pardon? I don’t understand. What does … mean? To recognize words easily, the pupils need regular
Can you say that again, please? How do you practice in identifying words.
spell …? Can I borrow a pen?
A basic procedure for using picture/word cards is
If these signs are decorated by the pupils and then as follows:
displayed on the walls, they can be used as prompts 1 Name the picture cards for the lesson with pupils
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in class, until the pupils begin to use them naturally and stick them on the board.
to carry out classroom business. 2 Get pupils to close their eyes. TTake
ake away one
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card and get pupils to open their eyes.
Reading 3 Point to the gap and ask, What is it? Let pupils
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Reading tasks in Primary 3 progress from call out the missing picture. Do this several
recognition of single words and short phrases to times, with different picture cards.
global comprehension of short descriptions, sets
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4 Hold up a word card, say the name and get
of instructions, conversations and picture stories. pupils to repeat. Put the word card below its
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Reading texts include: corresponding picture card. Do this for all of the
• words, phrases and sentences U word cards. (T(To do this, you will need two sets
• instructions of cards, or make your own set of word cards.)
• conversations 5 Point to the picture cards and read the words
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• short descriptions with the class.
• short stories with extensive visuals 6 T Take the picture cards and word cards off the
board and distribute them to groups around the
There is an increase in the number of words on class. Say a classroom object and get the groups
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the pages of the pupils’ material, compared with with that word card or picture card to stand up,
previous levels. Pupils should not be expected to holding the card.
read all this text, particularly the lyrics of songs 7 Get the rest of the class to check that the two
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read independently with the help of illustrations. 8 Put the word cards back on the board (without
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Pupils make use of the reading strategies that they Pupils should already be familiar with the words
started to learn and use in earlier levels to carry out aurally and orally before they are asked to read
reading activities. The synthetic phonics approach, them. Recognition practice need not be restricted to
which involves learning the sounds of the letters, words; it can also be applied to short phrases and
enables pupils to sound out unfamiliar words. It also sentences. When individual words become familiar
assists pronunciation and spelling. Pupils have been to the pupils, they can be used for sentence building.
developing their understanding of the sound/spelling
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3 Substitute individual cards to form similar
sentences and elicit pronunciation from the class. classroom activities offer learning opportunities, not
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For example, I go to school by train/bike. just completing formal tasks.
4 Invite pupils to the front to substitute cards and
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form similar sentences.
The classroom
High-frequency words
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High-frequency words are often phonetically Atmosphere and aids
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irregular and therefore do not fit into a phonic • Try
ry to create a bright and cheerful environment
scheme. They are often difficult to represent visually U for learners by having pictures and posters on
since they tend to be grammatical words rather than the walls. Pupils’ drawings can also be displayed
nouns (for example, the, have, who, what, said). to encourage them, as well as to decorate the
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During the course, children meet such words in room. Putting up pupils’ work shows them that
stories, but also as part of the functional language you value what they do. They will also enjoy
and structures they are using. In Units 1–3 and 5–7, seeing what their classmates have done.
pupils learn to spell common high-frequency words • Teachers of young learners need to be very active
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using the ‘Look, say, cover, write, check’ strategy. and having teaching aids permanently fixed to
walls will save time and keep lessons moving at a
There are spelling practice grids in Lesson 7 of each good pace.
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unit in the Activity Book and there is a spelling test • Playing a song when the class are doing a
page at the end of the book on page 124. colouring or drawing activity helps to promote
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pupils listening to words, phrases, sentences and throughout the lesson and they can sing or hum
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texts while following in their books. This helps them along quietly as they work, if they wish.
make a connection between sounds and spelling • If the pupils do not have their own colouring
and reinforces recognition of individual words. The pencils or crayons, sets will be needed in the class.
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Listen, point/look and say activities focus mainly on • Blu-tack® or magnets are useful to fix picture
pictures, i.e., the pupils listen to the audio and point cards to the board.
to the appropriate picture. There are also activities
that involve listening and pointing to individual Classroom organization
words, or attempting to identify words in sentences, Because language is a social activity, pupils need to
for example, in a conversation. At first, the pupils be able to communicate and interact with each other
are not expected to read, but simply to identify in the classroom. Many classrooms have fixed desks
the word from its location on the picture, or from and seating which will restrict how easily pupils can
its position in a sentence. Later, the pupils will be move around. Teachers have to make the best of the
expected to listen and read the individual words, physical space and limitations of their classrooms.
phrases and short texts. However, if desks are fixed or too heavy to move
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and space is limited, try to keep an area where other ways to convey meaning and Arabic should
children can stand up and move around for games only be used as a last resort. If you can use mime or
and activities. Even with very limited, desk-only board drawings to aid understanding, do so. You can
space, children can still stand up and do TPR-type provide pupils with a great deal of real language by
activities next to their desks. frequently using classroom instructions in English,
supported by mime and gesture. Gradually, the
Classroom discipline pupils will understand the English, and some will
Though young children are active and energetic, they even be able to produce it. Instructions on the audio
expect and respect rules and enjoy clear classroom are intended to work in the same way.
routines. You need to establish firm and fair
classroom rules from the beginning, within a secure The list of essential classroom language below is
atmosphere. Young children appreciate routine and included in the pronunciation audio material. It is
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like repetition. Therefore, from the start of the school not an exhaustive list, but is a good starting point.
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year, set routines and expectations (e.g., how children Sit down, please.; Stand up, please.; Ssh! Quietly,
come into the classroom, where they sit, what they please.; Hands up!; Come here, please.; Listen.;
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do with their bags and other things, whether they Listen again.; Listen and say.; Look at your book;
take their books out straight away, etc.). Look at me.; Look at the picture.; Look at page 8.;
Open your book at page 8, please.; Close your
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The teaching notes encourage you to establish lesson book.; Altogether.; Point to the picture.; You need
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routines (e.g., begin every lesson by greeting the your colouring pencils.; Let’s sing a song.; Let’s play
children and getting their response, end the lesson in a a game.; Good!; Well done!; Excellent!; Yes, that’s
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similar way, use standard classroom instructions Open right.; Can I have a pencil, please?; Thank you.
your book at page 8, please.). You will have your own
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preferences and routines, but taking time to establish Assessment
class rules and routines has long-term advantages. Your There is no formal assessment in the early primary
pupils will probably like to be involved in discussing grades. This occurs for the first time in Primary 4.
what rules and routines they think are best! However, you should evaluate your pupils’ progress
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on a regular basis.
Note: If a whole class is participating in a language
activity, the room cannot be totally silent. Some Evaluating pupils’ progress
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activities will be quite noisy. However, this is In order to keep track of every child in a class, it
different from uncontrolled noise, which should not is useful to keep a progress chart. You should note
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race; and say Tiptoe! when you want pupils to move 3 Interaction with others.
from one place to another quietly, and mime tip- 4 Behaviour.
toeing in front of your desk.
Tip 2: Make use of a small bell, squeaky toy or other Monitoring progress regularly is very important
‘friendly’ device to signal that you want the pupils to and will allow you to be aware of children who are
stop an activity. having problems, and to provide help for those who
need it.
Classroom language
Try to avoid using Arabic in the lessons. Try to make sure you get opportunities to observe
There will be times when it is tempting to explain each pupil individually, to assess their progress in
something in the pupils’ first language, but there are general. In addition, look regularly at each pupil’s
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work (drawing, colouring, tracing) to see how well there something wrong with the material? Was it
their motor skills are developing. the methodology? Was it my lesson plan?
2 Were the pupils engaged throughout the lesson?
When you are assessing progress, focus on: Why (not)?
3 How do the pupils feel about the lesson? It is a
Listening very good idea to ask a few questions in Arabic
• ability to concentrate on what is being heard; at the end of any lesson to try to find out. For
• ability to imitate pronunciation models; example, Did you enjoy the lesson today? Did
• ability to carry out TPR tasks; you like the song/rhyme/game today? Will you
• degree of understanding of what is heard. tell mum and dad about your lesson today?
Wherever possible, use the language presented
in lessons to ask questions relating to the pupils
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Speaking
• ability to name people, colours and objects themselves.
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presented in the course; 4 Good lesson planning often takes time at the
• ability to respond to questions presented in beginning, but pays dividends later on and
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the course; makes your daily teaching commitment easier;
• ability to initiate as well as respond in English; your pupils will enjoy their lessons more and
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• pronunciation; they will learn more. T
Teachers will naturally feel
• performance in ‘ask and answer’ pairwork more confident and more relaxed if they go into
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activities. a lesson with a well-thought out lesson plan and
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Pre-reading and pre-writing relaxed about the lesson, too.
• recognition of letters and digraphs, numbers and 5 Finally
Finally, remember that sharing ideas, successes
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the words and phrases that are presented; and frustrations with other colleagues is really
• understanding of the sounds of letters; important and very beneficial.
• ability to blend letter sounds to make words;
• motor skill development;
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Now I can …
At the end of every unit, there is a set of Now I
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Aims Language
• Greet others and introduce yourself. • Hello, what’s your name? My name’s Reem.
• Name classroom objects. • How old are you? I’m 8.
• Review classroom instructions and commands. • How are you? I’m fine, thank you.
• Name parts of the body and facial features. • Where’s the pencil?
• Develop word recognition and sound-letter • It’s on/under/next to the table. It’s in the
Unit 1
correspondence skills. book. It’s between the ruler and the rubber.
• Rearrange and replace letters to spell words. • Stand up. Sit down. Listen. Look. Jump up.
• Trace and write letters a–p. Turn around. Clap your hands.
• Trace and write numbers 1–10. • I have short hair and a small nose.
• Learn to spell four high-frequency words (is, has, have, what). • I have big ears. I have ten toes.
• Follow a story. • He has a small mouth. / She has big eyes. /
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• Join in with rhymes and songs. It has four eyes.
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• Describe your own and others’ abilities. • I can jump.
• Question and answer about animals’ abilities. • She can swim and run.
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• Match colour words to colours. • I can’t sing.
• Express likes and dislikes. • What colour is a zebra? It’s black and white.
• Read and write names of animals. • I like ice-cream.
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• Name foods. • Can it fly? Yes, it can. Can it climb? No, it can’t.
• Name and describe items of clothing. • Is it a bee? No, it isn’t.
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Unit 2
• Trace and write capital letters. • I like bread. I don’t like fish.
• Develop word recognition and sound-letter correspondence skills.
U • She is wearing a red shirt.
• Rearrange and replace letters to spell words. • He is wearing blue jeans.
• Segment words into sounds, and identify vowels and initial letters.
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• Sort jumbled words into segments.
• Trace and write letters q–z.
• Count numbers 1–10 and work out sequential number patterns.
• he,, she
Learn to spell four high-frequency words (he,
he she,, the
the, does ).
does).
• Follow a story.
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• Learn words for family members. • How many brothers/sisters have you got?
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• Match pictures of toys with written and spoken descriptions. • There is a big wardrobe.
• Listen to and write descriptions of daily routines. • How many lights are there?
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• Learn expressions of time and say when you do things. • I listen to music in my room.
Unit 3
• Make a book about your day. • After school, I go to the park with my friends.
• Tell the time and draw times on clock faces. • In the morning, I wake up and get dressed.
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• Add spaces between elided words to make sentences. • What’s the time? It’s three o’clock.
• Identify and spell words with sh. • What time do you go to bed?
• Count and add numbers 1–20. • I go to bed at nine o’clock.
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• Learn to spell four high-frequency words (you, they, can, can’t). • What time does Hassan wake up? At six o’clock.
• Join in with rhymes and songs. • I can’t find my toy snake.
• Listen to, read and reconstruct a story. • Is it on the bed? Yes it is./No, it isn’t.
• Understand descriptions using prepositions in, on and under. • Revision of Units 1–3
• Listen to descriptions of clothing and match to pictures.
• Use big and small to describe objects.
Unit 4
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Aims Language
• Learn vocabulary for shapes and listen to identify shapes. • Do you like English? Yes, I do.
• Spell days of the week. • What’s your favourite lesson? It’s maths.
• Identify and spell words with th and ee. • My house has a living room. It has three bedrooms.
• Count and add numbers 1–20. • It has sixteen triangles. It’s a toy. What is it? A kite.
• Learn to spell four high-frequency words (do, don’t, your, how).
• Follow a story.
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• Join in with rhymes and songs.
• Play a game.
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• Recognize and use vocabulary for shops and amenities. • This is my town.
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• Categorize words as ‘town’ or ‘country’. • There is a supermarket and a bakery, but there isn’t a
• Say what there is in your town and where it is. park.
• Where is the bakery
bakery??
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• Give directions to places.
• Learn vocabulary for different modes of transport. • The bakery is next to the supermarket.
• Say how you get to school. • The school is opposite the park.
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• Label the parts of a plant and say what it needs to grow. • Look right./Look left.
Unit 6
• Read about how a plant grows and number the stages in U • Turn right./Turn left.
the process. • How do you go to school? I go to school by bike/on
• Use time phrases to describe a routine. foot.
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• Read about cleaning up a park. • Five children go to school on foot.
• Reorder jumbled words and sentences. • How tall is the cat?
• Capitalize or de-capitalize nouns correctly. • It’s 48 centimetres.
• Identify initial consonant clusters for short words. • Who is behind the farmer?
• Identify and spell words with ck. • The boy is in front of the girl.
• Recognize and say numbers 30, 40, 50, 60, 70, 80, 90, 100. • In the morning, I wake up. Then I get dressed.
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• Name and ask for items of food and drink to buy in a shop. • Learn to spell four high-frequency words (here, some,
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• Describe animals and say what their abilities are. • Play a game.
• Listen to/read descriptions of what people are doing and • Can I have some rice please? Yes, here you are.
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Unit 7
• Ask and answer about what people are doing. • Revision of Units 5–7.
• Do a crossword to revise vocabulary.
• Listen to descriptions of scenes and match to pictures.
• Identify the ‘odd one out’ in a group of words.
Unit 8
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A
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Aims
Listening
• Listen to and follow greetings.
• Listen to and identify classroom objects.
• Listen to and identify actions.
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• Listen to, follow and sing a song.
• Listen to descriptions of where things are.
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• Listen
isten to descriptions and identify facial features/parts of the body.
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• Listen to and follow a story.
• Listen to and follow instructions.
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• Listen, find and identify differences.
Speaking
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• Ask a person’s name.
U
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• Ask and answer How are you?
• Name classroom objects.
• Talk
alk about rules and responsibilities.
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under, between
• Talk about position (in, on, under, between, next to).
• Name parts of the face.
ame parts of the body.
• Name
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Reading
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• Read
ead character names.
ead words for parts of the body.
• Read
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Writing
• Write letters a–p and spelling of key words.
• Learn to spell four high-frequency words (is, have, has, what).
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Key words
Lesson 1 in – /ɪn/ Lesson 7
Hello, what’s your name? – next to – /ˈnekst tʊ/ How many …? – /haʊ meni/
/həˈləʊ, wɒts jɔː(r) ˈneɪm/ under – /ˈʌndə/
My name’s Omar. – Lesson 8
/maɪ neɪmz ˈəʊmɑː(r)/ Lesson 4 magic – /ˈmædʒɪk/
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Hello, how are you? I’m fine, hand – /hænd/ picture – /ˈpɪktʃə(r)/
thank you. – head – /hed/ shelf – /ʃelf/
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/həˈləʊ, haʊ ɑː(r) ˈjuː/ foot – /fʊt/ wall – /wɔːl/
/aɪm ˈfaɪn θæŋk jʊ/ shoulder – /ˈʃəʊldə(r)/
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How old are you? I’m 8. – arm – /ɑː(r)m/
/haʊ ˈəʊld ɑː(r) juː/ /aɪm ˈeɪt/ toe – /təʊ/
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body – /ˈbɒdi/
Lesson 2 leg – /leg/
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chair – /tʃeə(r)/ knee – /niː/ U
desk – /desk/ elbow – /ˈelbəʊ/
ruler – /ˈruːlə(r)/ finger – /ˈfɪŋgə(r)/
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pen – /pen/ thumb – /θʌm/
pencil – /ˈpensl/ Numbers 1–5 –
rubber – /ˈrʌbə(r)/ /nʌmbə(r)z wʌn tə ˈfaɪv/
board – /bɔː(r)d/
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Lesson 6
Listen. – /ˈlɪsn/
hair – /heə(r)/
Look. – /lʊk/
eye – /aɪ/
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19
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Activity Book pages 4–6 think it was letter ‘i’, 2,, 3
3.. However, if pupils do
Tracks 1 and 2
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ask, then you can show them the different shapes
Picture/word cards (Adam, Reem, of these letters and numbers on the board. They
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Omar, Ben, Sally) will also see differences in the way other letters
and numbers are written (e.g., 4 and 4, a and
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a, etc.), but once again learners quickly absorb
Teaching note such variations.
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• In Primary 1 and 2, pupils learnt both the names U
and sounds of the letters of the alphabet. As in Warmer 5 mins
already know.
Revision of letter names, sound value Get children to tell you where and when they see
and letter formation or hear English.
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3 Activity Book review all the letters of the • Introduce the lesson. Use appropriate language
alphabet and give pupils practice in forming the to tell children what they will do in the lesson.
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letters correctly. Pupils will also link the sound For example, in this lesson, children will:
listen to English, meet the characters and play
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• Similarly,
Similarly, pupils will review the capital letters 1 Listen, look and say. 10 mins
and their correspondence to the small letters.
• Note 1: It is recommended that at this age
• Hold up page 8 of the Pupil’s Book, say Open
children are once again given plenty of controlled
your books on page 8 and let children find
writing practice in correct letter formation,
the same page. Point to the characters and tell
developing their fine motor skills and assuming
children that they will be learning English with
the correct ‘ready-to-write’ position. English
some new friends.
for Libya Primary 3 moves children two steps
• Get children to put their finger on the picture
forward by i) encouraging the addition and use
of Omar at the top of the page. Play
of ‘tail flicks’ at the end of letters (in, e.g., f, h, i,
Track 1. Ask children to listen and point to
l), which will help children to learn cursive script
the characters.
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Track 1 what they see in their own language and use any
My Name English words that they volunteer.
Hello. My name’s Omar. • Play Track 2 and get children to listen.
Hello. My name’s Ben.
Hello. My name’s Sally. Track 2
Hello. My name’s Adam. How are you?
Hello. My name’s Reem. Sally: Hello, how are you?
Reem: I’m fine, thank you.
• Play Track 1 again. This time, pause after Sally and Hello, how are you? [pause for
each character and get children to repeat as they Reem: pupils’ response]
point to the picture. Encourage them to copy the
Adam: How old are you?
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intonation and voices.
Omar: I’m 8.
• Ask children if they have any brothers or sisters.
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Omar and How old are you?
you? [pause for
Point to the pictures on page 8 of the Pupil’s
Adam: pupils’ response]
Book and explain that Omar and Reem are
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brother and sister and so are Ben and Sally and
• Play Track 2 a second time and this time
that they are all friends with Adam.
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encourage pupils to answer the two questions
asked them by Sally and Reem and Omar and
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2 Ask and answer. 10 mins Adam. Using Track 2 as the model, get pupils
U to practise asking and answering the questions.
• Hold up the picture cards of the characters one As a class, use open pairs to get pupils asking
and answering with their fellow pupils. If there is
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by one and name them with the children.
• Stick the picture cards around the classroom, time, you can put pupils in small groups of four
naming them as you do so. Say His/Her to practise the conversations.
name’s … (+ the name of a character) and get
children to find and point to the picture card. Do
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• Tell children to look at page 6 of their Activity
Books. Ask Who can you see? (Elicit Adam, Ben, and elicit Goodbye from the whole class
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Omar and Reem.) Explain that there is a slight and from different pupils.
difference in one of the pictures and they have to • Get children to draw and colour a
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look and circle the picture that is different. character of their own to join the
• For the last two names, Sally and Omar, five characters in the course. This
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explain that they have to circle the name that is supports imagination, creativity and
spelled correctly. fine motor skills.
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• Give children extra practice listening to
Answers
U names and identifying the characters.
The following should be circled:
For example, call out the names in a
Adam – column 1 (missing circle on helmet)
random order and get children to point
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Ben – column 1 (missing freckle)
to the correct picture on page 8 of the
Omar – column 3 (shorter hair)
Pupil’s Book.
Reem – column 2 (missing bow)
• Name children in the class using the
Sally – Sally
language My name’s [Mahmoud]. Get
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Omar – Omar
the class to listen and point to that child.
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Book. Ask Who is it? When children respond
Tracks 3 and 4 with Reem,, get them to guess what she is doing.
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Realia: pencil, ruler, rubber,
Explain that she is getting ready to write and she
crayon, pen, paper, pencil
is looking for a sharp pencil.
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sharpener, pencil case, notebook,
• Play Track 3 and get children to listen
marker, cloth bag.
and point to each object. Pause between each
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Optional: toy microphones
sentence and check that children are pointing to
(homemade)
the correct picture.
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Warmer 5 mins
U
Track 3
Classroom
Classroom Objects
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• Play the microphone game: hold the toy It’ss a chair.
It’
microphone (or a rolled up sheet of paper) to It’s a desk.
It’
your mouth and choose a confident pupil to ask It’s a board.
Hello. What’s your name? Let the pupil respond. It’s a marker.
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out the microphones and let the class practise It’s a crayon.
asking and answering. Monitor and support It’s a rubber.
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• When children guess the object, pull it out • If you have an alphabet poster on the wall, use
and name it in English, for example, Yes, it’s a this to elicit the sound /e/. You can also elicit the
rubber. Put the object where the children can see name of the letter e. Stand with your back to
it and get the class to name it again. the class and write a big letter e in the air. Now
• Repeat the game until all objects are displayed. ask pupils to stand up and see if they can make
the shape of e in the air. Make sure everyone is
forming the letter correctly. Practise the same
2 Say the rhyme. 12 mins a few times doing very big letters, then smaller
ones, then very small ones.
• Say Look at page 11. Point to a picture and ask • See if pupils remember the action that they learnt
Who is it? When children respond with Omar in Primary 1 and 2 (cracking open an egg) that
explain that he is doing the actions to a rhyme. accompanies letter e.
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• Get children to look at the first picture (Omar • Repeat the process for letters f, g and h. Say
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standing up). Get them to guess what he is doing Open your Activity Books on page 7 (and then
and then get the class to do the same action. Do page 8)) and show pupils where to find the pages.
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the same for each picture. Working individually, pupils should practise
• Play Track 4. While children listen, writing letters e–h,
e–h, first by tracing and then
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demonstrate the actions or point to the relevant freehand. Monitor and support where necessary.
actions in the book.
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5 Match. 5 mins
Track 4 •
U Say Open your Activity Books on page 9. Ask
Stand up! pupils to look at the pictures on the left side of
Verse 1 Verse 2 the page and the words on the right side of the
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Stand up, Jump up, page. Say pencil case and get pupils to repeat.
Read a book, Turn around, Continue for pencil, ruler, pencil sharpener, book
Write your name, Clap your hands, and rubber.
Listen and look. Sit down. • Explain that pupils should now draw a line to
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Extras
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• Tellell children that they are going to do some which parts of the lesson they enjoyed
writing. They should clear their desks and sit the most and the least.
with two feet on the floor. Check that everyone • If there is time, replay Track 4 and
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is sitting correctly and has a pencil. Encourage let pupils stand up and do the actions as
pupils to repeat the three ready-to-write stages they listen.
that they learnt in Primary 1 and 2: • Tell pupils it is the end of the lesson.
1. Sit correctly. Ask them to clear up. Say things like
2. Hold the pencil correctly. Put your books, pens and pencils away,
3. Position the book correctly. please. Don’t forget your homework.
See you on Monday. Say Goodbye
at the end of the lesson and elicit
Goodbye from the whole class and from
different pupils.
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• Get pairs to play ‘What is it?’ using page talk (about responsibilities)
10 of the Pupil’s Book. One child points play a guessing game
to a classroom object and asks What is
it? When their partner names the object,
they change roles. 1 Listen, point and say. 13 mins
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has a ‘writing friend/partner’. One child What is the teacher holding? (demonstrate with
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writes a letter while their partner takes a piece of paper)
the role of ‘teacher’ and watches and What is written on the piece of paper? (in)
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supports (i.e., checks the start and finish • Elicit what they think the teacher is saying – she
points and watches that the pencil is telling pupils to put paper in the bin.
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stays on the paper). They change roles • Explain that pupils should listen and point to
and continue. children when they speak. PlayTrack 5.
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Track 5
U At School
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My name’
name’s Reem. I’m in my classroom. I’m
Unit 1 Lesson 3: drawing a picture.
I’m Sally. I’m listening to the teacher.
At School I’m Nada. I’m not listening to the teacher.
I’m sleeping!
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Aims: To o review prepositions in, on, I’m Suzy. I’m listening to the teacher.
under, between, next to
• Ask children for any names they remember. They
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To
o name classroom objects
To
o talk about rules and should be able to name Reem and Sally. Ask if
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responsibilities all the children are being good (Sally and Suzy
Review letter formation and are). Use the picture to discuss class rules and
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Activity Book pages 10–12 Listen to the teacher when he or she is talking.
Tracks 5 and 6 Sit on the chair properly.
Put bags away in the proper place.
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25
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• Working
orking individually, let pupils draw the path
from Adam to school. Tell pupils to keep their
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Track 6 line as straight as possible and in the middle
Where’s the red pencil? of the path. Walk around, monitor and choose
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Reem: Where’s the red pencil? some good examples to show to the class.
Adam: The red pencil is next to the desk.
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Reem: Where’s the ruler? 2–3 Spell and write. 8 mins
Adam: It’s on the book. • Read the rubric together as a class. This activity
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Reem: Where’s the green pencil? reviews the first eight letters of the alphabet,
Adam: It’s in the book. U which pupils have already reviewed in Lessons
Reem: Where’s the rubber? 1 and 2. Explain what pupils have to do and
demonstrate one or two words on the board.
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Adam: It’s between the ruler and the
pencil case. Encourage pupils to name the picture ((ant), then
Reem: Where’s the yellow pencil? say the letters they can see in (a, n, t or /a/, /n/,
Adam: It’s under the chair. /t/), then elicit how to spell ant.
• Check that all children are managing to form
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• Tell
ell the class to imagine they are Reem. Play their letters correctly. Remember that using a
Track 6 a second time and encourage the ‘writing friend/partner’ (see Lesson 2) can be a
class to join in with Reem’s questions. useful strategy for pupils who need more help.
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goat
using the language The … is on the book or On hat
the book.
- If Player B does not describe the correct picture
after three attempts, Player A wins a point.
- If Player B does describe the picture, he or she
gets a point. Get children to change roles.
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eyes, height, size).
• Get pairs to play ‘Say the letter’. One
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child points to one of the large letters on
Activity Book pages 4–5 and 7–8. Their 1 Listen and match. 10 mins
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partner must say the sound of the letter.
• Organize children into pairs. Get them • Put the picture cards (head,
(head, body, arm, hand, leg,
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to look at the action pictures on page 11 foot, shoulder, knee, toe, elbow, thumb, finger
finger)
of the Pupil’s Book. Children take turns on the board. Quickly point to them in a random
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to point to a picture while their partner order and get children to name them.
does the action. •
U Hold up a word card. Read it and get the class to
• Organize children into pairs so they repeat. Get pupils to find the word on page 14.
each have a ‘writing friend/partner’. One
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Put the word card below the matching picture
child writes a letter while their partner card. Do the same with all of the word cards.
takes the role of ‘teacher’ and watches • Point to the word cards and read them one by
and supports (i.e., checks the start and one with the class.
finish points and watches that the pencil
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My Body
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Aims: T To
o identify parts of the body
To read words for parts of • Demonstrate counting from one to five by
the body using your fingers. Hold up one finger and say
To review numbers 1–5 One. Get the class to do the same. Hold up
Letter formation and letter–sound two fingers and say Two. Get the class to do
correlation for i–l the same. Continue until you are holding up
Materials: Pupil’s Book pages 14–15 five fingers.
Activity Book pages 13–15 • Say numbers 1–5 and get children to listen and
Picture/words cards (head, body, hold up the number of fingers. Get pupils to
arm, hand, leg, foot, shoulder, repeat [two] fingers after you and concentrate
knee, toe, elbow, thumb, finger) on saying the plural s (fingers).
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1–4 Write. 8 mins • Tell
ell pupils it is the end of the lesson.
• Tell children that they are going to do some Ask them to clear up. Say things like
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writing. Check that everyone is sitting correctly Put your books, pens and pencils away,
and has a pencil. please. Don’t forget your homework. See
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• If you have an alphabet poster on the wall, use you on [Mon]day.
this to elicit the sound /i/. You can also elicit the • Say Goodbye at the end of the lesson
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name of the letter i. Stand with your back to and elicit Goodbye from the whole class
the class and write a big letter i in the air. Now and from different pupils.
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ask pupils to stand up and see if they can make • Play ‘What is it?’ with the picture cards
the shape of i in the air. Make sure everyone is
U of parts of the body.
body Put the cards on the
forming the letter correctly. Practise the same board one at a time, naming them with
the class as you do so. Get children to
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a few times doing very big letters, then smaller
ones, then very small ones. close their eyes, remove a picture card,
• See if pupils remember the action that they learnt and see if they can name the part of the
in Primary 1 and 2 (miming writing – i for ink ink)) body that is missing. You can do this as a
that accompanies letter i. class, group or pair activity.
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• Repeat the process for letters j, k and l. Say • Organize children into pairs. Get them
Open your Activity Books on page 13 (and to look at the action pictures on Pupil’s
then page 14)) and show pupils where to find Book page 11. Children take turns to
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the pages. Working individually, pupils should point to a picture while their partner
does the action.
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5 Write. 4 mins
• Ask pupils to look at page 15 of their Activity
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2 Listen and sing the song. 12 mins
Tracks 7 and 8
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Sets of number cards (1–10) • Play a quick listening race with the class.
Organize children into pairs. Get pairs to look
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at page 14 again. Say a part of the body
body. Pairs
Warmer 5 mins
listen and race each other to point to the correct
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part of the picture. Continue until all parts of the
• Count from one to ten with the class. body have been named once or twice.
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Hold up the appropriate number of fingers • Get children to look at the pictures on page
while counting. U 17. Point to a picture and ask Who is it? When
• Give a set of number cards to each pair. Play children respond with Ben, explain that he is
‘Hold up!’ Call out a number and let pairs hold
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doing the actions to a song. Get children to look
up the corresponding number card. at each picture, guess what Ben is doing, and do
• Ask pairs to sequence the cards in order on their the same action.
table, from 1 to 10. • Play Track 8. While children listen,
• Get children to stand up and do some TPR. For demonstrate the actions, or point to the relevant
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example, say Do six hops. Do seven claps. Do actions in the book. To do the actions, wiggle
two turns. your finger and thumb in the air, shake your arm
and leg, nod your head down and up, sit down,
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skipping rope goes round. Tell children to listen 1 finger, 1 thumb keep moving,
and count the number of skips. Play Track 7. 1 finger, 1 thumb keep moving,
After each set of skips, pause the recording and We all feel happy today.
say Hold up! Get pairs to hold up the number 1 finger, 1 thumb, 1 arm, 1 leg keep moving,
card that corresponds to the number 1 finger, 1 thumb, 1 arm, 1 leg keep moving,
of skips. 1 finger, 1 thumb, 1 arm, 1 leg keep moving,
We all feel happy today.
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1 finger, 1 thumb, 1 arm, 1 leg, 1 nod of the practise writing letters m–p, first by tracing
head keep moving, and then freehand. Monitor and support
We all feel happy today. where necessary.
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1 finger, 1 thumb, 1 arm, 1 leg, 1 nod of 6 Count and write. 4 mins
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keep moving, hand side of page 18. Explain that the picture is
1 finger, 1 thumb, 1 arm, 1 leg, 1 nod of of a plate of cakes, apples, and bread. Explain
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the head, sit down, stand up, turn around that the pupils have to count them.
keep moving, • Get the pupils to look at the three boxes below
below.
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1 finger, 1 thumb, 1 arm, 1 leg, 1 nod of Tell them to count and write the number of
the head, sit down, stand up, turn around bread, cakes, and apples in the picture.
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keep moving, Answers
We all feel happy today. U cakes – 7
apples – 8
Play Track 8 again. This time encourage
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• bread – 6
children to listen and join in with the actions.
Make sure children start the song standing up. Extras
• Look at the suggestions for other
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writing. Check that everyone is sitting correctly sequencing letters a–m or start from
and has a pencil. points within the sequence (e.g., e, f, …).
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• If you have an alphabet poster on the wall, use Let pupils look at the alphabet poster on
this to elicit the sound /m/. Y
You can also elicit the the wall when doing this.
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name of the letter m m.. Stand with your back to • Spend a few minutes at the end of the
the class and write a big letter m in the air. Now lesson to review with pupils what you
ask pupils to stand up and see if they can make
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• Practise other counting activities (using the same with all of the picture cards for facial
numbers 1–5 or 1–10) to help pupils features. Encourage pupils to point in their
remember the sequencing. For example, books to each part of the head as you go through
say a number, and get pupils to respond the names.
with the next in the series (e.g., you say • Point to the picture cards on the board. Name
four, pupils say five). You can also count each one and get the class to repeat. Play a game
in twos (e.g., 2, 4, 6, 8, 10). A variety of of ‘What is it?’ Get children to close their eyes
counting activities will help pupils feel while you turn over a picture card. Tell children
more confident with numbers. to open their eyes. Point to the turned over card
and ask What is it? When children guess the part
of the head, turn the card back over. Play the
game several times.
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• Point to your nose and say I have one nose. Get
Unit 1 Lesson 6:
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the class to repeat. Point to your eyes and say I
have two eyes. Get the class to repeat. Remind
My Head
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pupils that when there is more than one, we add
s.. Point to different parts of your head and help
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children say the singular and plural forms of the
Aims: To name parts of the face
words. For example, point to one eye and say
To review adjectives big/small,
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eye, then point to two eyes and say two eyes.
one eye,
long/short
To listen to descriptions and
identify facial features
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2 Listen, point and say the number.
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Review letter formation and
10 mins
spelling of key words
Materials: Pupil’s Book pages 18–19
• Review the words big/small and long/short. Hold
Activity Book pages 19–22
up the big picture card and say big. Get children
Track 9
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• If necessary, play Track 9 again and go over 4 Read and tick (3). 7 mins
the answers as a class. • Read out the rubric (as a class or individually).
You might like to read each description
Answers
(e.g., short hair) and demonstrate what pupils
I have big brown eyes and short hair. – 2
should do.
I have big blue eyes and short hair. – 4
I have big brown eyes and long hair. – 1 Answers
I have small brown eyes and short hair. – 3 The following should be ticked:
short hair – left
small mouth – right
Activity Book big eyes – left
long hair – right
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1 Draw. 6 mins small ears – right
• Say Open your Activity Books on page 19.
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Let pupils look at the page and get them to tell Extras
you what they need to do. Pupils should work
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• Spend a few minutes at the end of the
individually to complete the activity and then lesson to review with pupils what you
check with a partner to see that they have the have done together.
together Get them to tell you
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same answers. which parts of the lesson they enjoyed
• In pairs, ask pupils to think of a sentence to
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the most and the least.
describe each picture. You may need to prompt U • Round off the lesson in the usual way
way.
with ideas, for example: • When teaching big/small and long/
He has/Ben has two eyes. short, make an action to go with
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She has/Reem has five balloons. each word. Use the actions to support
There are three flowers in the vase. the descriptions.
• Give pairs time to think of their five sentences
and then ask for ideas from the class.
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body)
Then elicit how to spell ink.
To use singular and plural nouns
Answers Ask and answer with How many?
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32
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1 Listen, point and say. 10 mins join in with the actions and say the words at the
same time.
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• Show pupils the pictures at the top of page 20
of the Pupil’s Book. Tell them they have to listen
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and point to the picture that is being described. Activity Book
You could also get them to hold up the same
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number of fingers as there are objects in the 1 Write. 7 mins
picture that is being described. Play Track 10. • Ask pupils to look at page 23 of the Activity
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Book. Explain that pupils have to copy the
Track 10 letters in the space provided.
Listen, point and say.
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• Tell
T ell pupils to copy first by tracing and then
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Eight pens. freehand. Monitor and support where necessary.
Three notebooks.
Two pencils. 2 Play. 7 mins
• Write a simple description on the board
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• If necessary, play Track 10 again. Then, tell using numbers 1–6 and parts of the body.
pupils to look at the picture at the bottom of For example:
page 20. Say How many notebooks? Elicit three 1 eye
3 ears
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33
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3 Look, say, cover, write, check. 7 mins
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• Pupils will now begin learning to spell common,
high-frequency words using the ‘Look, say,
Unit 1 Lesson 8:
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cover, write, check’ strategy. Pupils will learn
to spell four words in each unit (in this unit the
The Magic Pencil
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words are is, have, has, what). Lesson 1 of Unit
2 has a spelling test of these four words.
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• Ask pupils to look at the activity at the bottom
Aims: T To listen to and follow a story
of Activity Book page 24. Write the rubric Look, U To listen to and follow
say, cover, write, check on the board and read
instructions
it with the class. Copy the table onto the board.
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To listen, find and identify
Use mime to demonstrate the five steps, for
differences
example, mime looking at the word is,, then say
To understand descriptions of
is,, then cover it with a piece of paper. Write is in
location (in, on, under, next to,
the ‘Write 1’ column, then remove the piece of
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between)
paper and check. Get pupils to tell you whether
To identify initial sounds/letters of
you have spelt is correctly.
known words
• Check that children are ready to write. Get them
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has, what)
• Note: Pupils have a spelling test sheet at the
Materials: Pupil’s Book pages 22–23
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Warmer
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5 mins
34
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and rubber in front of them. Give a group an responsibility for their own work and feeling a
instruction using a preposition and the classroom sense of achievement and pride in their work.
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objects, for example, Put the ruler under the Explain that parents and friends can help them
chair. Let the class decide if the group does but should not do the work for them.
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the action correctly. Continue, giving different • Play Track 12 again. This time, pause at
groups different instructions. Pictures 2–6 and 8–12 and ask pupils to read
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• Tell the class they are going to listen to a story. what Ben and his teacher say.
say
Get them to look at pages 22 and 23 of the
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Pupil’s Book. Point to a picture of Ben and ask
Who is it? Give them some time to look at the
Activity Book
U
pictures and guess what is happening.
1 Write the letter.
Write 10 mins
Play Track 12 and encourage pupils to point
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•
• Read out the rubric (as a class or individually).
and look at the pictures.
For this activity
activity, you might like to elicit the
initial letter and letter name for one or two of
Track 12 the pictures.
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Teacher:
eacher: It’ss under the book.
It’ 2 Write the word. 7 mins
[Picture 7]: The magic pencil draws • Read out the rubric (as a class or individually).
another picture. For this activity, you might like to read out the
[Picture 8]: Ben gives the picture to his teacher. three sentences first.
Ben: Here’s my new picture. • Ask pupils to look at the words and complete
[Picture 9]: But he puts the picture in a the sentences
cupboard on a shelf.
Teacher: It’s on the shelf.
[Picture 10]: Ben draws a picture.
Ben: This is my picture.
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Answers Extras
It’s a yellow pencil. • Spend a few minutes at the end of the
Here’s my picture. lesson to review with pupils what you
My picture is on the wall. have done together. Get them to tell you
which parts of the lesson they enjoyed
3 Look, (3) or (7). Listen and check. 8 mins the most and the least.
• Say Open your Activity Books on pages 26 and • Round off the lesson in the usual way.
27. Read the rubric and demonstrate a tick (3) • Organize pupils into groups. Say a
and a cross (7). Let pupils look at the pictures preposition and then nominate a group
and see if they can find any differences. Note: to demonstrate it. Let the class watch
At this stage, do not let pupils look back at the and decide if they act out the preposition
correctly or not.
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original pages (Pupil’s Book pages 22 and 23).
• Play Track 12 again and let pupils check their
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ideas and add ticks and crosses where necessary.
Answers
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The differences are:
[Picture 2]: Ben finds a pencil under a chair.
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[Picture 4]: The magic pencil does a
sum/does some maths.
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[Picture 6]: But the teacher puts the picture in
a book.
[Picture 8]: Ben gives the picture to a friend.
U
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[Picture 9]: But he puts the picture on a
cupboard.
[Picture 12]: The teacher puts Ben’ss picture in
his pocket.
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practising (is,
(is, have, has, what
what).
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36
Aims
Listening Writing
• Listen and identify actions. • Complete a spelling test.
• Listen to and follow a rhyme. orm letters and sound correlations
• Form
• Listen and identify animals. for q–z.
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• Understand questions and answers. ake simple compound sentences
• Make
• Find the ‘odd one out’ (identify vowels). using and and but but..
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• Listen and identify clothes. pell words from jumbled letters.
• Spell
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• Focus on vowel o. earn to spell four high-frequency
• Learn
• Listen to and understand descriptions. he,, she
words (he,
he she,, does
does, the).
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• Follow instructions: play the game ‘Put nscramble and write simple sentences.
• Unscramble
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on/Take off’. rack and write capital letters.
• Track
• Listen to and follow the story ‘The U
Clever Crow’.
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Speaking
• Describe ability (can)) and lack of
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ability (can’t).
• Asksk and answer questions on ability.
• Identify
dentify and name food.
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• Learn
earn a rhyme ‘I like …’.
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• Name
ame and describe items of clothing.
• Count
ount (1–10).
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• Express
xpress food preferences ((I like …/
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…).
I don’t like …).
ame party objects.
• Name
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Reading
• Read action words.
• Read colour words and short
descriptions.
• Read animal words.
• Read questions (ability).
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Key words
Lesson 1 Can it fly? – /kæn ɪt ˈflaɪ/ skirt – /skɜː(r)t/
I can jump. – /aɪ kən ˈdʒʌmp/ run – /rʌn/ trainers – /ˈtreɪnə(r)z/
hop – /hɒp/ climb – /klaɪm/ shoes – /ʃuːz/
swim – /swɪm/ jump – /dʒʌmp/ red shirt – /red ˈʃɜː(r)t/
sing – /sɪŋ/ blue trousers – /bluː ˈtraʊzə(r)z/
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cycle – /ˈsaɪkl/ Lesson 4 orange cap – /ɒrɪndʒ ˈkæp/
skip – /skɪp/ ice-cream – /aɪs ˈkriːm/ black shoes – /blæk ˈʃuːz/
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run – /rʌn/ cake – /keɪk/
She can swim and run. – apples – /ˈæplz/ Lesson 7
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/ʃiː kən swɪm ənd ˈrʌn/ fish – /fɪʃ/ He is wearing … – /hiː ɪz weərɪŋ/
bread – /bred/ She is wearing … – /ʃiː ɪz weərɪŋ/
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Lesson 2 rice – /raɪs/
I can’t skip. – /aɪ kɑːnt ˈskɪp/ corn – /kɔː(r)n/
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Lesson 8
cycle – /ˈsaɪkl/ chicken – /ˈtʃɪkɪn/ U clever – /ˈklevə(r)/
sing – /sɪŋ/ I like ice-cream. – crow – /krəʊ/
hop – /hɒp/ /aɪ laɪk aɪs ˈkriːm/ thirsty – /ˈθɜː(r)sti/
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red – /red/ jug – /dʒʌg/
blue – /bluː/ Lesson 5 drink – /drɪŋk/
yellow – /ˈjeləʊ/ I don’t like … – /aɪ dəʊnt laɪk/ think – /θɪŋk/
pink – /pɪŋk/ Do you want some fish? – idea – /aɪˈdɪə/
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balloons – /bəˈluːnz/
/wɒt ˈkʌlə(r) ɪz ə ˈzebrə/ lights – /laɪts/
/ɪts blæk ən ˈwaɪt/ robots – /ˈrəʊbɒts/
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kites – /kaɪts/
Lesson 3 presents – /ˈpreznts/
frog – /frɒg/ cards – /kɑːdz/
mouse – /maʊs/ fun – /fʌn/
cow – /kaʊ/
camel – /ˈkæml/ Lesson 6
hen – /hen/ cap – /kæp/
donkey – /ˈdɒŋki/ trousers – /ˈtraʊzə(r)z/
snake – /sneɪk/ pegs – /pegz/
bee – /biː/ shirt – /ʃɜː(r)t/
dog – /dɒg/ dress – /dres/
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Activity Book pages 28–30 Ben: I can swim.
Tracks 13 and 14 Omar: I can run.
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Adam: I can sing.
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Spelling test 5 mins • Play Track 13 again. This time, get
pupils to point to each picture and repeat after
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• Help pupils to find the spelling test grid on each sentence.
• Get pupils to stand up. Say hop and demonstrate
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Activity Book page 124. Explain that you will
say the four words they have been practising and U doing the action yourself. Get pupils to repeat
they should write down each word you say in the word and copy the action. Do this with all
the box for Unit 1. seven actions.
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• Check that pupils are ready to write. Say the • Play a group game. Say swim and nominate a
first word is.. Let pupils write the word in the group to do the action. Encourage the rest of
first row next to number 1. Continue with the the class to check that the group members are
remaining three words (have, what).
have, has, what). doing the correct action. Continue with different
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• You
ou may want to collect in the books and mark groups and different actions.
them yourself. Alternatively, get pupils to read
the words back to you while you write them on
2 Listen, look and tick (3).
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8 mins
the board. Pupils should then swap books and
mark their partner’s spellings.
R
Warmer 4 mins the left and read the actions across the top.
• Ask the class a starter question: Who can swim?
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• Hold up Pupil’s Book page 26 and tell pupils (Omar.) Play Track 14. Pause after each
they are going to start a lesson called I can … description and ask Who is it? Let the class call
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• Discuss some of the following points with them: out the name of the character. Then get them to
Talk
alk about what things a baby can do. tick in the appropriate columns. You could fill in
Talk about what things they can do. the table on the board.
Talk about what different animals can do.
Track 14
1 Listen, point and say. 10 mins
What can I do?
What can I do? I can hop and run. (Adam)
I can swim and hop and run. (Omar)
• Say Open your Pupil’s Books on page 26. Point
I can run and swim. (Reem)
to one of the pictures of Omar and ask Who is
I can cycle and hop and swim. (Ben)
it? Let pupils name the character. Do this with
all of the pictures and characters on the page.
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• Practise saying what each character can do. For • Repeat the process for letters r, s and t. Say Open
example, say He can hop and swim and run. Let your Activity Books on page 28 (and then page
the class call out the name Omar. Do this several 29) and show pupils where to find the page.
times. Help the class notice that you are using Working individually, pupils write letters q–t,
he, she and and to add the second and third first by tracing and then freehand. Monitor and
action. Encourage some confident pupils to take support where necessary.
the role of the teacher.
5 Write the numbers. 5 mins
• Read out the rubric (as a class or individually).
3 Ask and answer. 5 mins Ask pupils what the animal is (aa caterpillar).
caterpillar
Ask pupils to point to the top caterpillar and say
• Get pupils to look at the picture of Omar and the numbers, making sure they say the missing
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Ben at the bottom of page 27. Explain that number 3.. Do the same for the next caterpillar
they are playing a game. Read the words in the
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(counting down from 7 ), making sure they say
7),
speech bubbles with the class and check that the missing numbers 4 and 1. 1.
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they understand the game. Organize pupils into • Explain that the pupils should write in the
pairs. One pupil chooses a character, reads the missing numbers in the spaces on the caterpillar
caterpillar.
table, and describes what that character can do.
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Answers
Their partner must listen, read the table, and say
1234567
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which character it is. Get pupils to change roles.
7654321
• While pupils are working, move around and U 4 5 6 7 8 9 10
listen to them speaking. Encourage them to
10 9 8 7 6 5 4
use he and she correctly and also to use and to
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1212121
connect the two actions.
Extras
Activity Book • Spend a few minutes at the end of the
lesson to review with pupils what you
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that they learnt in Primary 1 and 2: group some paper and make sure they
1. Sit correctly
correctly.. have pencils ready. Tell pupils you are
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41
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To ask and answer questions using Reem: I can’tt hop.
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colour words
Letter formation and letter sound • Play a group game. See if pupils can remember
what Omar can do (he can swim and hop and
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correlation for u–x
Materials: Pupil’s Book pages 28–29 run.) Now ask them what he can’can’t do (he can’t
cycle.) Demonstrate He can swim but he can’t
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Activity Book pages 31–34
Tracks 15 and 16 cycle.. Write the sentence on the board.
• Put pupils in small groups and give them time
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Picture/word cards (jump, hop,
swim, sing, cycle, skip, run, red, U to make similar sentences. Go around the class
blue, yellow, pink, orange, green, asking each group to give a sentence. Encourage
white, brown, grey, purple, black) pupils to use he and she correctly. You can
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award points for correct sentences.
Warmer 5 mins
2 Read and match. 8 mins
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Sunday,, Monday, Tuesday, Wednesday, pupils are pointing to the correct colours on
Thursday,, Friday and Saturday, too,
Thursday the page.
1, 2, 3, 4, 5, 6, 7 days,
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42
the words in Ben’s speech bubble. Ask for a • Tell pupils that they are going to do some
volunteer to read out what Omar is saying writing. Check that pupils are ready to write.
or read it out yourself for the class to follow. • If you have an alphabet poster on the wall, use
Elicit an answer to the question What colour is this to elicit the sound /u/. You can also elicit the
a zebra? Don’t give the answer, but let pupils name of the letter u.. Stand with your back to
uncover Ben’s words to check. the class and write a big letter u in the air. Now
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• Write the words from the list on the right on ask pupils to stand up and see if they can make
the board (a tomato, a carrot, etc.) Practise the the shape of u in the air. Make sure everyone is
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question What colour is …? chorally with the forming the letter correctly. Practise the same
whole class substituting the words on the board. a few times doing very big letters, then smaller
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• Put pupils in pairs or small groups and let them ones, then very small ones.
ask and answer the questions, taking turns to ask • See if pupils remember the action that they learnt
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and answer. Monitor and support as necessary. in Primary 1 and 2 (e.g., putting up an umbrella)
• Note: You will see that the word milk is that accompanies letter u.
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not preceded by a/an. This is because it is • Repeat the process for letters v to z. Say
uncountable. This is a complicated area
U Open your Activity Book on page 32 (then
for children of this age. You might like to pages 33 and 34) 34). and show pupils where to find
the pages. Working individually, pupils write
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demonstrate that some things (e.g., pens,
rubbers, apples) can be counted; other things letters u to z, first by tracing and then freehand.
such as milk, water and cheese cannot be Monitor and support where necessary.
counted unless we mention a container or a
Extras
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1 Write
rite the words. 5 mins • Get pupils to look at the table on
• Ask pupils to look at page 31 of their Activity page 27 of the Pupil’s Book. Say I can’t
G
Books.. Explain that pupils need to use the letters swim and I can’t cycle. Help pupils look
in the circles to find and write a word that at the table and guess the character you
matches the picture. are pretending to be (Adam). Do this
©
• Go through the example at the top of the page. with all of the characters. Invite some
Point to Ben and say swim. Then point to each confident pupils to take the role of the
letter and spell out s, w, i, m. Get pupils to read teacher.
the word with you. • Put the action picture cards around the
• Make sure everyone knows what to do. Monitor walls of the classroom. Say an action
the activity and support as necessary. and get pupils to turn and point to the
appropriate picture card.
Answers
swim
skip
jump
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Unit 2 Lesson 3: • Hold up the frog word card. Read it with the
class. Put the word card below the matching
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Review spelling of key words the animals.
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Materials: Pupil’s Book pages 30–31
Activity Book pages 35–37 Track 17
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Tracks 17, 18 and 19 Which animal? (1)
Picture/word cards (frog, mouse, frog
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cow, camel, hen, donkey, snake, mouse
bee, dog) cow
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camel
U hen
Warmer 6 mins
donkey
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snake
• Tell
ell pupils they are going to talk about animals.
bee
Discuss some of the following points with them:
dog
Talk
alk about what animals they already know
in English.
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Talk
alk about the different sizes of animals (big,
the same number of fingers as the picture.
small, long, short).
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Talk
alk about wild and domestic animals (e.g., cats
and lions). Track 18
A
• Write
rite the day of the week on the board and read Which animal? (2)
[donkey sound] (6)
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• Get pupils to stand up and do a TPR activity. 1–3 Spell and write. 8 mins
Say a verb from Pupil’s Book page 26 and get • Read the rubric (as a class or individually). This
the class to do the action. activity reviews the third and final set of letters
• Use simple actions to teach the class the new of the alphabet. Explain what pupils have to do
verbs climb, walk and fly. Continue the TPR and once again demonstrate one or two words
activity and include the new verbs. on the board. Encourage pupils to name the
• Write Can a goat fly? on the board. Track your picture (queen), then say the letters they can see
finger under the words as you ask the class Can (q, u, e, e, n or /q/, /u/, /e/, /e/, /n/)) in any order,
a goat fly? When they answer No, write the then elicit how to spell queen.
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word on the board. Now ask Can a goat walk? Answers
and elicit Yes. queen
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• Say Look at page 31. Explain that Reem rat
and Sally are playing a guessing game. Play snake
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Track 19. Show pupils how to use their tiger
fingers to track along the diagram as they listen. umbrella
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Pause the recording before the final Yes and see van
if pupils can answer the question themselves. window
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U x-ray
Track 19 yo-yo
Can it? zebra
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Sally: Can it fly?
Reem: No. 4 Complete the colour words. Use the letters
Sally: Can it climb? in the box. 5 mins
Sally: Can it jump? of page 37. Look at the letters in the circle and
Reem: No. ask pupils to find and point to the ones you say
Sally: Is it a snake? (for example: h, t, l, o, i). Put pupils in pairs or
small groups and ask them to use the letters here
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Reem: Yes!
to write and complete the four colour words in
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Answers
31. Divide the class into two. T
Tell one half to pink
take the role of Sally and one half to take the black
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45
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special occasions.
say Big or small? Pupils respond with Talk
alk about where food comes from.
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small. Do the same with other animal • Get pupils to guess what activities they will do in
picture cards and, if there is time, with the lesson.
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objects in the classroom.
• Do a ‘Group quiz’. Ask different
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questions about the pictures on Pupil’s 1 Listen, point and say. 10 mins
Book page 30. For example, ask How
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many legs has a hen got? How many • Hold up the picture card of some bread and
ears has a camel got? What colour is the U ask What is it? Let pupils respond in their own
frog? How many animals say cluck? etc. language and then confirm bread. Get pupils to
• Do a quick group challenge. First, get
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repeat once or twice and put the picture card
pupils to close their books. Put pupils on the board. Do the same with all of the food
in small groups. Get groups to think of picture cards.
as many animals as they can in English. • Point to the picture cards randomly and get
Congratulate the group that can think of
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To
T o learn a rhyme ‘I like …’ Listen, point and say.
To express personal preferences bread
Counting (1–10) apples
Finding the ‘odd one out’ cake
(identifying vowels) rice
Materials: Pupil’s Book pages 32–33 fish
Activity Book pages 38–40 corn
Tracks 20 and 21 ice-cream
Picture/word cards (bread, chicken
cake, fish, rice, corn, apples,
ice-cream, chicken)
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• Point to the ice-cream and say I like ice-cream. • Read out the rubric (as a class or individually).
Ask a few pupils Do you like ice-cream? Let Make sure pupils understand what ‘odd one out’
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them answer Yes or No. Do this with another of means. You ou can demonstrate this using the food
the food items in the picture. items from Pupil’s Book page 32. For example,
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• Play Track 21. While pupils listen, get them get pupils to look at the page and point as you
to point to each food on page 33, as it is named. say the food names, but this time add something
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that is not a food (perhaps one of the animals
from page 30 or a classroom object). Tell pupils
Track 21
A
they should stop you when they hear the ‘odd
I like … one out’.
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I like ice-cream. • When pupils understand ‘odd one out’, look at
I like ice-cream. U the first example and ask pupils which word is
I like cake. the ‘odd one out’. See if anyone says fish. If so,
I like cake. ask them to explain why (in Arabic). If nobody
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I like rice and chicken. gives the answer, elicit the words and then their
I like rice and chicken. spellings, writing them out on the board. Repeat
I like bread. the process for the other rows.
I like bread.
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Answers
• Play the song again and get pupils to join in with a – fish
the words when they feel ready to do so. e – mat
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i – ball
o – snake
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1 Count and colour. How many? 8 mins 3 Write the letter. 6 mins
• Say Open your Activity Books on page 38. Let • Tell pupils to look at page 40 of the Activity
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pupils look at the activity and elicit from them Book. Read out the rubric (as a class or
what they have to do. Encourage pupils to count individually). Explain that pupils need to look at
©
out quietly the number of things they see and the boxes of letters and write the correct letter to
then write the number in the matching box. complete the word.
Check answers with the class by asking How • Demonstrate one or two words on the board.
many balls are there? etc. Encourage pupils to name the picture (mouse),
• Put pupils in pairs and get them to read the then say the letters (a, i, o) and ask which letter
colour words under the small pictures at the is missing (elicit o) Elicit how to spell mouse and
bottom of the page. If pupils need help in doing write it on the board.
this, get them to look back at Pupil’s Book page
29 for the colour words. Ask pupils to colour all
the items in the pictures accordingly. You can set
this for homework if you wish.
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Answers
mouse
Unit 2 Lesson 5:
hen
cow
I don’t like …
frog
bee Aims: To express food preferences
donkey (I like…/I don’t like …)
To name party objects
Extras To learn a song ‘Happy Days’
• Spend a few minutes at the end of the Too review capital letters ((A–F)
lesson to review with pupils what you Too write simple sentences
Materials: Pupil’s Book pages 34–35
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have done together. Get them to tell you
which parts of the lesson they enjoyed Activity Book pages 41–43
Tracks 22 and 23
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the most and the least.
• Round off the lesson in the usual way. Picture/word cards ((balloons,
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• Get pairs to play ‘What is it?’ using cards, presents, lights
lights)
Pupil’s Book page 32. One child points Picture cards ((bread, cake, fish,
A
to a food in the picture and asks What is rice, apples, corn, ice-cream,
it? When their partner names the food, chicken)
chicken
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they change roles.
• Support the rhyme by putting the picture U
cards on the board in the same sequence Warmer 5 mins
as the rhyme.
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• Organize the class into pairs. Get one • Welcome
W elcome pupils and get them settled at their
child to say an action word. Their desks. Elicit what day it is, write the day on the
partner listens and does the action. board and read it with the class.
Get them to change over and continue • Play a ‘Chain game’. Start by saying an item of
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48
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to say what food they have matched with that Happy Days
number. If necessary, play the track again and Chicken and rice,
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let pupils repeat each word they hear. Go round Cola and ice,
the class asking pupils to name each item one Apples and cakes,
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by one. The class should all point to each item Cups and plates.
they hear. Balloons and lights,
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• Using picture cards (or some real food items if Robots and kites,
you can, e.g., an apple, an orange, bread, etc.) Presents and cards,
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offer some confident pupils the items and say Stories and fun.
Do you want some [apples]? Let pupils answer
and elicit either Yes, please. I like [apples]./No
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• Play Track 23 again. This time, encourage
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thanks. I don’t like [apples]. pupils to join in.
elicit what both say. letter in the alphabet has a big ‘capital’ letter, as
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• Put pupils in pairs. Pupils take turns offering the well as a small letter.
food items at the top of the page to each other
other. • Say Open your Activity Books on page 41.
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Monitor and support as necessary. Remind pupils or elicit what they know/
remember about capital letters. They:
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are big
3 Listen and sing the song. 10 mins always sit on the line
have the same sound as small letters
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• Explain that pupils are going learn a song called start some words (e.g., names, days of the
‘Happy Days’. Discuss some of the following week, places)
points with them: start sentences
Talk about when pupils feel happy.
Talk about different celebrations such as • Note: You may want to give pupils a simple
birthdays and weddings. explanation of a sentence: A sentence is a group
Talk about what pupils do when they have a of words that makes sense and starts with a
celebration. capital letter and ends with a full stop.
• Find out if pupils have ever given or • Before pupils write, demonstrate the shape of
received cards. the letters, one at a time, in the air (back to the
class), with pupils standing up and making the
letter shapes as you do.
49
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them to draw pencil lines between the words
before they copy them. If pupils are not sure Materials: Pupil’ss Book pages 36–37
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how much space they should leave, explain that Activity Book pages 44–47
they can use their little finger as a ‘space guide’. Tracks 24 and 25
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You might like to practise the second example Picture/word cards ((cap, scarf,
(Itisbigandbrown.) on the board. trousers, shirt, dress, skirt,
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shoes, trainers
trainers)
Answers
It is a snake.
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It is big and brown. Warmer 8 mins
It is small and green.
It is small and it can fly.
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• Welcome
W elcome pupils and get them settled at their
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desks. Elicit what day it is and write the day on
3 Match. 5 mins the board and read it with the class.
• Tell pupils to look at page 43 of the Activity • Play ‘I like …, but I don’t like …’ Put picture
Book.. Explain that pupils need to match the cards of food on the board or let pupils look at
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picture to the word by drawing a line. Pupils Pupil’s Book page 32 (they can also name other
should work individually on this activity. food items they know). Alternatively, you can
elicit food items and write the words on the
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lesson to review with pupils what you cake. Encourage the pupil to make a similar
have done together
together.. Get them to tell you sentence, then move to another pupil, and so on.
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what parts of the lesson they enjoyed the Prompt as necessary. It does not matter if food
most and the least. items are repeated.
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• Round off the lesson in the usual wayway. • Note: If pupils find this too difficult, then it is
• Give out a variety of randomly selected fine if they make shorter sentences, for example,
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food picture cards to groups of pupils. I like …, or I don’t like …, or just a single
Give pupils some time to name the food word.
picture card with their group. Give some • Point to your clothes and tell pupils that today
TPR instructions for different groups, they are looking at clothes. Show pupils Pupil’s
for example, Rice, turn around./Chicken, Book page 36 and discuss some of the following
stand on one leg./Apples, pick up a ruler. points with them:
Talk about what they are wearing.
Talk about favourite clothes.
Talk about times when they wear special clothes
(e.g., sports, celebrations, sleeping).
Talk about the different materials we use to
make clothes.
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1 Listen, point and say. 10 mins 2 Listen and say the rhyme. 8 mins
• Note: Pupils covered some clothes in Primary 2. • Remind pupils of the colour black.
The new words here are cap and scarf. Hold up • Ask the class to look at Pupil’s Book page 37.
the picture card of a skirt and ask What is it? Let Point to Ben and get pupils to tell you what he
pupils respond and then confirm Yes, it’s a skirt. is doing (getting dressed). Point to the picture of
Get the whole class to repeat It’s a skirt. Put the the red shirt and say red shirt. Act out putting on
picture card on the board. Repeat for all the a shirt (e.g., putting your arms into the sleeves
picture cards. and doing up the buttons). Continue naming and
• Note: When going through the items of miming all of the clothes on the page. Make this
clothing, let pupils tell you how many shoes/ into a TPR activity by getting pupils to mime
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trainers there are – two – and see if they can getting dressed with the various items
remember to say They are/They’re. Point out of clothing.
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that in English trousers are also plural (let • Play Track 25. Pupils listen and follow
them count the two legs), so they need to learn the pictures.
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They’re trousers.
• Point to the picture cards on the board. Name Track 25
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each one and get the class to repeat. Get dressed!
dressed!
• Get pupils to look at Pupil’s Book page 36 and Ben:
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Let’ss get dressed.
Let’
explain that Adam’s mother has washed some Class: Let’s get dressed.
Let’
clothes and put them on the clothes line or the
grass to dry. Encourage pupils to tell you what
U Ben: Putting on my red shirt.
Class: Putting on my red shirt.
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she uses to hang the clothes on the line. Elicit Ben: Putting on my blue trousers.
pegs and ask them to point to the pegs and the Class: Putting on my blue trousers.
label for pegs in their books. Play Track 24 Ben: Putting on my black shoes.
and ask pupils to point when they hear the word. Class: Putting on my black shoes.
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There’ss a yellow shirt and some orange • Play the rhyme again. This time, get pupils to
trousers. stand up and join in with the ‘Class’ and ‘All’
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The trainers are white and red. responses. Encourage them again to act out
My scarf is green and white. putting on the items of clothing as they say
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My mother’
mother’ss dress is purple and pink. the rhyme.
My brother’
brother’ss cap is red and yellow.
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What colour are the trainers? You can write • Tell pupils they are going to write some more
pupils’ guesses on the board and then when you capital letters. Remind pupils that every letter
have finished, pupils can open their books and in the alphabet has a big ‘capital’ letter, as well
check the answers. as a small letter. Ask pupils to look at Pupil’s
Book page 37 again and count how many capital
letters they can see.
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• Elicit what they know about capital letters. 4 Choose the correct word. 4 mins
They: • Tell pupils to look at page 47 of the Activity
are big Book. Explain that they have to choose the
always sit on the line correct word to match the picture. Demonstrate
have the same sound as small letters one or two words on the board. Point to the
start some words (e.g., names, days of the picture and ask the class Is it a skirt? Elicit No.
week, places) Ask Is it a shirt? Elicit Yes.
start sentences
• Before pupils write, demonstrate the shape of Answers
the letters, one at a time, in the air (back to the shirt
class) and with pupils standing up and making trainers
the letter shapes as you do. cap
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• Say Open your Activity Books on page 44. skirt
shoes
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Check that pupils are ready to write. Let pupils
start by following the tracks in the big letters in trousers
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the square boxes. Pupils should then write two dress
capital letters on each line. Monitor and support scarf
pegs
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as necessary.
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2 Write the capital letters. 5 mins Extras
• Tell pupils that they are going to continue U • Spend a few minutes at the end of the
practising capital letters. Tell pupils to look at lesson to review with pupils what you
page 45 of the Activity Book. have done together.
together Get them to tell you
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• Explain that the capital letters are in the box what parts of the lesson they enjoyed the
and they have to write the correct capital letter most and the least.
in each space. Monitor and support as necessary, • Round off the lesson in the usual way.
checking that they are forming the capital • Play ‘I’m thinking of …’ Explain the
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Book.. Read out the rubric (as a class or game is by demonstrating a few times by
individually). Get pupils to say all the words,
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big letter in the centre of the page. Pupils should often. Pupils will make mistakes with
then write and read the words. It’s/They’re but it is best not to stop the
Answers flow of the game.
frog • Get pairs to play ‘What is it?’ using
hop Pupil’s Book page 36. One pupil points
box to an item of clothing in the picture and
socks asks, What is it?/What are they? When
dog their partner names the clothing (e.g.,
dot scarf), they change roles.
52
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To learn to spell four high- of the picture. Play Track 26.
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frequency words (he, she,
the, does) Track 26
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Materials: Pupil’s Book pages 38–39 He is wearing …/She is wearing …
Activity Book pages 48–49 She is wearing red trousers, (4)
Track 26
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pink shoes and a blue shirt.
Picture/word cards (cap, scarf, She is wearing a pink shirt, (3)
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trousers, shirt, dress, skirt, shoes, brown shoes and a yellow skirt.
trainers) U He is wearing black trousers, (2)
Game Circles and counters an orange shirt and black shoes.
or buttons for the ‘Play and
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He is wearing a red shirt, blue (1)
say’ game trousers and brown shoes.
• Welcome
elcome pupils and get them settled at their
desks. Elicit what day it is and write the day on 2 Play and say. 8 mins
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53
• When they land on a space, they must describe • Ask pupils to look at the activity at the bottom
the clothes, for example, It’s a blue cap. of page 49. Write the rubric ‘Look, say, cover,
• If the pupil describes the clothes successfully, write, check’ on the board and read it with the
they move forwards two spaces and stop until class. Elicit what pupils have to do. If necessary
their next turn. copy the table onto the board and remind pupils
• If the pupil cannot describe the clothes, they that this time they will use the ‘Write 1’ column.
move backwards two spaces and stop there until • Check that pupils are ready to write. Get them
their next turn. to follow the ‘Look, say, cover, write, check’
• The first pupil to reach ‘Finish’ is the winner. procedure and complete the ‘Write 1’ column.
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2 have only two Activity Book pages as the
alphabet review finishes in Lesson 8. Subsequent
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1 Write. 8 mins lessons in Units 3, 5, 6 and 7 also have two
• Tell pupils they are going to write some more Activity Book pages per lesson. Revision Units 4
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capital letters. Ask pupils to look at Pupil’s Book and 8 each have one Activity Book page
page 39 again and count how many capital per lesson.
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letters they can see.
• Before pupils write the capital letters on Activity Extras
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Book page 48, demonstrate the shape of the • Spend a few minutes at the end of the
letters, one at a time, in the air (back to the class) U lesson to review with pupils what you
and with pupils standing up and making the have done together.
together Get them to tell you
letter shapes as you do. which parts of the lesson they enjoyed
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the most and the least.
2 Write sentences. 8 mins • Round off the lesson in the usual way.
• Read out the rubric (as a class or individually). • Play the miming game with the word
You
ou might like to ask pupils to name the four cards. For example, say, Put on your
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animals they can see and also to read out the … and hold up the trousers/dress word
four verbs in the boxes next to the rubric. Show card. Let pupils read the word and do
pupils that they have to complete four sentences. the action.
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Elicit what pupils know about sentences – that • When playing ‘Put on/Take off’,
they start with a capital letter and end with a full hold up the picture cards to support
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stop – and get them to point to the capitals and your instructions.
the full stops.
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write it on the board to check they have written pupils play each other.
the correct sentences. • Support descriptions of clothes by
putting a diagram on the board of a
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Answers
A hen can fly
fly. colour card and a clothes picture card,
A donkey can run. e.g., yellow + skirt.
A frog can jump.
A snake can climb.
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The Clever Crow pictures – they might reply with school, sun, jug,
water, thirsty. You can teach the word stone and
remind them of the other words if necessary.
Aims: To listen to and follow a story • Play Track 27 and encourage pupils to listen
Review capital letters (T–Z) and point to the pictures.
Read words for Unit 2
Unscramble and write Track 27
simple sentences The Clever Crow
To learn to spell four high- Crow is very thirsty.
frequency words (he, she,
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He sees a jug next to a school.
the, does) There is some water in the jug, but Crow can’
can’t
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Materials: Pupil’s Book pages 40–41 drink the water.
Activity Book pages 50–51 ‘I can’t do it!’
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Track 27 He thinks … and thinks.
Picture/word cards (various Then Crow has an idea.
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from Unit 2 – actions, clothes, ‘I can do it!’
food, animals) Crow puts a stone in the jug.
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1 stone
U 2 stones
Warmer 8 mins
3 stones
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4 stones
• Welcome pupils and get them settled at their
5 stones
desks. Elicit what day it is and write the day on
6 stones
the board and read it with the class.
7 stones
• Select a number of word cards from Unit 2
8 stones
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55
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capital letters. Ask pupils to look at Pupil’s Book together as they listen.
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pages 40 and 41 again and count how many
capital letters they can see. This is more difficult
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than before.
• Before pupils write the capital letters on Activity
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Book page 50, demonstrate the shape of the
letters, one at a time, in the air (back to the class)
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and with pupils standing up and making the
letter shapes as you do. U
2 Write sentences. 9 mins
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• Tell pupils to look at page 51 of the
Activity Book.. Read the rubric (as a class or
individually). Explain that they have to write
sentences using the words.
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as necessary.
A
Answers
He can swim.
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Aims
Listening Writing
• Listen and identify furniture. • Do a class survey.
• Listen to and say rhymes/sing a song. • Write a spelling test.
• Listen and identify assorted objects. rite words for furniture.
• Write
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• Understand descriptions of omplete word puzzles with is and are;
• Complete
daily routines. with in the morning/afternoon and
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• Learn expressions of time. at night.
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• Draw times on clock faces. rite about your daily routine.
• Write
• Listen to and read a story. ractise spelling words with oo and sh.
• Practise
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ecognize unspaced words and divide
• Recognize
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Speaking them to form sentences.
• Name members of the family. • L
U Learn
earn to spell four high-frequency words
• Say a rhyme about family members. ((you
you,, they
(you, they, can, can’t).
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• Sing a song. • R
Reconstruct
econstruct a story.
• Use is and are in simple sentences.
• Use there is/are.
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• Say
ay a rhyme about daily actions.
alk about daily routines/activities.
• Talk
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Reading
• Read names of members of the family.
• Read names of items of clothing.
• Read names of furniture and
household objects.
• Name and read words for party objects.
• Read about daily activities.
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Key words
Lesson 1 Lesson 4 Lesson 7
dad – /dæd/ I draw. – /aɪ ˈdrɔː/ What’s the time? –
mum – /mʌm/ play – /pleɪ/ /wɒts ðə ˈtaɪm/
sister – /ˈsɪstə(r)/ read – /riːd/ It’s 6 o’clock. – /ɪts sɪks əˈklɒk/
baby sister – /beɪbi ˈsɪstə(r)/ listen to music – /lɪsn tə ˈmjuːzɪk/ I wake up at 6 o’clock –
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brother – /ˈbrʌðə(r)/ sleep in my room – /aɪ weɪk ˈʌp ət sɪks əˈklɒk/
grandma – /ˈgrænmɑː/ /sliːp ɪn maɪ ˈruːm/ I eat breakfast at 7 o’clock –
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grandpa – /ˈgrænpɑː/ at school – /ət ˈskuːl/ /aɪ iːt ˈbrekfəst ət sevn əˈklɒk/
uncle – /ˈʌŋkl/ in the park – /ɪn ðə ˈpɑː(r)k/
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aunt – /ɑːnt/ Lesson 8
I love my family and they Lesson 5 find – /faɪnd/
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love me! – wake up – /weɪk ˈʌp/ toy – /tɔɪ/
/aɪ lʌv maɪ ˈfæməli ænd ðeɪ get dressed – /get ˈdrest/ snake – /sneɪk/
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lʌv ˈmiː/ eat breakfast – /iːt ˈbrekfəst/
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go to school – /gəʊ tə ˈskuːl/
Lesson 2 eat lunch – /iːt ˈlʌntʃ/
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wardrobe – /ˈwɔː(r)drəʊb/ watch TV – /wɒtʃ tiː ˈviː/
bin – /bɪn/ read a book – /riːd ə ˈbʊk/
shelf – /ʃelf/ go to sleep – /gəʊ tə ˈsliːp/
lamp – /læmp/ morning – /ˈmɔː(r)nɪŋ/
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Materials: Pupil’s Book pages 44–45 pupils to look and tell you what they can see.
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Activity Book pages 52–53 Pupils should be able to remember some of the
Tracks 28 and 29 words for family members from Primary 2. Elicit
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those they remember and then play Track 28.
Read the rubric Listen, point and say, and pause
Teaching note
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after each name to let pupils repeat.
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• From Unit 3 (and the last two lessons of Track 28
Unit 2) onwards, the Activity Book has two U My FFamily
amily
pages per lesson. This is to allow for harder, I’m Reem and I’m taking a photo of my family
family.
more complex activities which require of pupils
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In my picture you can see:
more thought, more writing and therefore take My dad
longer to complete. My mum
My grandma
My grandpa
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first word, he
he.. Let pupils write the word in the 2 Listen and say the rhyme. 8 mins
first row next to number 1. Continue with the
remaining three words ((she, the, does).
• Tell pupils to look at page 45. Get them to guess
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• You
ou may want to collect in the books and mark
whose family it is (Sally’s). Check that pupils
them yourself. Alternatively, get pupils to read
understand that Sally and Ben are brother and
the words back to you while you write them on
sister. Look at the title (I love my family!) and
the board. Pupils should then swap books and
explain what it means.
mark their partner’s spellings.
• Explain that Sally is going to introduce her
family. Play Track 29 and get pupils to listen
Warmer 4 mins and point to the family members on the page.
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This is my grandma, grandpa, brother, baby
sister, mum, and dad,
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I love my family, and they love me. 2 Read and match. 4 mins
• Say the numbers 1–5 and ask pupils to repeat
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• Play Track 29 again. This time, get pupils to and point to the numbers in their Activity Book.
point to the family member in the picture and • Explain that they have to draw a line to match
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repeat each sentence. the numbers to the words.
• The rhyme is very repetitious – you might like to Answers
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see if pupils can repeat it without Track 29. 1 – one
You could write family names on the board
(starting with mum and dad) and add the
U 2 – two
3 – three
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new name just before pupils reach that point. 4 – four
Alternatively, you can say the lines with family 5 – five
names and get pupils to chorus I love my family,
and they love me. 3 Write. 4 mins
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got? Do this for other family members too. books at the end of the next lesson to check
Practise the question, substituting various family that they are continuing to form these number
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shirt Materials: Pupil’ss Book pages 46–47
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Activity Book pages 54–55
Extras Tracks 30 and 31
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• Spend a few minutes at the end of the Picture/word cards ((wardrobe,
lesson to review with pupils what you lamp, chair, computer, table, mat,
have done together. Get them to tell you
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bed, shelf, bin, pillow, blanket
blanket)
which parts of the lesson they enjoyed
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the most and the least.
• Round off the lesson in the usual way. Warmer
U 5 mins
• You can extend the survey activity by
asking groups to turn the information • Welcome
W elcome pupils and get them settled at their
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from the survey into a bar chart. There desks. Elicit what day it is and write the day on
is an example of a bar chart on Activity the board and read it with the class.
Book page 95. The charts pupils make • Hold up Pupil’s Book page 46 and tell pupils
can then be displayed on the wall. they are going to start a lesson called ‘My
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• Once you have the bar charts on the Bedroom’. Discuss some of the following points:
wall, you can ask pupils to find out who Talk about whether pupils share a room.
in the class has the most/fewest brothers Talk about what pupils have in their bedroom.
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by themselves, let them do it in pairs. Talk about what pupils like about
The more confident pupils can ask their bedroom.
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There’s a computer on the table and there’s a There are eight bears in the bed,
chair behind the table. And the little one says, ‘Roll over
over,, roll over’.
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There’s a lamp next to my bed. So they all roll over,
over,
There’s a mat next to my bed. My trainers are And one falls out.
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on the mat.
There are some books on the shelf next to There are seven bears in the bed,
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my bed. And the little one says, ‘Roll over
over, roll over’.
The bin’s next to the wardrobe. There’s some So they all roll over
over,
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paper in the bin. And one falls out.
There’s a red and white blanket on my bed and U There are six bears in the bed,
a white pillow.
And the little one says, ‘Roll over
over, roll over’.
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So they all roll over
over,
• Play Track 30 again for pupils to repeat,
And one falls out.
if necessary.
• Put pupils in pairs. One pupil makes a There are five bears in the bed,
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sentence with There is/There are and their And the little one says, ‘Roll over, roll over’.
partner listens and points to the item. Get pupils So they all roll over,
to change roles. And one falls out.
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12 mins
So they all roll over,
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• Quickly write the numbers 1–10 on the board. And one falls out.
Get pupils to read them forwards
There are three bears in the bed,
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and backwards.
And the little one says, ‘Roll over, roll over’.
• Get pupils to look at the picture at the top
So they all roll over,
of page 47. Ask pupils what they can see.
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• Explain no one if necessary. Play the song again 3 Write the words. 4 mins
and get pupils to join in with the words and • Say Look at on page 55. Working individually,
actions when they feel ready to do so. pupils should write the words in the correct
boxes. Ask pupils to check what they have
written in pairs. If any pupils finish quickly, they
3 Look, count and say. 8 mins
can colour the pictures.
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volunteer to make another sentence about things Extras
• Spend a few minutes at the end of the
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in the cupboard.
• Make some sentences yourself but this time lesson to review with pupils what you
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make mistakes using is instead of are and are have done together.
together. Get them to tell you
instead of is. For example: There is five books. which parts of the lesson they enjoyed
the most and the least.
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There are a computer. Encourage pupils to
correct your mistakes and to say why they • Round off the lesson in the usual way
way.
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are mistakes. • Get pupils to name as many items as
• Put pupils in pairs and get them to make U they can in the classroom using the
sentences about the things in the cupboard. target language There is/are …
Monitor and support as necessary. • If pupils are having problems
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remembering numbers 1–10, play
‘What’s the next number?’ For example,
Activity Book you say three and the class responds with
four. Do this a number of times. You
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1 Write are or is. 4 mins can then play the game with numbers in
• Say Open your Activity Books on page 54.54. reverse order. For example, you say six
Explain that pupils should read the sentence and and the class responds with five.
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Answers
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2 Read and draw. 4 mins Aims: To name and read words for
• Tell pupils to look at the bottom of page 54. party objects
Explain that pupils should read the sentences To listen and identify assorted
and draw the items in the box. objects (presents)
• Read the sentences as a class. Say There is a Numbers 1–15
lamp and get the pupils to repeat. Do the same Materials: Pupil’s Book pages 48–49
for the remaining sentences. If any pupils finish Activity Book pages 56–57
quickly, they can colour the pictures. Tracks 32, 33 and 34
Picture/word cards (balloons,
lights, presents, cards)
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birthdays, weddings, religious celebrations, etc. six … nine … eight … eleven … ten … seven …
Talk about what pupils do when they have thirteen … twelve … fourteen … two.
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a celebration.
• Find out if pupils ever give or receive cards. • Now put pupils in pairs. One pupil points to a
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number and their partner says it. Get pupils to
change roles.
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1 Look, count and say. 7 mins
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• Say Open your Pupil’s Books on page 48. 3 Listen and match. 8 mins
Explain that Reem and Sally are getting ready
for a celebration. Let pupils guess why they are
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• Tell
Tell the class to look at Pupil’s Book page
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having a celebration. See if pupils can name the 49. Explain that each character has different
objects in the picture. Ask How many balloons/ presents. In pairs, let pupils name the different
lights [etc.] are there? Let pupils respond with presents they can see.
There are six./There are nine. • Play Track 34. Pupils listen and identify the
• Put pupils into pairs. Get them to play ‘How
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Track 34
My Presents
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2 Play. 6 mins There is a blue and white ball, a robot with red
legs and a car. (3)
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• Write
rite the numbers 1–15 on the board. As you There is a green and yellow ball, a book and a
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write them, say the numbers and get the class to red football shirt. (1)
repeat. Point to the numbers 11–15 and practise There is a black car, a brown teddy bear, a net
saying them with the class. The ‘teens’ are and a red and white ball. (4)
©
particularly challenging for pupils and they will There is a small ball, a big robot and an
need plenty of practice. Make sure pupils put orange kite. (2)
the stress on the -teen when they say thirteen,
fourteen, fifteen. • Put pupils in pairs. One pupil describes a picture
• Ask pupils to look at the number beads on saying There is a … Their partner listens and
Pupil’s Book page 48. Play Track 32 and says the number of the picture. Get pupils to
get pupils to point to and repeat each number change roles and continue playing the game.
they hear. • Guessing game: Put pupils into pairs or
small groups and let them look at the wrapped
presents next to each boy. Let pupils discuss
what is in each present. Ask for ideas and get
65
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3 It’s a school bag. Answers
4 They are skates. 6 – six
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7 – seven
8 – eight
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Activity Book 9 – nine
10 – ten
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1 Write the numbers. 4 mins
• Say Open your Activity Books on page 56. 5 Write.
rite.
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4 mins
Working individually, pupils should write in the • Tell
Tell pupils to now look to the right on the page.
numbers 1–15. If pupils need help, encourage
them to look back at Pupil’s Book page 48.
U Explain that pupils should write out the number
words on the lines.
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Monitor and support as necessary. • Demonstrate with six. Get pupils to trace and
Answers write the number six. Let them continue writing
3 6 8 11 12 13 14 15 for 7–10.
• Note: You might like to collect in pupils’
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see that it makes a new word. Then they can • Spend a few minutes at the end of the
draw a picture for the new word in the box. lesson to review with pupils what you
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• Note: You might like to collect in pupils’ books have done together. Get them to tell you
which parts of the lesson they enjoyed
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66
Track 35
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In My Room
I read in my room. (3)
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Unit 3 Lesson 4: I play in my room.
I draw in my room.
(2)
(1)
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In My Room I sleep in my room. (5)
I listen to music in my room. (4)
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Aims: To describe everyday actions and Play Track 35 again, pausing after each line
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•
where they happen so pupils can repeat the sentence.
To understand descriptions of
daily actions
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• Put pupils in small groups. Say Close your
books. Say a number, e.g., two. Give pupils a
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To practise adding numbers few seconds to say the sentence which matches
To sing a song about daily actions the number to themselves. Nominate a group to
Materials: Pupil’s Book pages 50–51 say the sentence, for example I play in my room.
Activity Book pages 58–59 Continue until each picture has been described.
Tracks 35, 36 and 37
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5 mins
practise in pairs.
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• Welcome
elcome pupils and get them settled at their
desks. Elicit what day it is and write the day on 2 Look, listen and say. 8 mins
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to do the action. Call out other action words of page 50. Let pupils read each caption. Tell
(see Pupil’s Book page 26) and let pupils do the the class they are going to listen to some of the
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actions. Do an action yourself and get the class characters talking about what they do in their
to name the action. You may wish to invite some room/at school/in the park.
confident pupils up to the front of the class to • Play Track 36. Pause after each person and
take the teacher’s role. get pupils to say who they think is speaking.
• Organize pupils into pairs. One pupil does an
action and their partner must say the action. Get
them to change roles.
Track 36
Ben: Hello. After school, I go to the park with
my friends. In the park, I cycle on my bike
or play football with my friends. My sister
comes with me. She can play football too.
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Reem: Hello. At school, I do my lessons, from 1 to 15 so that Omar can get to the basket/
but in the break I skip in the net. Pupils should first track the path with
school playground with my their fingers and then go back and colour the
friends. In my room, I do my numbers. Monitor and support as necessary.
homework and I also draw
pictures and listen to music. 2 Ask and answer. 4 mins
• The second activity on page 58 makes a good
• Put pupils in pairs and let them compose a pair activity, with pairs taking it in turns to ask
sentence each for one of the places (home, and answer.
school or park). Ask for volunteers to say • First, get pupils to do the sum individually and
their sentence. write down the answer. Write 10 + 4 = ? on the
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board and demonstrate by saying What’s ten
plus four? Choose a confident pupil and see if
3 Listen and say the rhyme.
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8 mins they can answer with It’s 14 or 14. Encourage
pupils to make the full sentence, i.e., It’s 14.
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• Get pupils to tell you if they have been on a bus. • Note: The symbol ‘+’ is said as plus.
Get the class to look at the picture on Pupil’s
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Book page 51. Ask some questions, for example: 3 Now you try. 4 mins
What colour is the bus? • Put pupils in pairs and get them to ask and
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How many children are on the bus? answer the questions. Monitor and support
Where are the children going? U as necessary. Check the answers with the
Who is wearing a hat? whole class.
What are the children wearing? (school uniform)
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Answers
How many lights are there on the bus?
1 + 9 = 10 6 + 8 = 14
• Play Track 37. Encourage pupils to join in,
11 + 5 = 16 10 + 7 = 17
especially with the words … on the school bus.bus.
7 + 6 = 13 9 + 9 = 18
See if pupils can tell you what the children do
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I sit with my friends on the school bus. it in the space. When they have all three letters
I talk to my friends on the school bus. they will see that it makes a new word. This
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I read my books on the school bus. time the pictures for the new words are included
I play games on the school bus. as clues.
It’ss very good fun on the school bus!
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68
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• Get pupils to look at Pupil’s Book 52. Explain
refer to a number line. This can be one
that Omar is describing what he does every day.
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you keep permanently displayed on the
Get pupils to look at the different pictures and
wall, or pupils can turn back to Pupil’s
name some of the things Omar does.
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Book page 48.
• Get pupils to look at picture 1. Read the text
with the class: wake up.
up. Do the same with all
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of the pictures and get pupils to follow in
their books.
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• Play Track 38 and get pupils to listen and
Unit 3 Lesson 5: U point to each picture.
To learn a rhyme
To
o understand descriptions of Track 38
daily actions My Day
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To
o learn expressions of time In the morning, I wake up, I get dressed and I
To
o write about your daily routine eat my breakfast.
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At night, I go to sleep.
Warmer 5 mins
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69
think of different things they do in the morning, • Note: There are a number of possible orders,
afternoon and at night. but the first three pictures would probably be:
• Play Track 39. While pupils listen, I get dressed. 1
demonstrate some actions. For example, yawn I eat breakfast. 2
and stretch for ‘wake up’, pull on a shirt for ‘get I brush my teeth. 3
dressed’ and so on. • The remaining sentences could be numbered in
any order.
Track 39
Reem’s Day 2 Listen and read. 6 mins
It’s morning, morning, • Say Look at page 61.. Look at the pictures for
Wake up, get dressed, morning (1), afternoon (2) and night (3). Say
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Eat breakfast, school bus. in the afternoon and ask pupils to point to
the picture. Repeat for in the morning and at
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It’s afternoon, afternoon, night. Point out: in the morning/afternoon, but
Read books, say rhymes, at night.. Say each phrase several times and ask
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Eat lunch, play games. pupils to repeat after you.
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3 rite about yourself.
Write 6 mins
Brush teeth, wash face,
• Set the activity at the bottom of page 61. Read
Close eyes, go to sleep.
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out the rubric (as a class or individually).
U Remind pupils that they are writing about
• Explain that breakfast is the meal we have in the
themselves, not Reem or Omar
Omar. Ask for a
morning and lunch is the meal we have in the
volunteer to read out the first sentence and add
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early afternoon.
the ending.
• Play the rhyme again and get pupils to join in
and do the actions when they feel ready to do so. Possible answers
I brush my teeth in the morning.
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them to tell you who they can see ((Reem). Read Before next lesson
the title together: Reem’s Morning
Morning. Ask pupils if
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they think this is a school day or at the weekend. • Familiarize yourself with the procedure for
• Play ‘Find the word’. Ask pupils to find the making the book on Pupil’s Book page 55, and
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words you call out. Start with easy words and make a book about your day to show to your
move to words pupils will not be familiar with, pupils. For the next lesson, you will need to
©
for example: I, a, my, book, read, get dressed, prepare pieces of paper (by cutting A4 paper in
play, teeth, room, eat, tidy, brush. half) and some string for each child. Each child
• Put pupils in pairs and ask them to read the six will need about six pieces of paper – you can
sentences, taking turns with one sentence each. decide how long the books should be. You will
After they have finished reading, get pupils to also need a hole punch and some coloured pens.
number the pictures 1–6, in the order in which
they think they might go. Ask for suggestions
for picture 1, with a volunteer reading out the
first sentence.
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Extras
• Spend a few minutes at the end of the
Unit 3 Lesson 6:
lesson to review with pupils what you
have done together. Get them to tell you
Ben’s Afternoon
which parts of the lesson they enjoyed
the most and the least. Aims: To talk about daily routines/
• Round off the lesson in the usual way. activities
• Put pupils in pairs or small groups. Write To read about daily activities
the capital letters J–Z on the board. Ask To make a book about
pupils to think of names of children in daily activities
the class that start with these letters. To
o practise spelling words with sh
• Play ‘I put on my ...’. Bring three or To
o practise expressions of time
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four confident pupils to the front and Materials: Pupil’ss Book pages 54–55
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demonstrate the game. Say In the Activity Book pages 62–63
morning, I put on my shirt. (You can Track 40
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mime the action too.) Encourage the first A4 paper cut in half, lengths
pupil to say In the morning, I put on of string, a hole punch,
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my cap and the next pupil to say In the coloured pens
morning, I put on my …, etc. Then say
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At night, I take off my shirt. The first
pupil says At night, I take off my cap, Warmer
U 5 mins
to help pupils remember the sequencing Remind pupils of the rules. Anyone who moves
of the numbers. For example, count when the caller doesn’t say Salman says is out
down from fifteen to ten or five. Say a and sits down. The game continues until there is
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number and get pupils to respond with only one pupil left.
the next in the series, for example, you • Nominate a ‘caller’ in each group. The caller
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activities will help pupils feel more Salman says, ‘Put on your shoes.’
confident with numbers. Put on your shirt.
• Do a group quiz. Get pupils to look Salman says, ‘Take off your hat.’
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at Pupil’s Book page 52. Say a picture Take off your scarf.
number, for example, four. Nominate a
group to say the sentence I go to school.
Award a point to the group if they say 1 Listen, look and read. 8 mins
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1 shelf
• Ask volunteers to say what they do before they 2 shirt
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go to bed. Elicit ideas: clean teeth, wash face, 3 fish
brush/comb hair, etc. Pupils may have other 4 shoes
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ideas, for example, they may have something to 5 wash
drink or eat, they may read a book, etc. Accept 6 shop
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all ideas and help out with any vocabulary.
• Ask pupils to look at Pupil’s Book page 55. Elicit
2 Read the words.
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5 mins
the sentence Reem is sleepy and explain what
• Say Look at page 63. Read out the rubric (as
it means. Put pupils in pairs and let them read U a class or individually). Read out each phrase
the four sentences about Reem. Read out each
and ask pupils to follow and repeat. Tell the
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sentence and ask pupils to follow and repeat.
pupils that they will need these phrases for the
next activity.
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pupils make a shorter book of only three hold it up and move the hands. Discuss some of
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or four pages. the following points:
• Talk
alk about whether pupils wear a watch.
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• Talk
alk about how they wake up – do their parents
wake them up, or do they use an alarm clock?
A
• Talk
alk about how they know when lessons start
Unit 3 Lesson 7: and finish. Is it because of a bell?
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• Talk
alk about the different ways time is shown on
What’s the time? U clocks, mobile phones, etc.
• Say Open your Pupil’s Books on page 56. Read
the rubric: Look, listen, point and say. Ask
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Aims: To tell the time
pupils what they can see on the page. Get pupils
To say when you do daily activities
to look at the clock faces and find the small
To draw times on clock faces
hands. Ask them to write down the numbers that
Too recognize unspaced words and
the small hands are pointing to (6, 8, 12, 3, 7,
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can, can’t)
o’clock. Make sure you pronounce the o as the
Materials: Pupil’ss Book pages 56–57
sound /@/ (schwa).
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Track 41
Warmer 5 mins What’s the time?
What’s the time? It’s three o’clock.
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• Welcome
elcome pupils and get them settled at their What’s the time? It’s seven o’clock.
desks. Elicit what day it is and write the day on What’s the time? It’s six o’clock.
the board and read it with the class. What’s the time? It’s twelve o’clock.
• Play a game of ‘I spy’. Remind pupils of the What’s the time? It’s eight o’clock.
rules. A pupil chooses a thing they can see in What’s the time? It’s nine o’clock.
the classroom. The pupil says I spy something.
It begins with [‘b’]. The other pupils have to • Play Track 41 again and stop after each time
guess what it is. Practise as a class saying I spy for pupils to repeat.
something. It begins with [‘b’]. Tell the pupils
to put their hands up if they want to answer.
For example:
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the first time and not write anything. Play
Track 42.
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Activity Book
Track 42
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I wake up at six o’clock. 1 Read and draw the times. 5 mins
Hello, I’m Omar. I wake up early at six • Say Open your Activity Books on page 64 64. Ask
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o’clock. I eat my breakfast at seven o’clock How many clocks can you see? Elicit what pupils
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and go to school at eight o’clock. After school have to do – they have to read the sentences and
I come home and do my homework and then I U draw in the times. Read the rubric with the class.
play with my friends or watch TV. I go to bed • Working individually, pupils should complete the
at nine o’clock. four clocks. While they are doing this, draw four
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clock faces on the board. Put pupils in pairs to
Hello, I’m Ben. I get up at six o’clock and
check their answers.
eat my breakfast at seven o’clock like Omar.
• Ask questions to elicit the times, for example
I go to school on the bus at eight o’clock. In
What time do you wake up/go to school/watch
the afternoon I play with my friends or draw
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Answers
Hi, I’m Sally. I wake up very early at five
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74
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(Igotoschoolat8o’clock.) on the board, but pupils
have already done a similar activity in Unit 2.
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Answers
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I wake up at 6 o’clock.
I go to school at 8 o’clock.
I watch TV at 5 o’clock.
Unit 3 Lesson 8:
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Ben’s Messy Room
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3 Look, say, cover, write, check. 5 mins
• Pupils should continue to spell common, high-
Aims: To listen to and read a story
frequency words using the ‘Look, say, cover,
U To reconstruct a story
write, check’ strategy. The four words for this
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unit are you, they, can, can’t. Lesson 1 of Unit 4 To practise asking questions
has a spelling test of these four words. To learn to spell four high-
• Ask pupils to look at the activity at the bottom frequency words (you, they,
of Activity Book page 65. Write the rubric can, can’t)
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‘Look, say, cover, write, check’ on the board and Materials: Pupil’s Book pages 58–59
read it with the class. Elicit what pupils have to Activity Book pages 66–67
do – if necessary, copy the table onto the board Track 43
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and remind pupils that this time they will use the
‘Write 1’ column.
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number by raising a linked number of fingers. Ben’s hopeful tone when he says Is it [on] the …?
For example, as a pupil says 11, they hold up and also his disappointed tone when he says No,
one finger (two fingers for 12, six fingers for it isn’t.
16, etc.). • Ask children if they enjoyed the story and
get them to tell you their favourite parts. Get
children to tell you why Ben couldn’t find his toy
1 Listen, look and read. 20 mins snake (his room is too messy).
• Use this opportunity to talk about reasons to
• Tell pupils they are going to read a story in this keep rooms tidy. For example, we can find things
lesson called ‘Ben’s Messy Room’. Discuss some more easily when rooms are tidy, and it is safer
of the following points: when things are not on the floor. Find out who
Do pupils have their own bedroom? Or do they tidies their room at home and talk about taking
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share? Who do they share with? responsibility for keeping your own room tidy.
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What’s in their bedroom? You may want to extend this idea to keeping the
Who cleans the room? classroom, school and wider environment tidy
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Is their bedroom tidy or messy? and clean.
• Tell the class they are going to listen to the story.
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Get them to look at Pupil’s Book pages 58 and
59. Give them some time to look at the pictures Activity Book
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and guess what is happening. Ask them to name
some of the things they can see in Ben’s room. 1
U Read and match. 8 mins
• Read the title with the class and explain the • Say Open your Activity Books on pages 66
word messy (it means untidy). Play Track and 67.
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43 and encourage children to point and follow • Look at the two pages and point to the
the pictures. numbered speech bubbles. Get pupils to count
how many speech bubbles there are. Then get
Track 43 pupils to look at the sentences under the pictures
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Ben’s Messy Room on page 66. Again, ask How many sentences
Ben: I can’tt find my toy snake. are there? Ask for volunteers to read out the six
My room is too messy
messy.. sentences to the class or put pupils in pairs/small
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No, it isn’
isn’t!
t!
Is it in the wardrobe? match the sentences to the speech bubbles and
write the relevant numbers in the boxes. Let
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No, it isn’
isn’t!
t!
Is it on the table? pupils check their answers in pairs.
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No, it isn’
isn’t! Answers
Is it under the mat? 1 Is it under the bed?
Yes,
Y es, it is! 2 Is it in the wardrobe?
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76
Extras
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• Spend a few minutes at the end of the
lesson to review with pupils what you
O
have done together. Get them to tell you
which parts of the lesson they enjoyed
TI
the most and the least.
• Round off the lesson in the usual way.
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• Working in pairs, get pupils to look at
the pictures for the story ‘Ben’s Messy
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Room’ (either those on Pupil’s Book
pages 58–59 or on Activity Book pages U
66–67) and decide on two or three
other places where the snake could be
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hiding. As pupils work together on this,
move around the class and help out as
necessary. Ask for volunteers to act out
their new words to the story. One pupil
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Aims
Listening
• Understand descriptions using prepositions in, on and under.
• Listen to descriptions of clothing and match to pictures.
• Identify and spell words with ch.
N
• Listen to and follow a story.
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Speaking
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• Use big and small to describe objects.
• Practise using he/she (He’s/She’s wearing …).
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• Act out a story.
Reading
C
• Learn dictionary skills.
U
ED
• Recognize word groups/categories.
• Read
ead and match descriptions of animals.
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Writing
• Match
atch descriptions to animals.
• Write letters a–z freehand and match letters to key words.
N
• Complete
omplete a spelling test.
R
• Practise
ractise spelling words with ch.
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78
Key words
Lesson 1 Lesson 3
under the bed – /ʌndə(r) ðə ˈbed/ What is it? – /wɒt ˈɪz ɪt/
next to the table –
/nekst tə ðə ˈteɪbl/ Lesson 4
under the chair – He kicked it. – /hi ˈkɪkt ɪt/
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/ʌndə(r) ðə ˈtʃeə(r)/ He spun it. – /hi ˈspʌn ɪt/
in the wardrobe – He headed it. – /hi ˈhedɪd ɪt/
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/ɪn ðə ˈwɔː(r)drəʊb/ He bounced it. – /hi ˈbaʊnst ɪt/
on the mat – /ɒn ðə ˈmæt/
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in the bed – /ɪn ðə ˈbed/
on the chair – /ɒn ðə ˈtʃeə(r)/
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between the table and the
wardrobe –
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/bɪtwiːn ðə teɪbl ənd ðə
ˈwɔː(r)drəʊb/
U
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Lesson 2
He’s wearing … – /hiz weərɪŋ/
She’s wearing … – /ʃiz weərɪŋ/
It’s her. – /ɪts ˈhɜː(r)/
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Unit 4 Lesson 1: bingo’ using the grid on the board before starting
the game.
Is it?
‘Number bingo’ – instructions
Aims: Review prepositions
Review letters a–l and letter– • Pupils have their 4 x 4 number grids in front of
sound correspondence them with a number between 1 and 20 written in
Review the names of the letters of each square.
the alphabet • The teacher calls out a number between 1 and
Spelling test 20 at random. If a pupil has that number
number, they
Materials: Pupil’s Book page 62 cross it out.
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Activity Book page 68 • Note: Keep a record of the numbers you call out
Track 44
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in case you need to check them later.
Plain paper for ‘Number • Continue calling out numbers 1–20, randomly
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bingo’ grids selected.
• The first pupil to cross out all the numbers on
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their grid shouts Bingo! and wins the game.
Teaching note
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• Units 4 and 8 are revision units. There is Spelling test
U 8 mins
found difficult • Check that pupils are ready to write. Say the
– do more of the additional Extras that follow first word: you. Let pupils write the word in the
each lesson first row next to number 1. Continue with the
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– let pupils have time to do the more creative, remaining three words (they, can, can’t).
project-based types of activity (for example, • You may want to collect in the books and mark
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Unit 3, Lesson 1 – extending the survey them yourself. Alternatively, get pupils to read
and making a bar chart to display the the letters of each word back to you as you write
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other’s spellings.
Warmer 7 mins
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80
the class five chances to guess the picture you to put up on the classroom wall for the
have chosen. If the class manages to describe the high-frequency words that are tested in
picture in five questions, they win a point, but if Units 1–3 and 5–7. On completion of the
they don’t, you win a point. For example: test for each unit (completed in Lesson
Class: Is it under the bed? 1 of the subsequent unit), you can write
Teacher: No, it isn’t. the words for the unit on the ‘Spell’
Class: Is it in the wardrobe? poster. Let pupils write the words on the
Teacher: No, it isn’t. poster themselves; each pupil can take
Class: Is it on the chair? a turn, as the units progress, to write in
Teacher: No, it isn’t. one word. As mentioned earlier, many
Class: Is it next to the table? of the target words are not phonetically
Teacher: Yes, it is. You win! regular, and pupils need to learn
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• Organize the class into pairs and tell them to them as whole units using their visual
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play ‘Five guesses’. Make sure pupils take turns memory. The poster will become a useful
and keep a record of their points. classroom resource. You can encourage
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pupils to use it to check spellings for
themselves when they are not sure.
Activity Book
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• Play TTrack
rack 44 to review the names of
the alphabet. You might like to play this
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1 Write the letters. 15 mins on a regular basis to help pupils become
• Before you start this activity, you might like to U really familiar with the alphabet and its
review the names of the letters of the alphabet. If sequence of letters.
you have an alphabet poster on the wall, you can
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use this to help. Alternatively, you can write the Track 44
letters on the board. Pupils will use the names of Alphabet Song
the letters in the pair activity below. a, b, c, d,
• Say Open your Activity Books on page 68. 68. e, f, g,
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w, x, y and z.
example. Pupil 2 writes down the letter in the
correct place (a next to ant ). Pupil 1 checks that
ant).
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a has been written correctly and in the correct Before next lesson
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My Big Family • Ask pupils to look at Pupil’s Book page 63. Ask
Whose family is it? Pupils should respond with
It’s Omar’s/Reem’s or Omar’s/Reem’s. Note:
Aims: To review names for
At this point, do not worry about teaching the
family members
possessive s, but say the possessive nevertheless.
To review colours
Possessive s is taught in Primary 4.
To review clothes
• Put pupils in pairs and let them count how many
To practise using he/she (He’s/
people they can see. Make this a race: the pair to
She’s wearing …)
get the correct answer first is the winner
winner. There
To review letters m–z and letter–
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are 16 people in the picture. Continue the race
sound correspondence
by asking:
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To review the names of the letters
How many brothers has Reem got? (six)
of the alphabet
How many sisters has Omar got? (five)
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To learn dictionary skills
How many grandmas has Omar/Reem got? (two)
Materials: Pupil’s Book page 63
How many grandpas has Omar/Reem got? (one)
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Activity Book page 69
• Explain the pupils will hear a description of
Track 45 what the people are wearing. They should
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Blank paper for ‘Match the capital
identify the person and say what relation he/
letter’ game
she is to Omar/Reem (mum, dad, brother
brother, sister,
Lower case alphabet cards a–z (see
U grandma or grandpa). Play Track 45.
‘Before next lesson’ in Lesson 1)
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Track 45
Warmer 10 mins My Big Family
He’s wearing a blue shirt, brown trousers and
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• Welcome
elcome pupils and get them settled at their grey shoes. (grandpa)
desks. Elicit what day it is and write the day on She’s wearing a pink shirt, pink shoes and an
the board and read it with the class. orange skirt. (mum)
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• Play ‘Line up’ using either numbers 1–20 or He’s wearing grey trousers, a green shirt and
letters a–l. Depending on the size of your class, red and white trainers. (brother)
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you may need to do this two or three times. She’s wearing a long green skirt and a blue shirt
Quickly randomly allocate letters or numbers and pink shoes. (grandma)
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to pupils around the class. Tell pupils they must She’s wearing an orange shirt, a grey skirt and
pink and white trainers. (sister)
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in order. The rest of the class watch and help as white shirt and grey shoes. (dad)
necessary. Repeat for the next group and so on
until everyone has had a turn.
• Note: You can also play this game by handing 2 Ask and answer. 10 mins
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• Put pupils into pairs. One pupil describes a dictionary are listed in the same way
member of the family using the target language as the alphabet. They can be reminded
He’s/She’s wearing … Their partner must find of the alphabet sequence by singing the
and point to the member of the family and say Alphabet Song (Track 44).
the family relationship (brother, mum, grandma, • Category games – find three or four
etc.) Get pupils to change roles. words for food, clothing, etc.
• Scanning activities – which word comes
before or after chicken, rice, etc.? This
Activity Book sort of activity encourages pupils to
use their knowledge of the alphabet to
1 Write the letters. 15 mins locate these words and to concentrate
• Before you start this activity, you might like to on reading only to find the required
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review the names of the letters of the alphabet information. This is a useful first step for
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again. If you have an alphabet poster on the pupils to learn on the way to becoming
wall, you can use this to help. Alternatively, you proficient readers.
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can write the letters on the board. Pupils will use • Play ‘Match the capital letter’. This game
the names of the letters in the pair activity below. is very similar to ‘Bingo’. Hand out
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• Say Open your Activity Books on page 69. Put pieces of plain paper and draw a grid
pupils in pairs and get them to name all of the on the board (4 squares x 4 squares).
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pictures they can see on the page. Monitor and Working
W orking individually or in pairs, get
clear up any problems with words that pupils are U pupils to copy the grid and write a
unsure of. Now explain that Pupil 1 should take capital letter ((A–Z) in each square.
a word and say the initial letter, m, for example. If pupils are unsure how to form any
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Pupil 2 writes down the letter in the correct place particular capital, tell them to look back
(m next to mat). Pupil 1 checks that m has been at Activity Book pages 41, 44, 48 and
written correctly and in the correct place, then 50. Have your lower case alphabet
writes m in their book. The pair swaps roles. cards ready.
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Pupils continue in this way until all the letters ‘Match the capital letter’ –
have been covered. instructions
Answers • Pupils have their 4 x 4 number grids in
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Activity Book page 70 Party/Celebration Parts of body Clothing
presents hand dress
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Blank paper for ‘Word
groups’ game lights arm cap
balloons trainers
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A picture card for one of the
objects on Pupil’s Book page 64 cake
ice-cream
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Game Circles and counters,
buttons or small pieces of Animals
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coloured paper camel
frog
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Warmer 10 mins
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1 Play and say. 15 mins
• Welcome
elcome pupils and get them settled at their
desks. Elicit what day it is and write the day on • Hold up a suitable picture card for one of the
the board and read it with the class. objects shown on the ‘game board’ on page 64
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• Play ‘Word
ord groups’. On the board, draw three or – ball, for example. Ask What is it? Elicit the
four boxes. In each box, write several words that answer. Tell pupils you want them to answer in
belong to different categories. complete sentences: It’s a ball. Ask pupils to add
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• Put pupils into pairs or small groups and get some more description: It’s a green and yellow
them to discuss and decide on categories to
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class. It will be easier for pupils if you give Each pupil has a counter. Pupils put their
them the category headings or fewer categories. counters on the ‘Start’ square.
However, it is good practice for pupils to decide Make sure all pupils can see a Game Circle
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on the categories for the words, as it develops (at the back of the Activity Book). Pupils take
their critical thinking skills. Many words can turns to close their eyes and select a number
go in more than one category. For example, randomly by touching a number on the Game
cake and ice-cream are both ‘Food’ and ‘Party/ Circle. Pupils move their counter forward by the
Celebration’ words. number they selected towards the ‘Finish’ square.
apple cap When pupils land on a space, they must describe
dress bread the object using complete sentences and in much
hand at night detail as possible.
cake camel If they describe an object successfully, they move
presents ice-cream forwards two spaces and stop there.
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10 mins
• Say Open your Activity Books on page 70. Make dictionary, for example:
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sure pupils understand what they have to do. • Alphabetical order – find words
Read out the rubric (as a class or individually). beginning with d, l, t, etc
etc.. This will help
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Ask pupils to look at the two letters in the pupils understand that the words in the
middle of the page (ch). Ask pupils what dictionary are listed in the same way
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sound these letters make when they are written as the alphabet. They can be reminded
together. Allow pupils time to write. Then, ask of the alphabet sequence by singing the
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volunteers to say what each word is. Alphabet Song (Track 44).
Answers
U• Category games – find three or four
1 chair words for food, clothing, etc.
• Scanning activities – which word comes
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2 chicken
3 watch before or after chicken, rice, etc.? This sort
4 cheese of activity encourages pupils to use their
knowledge of the alphabet to locate these
words and to concentrate on reading only
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the class.
• Tell
ell pupils to write the correct word next to each
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2 frog – small
3 mouse – small Aims: To listen to and follow a story
4 elephant – big To review actions
To act out a story
To recognize word
groups/categories
To review adjectives of size
To practise spelling words with ch
To learn dictionary skills
Materials: Pupil’s Book page 65
Activity Book page 71
Tracks 46 and 47
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Warmer 12 mins
group will end up with a score and the winners
will be those with the highest score.
• Welcome pupils and get them settled at their
desks. Elicit what day it is and write the day on
1 Listen and look. 13 mins
the board and read it with the class.
• Play ‘Word groups’. This activity has the same
• Say Open your Pupil’s Books on page 65. Ask
focus as in Lesson 3. This time, however, pupils
pupils to look at the pictures and think about
themselves will decide on the word categories
what is going on. Give pupils some time to look
(they can reuse the categories from the previous
at the pictures quietly by themselves and think
lesson if they wish) and the mixed-up words to
about what is happening.
be grouped.
• Elicit words that describe what is happening
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• Put pupils in small groups. Hand out a sheet of
in the story.. Write the words on the board. For
blank paper to each group. Pupils can choose a
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example, pupils should be able to give you words
name for their group and write it at the top of
such as: friend(s), ball, playing football, etc. Ask
their paper. On the board, draw three (or four)
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a confident pupil to read the title.
boxes. Pupils should copy the boxes onto the
• Tell
ell the class they are going to listen to the story.
blank paper. Note: Make sure you tell pupils to
Play Track 46 and encourage pupils to point
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make their boxes big enough to fit four or five
to the pictures as they listen.
words into.
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• Working as groups, pupils should choose three
(or four) categories. They should write their Track 46
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categories under the boxes. Pupils should Can I play?
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then write words that belong to their chosen Tim
Tim got a new ball.
categories randomly in the three (or four) boxes. He met Mo.
Mo: Can I play?
[Pupils’ mixed category words] Tim: No!
He met Flo.
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Tim: No!
Tim played with his new ball.
[Pupils’ mixed category words]
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He kicked it.
[Category 3] He bounced it.
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He headed it.
[Pupils’ mixed category words] He spun it.
But it wasn’t fun.
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10 mins
Answers
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• Write the words kicked, bounced, headed and
1 bee
spun on the board. Play Track 46 again.
2 lion
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Pause at these words and let pupils repeat them.
3 tiger
Point to the words on the board and get pupils
4 frog
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to read as you point.
• Ask pupils to look at the activity at the bottom
Extras
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of page 65. Put pupils in pairs and ask them to
• Spend a few minutes at the end of the
decide which letter goes with each sentence. Do
lesson to review with pupils what you
a class check.
U have done together
together. Get them to tell you
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Answers which parts of the lesson they enjoyed
a He kicked it. the most and the least.
b He bounced it. • Round off the lesson in the usual way.
c He headed it. • When doing any writing or spelling
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• Note: The verbs here are in the past simple. Do • Tell pupils they are going to act out or
not worry about introducing the ~ed endings at ‘speak out’ the story. Put pupils into
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on reading only to find the required
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information. This is a useful first step for
pupils to learn on the way to becoming
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proficient readers.
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C
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ED
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R
A
G
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Aims
Listening Writing
• Learn a rhyme/song. • Practise spelling words with ee and th.
• Listen and identify rooms (bedroom, • Writerite verbs related to health.
bathroom, kitchen, living room). • Do o a wordsearch puzzle.
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• Listen and locate characters. • Put ut words into categories.
• Listen to and understand descriptions • Write a timetable.
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of houses. • Writerite and add numbers 10–20.
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• Listen to a story. • Writerite an email about your
• Listen to identify shapes. favourite subjects.
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omplete gaps in sentences about
• Complete
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Speaking school subjects.
• Talk about healthy food and activities. • L
U Learn
earn to spell four high-frequency words
• Ask and answer Do you …? questions ((do
do,, don’t
(do, don’t, your, how).
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about keeping healthy. • SSpell
pell days of the week.
• Complete a conversation.
• Talk about favourite subjects.
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• Practise counting.
• Describe furniture.
ractise asking and answering How
• Practise
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many …? questions.
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Reading
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• Read
ead words about health.
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• Read
ead and follow exercise plans.
dentify spelling mistakes.
• Identify
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ead an email.
• Read
ead words with the vowel sound /ee/
• Read
and the digraph /th/.
• Read names for furniture and identify
where items go.
• Solve a reading puzzle.
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Key words
Lesson 1 Yes, we do. – /jes wi ˈduː/ Lesson 6
meat – /miːt/ Do we have any chicken? – Talk about your house. –
healthy food – /helθi ˈfuːd/ /dʊ wi hæv eni ˈtʃɪkɪn/ /tɔːk əbaʊt jɔː(r) ˈhaʊs/
sleep – /sliːp/ No, we don’t. – /nəʊ wi ˈdəʊnt/ My house has a living room
exercise – /ˈeksə(r)saɪz/ and a kitchen. –
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wash – /wɒʃ/ Lesson 4 /maɪ haʊs hæz ə lɪvɪŋ ruːm ənd
brush – /brʌʃ/ Do you like English? – ə ˈkɪtʃɪn/
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drink – /drɪŋk/ /dʊ jʊ laɪk ˈɪŋglɪʃ/ It has a bathroom and three
This is the way I wash my face. – Yes, I do. – /jes aɪ ˈduː/ bedrooms. –
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/ðɪs ɪz ðə weɪ aɪ wɒʃ maɪ ˈfeɪs/ What’s your favourite lesson? – /ɪt hæz ə bɑːθruːm ənd θriː
brush my teeth – /brʌʃ maɪ ˈtiːθ/ /wɒts jɔː(r) feɪvərɪt ˈlesn/ ˈbedruːmz/
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comb my hair – It’s maths. – /ɪts ˈmæθs/
/kəʊm maɪ ˈheə(r)/ Do you like music? – Lesson 7
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go to sleep – /gəʊ tə ˈsliːp/ /dʊ jʊ laɪk ˈmjuːzɪk/ triangle – /ˈtraɪæŋgl/
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No, I don’t. – /nəʊ aɪ ˈdəʊnt/ square – /skweə(r)/
Lesson 2 What about you? – circle – /ˈsɜː(r)kl/
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Do you wash? – /dʊ jʊ ˈwɒʃ/ /wɒt əbaʊt juː/ rectangle – /ˈrektæŋgl/
go to bed early – How many triangles are there? –
/gəʊ tə bed ˈɜː(r)li/ Lesson 5 /haʊ meni ˈtraɪæŋglz ɑː(r)
eat healthy food – /iːt helθi ˈfuːd/ bedroom – /ˈbedruːm, -rʊm/ ðeə(r)/
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brush your teeth – /brʌʃ jə(r) ˈtiːθ/ blanket – /ˈblænkɪt/ There are 11. – /ðeər ɑːr ɪˈlevn/
exercise – /ˈeksə(r)saɪz/ lamp – /læmp/ What is it? – /wɒt ˈɪz ɪt/
floor – /flɔː(r)/ beds – /bedz/ It’s a … – /ɪts ə/
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Materials: Pupil’s Book pages 68–69 point to the pictures and the words. Play
Track 48.
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Activity Book pages 72–73
Tracks 48, 49 and 50
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Notebooks or sheets of Track 48
blank paper My Health
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Sally: Hello. I am Sally and I’m eight.
I like being healthy.
healthy Every day I
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Warmer 8 mins
get up and wash my face. Then
U I eat healthy food for breakfast.
• Welcome pupils and get them settled at their
I always brush my teeth after
desks. Elicit what day it is and write the day on
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breakfast and before I go to sleep.
the board and read it with the class.
I drink lots of water. I do lots of
• Write
rite two maths equations on the board – one
exercise – I play games with my
addition (e.g., 5 + 9 = 14)) and one subtraction
friends, and we skip and climb,
(e.g., 17 – 5 = 12).
). Say the equations as you
run and hop and have lots
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Track 50 sweets – unhealthy
This is the way … cake – unhealthy
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This is the way I brush my teeth, fish – healthy
Brush my teeth, brush my teeth,
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This is the way I brush my teeth, 2 Ask and answer. 5 mins
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Do you wash every day?
This is the way I wash my face, Do you exercise every day?
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Wash my face, wash my face, Do you eat healthy food?
This is the way I wash my face,
Early in the morning.
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•
Do you brush your teeth after eating?
Elicit the answers Yes, I do./No, I don’t. Practise
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these questions with the whole class. Practise
This is the way I comb my hair,
with open pairs questioning and answering.
Comb my hair, comb my hair,
• Ask pupils to look at the bottom activity on page
This is the way I comb my hair,
72. Read the rubric and the text in the speech
Early in the morning.
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This is the way I go to sleep, number). Get pupils to write the names of two
Early in the evening. members of their group in the spaces in the top
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to join in with the words of the song as they this stage, however, they might be able to write
do the actions. each name in full.) Pupils should now ask one
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Answers
1 three
Unit 5 Lesson 2:
2 teeth
3 thumb
Are you healthy?
4 bathroom
Aims: To ask and answer Do you …?
4 Read, match and say. 4 mins questions about keeping healthy
• Ask pupils to look at the bottom activity on page To talk about exercises
73 of their Activity Books. Get pupils to look To read and write verbs related to
at the pictures and ask Who do you see? Elicit keeping healthy
Sally. Point out that each picture has a number. To
o complete a conversation
To
o do a wordsearch puzzle
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Ask pupils to read the phrases and match them
to each picture. Once pupils have finished Materials: Pupil’ss Book pages 70–71
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writing, ask a volunteer to say the answer for Activity Book pages 74–75
number 1. Get the rest of the class to repeat eat Track 51
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healthy food. Continue eliciting answers for the
rest of the activity.
Warmer
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5 mins
Answers
1 eat healthy food
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• Welcome
W elcome pupils and get them settled at their
2 brush
U desks. Elicit what day it is and write the day on
3 exercise
the board and read it with the class.
4 wash
• Put
P ut pupils in groups of seven. Pupils should
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decide amongst themselves who is each of the
Extras characters on page 70 (i.e., Omar and the other
• Spend a few minutes at the end of the
six characters). Let pupils look at Pupil’s Book
lesson to review with pupils what you
page 70 and read as they wish: ‘Omar’ asks the
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Child 1: Yes, I do. (picture 1) • Ask pupils to open their Activity Books on
Omar: Do you go to bed early? page 74. Working individually, let pupils read the
Child 2: Yes, I do. (picture 2) phrases in the boxes and decide which picture
Omar: Do you eat healthy food? each phrase goes with. Let pupils compare their
Child 3: No, I don’t. (picture 3) answers with a partner. Do a class check – does
Omar: Do you brush your teeth? everyone agree?
Child 4: No, I don’t. (picture 4) Answers
Omar: Do you exercise? 1 brush my teeth
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Child 5: No, I don’t. (picture 5) 2 eat healthy food
Omar: Do you drink water? 3 exercise
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Ben: Yes, I do. (picture 6) 4 sleep
5 wash my face
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• Play Track 51 again. Stop after each of
Omar’s questions for pupils to repeat and after 2 Find and write the sh words. 5 mins
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each answer again for pupils to repeat. • Ask pupils to look at the bottom activity on page
• Get children to tell you who was healthy and 74 of their Activity Books.
Books Point to the pictures
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who was unhealthy. on the right and ask What do you see? (Elicit
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•
wash, shoe, shirt, fish, brush
Tell
T
brush).
ell pupils that there are sh words hidden in the
2 Read and do.
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8 mins
wordsearch. Go through the example, pointing
to where wash has been circled and written next
• Get children to look at Pupil’s Book page 71. to the correct picture.
Read the rubric at the top of the page: Read and • Make sure pupils understand what they have to
do.. Get the whole class to read out each action
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s h o e i
3 Say and do.
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6 mins
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1. Do you wash? Yes I do. To
o identify spelling mistakes
2. Do you go to bed early? Yes, I do.
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To
o practise verb/object
3. Do you eat healthy food? No, I don’t. correlations
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4. Do you brush your teeth? Yes, I do. Materials: Pupil’
Pupil’ss Book pages 72–73
5. Do you exercise? No, I don’t. Activity Book pages 76–77
6. Do you drink water? Yes, I do. Tracks 52 and 53
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Extras
• Spend a few minutes at the end of the Warmer
U 5 mins
lesson to review with pupils what you
have done together. Get them to tell you • Welcome
W elcome pupils and get them settled at their
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which parts of the lesson they enjoyed desks. Elicit what day it is and write the day on
the most and the least. the board and read it with the class.
• Round off the lesson in the usual wayway.. • Play a ‘Chain game’. Start by saying the word
• Sing or say ‘This is the way …’ again (see kitchen. Choose a confident pupil and say
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page 69 of the Pupil’s Book),), but this kitchen. Encourage the pupil to follow on
time, substitute the verbs from page 71. with another word connected with kitchen –
Do actions as you sing. For example: this could be a food or an item of furniture,
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This is the way I hop and bend, for example. Ask another pupil to think of
Hop and bend, hop and bend, another word and go round the class asking for
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Twist
wist and jump, twist and jump, words are repeated. This is a ‘quick think’ game,
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can do this in pairs or small groups 1 Listen, point and say. 8 mins
with one pupil saying the rhyme and the
other(s) doing the actions. • Say Open your Pupil’s Books on page 72. Give
• If pupils are shy about doing the actions, pupils a minute or two to name all the things
show them appropriate actions that they they can see in the top activity.
can do with their hands and fingers. • Play Track 52. Ask pupils to listen, point and
They can then still be part of a say which number the food item is.
TPR activity.
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• Play Track 52 again and ask pupils to repeat
each word. number they selected towards the ‘Finish’ square.
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When pupils land on a space, they must describe
the object using complete sentences and in as
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2 Listen, look and say. 6 mins much detail as possible.
If they describe an object successfully
successfully, they move
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• Look at the bottom half of page 72. Ask Who forwards two spaces and stop there.
can you see? (A boy, a girl and their mum.) If they cannot describe an object, they move
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Ask Where are they? Elicit in the kitchen. Ask backwards two spaces and stop there.
pupils to name things they can see in the picture
U The first pupil to reach the ‘Finish’ square is
(cheese, tomatoes, olives, etc.). Ask pupils what the winner.
• Put pupils into groups of four
four. Give each group
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they think the family is doing. Establish that
mum is writing a shopping list and the children four counters and access to a Game Circle and
are helping her by checking in the fridge and in let them play the game.
the cupboards.
• Play Track 53 and ask pupils to track the
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Mum: Do we have any rice? individually, pupils write the names of the
Boy: Yes,
es, we do. items next to the correct picture in their A or B
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Mum: Do we have any chicken? shopping list. Remind pupils that they can find
Girl: No, we don’
don’t.
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4 mins
• Ask pupils to look at page 77. Make sure pupils there are no cards. Elicit either Yes,
Yes, we
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understand what they have to do. Read out the do or No, we don’t.
rubric (as a class or individually). You might • Put pupils in pairs and get them to
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like to introduce the activity by asking a few practise asking and answering using the
How do you spell …? questions. Lead on from food items at the top of the Pupil’s Book
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this by writing the first word slepe on the board page 72 and looking in the kitchen at the
and asking Is this OK? Elicit that the spelling is bottom of the page for the answers. For
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wrong. If pupils cannot answer, get them to look example, Do we have any cheese? Yes, we
back at Pupil’s Book page 68 and give you the
U do./Do we have any eggs? No, we don’t.
correct spelling. • Monitor and support as necessary.
necessary
• Play a word association game. Start by
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Answers saying an item of food (for example,
slepe 7 – sleep bread). Encourage a confident pupil
drink 3 to follow on with another word that
exercise 3 they associate with bread. This could
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goes. Let pupils compare their answers with a pairs: they can take turns to think of
partner. Do a class check – does everyone agree? words. Working in partnership takes the
Answers pressure away.
I watch TV.
I play games.
I eat lunch.
I draw pictures.
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Track 54
Aims: To learn names of school subjects My School Subjects
To talk about your favourite Arabic
subjects Maths
To learn a song English
To read an email Art
To make a timetable PE
To practise counting
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RE
Materials: Pupil’s Book pages 74–75 Science
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Activity Book pages 78–79 Music
Tracks 54, 55 and 56
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• Play Track 54 again and let pupils repeat
each word.
Warmer
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4 mins
• ell pupils they are going to listen to Omar, Ben
Tell
and their friend, Wissam, talking. Write three
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• Welcome pupils and get them settled at their
questions on the board and read them together
desks. Elicit what day it is and write the day on
as a class:
the board and read it with the class.
U What’s Omar’s favourite lesson?
What’s
• Hold up Pupil’s Book page 74 and tell pupils
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What’ Ben’s favourite lesson?
What’s
they are going to start a lesson called ‘At My
What’ Wissam’s favourite lesson?
What’s
School’. Discuss some of the following points:
• Play Track 55 and ask pupils to track the text
Talk
alk about what pupils like/dislike about school.
with their finger as they listen.
Talk
alk about how many subjects they study.
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Talk
alk about how they know which subjects they
have and on which days. Track 55
Talk
alk about how many teachers they have. My Favourite Lesson
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Talk
alk about their favourite lessons. Omar: Ben, do you like English?
Ben: Yes, I do.
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3 Listen and sing the song. 8 mins
Answers
the RE book – RE (8)
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• Before playing the song, put pupils in pairs and the microscope – science (2)
the English book – English (1)
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do a quiet reading activity. Give pupils a few
minutes to read the words to the song on Pupil’s the paints – art (7)
the violin – music (6)
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Book page 75.
• Play Track 56 and let pupils listen and follow the calculator – maths (3)
the football – PE (4)
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in their books.
U the Arabic book – Arabic (6)
individually, let pupils read the email quietly. • Say Look at page 79. Make sure pupils
• Write the following questions on the board and understand what they have to do. Read out
let pupils decide on the answers in pairs. the rubric (as a class or individually). This is a
What is Reem’s favourite lesson? (maths) straightforward number writing practice but it
What lesson does Reem not like? (art) will also require pupils to think about which
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10 + 3 = 13
Too practise spelling words
10 + 4 = 14
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with ee
10 + 5 = 15
Materials: Pupil’
Pupil’ss Book pages 76–77
10 + 6 = 16
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Activity Book pages 80–81
10 + 7 = 17
10 + 8 = 18
Tracks 57 and 58
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Plain paper for the
10 + 9 = 19
Extras activities
10 + 10 = 20
Extras
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• Spend a few minutes at the end of the
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Warmer 5 mins
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lesson to review with pupils what you
• Welcome
W elcome pupils and get them settled at their
have done together. Get them to tell you
desks. Elicit what day it is and write the day on
which parts of the lesson they enjoyed
the board and read it with the class.
the most and the least.
• Hold up page 76 of the Pupil’s Book and tell
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let pupils work in pairs to select • Get pupils to look at the house on page 76. Write
and order the subjects, to produce a the word bedroom on the board and read it with
shared timetable. the class. Ask pupils How many bedrooms are
there? (There are three.) Get them to tell you what
they can see in the bedrooms (e.g., beds, a lamp, a
table, a wardrobe, blankets, a mat). Do the same
for kitchen, living room and bathroom.
• Get pupils to act out being in the rooms. For
example, write the word kitchen on the board
and ask pupils to read it. Get pupils to act out
being in the kitchen by washing up, cooking
or eating. Continue with the words bedroom,
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questions and answers could be:
2 Listen and sing the song.
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What do you do in a bed? You sleep (in a bed). 10 mins
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(breakfast/lunch/dinner). • Get the class to look at page 77. Read the title
What do you do on a sofa? You sit on it (and of the rhyme and find out if any pupils have a
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read/watch TV). big garden. Ask pupils if they like the dark. Ask
What do you do on a table? You eat (food/ pupils if they like being in a garden or a park at
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breakfast/lunch/dinner)./You write./You night? If not, ask them why – perhaps because
do homework. U things look different at night.
• Tell the class to look at page 76 again. Explain • Get pupils to look at the pictures on the left of
that the characters are playing in the house. Play the page. Elicit what they can see and what time
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Track 57. Pause after each character speaks of day it is. Ask them how the boy feels in the
and let the class guess the room. Play the last line top picture (introduce the word frightened) and
to check the answer in each case. then how he feels in the bottom picture.
• Play Track 58 and get pupils to track the
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102
4
do so, get pupils to read and say the numbers. 3
9
12
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• Get the class to look at the activity at the top of
Activity Book page 80. Find out if pupils live in
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a house/apartment with a number. Check that 4 Match and write. 6 mins
pupils are ready to write and let them write the • Read out the rubric (as a class or individually).
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numbers 16–19 on the doors of the houses. Advise pupils to start by following the ‘Look,
Answers say,, cover, write, check’ strategy for the subject
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16, 17, 18, 19 words in the left-hand column. When they feel
they can spell the words, pupils should cover the
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2 Write. 6 mins
left-hand column and try to complete the gaps in SCHOOL
1 queen 6 English a
7 PE d
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2 teeth
3 sleep 8 Arabic e
G
4 bee
5 tree
ee Extras
6 sw
sweets
eets • Spend a few minutes at the end of the
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103
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What do you do in a bed? Y You
ou sleep (in a bed).
between 10 and 20 and to write one
What do you do with a cooker? Y You
ou cook
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number in each square. Different pupils
(breakfast/lunch/dinner).
will have different numbers on their
What do you do on a sofa? Y You sit on it (and
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grids. Call out the numbers 10–20 in a
read/watch TV).
random sequence. If a pupil has one of
What do you do on a table? Y You eat (food/
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the numbers you call out, they should
breakfast/lunch/dinner)./You write./You do
cross it out. The first pupil to cross out
homework.
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all four numbers on their grid shouts
Bingo! and wins the game. U
• Note: Pupils can run their own game of 1 Listen and find the house. 8 mins
‘Bingo’ in small groups. One pupil at a
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time takes the role of the teacher. • Get pupils to say the four different rooms in a
house they have learnt (kitchen, living room,
bedroom, bathroom). As they say them, write
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space and ask What is it? Let pupils call out the
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missing room.
Aims: To o listen to and understand • Say Open your Pupil’s Books on page 78. Let
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descriptions of houses pupils look at the houses and read the names
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T o read names for furniture and of the rooms with a partner. Play Track 59.
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identify where items go Pause after each description and let pupils find
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T o describe furniture the house and call out the number.
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To
T o write an email about your
favourite subjects Track 59
To complete gaps in sentences My House
about school subjects My house has three bedrooms, a bathroom
Materials: Pupil’s Book pages 78–79 next to the bedroom, and a kitchen and a
Activity Book pages 82–83 living room. (3)
Track 59 My house has one living room. The kitchen
Picture cards (sofa, television, is next to the living room. There are two
fridge, cooker, bath, toilet) bedrooms. (2)
Plain paper My house is a big house. It has two living
Game Circles and counters, rooms and two kitchens. (1)
buttons or small pieces of My house has two bedrooms, a kitchen, a living
coloured paper room and a bathroom. (2)
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My house has two bathrooms and two • When you are happy that pupils know what
kitchens. There are two bedrooms – one next to to do, organize the class into pairs, make sure
the top living room and one next to the everyone has access to a Game Circle and has a
bathroom. That’s my bedroom! (1) counter, and let them play the game.
• Get pupils to look at the picture of Sally 1 Read and write. 5 mins
and Reem at the bottom of page 78. Explain • Get pupils to remember and name some items
that Reem is describing her house. Read the they can find in rooms in a house. Elicit as many
description in the speech bubble with the class items as possible and write them on the board.
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and get pupils to guess which house she lives in Words might include chair, table, bed, lamp,
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(3). Remind pupils that we use a to mean one. wardrobe, fridge, sofa, mat, cooker, basin,
• Tell pupils about your own house. Hand out toilet, bath.
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sheets of plain paper and ask pupils to draw an • Now write the words kitchen, living room,
outline of their house or apartment and write in bedroom and bathroom on the board. Put pupils
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the names of the rooms. Put pupils in pairs or in pairs and let them decide in which room each
small groups to describe the rooms in their own item belongs. Check with the class by asking
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house using their drawings. Where do you find a chair? (In the kitchen/living
U room/bedroom.)
• Ask pupils to open their Activity Books on page
3 Play and say. 8 mins 82 and do the activity at the top of the page.
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Monitor and support as necessary.
• Hold up the sofa picture card and ask What is
Answers
it? Help the class to respond with a sentence: It’s
kitchen living room bathroom
a [blue] sofa. Do the same with the remaining
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5 mins
this point, in case pupils have forgotten any.
• Ask pupils to look at the bottom activity on
• Ask pupils to look at page 79. Explain the rules
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105
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everyone agrees.
Answers Aims: To o learn words for shapes
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1 On Sunday I have English in Lesson 1. 7 To
o practise counting shapes
To
o work with numbers 1–20
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2 On Monday I have RE and English. 3
3 Lesson 2 on Wednesday is my favourite. To
To solve a reading puzzle
It’s science. 7 To
To create a picture puzzle
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4 I have Arabic and science on Thursday. 3 Materials: Pupil’
Pupil’ss Book pages 80–81
Activity Book pages 84–85
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4 Listen, read and write. 4 mins U Track 60
• Ask pupils to look at the bottom activity on Notebooks or plain paper
Activity Book page 83. Make sure pupils
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understand what they have to do. Read out the
rubric (as a class or individually). You might like
Warmer 5 mins
106
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Triangles = 11 rectangles. You
ou can drive me! What am I?
Circles = 10 (a car)
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Squares = 7
Rectangles = 8 • Let pupils write in the names of the objects. If
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they have a problem spelling, get them to ask
• Note: When counting the number of shapes, the you by saying How do you spell …? or show
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large triangle, square, circle and rectangle in the them that the names of the objects are written in
centre of the picture are each counted only as the grid at the bottom of the page.
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one and not as two shapes. The idea is that the
outer red lines with coloured centres are
borders/frames.
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4 Count and write how many. 5 mins
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• Put pupils in pairs and get them to count the
2 Ask and answer. 7 mins shapes in each object and write the number in
the grid. While they are doing this, copy the grid
onto the board for checking the answers. Ask
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the board.
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Activity Book
• Get pupils to look at page 81. Ask them to
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name the four things they can see. Pupils should 1 Look and draw the shape. 6 mins
respond with a house, a car, a bike/bicycle, a • Ask pupils to look at the activity on page 84 of
computer.. Explain that these are the correct
computer the Activity Book. Make sure pupils understand
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words but that they are now going to hear the what they have to do. Read out the rubric (as a
objects described as shapes. Pupils should listen class or individually). Explain that each group
and decide which object they hear each time. of numbers (1–5, for example) has a shape. For
Play Track 60. Pause and let them answer the 1–5, the shape is a square. So pupils should
question each time. Explain that they can write find these numbers and draw a square around
the names after they have finished listening. each one. Remind pupils that they will need to
be very careful not to make their shapes too
large – otherwise their picture will become
too crowded.
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each description and let pupils tell you which
object matches it. of Pupil’s Book page 81 by letting pupils
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count the number of shapes for two of
Answers the objects rather than all four. However,
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1. It’s a circle. It’s hot. – the sun if pupils finish writing in the numbers,
2. It has 6 squares. It’s cold. – ice then tell them to continue for the other
3. It has 16 triangles. It’s a toy. – kite
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two objects.
4. It’s a rectangle. You watch it. – TV/television
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Extras U
• Spend a few minutes at the end of the
lesson to review with pupils what you Unit 5 Lesson 8:
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have done together. Get them to tell you
which parts of the lesson they enjoyed Roland’s Race
the most and the least.
• Round off the lesson in the usual wayway..
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• Pupils can make sentence puzzle Aims: To listen to and read a story
descriptions for objects of their choice. To reconstruct a story
You
ou can display these on the wall. Then To review days of the week
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let pupils walk around in the next lesson To spell days of the week
(or whenever convenient), read each To practise asking and answering
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108
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board and read them with the class. See if pupils
can name some healthy and unhealthy foods. • story.. Get them to
Ask pupils if they enjoyed the story
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Talk about other things that are healthy – elicit tell you their favourite parts.
ideas that pupils came across in Lesson 1 of this • Find out if any pupils have run in a race. Get
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unit. See if pupils can remember the new words pupils to tell you why Roland was unhealthy
unhealthy. (It
and phrases they learnt, for example, taking was because he didn’t do any exercise and ate
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exercise, eating healthy food, going to bed early, lots of sweets and cake.) Use this opportunity
drinking water, washing and brushing your teeth. to talk about keeping fit and doing exercise.
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• Tell the class they are going to listen to a story. Explain that all exercise is good, whether it’s
Get them to look at Pupil’s Book pages 82 and U walking or playing football.
83. Give them some time to look at the pictures • Play Track 61 again. Encourage pupils to
join in with the repetitive parts of the story when
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and guess what is happening.
• Read the title of the story with the class and Roland follows his exercise plan.
remind them of the word race. Play Track 61
and encourage pupils to point and follow Activity Book
the pictures.
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Roland’s Race
see? Elicit Days/Days of the week.
Roland was an unhealthy rabbit.
• Look at the letters in the left-hand column. Point
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welcome.’
His friends were going to run in the race. They
were very excited. Track 62
Roland wanted to run in the race too, but he Days of the Week
was sad because he was unhealthy. Sunday [pause]
His friends said they would help him. Now Monday [pause]
Roland was happy. Tuesday [pause]
His friends wrote an exercise plan for Roland. Wednesday [pause]
Roland decided to follow the plan. Thursday [pause]
On Saturday, he did 5 jumps. Friday [pause]
On Sunday, he did 7 hops and 5 jumps. Saturday [pause]
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• Put pupils in pairs and ask them to match the 3 Look at the story about Roland. 8 mins
first letter of each day with the rest of the word. • Ask pupils to look at page 87. Ask pupils to look
While they are doing this, copy the activity onto at the five pictures. Say the five verbs (jump,
the board. When pupils are ready, ask Which is hop, skip, twist, bend) and get pupils to point to
the first day? and elicit the answer. Say How do the correct picture.
you spell Sunday? Elicit the answer and join the • Get pupils to look back at the story, find out
capital to the rest of the word on the board, so how many hops, jumps, etc. Roland did on each
that pupils can check their answers. Repeat for day and write the numbers in the table. Pupils
the other days of the week. can do this activity working individually or in
pairs. Elicit answers from the class by asking
Answers How many jumps did Roland do on Saturday?
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S – unday • Finish by playing a TPR game. In small groups,
M – onday let pupils see how many of the actions they can
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T – uesday do. It will probably not be possible to do the
W – ednesday skips in the classroom, but it may be possible for
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T – hursday the class go out into the playground to do this
F – riday part of the activity
activity..
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S – aturday • Round off by asking pupils to read the
questions at the bottom of page 87 and write in
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• For the second activity, in the right-hand their answers.
column, advise pupils to use the ‘Look, say, U
cover, write, check’ strategy. They should look Answers
and say using the matched words in the left-hand hops jumps bends twists skips
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column. When they feel they can spell the words, Saturday 0 5 0 0 0
pupils can cover the matched words and try to
fill in the gaps in the right-hand column without Sunday 7 5 0 0 0
looking. Pupils should then uncover the left- Monday 7 5 0 0 9
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110
Extras
• Spend a few minutes at the end of the
lesson to review with pupils what you
have done together. Get them to tell you
which parts of the lesson they enjoyed
the most and the least.
• Round off the lesson in the usual way.
• Get pupils to write their own exercise
plans. You might like to give out plain
paper for this – the plans can be put up
on the wall after the activity. The plans
can be similar to those on Pupil’s Book
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page 71, but ideally pupils should write
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them without looking at that page.
• When the plans are completed, pupils
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can swap them with other class members
who should read and try to do the
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correct number of exercises.
• Get pupils to make a list of healthy and
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unhealthy foods. Pupils can look back at
Unit 2 to remind themselves of the food U
words there; they can also think back to
(or look back at) their Primary 2 books
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for more food items.
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R
A
G
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111
Aims
Listening Writing
• Listen and identify location. • Practise using capitals and lower
• Listen to and follow directions. case letters.
• Listen to and say a rhyme. • Do a survey.
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• Listen to and follow a story. olve and make a puzzle.
• Solve
• Listen to and read a story. nswer questions on a story.
• Answer
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urn written information into a
• Turn
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Speaking visual display.
• Identify and name places and buildings. escribe a process (growth).
• Describe
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• Use opposite and next to for location. earn sequencing words ((first, then,
• Learn
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• Talk about road safety. next, etc.).
next,
• Look at the differences between the • Practise
U Practise using prepositions of place.
town and country. Label a drawing.
• Label
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• Describe where places are. Practise spelling words with /ck /.
• Practise
• Practise using right and left. • Learn to spell four high-frequency
• Give directions. words (by, then, next, who).
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Reading
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• Read
ead and understand directions.
earn words for means of transport.
• Learn
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112
Key words
Lesson 1 Lesson 4 The boy! – /ðə ˈbɔɪ/
school – /skuːl/ How tall is the rabbit? – Who is in front of the cat? –
park – /pɑː(r)k/ /haʊ tɔːl ɪz ðə ˈræbɪt/ /huː ɪz ɪn frʌnt əv ðə ˈkæt/
hospital – /ˈhɒspɪtl/ It’s 38 cm. – The dog. – /ðə ˈdɒg/
supermarket – /ɪts θɜː(r)ti eɪt ˈsentɪmiːtə(r)z/
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/ˈsuːpə(r)mɑː(r)kɪt/ garden pond – /gɑː(r)dn ˈpɒnd/ Lesson 7
bakery – /ˈbeɪkəri/ hungry – /ˈhʌŋgri/ clean up the park –
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library – /ˈlaɪbrəri, -bri/ ate – /eɪt/ /kliːn ʌp ðə ˈpɑː(r)k/
Look left. – /lʊk ˈleft/ pick up the litter –
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Look right. – /lʊk ˈraɪt/ Lesson 5 /pɪk ʌp ðə ˈlɪtə(r)/
safe – /seɪf/ light – /laɪt/ empty the bins – /empti ðə ˈbɪnz/
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cross – /krɒs/ flower – /ˈflaʊə(r)/ cut the grass – /kʌt ðə ˈgrɑːs/
plant – /plɑːnt/ sweep up the glass bottles –
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Lesson 2 seed – /siːd/ U /swiːp ˈʌp ðə glɑːs ˈbɒtlz/
This is my town. – seeds – /siːdz/ water the flowers –
/ðɪs ɪz maɪ ˈtaʊn/ watering can – /ˈwɔːtərɪŋ kæn/ /wɔːtə(r) ðə ˈflaʊə(r)z/
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There is a supermarket and a soil – /sɔɪl/
bakery, but there isn’t a library. – water – /ˈwɔːtə(r)/ Lesson 8
/ðeər ɪz ə ˈsuːpə(r)mɑː(r)kɪt ground – /graʊnd/ grasshopper – /ˈgrɑːshɒpə(r)/
ənd ə ˈbeɪkəri bʌt ðeər ˈɪznt round – /raʊnd/ relaxing – /rɪˈlæksɪŋ/
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boat – /bəʊt/ Next, it grows some leaves. – too busy – /tuː ˈbɪzi/
car – /kɑː(r)/ /nekst ɪt grəʊz səm ˈliːvz/ shared – /ʃeə(r)d/
plane – /pleɪn/ After that, it grows a stem. –
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113
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To look at the differences between
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the town and the country
Materials: Pupil’s Book pages 86–87 1 Listen, point and say. 8 mins
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Activity Book pages 88–89
Tracks 63, 64 and 65 • Tell
ell pupils to look at the town on page 86.
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Picture/word cards Ask them what they can see, for example, cars,
(hospital, bakery, school, people, shops, a road, a park, hills. Get them to
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park, supermarket, library) tell you what other places and buildings they can
Sheet of plain paper U find in a town.
• Play Track 63 and let pupils listen and point
to the places they hear.
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Spelling test 5 mins
Track 63
• Welcome
elcome pupils and get them settled at their My Town
desks. Elicit what day it is and write the day on Omar: I like my town. There are lots of
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the board and read it with the class. shops and places to go. In the
• Help pupils to find the spelling test grid on picture you can see my school.
Activity Book page 124. Explain that you will Opposite the school is a big
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say the four words they have been practising and hospital, and there’s a bakery. I
they should write down each word you say in
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first row next to number 1. Continue with the supermarket. We buy our food
remaining three words ((don’t, your, how). here. Behind my school there is a
• You
ou may want to collect in the books and mark great park. There are lots of other
©
them yourself. Alternatively, get pupils to read places in my town and lots of
the words back to you while you write them on shops, but you can’t see them in
the board. Pupils should then swap books and the picture.
mark their partner’s spellings.
• Play ‘What is it?’ Name the picture cards with
the pupils and stick them on the board. Get
Warmer 5 mins
pupils to close their eyes. Turn one card over and
get pupils to open their eyes. Point to the turned-
• Say Open your Pupil’s Books on page 86. Tell
over card and ask What is it? Let pupils call out
pupils they are going to look at a lesson called
the missing object. Do this several times with
‘My Town’. Discuss some of the following points:
different picture cards.
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• Hold up a word card, say the name, and get Activity Book
pupils to repeat. Put the word card below its
corresponding picture card. Do this for all of the 1 Listen and write. 8 mins
word cards. • Get two pupils to join you at the front of the
• Point to the picture cards and read the words class. Get the pupils to stand facing each other,
with the class. Take the picture cards and word and say [Mahmoud] is opposite [Adel]. Write
cards off the board and distribute them to opposite on the board and get the class to repeat
groups around the class. Say a word and get the the word several times.
groups with that word card or picture card to • Get two other pupils to come to the front of the
stand up, holding the card. Get the rest of the class and stand side by side, and say [Nour] is
class to check that the two cards match. Do this next to [Leila]. Write next to on the board and
several times with each classroom object.
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get the class to repeat it several times.
• Organize pupils into pairs. Get one pupil to • Organize pupils into pairs. Say next to or
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act out being in one of the places or buildings. opposite and get pupils to move into the
For example, a pupil might act out pushing a corresponding positions.
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shopping cart and putting items into it. Their • Tell
ell the class to look at the top of Activity
partner must watch and name the place or Book page 88. Explain that the drawing is a
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building (supermarket). Get them to change roles map of a town. Hold up the page, point to the
and continue the activity. rectangles on the map, and explain that they
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are buildings in a town. Tell pupils to listen
U and help the mouse finish writing the names
2 Listen and say the rhyme. 8 mins
on the buildings.
• Play Track 65. Pause after each description
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• Get pupils to tell you some of the dangers to let pupils label the buildings.
of living in a town. Talk about crossing the
road safely.
• Ask pupils to look at the picture on page 87
Track 65
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In this Town
and tell you what is happening (Reem
Reem and Sally
The park is opposite the school.
). Read the title and the
are crossing the road).
The hospital is next to the school, between
rubric with pupils. Play Track 64. Get pupils
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Cross
oss the Road the board. Ask What’s opposite the school? Let
Look left, look right, pupils read their map and respond with park.
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Look left again. Write the word on the board. When the map
If the road is safe, is complete, get pupils to check their own map
Cross with a friend.
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• Turn your back to the class and hold out your 2 Write sentences. 5 mins
right arm. Say right. Get pupils to hold out their • Get the class to look at the bottom of page 88.
right arm and repeat the word. Do the same for Write the first sentence on the board and read
left. Say look right and look left and get pupils it with the class. Get pupils to look at the map
to do the actions. and help you to complete the sentence with the
• Play Track 64 again. This time get pupils to word opposite. Remind the class that sentences
walk on the spot and act out crossing the road start with a capital letter and end with a full
safely. Encourage them to join in with the words stop. Check that pupils are ready to write and
of the rhyme. let them complete the remaining sentences.
115
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photographs into two albums – one about the
town and one about the country. Tell the class to Materials: Pupil’ss Book pages 88–89
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help Omar and write the words for him. Activity Book pages 90–91
• Get pupils to suggest more things, places or Tracks 64, 66, 67, 68
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buildings they can find in the town and the and 69
country. Add them to the lists on the board.
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Answers
Warmer 8 mins
Town Country
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school frog
•
U Welcome
W elcome pupils and get them settled at their
supermarket donkey
desks. Elicit what day it is and write the day on
bakery goat
the board and read it with the class.
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car tree
• Play Track 64 again and encourage pupils to
join in.
Extras
• Spend a few minutes at the end of the
Track 64
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albums on sheets of plain paper. left by walking along in a straight line and then
• Put these on the board and let the class making a sharp turn right/left.
• Play the ‘Train game’. Get pupils up and into
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116
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• Point to the picture of Ben and explain that he
Say Turn left and get them to turn 90 degrees
is describing his town. Play Track 66. Get
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to the left and continue walking on the spot.
pupils to listen and point to the places they hear.
Say Turn right and get them to return to their
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original position while walking on the spot.
Track 66 • Ask pupils to look at the map on Pupil’s Book
Where is the bakery?
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page 89. Get pupils to read the places on the
Ben: This is my town. It’s a very small map. Show the class the picture of Ben at the
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town with only two shops. Here bottom of the map. Tell pupils to pretend to
you can see the main street. U be Ben. Give the class some instructions. For
There’s a bakery between the left Ask Where is Ben?/
example, Turn left, turn left.
hospital and the supermarket. The Where are you? Help pupils to make two left
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bakery is next to the supermarket. turns on the map to find the hospital. Let pupils
My school is opposite the bakery. turn their books if it helps them. Tell pupils
There’s a hospital opposite my to go back to the starting position. Give more
school too. Behind my school directions and challenge the class to tell you
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• Play the recording a second time. Pause after Pupils should use Turn left/Turn right and ask
each sentence and get the class to repeat. Where are you?
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They have to look at the picture and see if the 3 Read and write Yes or No. 7 mins
descriptions are true or false. Pause after each
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description and get the class to say true or false. • Ask pupils to look at the bottom of page
89. Make sure pupils understand what they
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117
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tick (3) in the box if it is true and a cross (7)
if it is false. When they have finished, write forty, etc.). Use your hand to mark the stressed
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the numbers 1–4 on the board. Read the first syllable. 2.. It is correct to say either a hundred or
sentence and get pupils to say true or false. one hundred.
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When they say true, put a tick next to number 1
on the board. Repeat the procedure for all of the Track 68
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sentences. Get pupils to look at the board and Numbers
Dinosaur Number
check their answers. 20 [pause],
[pause], 30 [pause],
[pause] 40 [pause], 50 [pause],
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Answers 60 [pause],
[pause], 70 [pause], 80 [pause], 90 [pause],
The school is opposite the library. (3)
U 100 [pause]
The park is opposite the hospital. (7)
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The supermarket is next to the school. (7) • Let pupils repeat once or twice more, or until
The bakery is next to the library. (3) they feel comfortable with these numbers.
• Put pupils in pairs or small groups and let them
2 Write the words correctly. 4 mins play ‘Find the number’ using all three dinosaurs.
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the answers, inviting confident pupils to write which parts of the lesson they enjoyed
the correct answers on the board. the most and the least.
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Wednesday
ednesday or play Track 69. Let pupils listen
English and then practise counting. Put pupils in
school
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118
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• Continue calling out numbers 10–100,
Aims: To learn words for means randomly selected.
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of transport • The first pupil to cross out all the numbers on
To talk about ways of travelling their grid shouts Bingo! and wins the game.
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(by car, by motorbike, on foot) • Pupils can play the game themselves in small
To say how you go to school groups with one pupil acting as the caller
caller.
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To do a survey
To practise numbers 30–100
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To solve a puzzle and make
1 Listen, point and say. 8 mins
a puzzle
Materials: Pupil’s Book pages 90–91
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• Hold up Pupil’s Book page 90 and tell pupils
they are going to start a lesson called ‘Let’s go!’.
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Activity Book pages 92–93
Discuss some of the following points with them:
Track 70
Talk about different vehicles.
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Picture/words cards (plane,
Talk about why we need different means
truck, train, car, bus, bike, boat,
of transport.
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motorbike)
Talk about their favourite means of transport.
Plain paper for ‘Number bingo’
Talk about how they get to school.
• Tell pupils to look at Pupil’s Book page 90. Get
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Warmer 7 mins pupils to tell you what they can see. Explain that
Omar is playing with some of his toy vehicles.
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• Welcome
elcome pupils and get them settled at their Find out if pupils have any toy vehicles and
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desks. Elicit what day it is and write the day on which ones they have.
the board and read it with the class. • Hold up the picture cards one at a time and get
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• Play ‘Number bingo’. Hand out pieces of plain pupils to name them. Get the class to repeat the
paper and draw a grid on the board (4 squares word and put the picture card on the board.
x 4 squares). WWorking
orking individually or in pairs, • Play ‘Traffic jam’. Draw a traffic light on the
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pupils copy the grid and write a number between right-hand side of the board. Colour the top light
10 and 100 in each square. Fill in the grid on red. Point to the red light and get pupils to tell
the board yourself. Remind pupils how to play you that it means Stop. Put the car picture card
the game ‘Bingo’, and if necessary, demonstrate next to the traffic light. Ask the class What’s in
‘Number bingo’ using the grid on the board the traffic jam? Help the class respond with A car.
before starting the game. Put the truck picture card behind the car. Ask the
question again and get pupils to reply with A car
and a truck. Add the bike behind the truck and get
pupils to say A car, a truck and a bike. Continue
until all of the picture cards are in the traffic jam
and the class can say all the vehicles. Finally, get
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the class to close their eyes and see if they can Answers
remember and say the traffic jam. Redistribute the Pupils should draw:
picture cards and repeat the activity by naming the car
vehicles in a different order. bus
truck
bike
2 Listen, look and say. 8 mins
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shapes, not vehicles. Ask for volunteers to read
the picture. Pause after each answer and let
out their shape puzzle sequence to the class.
pupils call out the name of the character.
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3 Ask, answer, and tick (3 ((3).
).
3). 4 mins
Track 70
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• Ask pupils to look at the top of page 93. Read
How do you go to school? the rubric with the class. Put pupils in small
1. How do you go to school?
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groups of four to six. Get them to write the
I go to school by bike. (Ben) names of four children in their group in the first
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2. How do you go to school? column (or use initial first letters or numbers,
I go to school on foot. (Rania) U or get pupils to ask you how to spell the names
3. How do you go to school? they are not sure of). Let them ask the question
I go to school by car. (Omar) How do you go to school? to the other pupils.
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4. How do you go to school? They should listen to the answers and tick the
I go to school by bus. (Reem) appropriate columns.
5. How do you go to school? • When they have finished, get pupils to read
I go to school by plane. (Ahmed) their charts and explain how their friends go to
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6. How do you go to school? school. For example, ask How does [Mahmoud]
I go to school by train. (Sally) go to school? Encourage pupils to reply in full
sentences (you can model a typical sentence
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• Ask a few pupils How do you go to school? Help on the board to help), for example, He goes to
them give a personal response. Invite a confident school by bus.
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4 Write. 4 mins
• Review numbers 30–100. Say 30 and get pupils
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120
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have done together. Get them to tell you on the paper. Encourage pupils to spell the word
which parts of the lesson they enjoyed without looking and then use page 90 to check
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the most and the least. the spelling.
• Round off the lesson in the usual way. • Call out the name of a vehicle, for example train.
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• Review numbers 20–100. You can choose Pupils with the word train on their sheet of
a few counting games to refresh pupils’ paper should stand up. Call out another vehicle,
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memories about these numbers – counting bus. Pupils with bus get up and
for example bus.
in sequence, counting up from a given stand behind one of the ‘trains’. Continue until
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number, counting down from a given you have used all eight words. Let each line of
number, counting in fives, in tens, etc. U pupils (train,
(train, bus, etc.) say what vehicle they are.
• When doing the survey, let pupils work
in pairs. The more confident pupil asks
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the questions and their partner listens 1 Listen and say. 10 mins
and puts the ticks and crosses in the
relevant boxes. • Say Open your Pupil’s Books on page 92. Give
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To
T o talk about height
To practise using numbers 1–100 to the wall, and mark their height with a pencil
To listen to and read a number story on the wall. Use your ruler (or tape measure)
To interpret information presented to measure the pupil’s height. Say How tall is
in visual form [Mahmoud]? Let the pupils guess his/her height.
To turn written information into a Tell them your measurement: [Mahmoud] is 120
visual display cm tall. You can write this on the board too. Ask
Materials: Pupil’s Book pages 92–93 for pupils to tell you how tall they are.
Activity Book pages 94–95 • If there is time, it is a fun and motivating activity
Tracks 71 and 72 to let pupils measure one another. You could
Rulers make this into a class project, and pupils can
Sheets of blank paper note their findings in a height-chart poster.
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• Play Track 71. Ask pupils to listen and point • Note: This story and others in Primary 3 use
and say which animal it is. the past simple. Pupils will come across verb
forms such as ate, had, bought and saw. You can
explain to pupils that these words have the same
Track 71 meaning as eat, have/has, buy and see, but that
How tall? they have different spellings because they are
Rabbit: I’m 38 cm tall.
talking about the past/yesterday/last week, etc.
Mouse: I’m only 15 cm tall.
Frog: I’m taller. I’m 21 cm tall.
Bee: Well, I’m only 2 cm tall. Track 72
Cat: I’m tall. I’m 47 cm. Mr Brown’s Pond
Dog: Well, I win! I’m 75 cm tall! Mr Brown has 100 fish in his garden pond.
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On Sunday,, Suki, a large black and white cat,
• Ask questions with How tall is the [cat]? Play saw the pond and saw the fish too. Suki was
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the tape again if pupils need a model for saying hungry. First, she ate 8 fish!
the numbers. How many fish are in the pond now?
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On Monday,, Suki ate 11 fish. [pause] How
many fish are in the pond now? (81)
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2 Ask and answer. 7 mins uesday, Suki ate 9 fish. [pause] How many
On Tuesday,
fish are in the pond now? (72)
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• Ask pupils to look at the activity at the bottom On W ednesday, Suki ate 4 fish. [pause] How
Wednesday,
of Pupil’s Book page 92. Put pupils in pairs
U many fish are in the pond now? (68)
and let them ask and answer questions about Thursday, Suki ate 15 fish. [pause] How
On Thursday
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the animals. many fish are in the pond now? (53)
• Again, you can extend this activity and let pupils Friday, Suki ate 13 fish. [pause] How many
On Friday
measure other things in the class. You
ou will need fish are in the pond now? (40)
to teach How long is [the pen]? On Saturday, Suki ate 6 fish. [pause] How
many fish are in the pond now? (34)
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white cat is looking at the fish and smiling!) Ask 1 Read the words, choose and write. 6 mins
if anyone has a cat at home and what it likes • Say Open your Activity Books on page 94. Read
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to eat. Talk about how cats are very good at out the rubric (as a class or individually) for the
catching things like fish and mice. activity. You might like to demonstrate the first
Play the first part of Track 72 up to the line example on the board. Copy the sentence (This
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•
First, she ate 8 fish! is a _____.) and the two choices car/cat onto the
• Ask pupils How many fish are in the pond now? board. Get pupils to look at page 94 and tell
(92). Let pupils write 92 over the you which word is correct. Write the word into
tracked numbers. the gap.
• Let pupils read about how many fish Suki the • Get pupils to read the sentences back to you while
cat ate on the other days of the week, do the you write them on the board. Pupils can then
subtractions and write in the numbers. swap books and check their partner’s sentences.
• Play the rest of Track 72 and pause after each Answers
question for pupils to tell you how many fish This is a car.
there are. This is a truck.
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might find it best to draw the bar chart on the
board. Look at the words on the horizontal can draw the blocks – each block is one
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axis (by bus, by car, on foot, by bike), and ask pupil. Pupils can colour the blocks. Put
confident pupils to read each phrase. Repeat for the finished bar charts on the wall and
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the words on the vertical axis. Now ask pupils let pupils look at the results. You might
How many children go to school by car? Give like to give a prize for the one everyone
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pupils time to look at the bar chart and work thinks is best.
out the answer. See if anyone can volunteer the • For activity 2 in the Activity Book, let
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answer (three). If not, use the chart on the board pupils work in pairs to decide how to
and count each block. Repeat for on foot. U complete the sentences.
• Working individually, pupils complete the five
sentences under the bar chart. Monitor and
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support as necessary. Let pupils compare their
answers with a partner. Ask for a volunteer to
read out each sentence, and write it on the board Unit 6 Lesson 5:
for pupils to compare and check.
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Answers
Growing a Plant
5 children go to school by bike.
Aims: To identify and name
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which parts of the lesson they enjoyed plant, seed, water, soil)
the most and the least. Optional: some seeds and a
• Round off the lesson in the usual way. small plant
Sheets of blank paper
Turning written information into a
visual display
• Pupils can use the information they Warmer 5 mins
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• Play a word association ‘Chain game’. Start by a plant. Ask pupils to tell you what they use to
saying an animal from a previous lesson (for water plants and elicit watering can. Ask them to
example, rabbit). Choose a confident pupil and point to the label in their books and say watering
say rabbit. Encourage the pupil to follow on can. Point to the appropriate picture cards as
with another word. This can be any word that you explain.
has a link. For example, to follow rabbit, the • Play Track 73. Ask pupils to listen
word could be a colour (grey), another animal, and point.
grass, or hop. The idea is not to be too strict
about the choice of associated word. Then Track 73
move to another pupil to add another, and so Growing a Plant
on. If a pupil cannot think of anything, then light
prompt them. It does not matter if items are
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a flower
repeated. This is a ‘quick think’ game, so keep a plant
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the pace moving. a seed
water
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soil
1 Look, point and say. 10 mins
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• Listen again and ask pupils to repeat.
• Hold up Pupil’s Book page 94 and tell pupils
• Point to the picture cards in random order and
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they are going to start a lesson called ‘Growing
get pupils to name them. Play a game of ‘What is
a Plant’. Discuss some of the following points
it?’ with the class. Get pupils to close their eyes.
with them:
U Turn
T urn over a picture card. Get pupils to open
Talk about what growing is.
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their eyes and guess the missing card. Repeat if
Talk
alk about how they have grown from being a
necessary.
baby to their present height and size.
Talk
alk about different things that grow, for
example, animals and plants. 2 Listen and say the rhyme.
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10 mins
Talk
alk about how things change as they grow, for
example, they get bigger, taller, older, stronger. • Get the class to look at the picture on page 95 of
Talk
alk about why some things start small and the Pupil’s Book. Read the rubric and title with
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pupils listen.
Get them to tell you what they can see. Explain
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pupils listen to Track 73. Here is a seed, [Hold out your hand as though
• Hold up the picture card of a seed and name it. there is a seed on it.]
Point to the label seed in the Pupil’s Book and Put it in the ground. [Pretend to push the seed
then to the label seeds to demonstrate the plural onto the ground.]
form. Get the class to repeat the word(s), and Here comes the sun, [Point to the sky.]
put the picture card on the board. Point to the Big and round. [Make a circular motion with
picture card and get pupils to name it. Repeat your hands.]
the procedure with the remaining picture cards. Down comes the rain, [Wiggle your fingers in a
Explain that if we give the seed water, light and downwards motion.]
soil, it will grow bigger and bigger and become In a shower. [Repeat wiggling fingers.]
Up comes the plant, [Curl up in a squatting
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5 mins
Show them that there are two columns, A and B.
• Say Open your Activity Books on page 96. Point
Explain that Pupil A will read out their numbers
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to the activity at the top of the page. In pairs,
and Pupil B will listen and write them down.
ask pupils to look at the pictures and read the
Pupils will then swap. Monitor and support
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words. Write the words on the board. Point to
as necessary.
a word and ask for a volunteer to read it out.
• Give each pupil a letter
letter, A or B. Teach them Can
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Pupils will not have seen the word paper before;
you say that again, please? so that they can ask
help them to sound out the word. Read out
their partner to repeat a number if necessary.
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the question What does a plant need to grow?
• Pupils ask and answer and write down the
Put pupils in pairs and let them decide which
hear. Pupils can then check to see
numbers they hear
of the things shown here a plant needs. Ask for
U if they have written the numbers down correctly.
answers. Encourage pupils to give full-sentence
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answers: A plant needs water/soil/light.. Tick the
Extras
words on the board.
• Spend a few minutes at the end of the
Answers lesson to review with pupils what you
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The following should be ticked: have done together. Get them to tell you
light, soil, water which parts of the lesson they enjoyed
the most and the least.
• Round off the lesson in the usual way.
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on page 96. Read out the rubric (as a class or each pupil. Pupils should draw a grid of
individually). Show pupils that one word has nine squares on each side of the sheet of
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been circled and the same word ((seed) has been paper. In one grid, pupils should write a
crossed out in the box. number between 20–100 in each square.
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• Note: The words next, after that and then
Activity Book pages 98–99 can be used in any arrangement in the middle
Tracks 75 and 76
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of a sequence.
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Warmer 4 mins
2 Listen, find and say. 6 mins
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• Welcome pupils and get them settled at their • Write in front of and behind on the board. Give
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desks. Elicit what day it is and write the day on the class some TPR instructions using in front of
the board and read it with the class. U and behind.
behind For example, say Stand behind your
• Play an ‘I am a plant’ TPR game: ask pupils to chair./Stand in front of the table.
stand up. Explain that they are going to pretend
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• Get four or five pupils to stand one behind the
to be a plant growing. Ask What do plants need other at the front of the class. Ask questions
to grow? Elicit light, water, soil. Ask How does and get the class to describe the location. For
a plant start? Elicit As a seed.. Get pupils to act example, ask Where’s [Leila]? Let pupils respond
being a ‘seed’. Say Then the seed starts to grow. with Behind [Fatima] or In front of [Noor].
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Get pupils to act ‘growing’. Say Next the plant • See if pupils can remember the ‘The Big Carrot’
grows a leaf. Get pupils to act ‘growing a leaf’.
leaf story from Primary 2. Elicit what pupils can
Say After that it grows a flower. Get pupils to act remember. Ask the class to look at the activity
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4 2 5
Activity Book
1 Read. 3 mins
• Hold up Activity Book page 98 and point to
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the picture at the top. Point and say flower. 5 Read and write numbers 1 to 6. 5 mins
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Get pupils to point and repeat. Say leaf and get • Now get pupils to read the words at the bottom
pupils to point and repeat. Continue for all the of the page and decide on which number goes
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parts of the plant. with each. Remember that the words next, then
and after that can be used in the middle in any
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2 Draw and label your own plant. 5 mins order. Monitor and support as necessary.
• Now get pupils to look at the activity below.
Answers
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Read out the rubric (as a class or individually).
Answers will vary
vary, but 1 should be First and 6
Explain that they should draw and label their U should be Finally.
own plant in the box. Get them to be creative,
using different shapes, sizes and colours for
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6 Listen and check. 5 mins
their plants.
• Play Track 75 again to check (this only uses
one of several possible orders).
3 Write about your plant. 5 mins
• Get
et pupils to look at the bottom of page 98.
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Extras
Ask them to write two or three sentences
• Spend a few minutes at the end of the
about the plant they drew in the previous
lesson to review with pupils what you
activity, e.g., My plant has a yellow flower.
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• Ask the class to look at page 99. Get pupils to • First, look through your books and
look at the activity at the top of the page. Ask find things that grow e.g., trees, birds,
Are the pictures in the correct order? Get pupils animals. Next, write a title for your
to write numbers 2–6 to show the correct order, poster. Then choose your words. Next,
without looking back at Pupil’s Book page 96. write them carefully on your poster
paper. (Be careful to leave space for your
drawings.) After that, draw pictures
to go with the words. Finally, colour
your pictures.
• Display the posters on the walls.
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• Make word cards for Track 75 (first, 1 Listen, look and read. 10 mins
seed, grows, root, shoot, then, next,
stem, after that, leaves, bud, finally, • Ask pupils to open their Pupil’s Books on pages
flower). You can make as many sets as 98 and 99. Let pupils look at the picture and
you need for all pupils to have a card. name as many things as they can. Elicit answers.
Play Track 75 again and get pupils to Ask the following questions:
hold up their word card each time they Who can you see? (Three boys and a man.)
hear the word. Where are they? (In the park.)
What is the boy in the white T-shirt holding?
(A brush.)
Who is the man? (Explain that he is the
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park keeper.)
Unit 6 Lesson 7: What do you think the boys are doing? (Elicit
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ideas in Arabic and explain that they are helping
Clean up the park! to keep the park clean.)
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• Play Track 77. Ask pupils to listen and track
the words with their fingers as they read.
Aims: To talk about keeping things clean
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To learn words for keeping
Track 77
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things clean
To talk about processes U Clean up the park!
To practise spelling words On Saturday
Saturday, Ali and his friends clean up the
with /ck/ park. [pause]
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To practice reading consonant litter. [pause]
They pick up the litter
blends (bl, sp, pl, etc.) They empty the bins. [pause]
To learn to spell four high- They cut the grass. [pause]
frequency words (by,by, then, They sweep up the glass bottles. [pause]
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• Welcome
elcome pupils and get them settled at their Demonstrate cut the grass by pretending to use
desks. Elicit what day it is and write the day on a lawnmower. Explain that the boy in the yellow
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the board and read it with the class. T-shirt has a lawnmower. Play the next line.
• Play the ‘How many animal words do you Demonstrate sweep up. Ask What do you need
know?’ game. Put pupils in pairs or small to sweep with? Elicit A brush. Play the next line.
groups. Allocate each pair or group a category Demonstrate water the flowers. Explain that
(animals, classroom objects, clothes, growing the boy in the purple T-shirt has a hose pipe.
words, family words, house words, food and • Play Track 77 once more. Get pupils
drink, etc.). Set a time limit (five minutes, for to stand up and mime the actions you
example) and let pupils write down as many demonstrated above.
words in their category as they can. Remember,
pupils should do this from memory and not by
looking in their books!
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Activity Book • When they have finished, go round the class and
get volunteers to say each word. Encourage them
1 Write and read. 6 mins to emphasize the initial sound blend.
• Write the letters ck on the board, making sure Answers
you model correct letter formation. Ask pupils bl–ack
what sound these letters make when they are fl–ower
written together. See if pupils can say each word. pl–ane
• Ask pupils to look at the activity on page 100 fr–og
of the Activity Book. Check that pupils are tr–ain
ready to write and let them write ck to complete pl–ant
each word. sl–eep
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• When they have finished writing, point to a sk–ip
picture and get pupils to say the word. For sn–ake
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example, point to the first picture and get pupils
to say sock. 4 Look, say, cover, write, check. 6 mins
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Answers • Pupils should continue to spell common, high-
sock frequency words using the ‘Look, saysay, cover,
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truck write, check’ strategy. The four words for this
black who Lesson 1 of Unit 7
unit are by, then, next, who.
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chicken has a spelling test of these four words.
each gap. • Check that pupils are ready to write. Get them
to follow the ‘Look, say, cover, write, check’
Answers
procedure and complete the ‘Write 1’ column.
Answers will vary,, but the first space should be
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129
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and they’re black. Other pupils should then try
I will pick up my bed
to guess the object. The best way to start the
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wash my toys
game is by demonstrating a few times by giving
sweep my clothes
examples yourself.
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make my plant
• Note: Monitor as pupils play, and help out as
water my shoes
necessary, but do not interrupt too often. Pupils
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tidy up the floor
will make mistakes with It’s/They’re but it is best
clean my books
not to stop the flow of the game.
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• Play ‘More or less?’ to reinforce numbers
20–100. There is a full description of this U
game in Unit 2, Lesson 1. 1 Listen, look and read. 20 mins
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• Tell the class they are going to listen to a story.
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Get them to look at Pupil’s Book pages 100 and
101. Use the picture at the beginning of the story
Unit 6 Lesson 8:
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or Grasshopper?
Aims: To o listen to and read a story • Play Track 78. Let pupils listen and
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To
T o act out a story follow the story by looking at the pictures and
To
T o reorder words to the words.
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make sentences
To
T o learn to spell four high- Track 78
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But Grasshopper had nothing. He was Ask How many letters are there? (There are six.)
very hungry. Ask What word do they spell? (School.) Tell
Grasshopper went to see Ant. ‘Please can pupils they can challenge themselves by covering
I have some food?’ he asked. up the pictures in the left-hand column while
‘Why didn’t you collect food in the summer?’ they work out what each word is. They can then
asked Ant. uncover the pictures and check.
‘I was too busy relaxing. I’m sorry,’ said
Answers
Grasshopper.
school
That winter, Ant shared his food with
truck
Grasshopper.
root
When summer came, they both worked hard
plane
collecting food for the winter.
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sleep
water
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• Ask pupils if they enjoyed the story and get them
to tell you their favourite parts. Get pupils to tell
2 rite the sentences.
Write 10 mins
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you what Grasshopper did in the summer (relax
• Write
rite the numbers 4, 1, 3, 5, 2 on the board.
in the sun) and what Ant did in the summer
Ask pupils Are the numbers in the correct order?
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(collect food for the winter).
Elicit No and get pupils quickly to tell you the
• Use this opportunity to talk about the
correct order.
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importance of working hard. Suggest that
• 103. Tell pupils that the words
Say Look at page 103
sometimes we have to work when we may not U here are not in the correct order. Ask What does
feel like it. Talk about the rewards that work
a sentence start with? Elicit A capital letter. Ask
brings, such as new knowledge and experiences,
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What does a sentence finish with? Elicit A full
helping and supporting other people and feelings
stop. Working individually, pupils should decide
of achievement and satisfaction. Find out if any
on the order each set of words should go in and
pupils can remember working hard at something
write the sentences. Let pupils compare their
and feeling a sense of achievement or satisfaction
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• Play Track 78 again. Pause after each line • Note: Direct students back to page 101 of
(each line corresponds to a picture) and get the Activity Book. Explain that they should
pupils to act out the story. You might like to follow the ‘Look, say, cover, write, check’
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choose a confident pair or several pairs to come procedure and complete the ‘Write 2’ and
to the front of the class and act out the story. ‘Write 3’ columns.
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Extras
• Spend a few minutes at the end of the
lesson to review with pupils what you
have done together. Get them to tell you
which parts of the lesson they enjoyed
the most and the least.
• Round off the lesson in the usual way.
• Let pupils work in pairs or small groups
to make their own examples of muddled
sentences like those on Activity Book
page 103. Either on sheets of plain paper
or in their notebooks, they can draw
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boxes like the ones in the activity and
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draw a line for the corrected sentence to
be written on. Encourage pupils to try
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to write their sentences without looking
back through their books. Once they have
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written out their jumbled sentences, they
can check their work by looking back.
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• Pupils should then swap their sentences
with another pair/group. When everyone U
has finished reordering the words, pupils
should hand back their answers to be
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marked. You will need to monitor and
help out.
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R
A
G
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Aims
Listening Writing
• Listen to and sing a song. • Do a spelling test.
• Listen to and say a rhyme. • Write a shopping song.
• Listen to and read a story. • Write a shopping list.
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• Listen to Ben talking about his holiday. • Describe
escribe a person and their
• Listen to descriptions of what is circumstances.
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happening now. • Write
rite a rhyme.
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• Do a quiz.
Speaking • Match
atch pictures to actions.
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• Identify and name foods. ractise spelling ((ch, sh, pl, br, th).
• Practise
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• Identify and name food containers. pell four high-frequency words
• Spell
• Make requests. U ((here
here,, some
(here, some, are, where).
• Say what you bought. • CCorrect
orrect mistakes in a shopping list.
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• Use words for food containers.
• Act out a conversation in a shop.
• Identify and name animals.
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continuous.
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• Talk
alk about the weather.
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Reading
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• Read
ead descriptions and match to pictures.
• Read
ead about Ben.
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• Read
ead and match extended descriptions.
• Read
ead emails.
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Key words
Lesson 1 Lesson 3 They’re watching TV. –
loaf of bread – /ləʊf əv ˈbred/ It’s small and quiet. – /ðeə(r) wɒtʃɪŋ tiː ˈviː/
bunch of carrots – /ɪts smɔːl ən ˈkwaɪət/ She’s walking. – /ʃiz ˈwɔːkɪŋ/
/bʌntʃ əv ˈkærəts/ It can swim. – /ɪt kən ˈswɪm/ They’re swimming. –
can of lemonade – It eats fish and mice. – /ðeə(r) ˈswɪmɪŋ/
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/kæn əv leməˈneɪd/ /ɪt iːts fɪʃ ən ˈmaɪs/
bottle of water – /bɒtl əv ˈwɔːtə(r)/ It likes to sleep! – Lesson 7
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bag of rice – /bæg əv ˈraɪs/ /ɪt laɪks tə ˈsliːp/ It’s hot. – /ɪts ˈhɒt/
tin of beans – /tɪn əv ˈbiːnz/ It can talk. – /ɪt kən ˈtɔːk/ I’m thirsty. – /aɪm ˈθɜː(r)sti/
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box of eggs – /bɒks əv ˈegz/ It is blue and yellow. – Look at me. – /ˈlʊk ət miː/
Can I have some cheese, please? – /ɪt ɪz bluː ən ˈjeləʊ/ I’m taking a photo. –
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/kæn aɪ hæv səm ˈtʃiːz pliːz/ It eats carrots. – /ɪt iːts ˈkærəts/ /aɪm teɪkɪŋ ə ˈfəʊtəʊ/
Sorry, I don’t have any. – It’s cold and snowy. –
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/ˈsɒri aɪ dəʊnt ˈhæv eni/ Lesson 4 /ɪts kəʊld ən ˈsnəʊi/
What else do you want? –
/wɒt ˈels dʊ jʊ wɒnt/
parrot – /ˈpærət/
U It’s hot and sunny. –
/ɪts hɒt ən ˈsʌni/
monkey – /ˈmʌŋki/
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crocodile – /ˈkrɒkədaɪl/ It’s windy. – /ɪts ˈwɪndi/
Lesson 2 lion – /ˈlaɪən/ It’s cloudy and rainy. –
What do you want? – elephant – /ˈelɪfənt/ /ɪts klaʊdi ən ˈreɪni/
/wɒt dʊ jʊ ˈwɒnt/ shark – /ʃɑːk/
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/wɒt ə jʊ ˈduːɪŋ/
/jes ˈhɪə(r) jʊ ɑː(r)/ pleased – /pliːzd/
I’m writing to you. –
I bought a box of eggs. –
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a bottle of water –
/ðeə(r) pleɪ-ɪŋ ˈfʊtbɔːl/
/ə bɒtl əv ˈwɔːtə(r)/
She’s writing. – /ʃiz ˈraɪtɪŋ/
a can of lemonade. –
He’s running. – /hiz ˈrʌnɪŋ/
/ə kæn əv leməˈneɪd/
135
Shopping
1 Listen, point and say. 10 mins
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Materials: Pupil’s Book pages 104–105 what he bought when he went shopping. T Tell
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Activity Book pages 104–105 them to listen, point to the things in the picture
Tracks 79 and 80 that they hear and remember one thing
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Picture/word cards (eggs, bread, Ben bought that is not in the picture. Play
beans, rice, water, carrots) Track 79.
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Track 79
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Spelling test 5 mins
Ben’ss Shopping
Ben’
U Ben: I bought a bottle of water, some
• Help pupils to find the spelling test grids on carrots and a bag of rice for Mum
Activity Book page 124. Explain that you will
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and some sweets for me.
say the four words they have been practising and Sally: What else?
they should write down each word you say in Ben: Umm, I bought a tin of beans, a
the box for Unit 6. loaf of bread and a box of eggs …
• Check that pupils are ready to write. Say the I’m hungry! Are you hungry?
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first word: by.. Let pupils write the word in the Sally: Yes, I am. Mum, can we have
first row next to number 1. Continue with the something to eat?
remaining three words (then, who).
then, next, who).
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• You
ou may want to collect in the books and mark
• Put pupils in pairs and let them try to list all the
them yourself. Alternatively, get pupils to read
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136
• Get the class to repeat eggs and put the picture • Ask some questions about the song. For
card on the board. Find out if pupils like example: What did Omar ask for? (Cheese,
eating eggs. Repeat the procedure with the beans and jeans.) What sound is in the words for
remaining picture cards (carrots, beans, bread, the things that Omar asks for? (/ee/) Write the
rice, water). words cheese, beans, jeans, please on the board
• Play a game of ‘At the shop’. Put the eggs picture and get pupils to say these words. Ask pupils
card on the board. Point to the picture card to think of other words they know that have
and say At the shop, I bought some eggs. Get the /ee/ sound (for example, queen, teeth, bee,
the class to repeat the sentence. Add the carrots wheel, tree, sleep). Ask pupils to look at Activity
picture card. Point to the picture cards and Book page 80 (Unit 5, Lesson 5) and look at the
say At the shop, I bought some eggs and some spelling of the ee words. Ask Is the spelling the
carrots. Continue adding the picture cards until same as in beans? (No.) .) Point out that both ee
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pupils are naming all of them. For example: and ea can make the /ee/ sound.
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At the shop, I bought some eggs, some carrots, • Divide the class into two halves. Play the
a tin of beans, some bread, rice and water. recording again. This time, pause after every
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Finally, get the class to say the sentence without two lines so that one half can repeat the words
any prompting. Note: When adding new of Omar and one half can repeat the words of
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picture cards and words, pupils can respond the shopkeeper.
with some, or a box/tin/etc. of or just the food
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words by themselves.
Activity Book
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2 Listen and sing the song. 8 mins 1 Read and match. 6 mins
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• Ask pupils to look at Activity Book page 104.
• Say Look at page 105. Ask pupils to look at the Read out the rubric (as a class or individually).
picture and guess what is happening. Tell the Make sure pupils understand what they have
class that Omar is shopping. Point to the paper to do. Explain that pupils should first read the
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in his hand and explain that it is a shopping list words in boxes in the right-hand column, then
and that it helps Omar remember all of the items look at the picture in the left-hand column and
he has to buy. Play Track 80. Get pupils to decide which word matches. For the first one,
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listen and track the words with their finger. ask Do you buy apples or water in a bottle?
Elicit the answer water and show pupils that
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5 a box of eggs
Beans, please, beans, please,
Can I have some beans, please?
2 Read and write. 5 mins
Sorry, I don’t have any.
• Go up to some pupils and ask Can I have your
What else do you want?
book, please?/Can I have a pencil, please? etc.
Jeans, please, jeans, please, Encourage these pupils to say Yes, and help them
Can I have some jeans, please? to give you their book/pencil. Do this several
Yes, I do have lots of jeans. times with different items and pupils.
What size do you want? • Get pupils to look at the activity at the top of
Activity Book page 105. Explain that Omar and
137
Reem are in a shop. Read the request in the first humorous in their suggestions. For
speech bubble with the class. Get the class to example, At the shop, I bought eggs,
guess the missing word (apples) and show them carrots, beans, bread, rice, water, snakes,
how to write it in the space provided. Check that bags, shoes, rice and robots.
the class is ready to write. Let pupils read and
complete the second question: Can I have some
eggs, please?
Answers
Can I have some apples, please? Unit 7 Lesson 2:
Can I have some eggs, please?
At the Supermarket
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3 Draw and write. 6 mins
• Ask the class to look at the bottom of the page. Aims: To o make requests
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Read the rubric together and tell pupils to Too say what you bought
imagine that they are in a shop. Get them to Too use words for food ‘containers’
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draw themselves in the box on the left. Next, To
T o act out a conversation in
get pupils to draw something they want to buy a shop
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on the shopkeeper’s hand, for example, a cake. To
T o write a shopping song
Finally, pupils have to complete the speech To
T o write a shopping list
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bubble so that it matches the pictures. For To read descriptions and match
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example, Can I have a cake, please? Yes, here
you are. Remind pupils that we use a or an for
U to pictures
Materials: Pupil’s Book pages 106–107
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one item (and for an item in a container such Activity Book pages 106–107
as a box, a bottle, a tin) and some for more Tracks 81 and 82
than one or a number with containers, e.g., two Optional: a shopping bag with
boxes, three tins. a variety of items, preferably
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• When they have finished, organize pupils including some food items
into pairs. Get them to take turns acting out Notebooks or plain paper
their dialogues. One pupil takes the role of
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• Spend a few minutes at the end of the apple(s), carrot(s), egg(s)) and have singular and
lesson to review with pupils what you plural forms; some are uncountable (e.g., rice,
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138
• At this age, it is best not to go into detail that Shopkeeper: Hello, Sally. What do you want?
pupils will not understand. It is fine if they use Sally: Can I have two tins of
a/an and some. Of course, they may say a rice, beans, please?
etc., but if they hear and reproduce the correct Shopkeeper: Yes, here you are.
forms idiomatically from the outset, this type of
Shopkeeper: Hello, Omar. What do you want?
mistake should be less common.
Omar: Can I have three bottles of
milk, please?
Warmer 5 mins Shopkeeper: Yes, here you are.
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Shopkeeper: Yes,
es, here you are.
the board and read it with the class.
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• Play ‘How many shops?’. Put pupils in pairs/ • Ask What did Reem buy? (Some rice./A bag of
small groups and give them two minutes to rice.) Elicit what the other children bought. If
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think of the names of all the shops they know necessary, play Track 81 again.
and count them on their fingers or make a note
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on paper. Say Stop! Ask How many shop names
have you got? See which pair/group has the 2 Ask and answer. 6 mins
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most. Ask for the names and write them on the
board. Let pupils count up how many of their •
U Play the first conversation again and get pupils to
shop names were correct and find out who the repeat each line. Put pupils in pairs and let them
winners are. act out other conversations. Pupils can swap roles
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each time to be either the shopkeeper or one of
the children. Ask for volunteers to come to the
1 Listen, look and say. 8 mins front of the class to act out the conversations.
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where they are (read the title together), who • Explain that the children are back home from
they can see (the children and the shopkeeper), the supermarket and are telling us about other
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eggs, bottles of water and milk/some water and Play Track 82.
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asking for what they want to buy. Tell them Reem: I bought some carrots.
to listen, point to the things in the picture that Omar: I bought a bottle of water.
they hear and remember who buys what. Play Ben: I bought a can of lemonade.
Track 81.
• Ask What did Sally buy? See if pupils can tell
Track 81 you what she bought. Repeat for the other
At the Supermarket children. Say Open your Pupil’s Books on page
Shopkeeper: Hello, Reem. What do you want? 107 and check your answers. Get pupils to listen
Reem: Can I have some rice, please? to Track 82 again and track the words with
Shopkeeper: Yes, here you are. their fingers.
139
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the word on the line provided. have done together.. Get them to tell you
which parts of the lesson they enjoyed
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2 Now write your song. 8 mins
the most and the least.
• Look at the activity at the bottom of the page • Round off the lesson in the usual wayway.
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and read the rubric together. Play Track 80 • Play ‘At the shop’ (Unit 7, Lesson
to remind pupils of the song and let them follow 1) again and get pupils to continue
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the words on page 105 of the Pupil’s Book. adding words to the list. See if they can
Pupils can do this activity working by themselves remember their lists from the last lesson.
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or in pairs. Tell them to read the words and fill Encourage them to be imaginative and
in the blanks using their chosen food. Let pupils U humorous in their suggestions. For
look back at the song on Pupil’s Book page 105 example: At the shop, I bought eggs,
for help, if necessary. Monitor and support as
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carrots, beans, bread, rice, water, snakes,
necessary. For the last gap, pupils can write a bags, shoes, rice, robots, cheese, two
number or, if appropriate, a ‘container’ (e.g., frogs, a bee … etc.
A box). • Have a class challenge and see how
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A box./Six./Ten.
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140
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bottom of Pupil’s Book page 108. See if they
Tracks 83 and 84
can name the animals (parrot,
parrot, fish, rabbit, cat).
cat
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Game Circles and counters,
Explain that they are going to listen to four
buttons or small pieces of
descriptions. Pupils should listen and follow
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coloured paper
each description and find the matching pet.
Optional: a variety of items
Tell pupils not to write anything, but just to
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(including, if possible, some items
listen. Stop after each description and see if
of food in containers)
pupils can answer the question What is it? Play
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U Track 83.
Warmer 4 mins
Track 83
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• Welcome pupils and get them settled at their A Pet for Ben
desks. Elicit what day it is and write the day on Voice 1:
V This is a quiet pet. It is very small
the board and read it with the class. and it lives in a glass bowl or
• Introduce the theme of the lesson by writing the tank. It can swim and is often
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title of the lesson on the board (‘A Pet for Ben’). orange. It needs clean water and it
Discuss the following points: eats fish food. What is it?
Ask pupils what a pet is. Voice 2: This is a quiet pet. It likes to sleep
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Ask pupils if they have any pets at home. in warm places. It lives in the
Ask pupils what types of animal you can have house. It can be many different
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141
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4 Play the game. 6 mins 2 Write sentences. 4 mins
• Read out the rubric (as a class or individually).
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• Ask the class to look at Pupil’s Book page 109. Make sure pupils understand what they have
Get them to name all the pictures. Organize to do. Pupils have to complete the first sentence
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children into pairs and show them how to play by choosing one of the two words in boxes to
the game. match the picture. Pupils then write a complete
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• The aim of the game is to land on the items on sentence to match the second picture.
your shopping list.
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Answers
• Each child chooses five items on the game board
1. I bought some eggs.
and writes them on a shopping list.
• Pairs exchange shopping lists.
U 2. I bought some carrots/a bunch of carrots.
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• Each player puts their counter on ‘Start’.
3 Write sh or th.
W 4 mins
• Players take turns to select a number at random
• Write the letters sh and th on the board, making
from a Game Circle and move the number of
sure you model correct letter formation. Elicit
spaces shown.
what sounds the letters sh and th make. Ask
• Players can move in any direction, but they can
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142
Extras
• Spend a few minutes at the end of the
Unit 7 Lesson 4:
lesson to review with pupils what you
have done together. Get them to tell you
Wild World
which parts of the lesson they enjoyed
the most and the least. Aims: To read descriptions
• Round off the lesson in the usual way. To identify and name animals
• Play a guessing game. First, think of an To identify body parts of animals
animal. Tell pupils you have thought of To learn on land/in water
an animal. Write numbers 1–5 on the To say a rhyme
board. Say five things about the animal To write a rhyme
and see if pupils can guess. For example: Materials: Pupil’s Book pages 110–111
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It’s small. [pause for pupils to guess] Activity Book pages 110–111
Tracks 85 and 86
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It’s quiet. [pause for pupils to guess] It’s
orange. [pause for pupils to guess] It can Notebooks or plain paper
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swim. [pause for pupils to guess] It lives
in water. [pause for pupils to guess]
Warmer
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• Stop after each statement to give pupils 5 mins
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above). If pupils can’t guess after the • Welcome
elcome pupils and get them settled at their
first statement, cross out number 1. Say U desks. Elicit what day it is and write the day on
the second statement. Likewise, if pupils the board and read it with the class.
can’t guess, cross out number 2, and so • Introduce the lesson by holding up Pupil’s Book
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on. If you say five statements and the page 110 and telling pupils the topic is ‘Wild
pupils still cannot guess the animal, cross World’. Get pupils to look at the picture and
out number 5 and say No points left – guess what the lesson is about (wild animals).
the teacher wins! The number of points Discuss some of the following points with them:
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pupils score is represented by the sum of Talk about what a wild animal is.
the numbers on the board that have not Talk about what wild animals they have seen.
been crossed out. Talk about animals we find in the wild around
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143
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[Wiggle your fingers.]
about the animals and is going to tell us which It has no toes.
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animals she saw on safari. See if pupils agree [Wiggle your toes.]
with what Reem says. Note: Reem has made But goodness me,
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lots of mistakes in her notes. Play Track 85. [Put your hands up as if in surprise.]
What a nose!
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Track 85 [Put your elbow next to your nose, stretch out
Reem’s Notes your arm, and wave it like a trunk.]
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Reem: I am on safari. I wrote notes in
my book about the animals. • Play Track 86 again. This time, get pupils to
First, I saw a very big animal
U stand up and do the actions as they join in with
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called a melephant. It is grey and the words.
has big ears and a long nose.
Then I saw a lonkey.
onkey. It has hands
like me and can climb trees. Activity Book
Next I saw a carrot.
arrot. It is very
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dangerous. It wants to eat me! Make sure pupils understand what they have
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After that I went to the river and to do. Pupils should look at the picture of the
saw an erocodile.
erocodile. It has a very big bird and label the body parts. Ask them to
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mouth with lots of teeth! think about which body parts have the same
names as the ones humans have and which ones
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Left Right
beak wing
leg body
2 Listen and say the rhyme. 10 mins
tail
foot
• Get the class to look at the pictures on Pupil’s
Book page 111. Play Track 86. Demonstrate
2 Look and write. Where does it live? 6 mins
the actions while pupils listen (see the
• Read the rubric for the activity at the bottom
suggestions below in square brackets).
of the page. Read the animal names and then
get pupils to work in pairs and decide which
of these animals lives on land and which in
144
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on land in water both
list other body parts they know (again,
lion fish crocodile
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they can look back at Pupil’s Book pages
monkey shark frog
14 and 18). Discuss which are the same
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for humans and animals.
3 Write your animal rhyme. 8 mins
Humans Animals
• Get pupils to look at Activity Book page 111.
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eyes same
Explain that this activity will be pupils’ own
ears same
work and that they should make their own
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mouth same
rhyme. The words in the box at the top of the
U teeth same
page are there to help them, but they can choose
leg same
other animals and words if they wish.
feet same
ED
• Read out the rubric together. Make sure pupils
nose same
understand what they have to do. Show pupils
head same
that there are four groups of words – animals,
shoulder for some animals,
describing words, body parts and colours. Show
like horses
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like monkeys
read out their rhymes.
finger for some animals,
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145
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Voice 3: I have two legs, two arms and two
To review body parts hands. My tail is long and I have
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To do a quiz four fingers and a thumb on each
Materials: Pupil’s Book pages 112–113 hand. I can climb trees. I eat fruit,
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Activity Book pages 112–113 plants and seeds. (monkey)
Tracks 87, 88 and 89 Voice 4: I have no legs. I have lots of big
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can’ walk
teeth. I can swim but I can’t
on land. I eat fish. (shark)
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Warmer 5 mins
support as necessary.
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10 mins
• Play ‘Who am I?’ W With books closed, explain
that pupils will listen to descriptions of some
• Ask pupils to look at Pupil’s Book page 113.
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146
Track 88 Answers
I’m singing! 1 monkey – fruit
1. What am I doing now? Well, I’m singing. 2 shark – in water
2. What am I doing? Ha, ha, I’m watching 3 parrot – fly
my favourite programme on TV.
3. What am I doing? I’m in the bathroom. • Play Track 89 again. This time, stop the
I’m cleaning my teeth. recording after each question and get pupils to
4. What am I doing? I’m reading a book for give the answer. Write the answer on the board
my homework! and then continue the recording to confirm
5. What am I doing? I’m washing my face. the answers.
6. What am I doing? I’m doing my favourite • Get pupils to complete the bottom row (row
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thing. I’m drawing a picture. There’s a tree 4) of the table with facts about an animal of
and grass and the sun and a blue sky. their own choice. For example, they could write
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elephant, leaves, on land, walk or rabbit, grass,
• Check that pupils are ready to write. Play on land, hop.
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Track 88 once more. Pause after each line
and get the pupils to write the numbers 1–6 in 2 Say. 7 mins
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the correct boxes. Monitor and support • Show
how the class the bottom of page 112 and
as necessary. explain that Sally and Reem are doing a
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quiz. Get pupils to read the text in the speech
U bubbles and guess the correct animal ((shark).
Activity Book Put pupils in pairs or small groups of three or
four and ask them to follow the pattern shown
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1 Listen and write. 6 mins in the picture. One pupil chooses an animal but
• Get the class to look at Activity Book page 112. doesn’t name it. Their partner/group members
Explain that Sally and Reem are writing notes ask(s) questions to try to work out the identity
about some wild animals. Get pupils to read the of the animal.
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pupils where the answer – climb – is. Ask more a class or individually). This is a reading task.
questions and get pupils to look at the table and Pupils should read each description and decide
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read the answers. which animal it fits. They should write the word
• Show the class that there are three blank spaces
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1 shark
2 monkey
Track 89 3 parrot
Listen and write. 4 elephant
Reem: What does a monkey eat?
Sally: It eats fruit.
147
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could just use the 14 activities suggested above,
~ing form. While pupils do this, monitor for example.
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and support as necessary.
• When everyone is ready, Pupil 1 dictates
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the verb pairs in their list (for example, Warmer 9 mins
sit/sitting) and Pupil 2 writes them
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down. Pupils swap and Pupil 2 dictates. • Welcome
elcome pupils and get them settled at their
Pupils finish the activity by checking desks. Elicit what day it is and write the day
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their partner’s spellings, counting up the on the board and read it with the class.
correct ones and awarding a mark. •
U Play ‘What am I doing?’ Start by miming an
• Use the same spelling test activity as activity,, for example, walking around the
activity
above, but let pupils work in pairs classroom. Ask What am I doing? Elicit ideas
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to think of the verbs for the test and and confirm by saying Yes, I’m walking
for writing down another pair’s around the classroom. Write the question on
dictated verbs. the board and practise saying both the question
and the answer.
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148
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number and the answer to give pupils time to say watching TV.)
the correct number. Where is Dad washing his car? (In the garden./
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Dad is washing his car in the garden.)
• Put pupils in pairs and ask them write some
Track 90
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questions about Reem’s
Reem’s email. Monitor and
I’m playing …
support as necessary. Ask for volunteers to read
He’s skipping. / Number [pause for pupils to
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out a question. Get others in the class to answer.
answer] 6.
They’re playing football. / Number [pause for
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pupils to answer] 7.
Activity Book
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She’s writing. / Number [pause for pupils to
answer] 2.
1 Read and match. W
Write the numbers.
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He’s running. / Number [pause for pupils to
8 mins
answer] 1.
• Say Open your Activity Books on page 114. Tell
They’re watching TV. / Number [pause for
pupils to read the six sentences at the bottom of
pupils to answer] 5.
the page. Say I’m watching TV and get pupils to
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2 Listen, look and read. 10 mins say three and elicit the response I’m drawing
a picture.
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4 1
• Play Track 91 and let pupils track the words
as they listen. 2 Look and write the words. 8 mins
• Set the activity on Activity Book page 115.
Track 91 Read out the rubric (as a class or individually).
What are you doing? Show pupils how they can put each set of
Sally: Hello Reem jigsaw word pieces together to spell two words.
What are you doing? I’m writing to you! They should write each word in the box next to
Ben is reading a book in his bedroom. its picture.
Dad is washing his car in the garden.
Mum is watching TV in the living room.
Sally
149
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• Spend a few minutes at the end of the • Hand
and out the activity cards, or number activities
lesson to review with pupils what you and pupils as suggested in Lesson 6. Let pupils
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have done together. Get them to tell you read their activity card (or their allocated
which parts of the lesson they enjoyed activity on the board). Let pupils ask you if they
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the most and the least. are unsure of what their card says. Make sure
• Round off the lesson in the usual way. pupils receive different cards to the ones they
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• Ask pupils to draw a picture of members had in Lesson 6. Alternatively, pupils can write
of their family to show what they their own cards with ~ing verb forms this time.
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are doing in the evening. If they can, • Ask
Ask for a volunteer to stand up, mime their
they should write a verb next to each U activity and ask What am I doing? Encourage
picture. For example, if someone is in pupils to answer You’re washing your face. Now
the kitchen, then they can write the verb
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ask What’s he/she doing? and elicit He’s/She’s
cook next to that person. washing his/her face. Repeat the answer for
pupils to model. Repeat for the other activities.
As pupils get more comfortable with the
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Aims: To o describe a picture in the • Get pupils to look at Pupil’s Book page 116.
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present continuous Read the title: ‘On Holiday’. Ask pupils who
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T o talk about the weather they think the family is (Ben, Sally and their
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Too match pictures to actions mum and dad). Ask pupils to think about what
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T o practise the sound /ng/ they can see in the picture. Put pupils in pairs or
small groups to think of two or three sentences
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150
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Hurray,, it’s windy and I am flying
my new kite.
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Track 92
On Holiday • Ask some questions about what Omar is doing
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Ben: Hello from our holiday! We are in each picture. For example:
visiting some famous places. It What is Omar doing in picture 3? Where is
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is very hot today – the sun is Omar in picture 3?
shining. I am wearing a hat and so What’ss Omar holding in picture 2?
What’
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is Sally. Sally is hot and thirsty and Is Omar feeling happy in picture 1?
she is sitting down and resting. U Is Omar playing football in picture 4?
Mum is hot and thirsty too. I am
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riding a camel. It’s very big. Dad
is taking lots of photos of us all. 4 Read and match. 4 mins
out a class check. To check, ask volunteers to 1 Write these words. 4 mins
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read out each speech bubble and get the rest of • Say Open your Activity Books on page 116.
the class to say Ben,
Ben Sally, mum or dad. Pupils will see four weather-related pictures.
Ask pupils to look at each picture and to fill in
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151
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3 Write and read. 4 mins
• Write the letters ng on the board, making sure
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Extras
you model correct letter formation. Explain that
• Spend a few minutes at the end of the
when these two letters are together, they make
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lesson to review with pupils what you
the sound /ng/. Ask pupils to look at the activity
have done together.
together. Get them to tell you
at the top of Activity Book page 117 and to tell
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which parts of the lesson they enjoyed
you what the words are. Ask pupils how to spell
the most and the least.
the words. As pupils to give you the spelling,
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• Round off the lesson in the usual way way.
write each word on the board. U • Pupils might like to say the sentences on
• Say the words together. /ng/ is a nasal sound
produced by moving air through the nasal
Track 95 to practise the /ng/ sound
and the linked sounds /m/ and /n/. This
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passage. The tongue is raised and towards the
is a fun activity that requires listening
back of the mouth. As they say the words, ask
and modelling sounds. Play Track 95
pupils to put a hand under their chin and feel
and get pupils to repeat each sentence.
the vibration and the position of their tongue
Note: The emphasis is not on meaning
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Track 94 Track 95
sing, sing, sing
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My mum sings.
king, king, king
Your ring is nice.
wing, wing, wing
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152
Unit 7 Lesson 8: have exactly the same meaning and are both
commonly used.
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Ben walked past some boys playing with mice.
are, where) He remembered the list. ‘A box of mice, a big
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Materials: Pupil’s Book pages 118–119 cake, a red pen, a brown hat and 12 eggs.’
Activity Book pages 118–119 Ben walked past the zoo.
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Track 96 He remembered the list. ‘A box of mice, a big
Notebooks or plain paper snake, a red pen, a brown hat and 12 eggs.’
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Ben walked past a hen.
He remembered the list. ‘A box of mice, a big
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Warmer 7 mins
snake, a red hen, a brown hat and 12 eggs.’
U Ben walked past a cat.
• Welcome pupils and get them settled at their
He remembered the list. ‘A box of mice, a big
desks. Elicit what day it is and write the day on
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snake, a red hen, a brown cat and 12 eggs.’
the board and read it with the class.
Ben walked past some clothes.
• Play ‘At the shop’ (Unit 7, Lesson 1) again. See
He remembered the list. ‘A box of mice, a big
if they can remember their lists from the earlier
snake, a red hen, a brown cat and 12 pegs.’
lessons. Encourage them to be imaginative and
At the store, Ben asked for ‘A box of mice, a
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20 mins
• Explain that Ben was trying to help his mother
by remembering the shopping list. Invite pupils
• Tell
ell the class they are going to listen to a story.
to suggest how Ben remembered the list (by
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153
or experiences, etc. Tell pupils that people 3 Tell your friends. 6 mins
remember things in different ways. • When pupils have finished, they should swap
their list with a partner. Pupils should read
their partner’s list. (While they are doing this,
Activity Book write your own shopping list on the board.)
Tell pupils that their partner is their ‘mum’ or
1 Write the correct words. 6 mins
‘dad’ and that they should imagine that they
• Say Open your Activity Books on page 118.
are going shopping for the things on the list
Get pupils to look at Reem and read what she
their ‘mum’ or ‘dad’ has given them. Let pupils
is saying in the speech bubble: Can you help
stand up to walk around their desk (to pretend
Ben? Let pupils read the words in the list next to
to be going shopping) and then return, sit down
Reem. Ask for volunteers to read a word each.
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and tell their ‘mum’ or ‘dad’ what they bought.
• Ask pupils to look at the bottom of the page.
Demonstrate by reading out from your shopping
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Ask them whose shopping list this is. (It’s Ben’s.)
list on the board, saying I bought …
Ask pupils to correct the list by writing the
• Monitor as pupils tell one another what they
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correct item on the line next to each crossed out
bought. Select a few interesting examples and
word. Let pupils do this by themselves and then
ask pupils to volunteer to tell the class.
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check their answers in pairs. Ask for volunteers
to read the new correct shopping list, one item at
• ote: Direct pupils back to page 117 of the
Note:
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a time.
Book. Explain that they should follow
Activity Book
Answers the ‘Look, say, cover, write, check’ procedure and
a bag of rice
U complete the ‘Write 2’ and ‘Write 3’ columns.
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a big cake The four words for this unit are here, some, are,
a red pen where. Lesson 1 of Unit 8 has a spelling test of
where
a brown hat these four words.
12 eggs
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Extras
2 Write your shopping list. 6 mins • Spend a few minutes at the end of the
• Ask pupils to look at Activity Book page 119. lesson to review with pupils what you
Tell pupils that they are going to write their own have done together. Get them to tell you
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shopping lists. Explain that the list can be all which parts of the lesson they enjoyed
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food items or a mixture of different things. Tell the most and the least.
pupils to look back through their books to find • Round off the lesson in the usual way.
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things to go on their list. Pupils should write at • Ask pupils to ask their mum, dad, brother
least five items. or sister to dictate a simple shopping list
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• Give
ive pupils enough time to do this, including to them. Their parents/siblings can look
time to look back through their books and select through the Pupil’s Book and Activity
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words. While pupils work, monitor and support Book to choose some things to put on the
as necessary. You may find it necessary to give shopping list. If there are items that the
some pupils a few ideas to get them started. parent/sibling wants, but the English word
is not known, tell the pupils to write it
Sample shopping list
in Arabic, so that you can translate it for
a cake
them in the next lesson.
a tin of beans
• In the next lesson, ask for volunteers to
a bunch of carrots
read out some items from their shopping
some pens
list. Encourage everyone in the class
a pencil case
to read out at least one item, saying
I bought …
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155
Aims
Listening
• Listen to and follow a story.
• Listen to a description.
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Speaking
• Ask and answer questions in the present continuous.
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• Use vocabulary for food, clothes, subjects, shape, size.
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• Practise instructions for doing actions.
• Describe places, animals, weather.
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Reading
• Review
eview descriptions – colour, number, size, place.
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• Read about Omar and his family.
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Writing
• Do a spelling test.
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• Do a crossword.
• Describe a picture.
• Plan a party.
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• Write
rite and talk about yourself and your family.
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A
G
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156
Key words
Lesson 1
What’s she doing? –
/wɒts ʃi ˈduːɪŋ/
She’s doing a puzzle. –
/ʃiz duːɪŋ ə ˈpʌzl/
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Lesson 2
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Find the difference. –
/faɪnd ðə ˈdɪfrəns/
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Lesson 3
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at the zoo – /æt ðə ˈzuː/
Lesson 4
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the greedy king – /ðə griːdi ˈkɪŋ/
U
ED
ET
N
R
A
G
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157
N
11, 12, 13, 14, 15, 16, 17, 18, 19, 20
Track 97 30, 40, 50, 60, 70, 80, 90, 100
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Notebooks
• Working
orking individually or in pairs, get pupils
to choose from any of the numbers you have
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written on the board and write one number in
Teaching note
each of their grid squares. Remind pupils how
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to play ‘Number bingo’ before starting the game
• Units 4 and 8 are revision units. There is
– see the instructions below. Remind pupils to
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less material to cover in the four lessons that
listen carefully for the stress difference between
make up these units than in other lessons. The
13 and 30,
30 14 and 40, etc. (See Teacher’s Book
intention is to give teachers the opportunity, at
U Unit 6, Lesson 2.)
these points in the school year, to:
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– catch up with unfinished work
– review particular areas that pupils
‘Number bingo’ – instructions
found difficult
– do more of the additional Extras that follow
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158
• Ask What can you see? Pupils should be able to • As a class, look at the first Across clue (At 9
tell you that they can see a family and name the o’clock, I go to bed and go to ______). Elicit
family members. They should also be able to ideas for the missing word (sleep). Ask Do we
describe what each person is wearing and also write it across or down? Elicit Across.
what each person is doing. • Put pupils in pairs or small groups to complete
• Play Track 97. Ask pupils to listen and point the crossword. The first pair/group to finish with
to each person they hear being talked about. all the clues answered correctly is the winner.
Answers
Track 97 1
s l e e p 2
c
At Home 3
c b o x
This is my family. My name is Tommy. Today
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4
I am at home with my family and we are all in a c o
the living room. 5
t r i a n g l e k
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My brother is sitting at his desk. He is doing 6
f r b i g
his homework.
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7 8
My grandpa is in his favourite chair. He r a i n y n
is sleeping. o e g
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My grandma and my dad are sitting on the 9
l
l e f t
sofa and watching TV. They are watching a
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s l
programme about wild animals.
My mum is sitting in the chair next to me. She U o
is reading a book. 10
w i n g s
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My little sister is sitting on the floor with her
bear. She is doing a jigsaw puzzle and her bear Across Down
is helping! 1. sleep 1. scarf
I am sitting on the floor next to the TV.. I’m not 3. box 2. cooking
5. triangle 4. carrots
watching TV, I’m listening to music.
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6. big 8. yellow
7. rainy
9. left
2 Ask and answer. 5 mins 10. wings
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•
and ask What’s Tommy’s brother doing?/What’s • Spend a few minutes at the end of the
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1 Look and write the words. 10 mins • Develop the crossword clue idea by
• Draw the top part of the crossword puzzle from getting pupils to write their own puzzle
Activity Book page 120 on the board. Write the sentences. As in the crossword puzzle on
numbers 1, 2 and 3 in the squares going across Activity Book page 120, the sentences
and down as shown. can be ‘fill in the gap’ clues, questions
• Say Open your Activity Books on page 120. or descriptive statements – show pupils
Pupils might remember the crossword they did in these three types by referring to Across
Primary 2. Look at the clues at the bottom of the clues 3 and 5 and Down clue 4.
page together. Show pupils that there are clues • For both the ‘Number bingo’ and
for words that are written across and clues for crossword activities, let pupils work
words that are written down. in pairs and do the activities working
together to support each other.
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Picture A or B? •
numbered (1a and 1b, etc.).
Explain that pupils will hear five descriptions
and should identify whether it is picture a or
Aims: To review foods, clothes, subjects picture b in each case. They should tick (3) the
To review descriptions – colour, box for each answer. Play Track 98.
number, size
To review number order Track 98
To review vocabulary sets Picture A or B?
Materials: Pupil’s Book page 123 1. At the café
Activity Book page 121
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There are two boys buying some food at a café.
Track 98 The café sells burgers, pizza, salad, popcorn
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Optional: small letter/word cards and drinks. The boys are about 10. One is
for the Warmer activity wearing a blue shirt and he has a baseball
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Plain paper and pencils cap on his head. The other boy is wearing an
orange shirt. (b)
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Warmer 10 mins 2. My birthday
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It’ss my birthday today and I am 9. My mum
It’
• Welcome pupils and get them settled at their U and dad have bought me a present. I am very
desks. Elicit what day it is and write the day on excited. I want some skates but I need a new
the board and read it with the class. school bag. I can see my dad holding a big box.
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• Play ‘Line up’ using letters a–z. Depending on It’s a very pretty present with a red ribbon and
the size of your class, you may need to play orange spotted paper. What’s in the box – a
this game two or three times in order to give school bag or skates? I can’t wait to open it! (a)
everyone a turn. Quickly randomly allocate
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example) and be ready to say it. Ask all the English and art – but I don’t have PE. I don’t
pupils who have a letter to come to the front like PE. What’s the day today? (a)
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help as necessary. Repeat for the next group and a triangle and the windows are squares. The
so on until everyone has had a turn. door is a rectangle with a little square window.
• Note: You can also play this game by handing Above the door there is a yellow triangle. There
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out pieces of paper with letters a–z on them and are two plants in yellow pots. The only circle is
relevant words written down. Pupils can then the sun. (a)
refer to what is on their piece of paper when
putting themselves in order. 5. At the clothes shop
Hello, can I help you?
Can I have these trainers, please?
1 Listen, find and tick (3). 15 mins Yes, of course. What else do you want?
That’s all. Thank you. (a)
• Ask pupils to look at Pupil’s Book page 123. Ask
pupils How many pictures can you see? Explain
that there are 10 pictures and that they are in
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Activity Book they can swap with another pair and see if they
can find the odd words in the vocabulary sets.
1 Write the numbers in order. 10 mins Monitor and support as necessary. You might
• Play ‘More or less?’ to review numbers. Put like to choose some good examples and put them
pupils into small groups. Give each group on the board for the class to solve.
some paper and make sure they have pencils Answers
ready. Tell pupils you are thinking of a number 2 bike
(between 10 and 20 or between 20 and 30). You 3 skirt
may want to write the number on a piece of 4 wardrobe
paper and put it face down on your desk or stick 5 windy
it face down on the board. 6 wash
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• Ask groups to guess your number. A group
writes and holds up their guess. You respond Extras
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with the word more if your number is bigger or • Spend a few minutes at the end of the
less if your number is smaller. Give groups three lesson to review with pupils what you
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chances to guess your number before moving have done together
together.. Get them to tell you
on to another group. Let different groups write which parts of the lesson they enjoyed
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and guess the number. The first group to hold up the most and the least.
your number wins a point. Play the game several • Round off the lesson in the usual wayway.
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times, then count up the points and congratulate • Get pupils to draw a map similar to the
the winning group(s). U one on Pupil’s Book page 89. This can
• Say Open your Activity Books on page 121. Get be imaginary or can depict part of their
pupils to look at the first activity and complete
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local area. Put pupils in pairs. Get each
each sequence in order. Let pupils check their pair to use one map. One pupil names a
answers with a partner. Ask for volunteers to building on the map. Their partner must
read out each sequence. give directions to the building. Get pupils
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40 50 70 80
10 19 90 100 pupils know of in a town/their town.
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• Ask pupils to look at the second activity on library. You can write these words on the
Activity Book page 121. Read the rubric board for later. Alternatively, you can let
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together. Get pupils to look at the group of pupils look back through their books to
words labelled 1 and see if they can explain check the spellings.
• Draw a large rectangle on the board.
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161
• Put pupils into pairs. Without their the instruction, they should follow it. When
partner seeing, one pupil now labels all ‘Salman’ does not give the instruction, they
the rectangles on their map with place/ should not follow it. Play a practice game.
shop names. This pupil then describes For example:
the locations of the places they have Salman says, ‘Touch your arm and jump.’
labelled, by saying, for example, The (children do the action)
park is opposite the library. The library Salman says, ‘Bend and touch your foot.’
is next to the bakery. The other pupil (children do the action)
in the pair listens and labels their map. Touch your ear. (children do not do the action)
When they have finished, get children to Salman says, ‘Touch
Touch your mouth and turn left.’
left
compare their maps and check they are (children do the action)
the same. Tell pairs to turn over their
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paper, change roles, draw new maps and • Play the game. This time, if children do the
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do the activity again. action at the wrong time, they are out and have
to sit down. Keep playing until only four or five
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children remain as the winners.
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Unit 8 Lesson 3: 1 Listen and look. 10 mins
At the Zoo •
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Ask pupils to look at Pupil’s Book page 124.
U Ask pupils to tell you what they can see in the
picture. Encourage them to use full sentences.
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Aims: To review instructions for actions
• Explain that pupils should listen and follow the
To review parts of the body
story. Play Track 99.
To
o review descriptions – place,
animals, weather
Track 99
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To
o review describing a picture
To plan a party At the Zoo
Materials: Pupil’s Book page 124 It’s a hot, sunny day. The sun is shining and
the animals at the zoo are feeling happy. There
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Plain paper boys looking at the lions. The lions are very
fierce and are in a cage. Opposite the lions
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162
The boys are wearing scarves. (False – it is a hot • Put pupils in pairs and see if they can complete
day. The boys are not wearing scarves.) any of the plans. Elicit ideas. Play Track 100
The monkeys are sitting in a tree. (True.) again if necessary.
We can see four tails. (False – there are only
Answers
three tails visible.)
Day: Sunday
Time: Afternoon
Where: Reem’s house/living room
2 Read, match and write. 8 mins
What to wear: party hats
Favourite food: pizza/ice cream/cake/sweets
• Ask pupils to open their books again and look
at the activity at the bottom of Pupil’s Book
2 Write about your party. 8 mins
page 124. Ask pupils to count how many blue
N
• Put pupils in groups of four or six to plan their
rectangles they can see (there are eight). Show
own party.. They need to make the same sorts
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pupils that there is a small blue number 1 next
of plans the children did on the recording. Set a
to the first blue rectangle. Explain that they
time limit. Monitor and support as necessary.
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should choose one of the two words from
• Ask groups to tell the class about their party
party. If
number 1 in the list below (four or five) and
necessary, play lines from Track 100 again
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write it in the box.
for pupils to model and repeat.
• Let pupils work by themselves to complete this
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activity and then check their answers in pairs.
Extras
Check with the class by asking for volunteers to U • Spend a few minutes at the end of the
read a sentence each. Alternatively, you can read
lesson to review with pupils what you
out loud and stop for pupils to tell you which
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have done together
together. Get them to tell you
word goes in which gap.
which parts of the lesson they enjoyed
the most and the least.
Activity Book • Round off the lesson in the usual way.
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Omar,, Reem, Sally and Ben are planning a party. friends at school about their party. Let
• Ask pupils to open their Activity Books on them decide which information from
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page 122. Give pupils time to look at the picture their own party plans they want to put
and read the words under the picture. Read out on their poster. Encourage them to use
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each word and explain that these are the plans colour and drawings to make the posters
look attractive.
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N
Tracks 101 and 102 The king got rid of all his gold.
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And he lived happily and wisely for ever after
after.
Warmer
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8 mins • Ask pupils if they enjoyed the story and get them
to tell you their favourite parts. Get pupils to tell
• Welcome pupils and get them settled at their
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you what the king wished for ((gold). Get them to
desks. Elicit what day it is and write the day on tell you how he felt when he had his wish ((sad,
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the board and read it with the class. lonely) and why he felt that
tired, hungry and lonely
• This is the last lesson of Primary 3. Let pupils U way (e.g., he couldn’t eat gold or talk to gold
gold).
tell you what their favourite game is from all the • Get pupils to try to explain the word greedy
greedy.
ones they have played during the year. (A greedy person wants too much of something.)
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• Tell
ell pupils that today they are going to listen to Talk about the fact that lots of gold and riches
a story and then write facts about themselves didn’t make the king happy.
and their family. • Use this opportunity to talk about greed. Explain
that greed can apply to food and possessions.
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• Tell
ell the class that today’s story is called ‘The
Greedy King’. Get them to look at Pupil’s Book • Play Track 102. Here, the story is out of
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page 125. Read the title with the class and give order. Ask pupils to listen and tell you which
pupils some time to look at the pictures and picture is being described.
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•
follow the story by looking at the pictures and
Track 102
The Greedy King
the words.
(jumbled version)
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164
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O
Activity Book
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1 Read about Omar. 6 mins
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• Ask pupils to look at Activity Book page 123.
Let pupils read what Omar has written about
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himself and his family. Alternatively, you can
read the passage to the class. Ask some checking U
questions, for example:
How old is Omar?
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Who does he live with?
What does he do on Saturday?
He says his favourite food is chicken – true
or false?
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• Tell
ell pupils to look at the bottom of page 123
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165
Phonetic Symbols
Vowels Diphthongs
i υ u ə e
tree sit book too here day
N
e ə ɔ υə ɔ əυ
O
TI
men america word sort tour boy go
A
ɑ ɒ eə a aυ
C
cat but part not
U wear my how
ED
ET
Consonants
N
p b t d k
R
A
f v θ ð s z ʃ
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m n ŋ h l r w
milk no sing hello lion rocket window yes
166