Kingdom of Saudi Arabia Get Ready Teacher’s Book 5€¦ · The Student’s Book including...

Teacher’s BookGet Ready

Kingdom of Saudi Arabia

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2 Introduction

Get Ready is a six-level English language course for Grades 4, 5 and Grade 6 of the elementary stage of Saudi Arabia’s public school system. Each level of Get Ready covers one semester of the Saudi Arabian academic year and contains the components as listed below. An outline of the structure and methodology follows.

The Student’s Book including WorkbookGet Ready Level 5 consists of a Student’s Book and Workbook combined.

Student’s BookThere are 12 units in the Student’s Book, consisting of eight presentation units and four revision units. The language in each presentation unit follows a theme, allowing the new language to be taught in context. Themes include ‘The body’, ‘My house’, ‘My school’ and ‘My country’. Themes have been chosen to meet the needs and interests of children at this level.

WorkbookThe workbook pages of the eight presentation units consist of three pages of activities per unit. There are also four revision units with two pages per unit. These activities are designed for children to do as homework. The main focus is on writing practice and recycling the language presented in the Student’s Book pages.

The Teacher’s BookThe Teacher’s Book contains an introduction to the Get Ready course materials and includes comprehensive lesson notes covering each unit.

Each Teacher’s Book unit starts with a table that lists the materials needed for each lesson, enabling teachers to prepare lessons in advance. The table at the beginning of each unit also lists the target structures to be presented or revised, unit vocabulary and literacy activities thus making the precise aims of each unit clear.

The teacher’s notes give point-by-point instructions as to how the activities should be completed and, where appropriate, notes are included for teachers to model examples. The notes ensure that the lessons are as effective as possible and that teaching time is used efficiently. They also contain Teaching tips on useful teaching techniques.

The FlashcardsThere is a set of 79 flashcards which can be used to present, practise or revise all the target vocabulary items from this course. Suggestions for using the flashcards and wordcards appear in the teacher’s notes for each lesson.

The PostersThere is a set of ten posters, which help to contextualise and reinforce language taught in the Student’s Book. The posters can be used in a variety of ways. They can be used at the beginning of the lesson to pre-teach some of the target vocabulary for that lesson, or they can be used at the end of the lesson to consolidate what the children have learned. Where appropriate, the posters can also be used during the lesson, notes for which have been included throughout the Teacher’s Book. After the lesson they can be displayed in the classroom as a reminder to the children of the language they have learned.

The Audio CDThe audio CD includes native-speaker audio for all the listening texts and dialogues for the activities in the Student’s Book. This ensures that each language structure is presented and modelled, giving children practice in listening and pronunciation. New language is presented in this way giving children the opportunity to hear a variety of voices.

The Websitewww.macmillanenglish.com/GRSA

Get Ready Level 5 is supported by its own website, full of valuable information and resources to support teachers using the course. As well as information about the course in general and the main principles behind it, teachers can view the teacher training videos online.

The Features of the Student’s Book The Student’s Book at each level of the course has the following features:

Presentation units: Each of the eight presentation units in the Student’s Book has four pages, providing enough material for two lessons. These units present new vocabulary and structures, expose the children to the English alphabet and basic phonics, ensure oral and literacy development, and teach the four language skills. There are also four revision units, each with enough material for a lesson.

Introduction

3Introduction

Presentation units contain language activities in all four language skills to contextualise, practise and activate new language, topics and skills; phonics exercises to practise the 44 sounds of English and demonstrate how these sounds are most commonly represented in English spelling; Phrase banks which list the most important words and phrases of a unit; Grammar Focus which lists the most important structures of a unit; Look! and Listen! boxes to draw students’ attention to language points.

Revision units: Each of the four revision units review and reinforce the previously taught language. They provide material for one lesson which revises language taught in the previous two units. The revision units are located after presentation units 2, 4, 6 and 8.

Saudi Stars: There are four sets of Saudi Stars pages, each consisting of two facing pages, located after presentation units 2, 4, 6 and 8, and Revision units 1, 2, 3 and 4. Saudi Stars pages are designed as extension material that recaps the linguistic contents of the previous two input units. Saudi Stars pages contain stories, chants, puzzles and projects.

Progress Check: Each level of Get Ready contains two Progress Check pages, each consisting of two Student’s Book pages. Progress Check 1 covers presentation units 1–4 and is located after Revision 2 and Saudi Stars 2. Progress Check 2 covers presentation units 5–8 and is located after Revision 4 and Saudi Stars 4.

Progress Check mostly focuses on vocabulary, grammar, reading and literacy. It can help teachers to carry out their duties of on-going formative assessment and serve as a model for assessments which teachers might compile.

Methodology of the CourseAll four language skills are covered in the course, with oral skills taking precedence at this early stage. When there is limited teaching time available, it is important to use the time well. Here are some suggestions as to how to structure effective English lessons, where teaching time is limited.

1 Oral skillsChildren should be given every possible opportunity to hear English spoken and to speak it themselves. The aim of any English course should be to produce learners who are both fluent and accurate speakers of the language.

Fluency activities: Fluency refers to the ability to ‘get a message across’ without the message necessarily being error-free. Try to find opportunities for informal interaction in English with the children, so that they begin to understand that the language is used for genuine communication and not just for ‘Lessons’. For example, when you come into the classroom, fan yourself with your hand and say, Phew! Hot! The children will understand what you say because of your gesture. Very soon, the children will be telling you, Phew! Hot! You can then answer by saying, Yes, it’s very hot today. In this way you will be extending the children’s repertoire of English in a subtle way and helping them to become fluent in the language.

To develop fluency in the children, it is necessary to give them the opportunity to display what they know. Not all of the vocabulary which you present to the children will be new to them. Some of the children will hear English spoken at home by parents or older siblings, and they will have picked up some words or phrases in English. Before you formally present vocabulary, first allow the children to tell you the word if they know it. At this stage, it does not matter if they don’t pronounce the word accurately, or they get the word wrong. Find ways to praise their efforts and you will find that they want to speak English more and more. They will get used to speaking English and their confidence in their ability to use the language will grow.

Accuracy activities: Accuracy activities will help children to produce error-free English. Each unit in the course contains accuracy activities which are grammar and/or vocabulary focused. At the presentation stage of the lesson, it is important that you provide a good model of accurate English and that you make sure the children produce accurate English in reply. It is at this stage that you should correct their errors if possible. The audio scripts on the CD expose the children to good, accurate English, so it is important, if the task requires them to Listen and say, that they repeat exactly what they have heard. A good English lesson will provide opportunities for both fluency and accuracy.

Patterns of oral interaction in the classroom: It is important to vary the pattern of interaction in the classroom. If you constantly address the whole class, you may find that the more confident children are doing all the talking, whilst the quieter children stay silent. Remember to address questions and comments to individual children from time to time, or to small groups of children. Make sure that the rest of the class keeps quiet at this time.

Children should also be encouraged to speak to each other in English, so it is important to do pairwork activities during the lesson. (See Drilling below.)

Drilling: A central part of the methodology used throughout the Student’s Book is drilling. The main purpose of drilling is to make sure that all the children have the opportunity to speak English and that they are saying the words correctly. There are several different types of drilling.

Choral drilling: This involves all the children being asked to repeat a word or phrase together. This type of drilling allows children who are less confident to practise the word in a way which is relatively stress-free.

50/50 drilling: This is where the class is divided in half and the teacher asks one half of the class to repeat the word or phrase whilst the other half of the class stays quiet. The other half of the class then produces the language. This type of drilling allows the teacher to hear more clearly whether children are producing accurate English.

Individual drilling: Choose individual children to say the word or phrase. It is a good idea to first choose a child who you know is likely to pronounce the word correctly, giving a good example to the other children.

4 Introduction

Pairwork: Shy children who normally stay quiet during whole class activities can often be persuaded to speak to a partner or a friend during pairwork. During pairwork activities, the teacher should go round the class making sure that the children are speaking in accurate English and performing the task properly.

Pronunciation: Some of the sounds of English will be difficult for Arabic children to pronounce. They should be exposed to good models of spoken English so that they have information about the way words should be pronounced. Try to get the children to copy the pronunciation of the speakers on the CD. They may not get it right the first time, but they should aim for a close approximation.

Sometimes the children will have difficulty hearing the difference between one sound and another, e.g., /k/ as in cat and /g/ as in goat. You may want to try some ‘minimal pairs’ activities. These involve two words where the only difference is a single phoneme, e.g., goat and coat, pin and bin, fan and van, etc. You could play games where the children have to listen to pairs of words and decide which sound is which.

All languages have intonation. Intonation is about how we say things, not what we say. Changing the intonation can completely change the meaning of the same words, e.g. It’s raining. Saying it as if you are surprised is completely different to saying the words as if you are happy or angry. Some examples of common intonation patterns which will be highlighted in the Teacher’s Book include: wh word questions: falling intonation; yes/no questions: rising; statements: falling; lists: rising, rising, rising, falling.

2 Reading skillsThe reading skills part of the course includes The alphabet, Phonics and Whole word activities.

The alphabet: By the end of this course, children will have learnt all 26 letters in alphabetical order. This will help children at later stages with spelling, and will also enable them to access English reference materials, such as dictionaries, which are organised in alphabetical order.

Phonics: Phonics takes, as its starting point, the sounds (or phonemes) of the language, looks at the ways in which these phonemes are blended together to make words, and how the words are spelled. It is important that pupils also learn correct pronunciation and become familiar with the different sounds that letters or groups of letters can make.

Phonics activities focus on the phonemes (sounds) that pupils have already learned, in the current unit or in a previous part of the course. Activities introduce the phonemes on their own, then in words which contain the phonemes. Pupils learn to recognize, isolate and produce initial phonemes in target vocabulary. At later stages, they are taught to segment and blend phonemes to decode and

produce three letter CVC (consonant-vowel-consonant) words. This is an important ‘word attack’ skill which children will be able to apply at later stages when they encounter unfamiliar words in their reading, or when they want to write words themselves. You can use three fingers to represent a three-letter CVC word, e.g., bed. Say each sound, /b/-/e/-/d/ and point to your three fingers as you do this. Then draw your fingers together to show the children that you are blending the three sounds together and say bed.

Get Ready Levels 1 and 2 cover 27 of the phonemes in standard English. These are:

/æ/ apple, bank/b/ ball, baby/k/ cat, black/d/ doll, add/e/ egg, bell/f/ fat, elephant/g/ get, anger/h/ hat, unhappy/ɪ/ it, little /dʒ/ jam, agile/l/ leg, hello/m/ man, him/n/ not, uncle/ɒ/ orange, not/p/ pan, upper

/r/ rabbit, around/s/ sit, bus/t/ top, butter/ʌ/ up, run/v/ van, even/w/ wet, away/y/ you, yellow/z/ zoo/ʧ/ chin, achieve,/ʃ/ shop, wash/ð/ this, mother/θ/ think

In Get Ready Levels 3 to 6, pupils learn more single phonemes and also groups of phonemes that often ‘blend’ together, for example

/iː/ bee, meat /u:/ moon/ɜː/ nurse /ɔː/ forty, floor/ɑɪ/ bike, lion /eɪ/ play, date/aʊ/ now /əʊ/ rose/ʊ/ book /eə/ where, chair/ɔɪ/ oil /ɑː/ car/ə/ brother /ŋ/ thing/kl/ class /gl/ glass/br/ brown /dr/ dress/sm/ small /sn/ snake

Pupils also learn the letters and letter groups which most commonly represent different sounds, e.g. c (cat /k/, city /s/) and ow (how /aʊ/, slow /əʊ/).Whole word: Sometimes it is not possible to ‘sound out’ words in English. The vocabulary exercises in this course include picture and word matching activities, where the children match the whole word to the picture. This helps the children to see not just individual letters, as they do in phonics activities, but to look at the shape and pattern of the whole word. Building up an extensive ‘sight vocabulary’,

5Introduction

i.e., a list of words which the children can read quickly without ‘sounding out’, will help them to become good, fluent readers.

3 Writing skillsIn Get Ready Level 5, the children learn to write sentences. The Workbook provides children with plenty of opportunity to consolidate what they have learnt and to practise their writing skills.

4 Revising To ensure teaching is effective, it is essential that new language items are revised on a regular basis. For this reason there are plenty of opportunities to revise the material using the Revision units and the Workbook. It is often useful to include some revision work at the start of a lesson, going back over what children learned in the previous lesson.

5 Covering the syllabus of Get ReadyHow fast should you teach?

There are two Get Ready books for each academic year in Elementary stage, Grade 4, Grade 5 and Grade 6. Each Get Ready book should be covered in a semester.

In order to ensure that you cover all the teaching material, please use a calendar to check how many teaching weeks there are in that particular semester. Then carry out this calculation:

Number of weeks x 2 (the number of class lessons per week)

8 (the number of units in each Get Ready book)

The result of the calculation will tell you how many class lessons you can devote to each unit of Get Ready in order to cover all eight units of the combined Student’s Book in the first semester (your students should do most or all of the Workbook activities as homework).

What should you do if you work more slowly than you intended?

You should aim to cover all parts of the materials. However, in some circumstances, for example if books arrive late in your school or you work with a slower than average class, you might find you are short of time. If this is the case, please consult the chart below. It will help you choose the most important parts of the book to cover (Core materials) and show you which parts are not so important (Desirable and Extension materials).

Student’s Book

Workbook Revision Progress pages

Saudi Stars

Unit 1

Unit 2

Unit 1

Unit 2

Revision 1 Saudi Stars 1

Unit 3

Unit 4

Unit 3

Unit 4


Progress Check 1

Unit 5

Unit 6

Unit 5

Unit 6


Unit 7

Unit 8

Unit 7

Unit 8


Progress Check 2

Core material Desirable material

Extension material

What should you do when some students work faster than others?

The abilities, interest and motivation of pupils in any class will always vary. One outcome of this variety can be that some students work faster than others and are capable of doing more work or doing more challenging work.

The Teacher’s Book features two ways of addressing these individual differences between students. The first feature is the ‘Extra Activity’ note which sometimes suggests extra work for students to do after they complete a basic activity in the Pupil’s Book.

The second feature is the classification of activities in the Pupil’s Books and Workbooks into Core, Desirable and Extension activities. Core activities are the most important activities are should be done by all students. These activities are unmarked. Desirable activities (marked D) and Extension activities (marked E) can be set for students who work most quickly.

6 Making lessons enjoyable and effectiveTo make the best use of the limited time available, each lesson should be as effective as possible. There are several ways in which this can be achieved:

Activating schema: Schema is our total knowledge of a particular thing. In order for learning to be effective, we need to build on existing knowledge. If we activate particular areas of existing knowledge, it makes us more receptive to

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additional information in that same area. It is very easy to take advantage of this with young children. Before you start a new unit, tell the children the name of the unit, but don’t let them see their books at first. For example, if you are going to introduce Unit 3, ask the children what they think would be featured in a unit entitled My day, ask them what they do each day, and how often in the week they do certain activities, etc. When the children finally open their books, they will have a very good idea of what the unit contains.

Use of visual material: There is a large amount of visual material in the Student’s Book which can be exploited in a number of ways. The most obvious way is to use a picture to give a concrete example of a new vocabulary item. Visuals can also be used before an activity to orientate the children, to activate schema, to get them thinking about the situation or the activity, and to provide an opportunity for the pre-teaching of vocabulary. During the activity, visual material provides clues about important language and, after the activity, pictures will remind children of the language they have learnt and will help them to revise it.

Monitoring and feedback: Teachers, especially those working in large classes, need to check that the children are performing the correct task, in the correct way. They also need to know which language needs to be covered again, and if it needs to be covered with the whole class or just with particular children.

At the end of each activity there should be a feedback stage, during which the correct answers are given, alternative correct answers (if any) are accepted and wrong answers are discussed. Learning does not take place only when a child gets something right. Learning can also take place after a child has got something wrong, and begins to understand why it is wrong. The way you monitor and provide feedback to the children will have a profound effect on their motivation.

Language games: Language games are an enjoyable way of revising and reinforcing new language. They help to motivate children, especially when there is an element of competition involved. The following games are particularly useful.

1 Simon says

The teacher says a short phrase, e.g. Simon says touch your nose. Simon says point to something yellow. (The name Simon can be replaced by the teacher’s or children’s names). The children listen and do the action or follow the instruction. However, if the teacher just says, Touch your nose, but not Simon says touch your nose, then the children don’t do the action or follow the instruction. You can make it harder by saying the instructions very quickly one after the other. You can also make it competitive if the children who do the action without hearing, Simon says … have to sit down and are out of the game. The winner is the child remaining after all the others are out.

2 I spy

The teacher says I spy something yellow, or I spy something beginning with /w/. The children have to look round the room and guess what the thing is, i.e., a yellow ball, a window, etc. Once children are familiar with the game they can take turns saying I spy …. They can then play the game in groups or pairs. This is a good game for practising speaking and vocabulary.

3 Anagrams

Choose a word and write the letters up on the board, but jumbled up, e.g. o l n i. Children look at the letters and try to work out the word, i.e., lion. Later on, children can try writing anagrams for each other. This is a good game for practising reading and spelling. There are a number of anagram activities in the workbook.

4 Shark attack This is similar to Hangman. Draw a person on the board, next to a shark with its jaws wide open. Then draw lines, one for each letter of a word, e.g. _ _ _ (for the word cat). Children then guess letters and try to work out what the word is, e.g. Child: Is there a ‘c’. Teacher: Yes, there is. Child: Is there an ‘o’. Teacher: No, there isn’t. For each guessed letter, write in the correct space in the word and leave the person intact. For each letter guessed wrongly, write up the letter and rub out part of the person, e.g. a foot. If you rub out the whole person before the word is guessed, then the children lose. This is a good game for revising the names and sounds of letters and also for spelling.

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Figure 1

The numbers = parts of the body = wrong letters. Draw this first and then the shark.

Introduction

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Figure 2

5 Pelmanism

This is essentially a game of visual memory. You could play Pelmanism using flashcards, wordcards or both flashcards and wordcards. For example, you could use the wordcards and flashcards of different animals. To play the game, take, e.g. five wordcards for tiger, lion, elephant, fish and bird and the five flashcards showing these animals. Mix them up and then put them face down on a table. Turn each card over and show it to the children before turning them face down again and placing each one in the same position. Get children to come and stand around the table. Divide them into two teams. Get a child from one team to come up and turn two cards over – if they match, i.e. a word and a picture of the same animal then they keep the cards. If not, they turn them over and put them back in the same place. You could have a double set of wordcards of vocabulary from one of the units and ask the children to find the same word, or you could jumble the flashcards from two units, e.g. My classroom and Tom’s house and see if the children can match things which belong in the same place. You can provide the opportunity for additional language practice by only allowing the children to keep the words they find if they can say both words.

6 Kim’s game

Using a set of flashcards and wordcards, place them on the board or face up on your desk. Tell children to look at the words/pictures and give them a time limit to try to remember them all. Tell children to close their eyes. Secretly remove one of the cards. The children have to try to remember which card has been removed. Alternatively, remove all the cards and get children to write down the names of as many cards as they can remember. They can do this individually or in pairs or small groups.

7 What’s missing?

Display flashcards or wordcards from a unit. Go through each card, one by one, getting the children to call out the name. Take the cards off the board and replace in a different order, but leave one out. Say What’s missing? Get the children to identify which word/picture is missing.

8 What sound do you hear? (similar to minimal pairs)

Using flashcards identify sounds in a word, e.g. /e/ as in egg. Get children to say the sound so that they know what they are listening out for. Tell them to stand up if they hear the sound in the words you call out. They should keep sitting if they don’t hear the sound. Call out words with the sound at the beginning or middle of the word, e.g.

pen (p – e – n) he two tea three lemon (l – e – m – o – n) ten (t – e – n) yellow (y – e – ll – o – w)

The words which have been segmented (divided up into individual sounds) are the correct ones. It’s important that children understand that they should not just focus on the spelling because sometimes the letters have different sounds.

9 Wordcards

Put the class into groups of 4–5 children. Give each group a template to write wordcards. Get each group to agree on a sentence or question to write. Remind them about the use of capital letters, full stops and question marks. Each group writes their sentence or question in their best handwriting. Put two groups together and get them to play ‘construct my sentence/question’ game. One group are the ‘teachers’ the other group are the ‘pupils’. The teachers give out their wordcards to the ‘pupils’. The ‘pupils’ have to work out the order of the words and stand in the correct order. The ‘teachers’ tell them if they are right or wrong.

Wordcards are extremely important especially for ‘constructing’ sentences and questions. They will be used to explicitly teach punctuation.

Note: if you wanted to get the children to make all the wordcards you need for other units, you give the sentences/questions out to the children to write.

10 Numbers

Get children to work in pairs or small groups of 4–5. They take it in turns to count from 1 to 10 (or 1 to 20) or from 10 down to 1 (or 20 down to 1), e.g.

Pairwork: Person A says, 1, 2, 3, 4; Person B says, 20, 19, 18, etc.

Introduction

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Groupwork: Children go around the circle clockwise taking it in turns to add the next number, e.g. 1, 2, 3, 4, 5, etc. Children go around the circle clockwise saying the numbers from 1 to 20 and when teacher calls out ‘Change’. They go anticlockwise and count down from whatever number they got to, e.g. 8, 7, 6, 5, 4, 3, 2, 1.

Variations: Children can go up and down in multiples of two, e.g. 2, 4, 6, 8, 10, etc. Children can go up and down in multiples of three, e.g. 3, 6, 9, 12, 15, etc. Children can go up and down in multiples of five, e.g. 5, 10, 15, 20, etc.

Teaching tipAll of these games make the children think. Every child will make meaning in their own way. You cannot force them to memorise information that they do not understand. They need to make meaning of the language themselves.

5 Teacher’s signsIt is generally a good idea for the teacher to speak English rather than Arabic during the English lessons, although at the beginning you may want to use some Arabic to reassure the children as necessary. But, in order to avoid a lot of ‘organisational’ language in English or Arabic, e.g., Now, I want you to open your books and listen to the tape and point to each of the items as you hear it …, we suggest that you teach a number of signs which stand for instructions. Mostly these are universal mime symbols, e.g., a hand cupped to the ear for listen. You should then get children into the habit of looking at you, as an orchestra looks at a conductor, for the next sign which will tell them what they have to do.

Here are the signs used throughout the course:

Listen

Trace/Draw

Find

Read

Say

Copy/Write

Look

Open book

Count/Number

Repeat/Again

Don’t speak

You do it/You speak

Match

All together

Think

Tick

Introduction

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Audio track list Track 1, Copyright information

Track 2, Welcome, Look at page 4

Track 3, Welcome, Look at page 5

Track 4, Unit 1, Welcome back, Lesson 1, Activity 1

Track 5, Unit 1, Lesson 1, Vocabulary

Track 6, Unit 1, Lesson 1, Activity 2







Track 13, Unit 2, New friends, Lesson 1, Activity 1

Track 14, Unit 2, Vocabulary







Track 21, Revision 1, Activity 2a

Track 22, Revision 1, Activity 3


Track 24, Saudi Stars 1, Activity 2

Track 25, Saudi Stars 1, Activity 3a

Track 26, Unit 3, My day, Lesson 1, Activity 1


Track 28, Unit 3, Lesson 1, Activity 2a







Track 35, Unit 4, Breakfast, Vocabulary











Track 46, Unit 5, Games Lesson 1, Vocabulary





Track 52, Unit 6, The Gower’s home Lesson 1, Activity 1

Track 53, Unit 6, Vocabulary











Track 64, Unit 7, Sport’s day Lesson 1, Activity 1








Track 72, Unit 8, At a restaurant, Lesson 1, Vocabulary







Track 79, Revision 4, Activity 1b





Introduction

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Welcome!Materials needed3 Student’s book pages 4–53 CD tracks 2 and 3

LanguageGrammar/Function Grammar and functions from previous levelsSnapshot of the new book

Vocabulary Characters and vocabulary from previous levelsSnapshot of the new book

Before activity 1 Do the ‘open books’ sign. Say Open your books at

page 4. 2 Show pages 4 and 5 to the children. 3 Point to Ali. Ask What’s his name? Elicit the answer Ali. 4 Point to Ali’s speech bubble. Read the speech bubble

(Welcome back! I’m Ali. Here are my friends.) Point to the friends in the picture.

Activity D1 Do the ‘listen’ and ‘find’ signs. Point to the friends on

page 4. Make sure the children understand that they are only going to look on that page. Say Listen and find.

2 Play CD track 2. Say to the children: Point to Tom. Point to Mike. Point to Zaki. Point to Fahim. Give the children enough time to point to each character.

3 Play CD track 2 again if necessary.

Track 2

Narrator Look at page 4. Listen and find.

Ali Welcome back! I’m Ali. Here are my friends.

Tom Hi! I’m Tom and this is my family.

Peter I’m Tom’s dad. I’m an engineer.

Mary I’m Tom’s mum. I’m a teacher. I work in a school.

Tony I’m Tom’s uncle. I’m a policeman.

Jenny I’m Tom’s aunt. I’m a doctor. I work in a hospital.

4 Check the answers orally. 5 Repeat the activity with the girls on page 5. Start with

Helen’s speech bubble (Hi. I’m Helen and here are my friends)

6 Play CD track 3. Say to the children: Point to Sarah. Point to Fiona. Point to Aala. Point to Amy. Give the children enough time to point to each character.

7 Play CD track 3 again if necessary.

Track 3

Narrator Look at page 5. Listen and find.

Helen Hi. I’m Helen and here are my friends. Who is that?

Sarah That’s my aunt, Maha. She lives in Jeddah.

8 Check the answers orally.

After activity1 Point to the people in the pictures at random. Ask

What’s his name? or What’s her name? 2 Elicit the answers from the children. If necessary, help

the children to read the names.3 Finally, practise some of the questions in the speech

bubbles getting the children to work in pairs with each one taking the part of one of the characters.

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1

Welcome!

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Welcome backMaterials needed3 Student’s Book pages 6–93 Workbook pages 59–613 Flashcards: Britain, American.

Use flashcards Saudi Arabia, Qatar, Yemen, Oman, Bahrain, Jordan, UAE from Get Ready 4.

3 Poster 13 CD tracks 4–123 Suggested wordcards to prepare before lesson:

British / Qatari / Yemeni / Omani / Kuwaiti / Emirati / Bahraini / Jordanian / American /Where / are / you / from / ? / What’s / your / nationality / ?

Note: Do not use the phonics symbols with the pupils. These are for your purposes only.

LanguageGrammar/Function Where are you from?I’m from …What’s your nationality?I’m …What can you do in …?You can …

Vocabulary Saudi Arabian, British, Qatari, Yemeni, Omani, Bahraini, Jordanian, American, Emirati

Literacy Changing a noun (country name) into an adjective (nationality)

PhonicsSounds: /ɑː/ and / iː/Spellings: a/ar and ee/eaExamples: car, father, beach, cheese

Syllabus CoverageListening skills: Differentiate between the pronunciation of similar sounds in English.

Follow a simple text while listening to the audio recording.

Understand questions about oneself and others.

Phonics skills:Recognise and produce long vowels.

Speaking skills:Interact in a simple way by asking and answering questions about familiar topics.

Produce simple sentences describing people, places and things.

Reading skills: Associate verbal with visual information.

Read and comprehend simple sentences and simple texts.

Writing skills: Spell accurately familiar words and short phrases.

Write high frequency words to complete a written text at sentence level.

Write short answers to simple questions.

Write short simple phrases to complete a written text at sentence level.

Functions: Ask questions using What, Who, Where, Why, Whose.

Talk about family and friends.

Talk about holiday activities.

Grammar:Present Simple.

Question words.

The verb to be.

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Unit 1 Lesson 1

Lesson 1

Materials needed3 Student’s Book pages 6–73 Flashcards: Britain, American.3 Use flashcards Saudi Arabia, Qatar, Yemen,

Oman, Bahrain, Jordan, UAE from Get Ready 4.


British / Qatari / Yemeni / Omani / Kuwaiti / Emirati / Bahraini / Jordanian / American / Where / are / you / from / ? / What’s / your / nationality / ?

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Lesson 1

1 Listen and find.

Before activity1 Greet the pupils by saying, Good morning/afternoon

class.2 Write international on the board. Ask pupils if they know

the meaning of the word. Accept any answer which means from many different countries.

Activity1 Use Poster 1 to revise place names and character

names.2 Do the ‘open book’ sign and say Open your books at

page 6.3 Do the ‘listen’ and ‘find’ signs. Say Listen and find.4 Play CD track 4, and get the pupils to follow in their

books.

Track 4

Narrator Unit 1. Lesson 1. Activity 1. Listen and find.

Teacher Good morning class. Oh no, look at the time, it’s twelve. Good afternoon class.

Class Good afternoon.

Teacher Welcome back! I hope you had a good holiday. Today we are having an International Day.

Tom Hi, I’m Tom. I come from Britain. I’m British. Where do you come from?

Boy Hi, I’m Nemer. I come from Yemen. I’m Yemeni.

Ali I’m Ali. I come from Saudi Arabia. I’m Saudi Arabian. What’s your nationality?

Boy I’m Mohammed. I come from Oman. I’m Omani.

Teacher Well done!

After activity1 Ask What places can you see? Get pupils to respond by

saying Yemen, Saudi Arabia, Oman, Britain and anything else reasonable.

2 Say What’s your nationality? Get pupils to respond by saying I’m + Saudi Arabian. Praise any pupils who can respond correctly. Use the wordcard/write on the board Saudi Arabia / Saudi Arabian (highlight the ending).

3 Repeat with Yemen / Yemeni, Oman / Omani, Britain / British.

Teaching tipHelp the pupils to understand the difference between morning and afternoon. Time becomes afternoon after 12:00 noon.

Activity – vocabulary1 Say Listen and say and use the signs.2 Play CD track 5. Get the pupils to listen to the words

and phrases, pause after each word or phrase and repeat.

Track 5

Narrator Unit 1. Lesson 1. Vocabulary. Listen and find. Listen and say.

America American American

Bahrain Bahraini Bahraini

Britain British British

Emirates Emirati Emirati

Jordan Jordanian Jordanian

Kuwait Kuwaiti Kuwaiti

Qatar Qatari Qatari

Oman Omani Omani

Saudi Arabia Saudi Arabian Saudi Arabian

Yemen Yemeni Yemeni

International international international

Nationality nationality nationality

2 Look, listen and say.

Before activity1 Say Look and listen and use the signs. Play CD track 6

and get the pupils to look at the pictures and listen.

Activity1 Say Listen and say and use the signs.2 Play CD track 6, pausing after each sentence so that

pupils have time to repeat and complete.

Unit 1 Lesson 1

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Track 6

Narrator Unit 1. Lesson 1. Activity 2. Look, listen and say.

1 Hi, I come from Qatar. I’m … Qatari. 2 Hi, I come from Kuwait. I’m …

Kuwaiti. 3 Hi, I come from Bahrain. I’m …

Bahraini. 4 Hi, I come from the Emirates.

I’m … Emirati. 5 Hi, I come from Jordan. I’m …

Jordanian. 6 Hi, I come from America. I’m …

American.

After activity1 Say Who’s number 4? Encourage the pupils to look at

their answers and say Emirati.2 Say I’m from Britain. What’s my nationality? Encourage

the pupils to say British.3 Repeat with other countries/nationalities. Use the

wordcards to show how the name of the country is similar to the nationality.

3 Read and match. D

Before activity1 Display the poster and point to each country and say

Where’s this? Encourage the pupils to say the name of the country.

2 Display country/nationality wordcards or write the countries/nationalities on the right side of the board. Invite pupils to match a country and nationality.

3 Invite five pupils to the front of the class. Say Where are you from? Distribute the five country wordcards and get the pupils to stand in the correct order. Get the rest of the class to agree or help them. Transfer the wordcards to the left side of the board.

4 Repeat with different pupils and wordcards, this time asking What’s your nationality?

Teaching tipHelp the pupils to notice how to recognise which word goes at the beginning of a question, e.g. capital letter and what goes at the end. Note this will also help with directionality so make an emphasis on reading from left to right.

Activity1 Say Read and match and use the signs. Model what you

want the pupils to do with the example (1d).2 Get pupils to check their answers with a partner.

3 Elicit answers, use the wordcards or get pupils to write the answers on the board.

4 Get pupils to check and correct their own answers.

Answers: 1 d 2 c 3 f 4 b 5 e 6 a

After activity1 Say What nationality is number 3? Elicit Kuwaiti.2 Repeat with other countries.

4 Listen and match. D

Before activity1 Display the wordcards or write nationalities on the

board. Point to each in turn and say Where are they from? Encourage the pupils to name the country.

Activity1 Say Listen and match and use the signs.2 Model what you want the pupils to do with an example.

Play CD track 7, pausing after each item so that the pupils can listen and match the character and the nationality.

Track 7

Narrator Unit 1. Lesson 1. Activity 4. Listen and match. Where are the pupils from?

1 Hi, I’m Mona. I’m from the Emirates. I’m Emirati.

2 Hi, I’m Rabia. I’m from Yemen. I’m Yemeni.

3 Hi, I’m Aala. I’m from Oman. I’m Omani.

4 Hi, I’m Nyla. I’m from Qatar. I’m Qatari.

5 Hi, I’m Hind. I’m from Kuwait. I’m Kuwaiti.

6 Hi, I’m Wafa. I’m from Bahrain. I’m Bahraini.

After activity1 Elicit the answers and invite a pupil to write the answers

on the board. Pupils could write the numbers and then match with a wordcard.

Answers: 1 e 2 a 3 b 4 f 5 c 6 d

5 Read and write.

Before activity1 Display poster 1. Say Let’s play I spy. I spy a country

which starts with the sound /e/. Elicit Emirates.

Unit 1 Lesson 1

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2 Repeat with other countries, e.g. /o/ Oman, /s/ Saudi Arabia, /y/ Yemen, /b/ Bahrain, Britain, /ə/ America, /dʒ/ Jordan.

Activity1 Say Read and write and use signs. Model what you want

the pupils to do with an example. Say Where’s Helen from? Elicit Britain. Say What nationality is Helen? Elicit British.

2 Say Who can help me write the word British? Praise pupils who help you. Write the word on the board.

3 Get pupils to check their answers with a partner.4 Elicit feedback and invite a pupil to write the answers on

the board.5 Get pupils to check and correct their own work.

Answers: 1 Helen is from Britain. She is British. 2 Sarah is from Saudi Arabia. She is Saudi Arabian. 3 Reem is from Jordan. She is Jordanian. 4 Alia is from America. She is American.

After activity1 Say Where’s Alia from? Elicit She’s from America. Say

What’s Alia’s nationality? Elicit American.2 Repeat with other characters, where they come from

and their nationalities.

Phrase bank D1 Get pupils to look at the phrases in the phrase bank.

Point to the phrase bank.2 Say Read and say and use the signs. Get pupils to read

out the phrases.

Closure1 At the end of the lesson get pupils to stand up. Say

Goodbye, class.2 Do the ‘all together’ sign and get pupils to say Goodbye,

Mr/Mrs …

Lesson 2

1 Listen and match.

Before activity 1 Greet the pupils as in previous lessons.2 Revise activities you can do in different places, e.g. say

What can you do in Saudi Arabia? Elicit go shopping, go to the beach, swim, visit museums. Praise pupils who contribute.

Activity1 Model what you want the pupils to do with the example.

Say What can you do in Yemen? Elicit anything reasonable because the pupils will be looking at the photos, e.g. visit the markets. Match 2a.

2 Say Listen and match and use signs. Play CD track 8, pausing so that pupils can listen and match the place and activity.

Track 8

Narrator Unit 1. Lesson 2. Activity 1. Listen and match.

Helen What can you do in Yemen?

Sarah My friend Rabia is Yemeni. You can visit the markets. You can go shopping there.

Helen Nyla is Qatari. She says there is an interesting museum in Qatar.

Sarah Oooh yes, and Reem’s Jordanian. She says you can go swimming there. The water is very salty!

Helen I want to visit Jordan!

Sarah Mmmm, let me see what else is interesting?

Helen Aala is Omani. She says you can see very big boats in the ports.

After activity1 Elicit answers and invite pupils to write answers on the

board.

Answers: 1 c 2 a 3 b 4 d

2 Listen and tick (3).

Before activity1 Display the wordcards. Play What’s missing? Move the

wordcards around the board and remove one. See if the pupils can remember which wordcard is missing.

Activity1 Say Listen. Play CD track 9 and get pupils to listen for

meaning.

Unit 1 Lesson 2

Lesson 2

Materials needed3 Student’s Book pages 8–93 Flashcards: Britain, American.3 Use flashcards Saudi Arabia, Qatar, Yemen,

Oman, Bahrain, Jordan, UAE from Get Ready 4.3 Poster 13 CD tracks 8–123 Suggested wordcards to prepare before lesson:

British / Qatari / Yemeni / Omani / Kuwaiti / Emirati / Bahraini / Jordanian / American / Where / are / you / from / ? / What’s / your / nationality / ?

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2 Model what you want pupils to do with an example. Get pupils to look at the characters and the table. Play CD track 9, pausing after the first dialogue so pupils can read the table and notice the tick.

3 Say Where’s Rabia from? Elicit Yemen. Say What’s Rabia’s nationality? Elicit Yemeni.

Track 9

Narrator Unit 1. Lesson 2. Activity 2. Listen and tick. Listen to Sarah and Helen’s friends.

Rabia Hi, I’m Rabia. I’m Yemeni.

Nyla Hi there, I’m Nyla. Oh, you’re from Yemen! Yemen is a beautiful country. I’m Qatari.

Reem Hi, I’m Reem. Good to meet you. I’m Jordanian. My mother is Yemeni. Aala, what’s your nationality?

Aala Hello, how are you? I’m Omani.

Nyla Hi Aala.

Rabia Let’s go and eat lunch.

All Yes, let’s go!

After activity1 Say Who’s from Jordan? Elicit Reem. Repeat with other

characters and countries.2 Say Who’s Qatari? Elicit Nyla. Repeat with other

nationalities.

Answers: Rabia – Yemen Nyla – Qatar Reem – Jordan Aala – Oman

3 Ask and answer. D

Before activity1 Play Shark Attack. Draw _ _ _ _ _ (Yemen) on the board.

Encourage the pupils to call out sounds of letters. Fill in the correct letters.

2 Say Is this a country or a nationality? Elicit country. Say What nationality are they? Elicit Yemeni.

Activity1 Invite four pupils to the front of the class. Give them

a nationality wordcard each. Point to the question wordcards on the board and get the whole class to drill Where are you from? Get each pupil holding a wordcard to answer I’m from + name of the country.

2 Repeat with What’s your nationality? Get each pupil holding a wordcard to read their nationality.

3 Display all nationality wordcards on the right side of the board. Invite a pupil on one side of the class to ask the question and a pupil on the other side of the class to answer using the wordcards on the board to help them.

4 Say Ask and answer. Divide pupils into pairs to take it in turns to ask and answer the questions and answers using the wordcards on the board or the text in their books.

Teaching tipRemind the pupils to remember that capital letters start a question and a question mark ends it. Help the pupils to notice that a sentence starts with a capital letter and ends with a full stop.

After activity1 Say Which nationality starts with sound /s/? Elicit Saudi

Arabian. Repeat with other nationalities.

4 Listen and number. Read and say.

Before activity1 Say What can you do in Qatar? Elicit anything

reasonable. Mind map ideas on the board so that pupils link places and activities.

Places and what we can do there

Kuwait

BritainQatar

swim

visit museums

Activity1 Say What can you see? Elicit boats, market, beach,

museum, mountain. 2 Model what you want pupils to do with an example. Say

Listen and number. Play CD track 10, pausing so that pupils can find the picture and write the number.

3 Say Read and say. Invite two pupils to the front of the class. Get them to take it in turns to read out a caption to each other.

4 Get pupils to work in pairs taking it in turns to read the captions to each other.

Unit 1 Lesson 2

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Track 10

Narrator Unit 1. Lesson 2. Activity 4. Listen and number. Read and say.

Tom Good morning Ali! How are you?

Ali Hi Tom. I’m fine thanks.

Tom Listen Ali, I want to go on holiday. Where can I go on holiday? What can I do there?

Ali 1 Mmmmm, you can go to Oman. You can see big boats in Omani ports.

2 How about America? You can go to America. You can take photos of American mountains.

3 Or you can go to Kuwait. You can visit beautiful Kuwaiti mosques.

4 I know! You can go to Qatar. You can visit interesting Qatari museums.

5 And Britain! You can go to Britain. You can camp on British beaches.

6 Or you can go to Bahrain. You can go shopping in Bahraini markets.

After activity1 Elicit feedback by saying Where can you visit museums?

Elicit Qatar. Say What number is that? Elicit 4.2 Repeat with: Where can you camp on beaches? (Britain,

5) Where can you take photos of mountains? ( America, 2) Where can you visit markets? (Bahrain, 6) Where can you visit beautiful mosques? (Kuwait, 3) Where can you see big boats in ports? (Oman, 1)

Answers: 1 b 2 f 3 c 4 d 5 e 6 a

Teaching tipHelp the children notice that when they ask a wh- question the intonation is falling on the last word, e.g. Where can you camp on beaches↘?

5 Ask and answer. D

Before activity1 Say Where can I go on holiday? Elicit anything

reasonable. Add to the mind map.2 Say What can you do in Kuwait? Elicit anything

reasonable. Add to the mind map.

Activity1 Model what you want the pupils to do with an example.

Invite two pupils to the front of the class. Get them to take it in turns asking and answering the questions.

Teaching tipIf you feel the pupils need extra practice follow the drilling sequence of: 1. Whole class, 2. 50:50, 3. Open pairs, 4. Closed pairs.

2 Say Ask and answer. Get the pupils to work in pairs. Monitor and support the pupils who need help.

After activity1 Say Where can you visit beautiful mosques? Elicit

anything reasonable.2 Repeat with other places and activities.

Grammar Focus D

Activity1 Point to the Grammar Focus box. 2 Say Read and say. Get pupils to read out the phrases.

Encourage pupils to suggest the missing word. Write the following on the board: I ______________ He/She ________ They __________

3 Invite a pupil to write the words on the board. Get the class to agree or correct.

Answers: am, is, are

6 Phonics: Look, listen and say.

Activity1 Write the letters for the lesson on the board(a/ar /ɑː/ and

ee/ea /iː/).2 Point to each letter in turn and say the sound. Ensure

pupils note the position of your lips and tongue when making each sound.

3 Play the audio. Pause after each sound and after each word and allow time for pupils to repeat. Remind them to check the position of their lips and tongue when making each sound.

Track 11

Narrator Unit 1. Lesson 2. Activity 6. Phonics: Look, listen and say.

/ar/ /ar/ /ar/ car car car

/ee/ /ee/ /ee/ beach beach beach

Unit 1 Lesson 2

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7 Phonics. Listen and circle the sound.

Activity1 Pupils listen to the words and then circle the sound

that’s in that word.2 Play CD track 12. Pause after each word to allow time

for pupils to circle the correct sound.

Track 12

Narrator Unit 1. Lesson 2. Activity 7. Phonics: Listen and circle the word.

1 Emirati Emirati Emirati

2 cheese cheese cheese

3 father father father

4 teacher teacher teacher

Answers: 1 a 2 ee 3 a 4 ea

insert:

After activity1 Ask students if they can think of any other words

containing the sounds from the unit.2 At the end of the lesson get the pupils to stand up. Say

Goodbye class.3 Do the ‘all together’ sign and get pupils to say Goodbye,

Mr/Mrs ...

Workbook

Page 59

1 Read and complete.• Pupils look at the example. They re-order the letters and

write the nationalities.

Answers: 1 Yemeni 2 Omani 3 British 4 Saudi Arabian 5 American 6 Jordanian

2 Read and write.• Pupils look at the flags and text on the t-shirts. They

write the name of the nationality.

Answers: 1 Bahraini 2 Kuwaiti 3 Qatari 4 Jordanian

3 Read and correct. Complete. D• Pupils look at the example. They make corrections and

complete using the words in the word box.

Answers: 1 Helen is from Britain. She is British. 2 Sarah is from Saudi Arabia. She is Saudi Arabian. 3 Nyla is from Yemen. She is Yemeni. 4 Aala is from Oman. She is Omani.

Page 60

4 Read and complete.• Pupils look at the pictures and read the words in the

word box.• Pupils read the sentences with gaps. They use the

words in the word box and complete the sentences.

Answers: 1 can/Yemeni 2 can/American 3 can/Kuwaiti 4 can/Omani

5 Read and match. D• Pupils look at the example matching question and

answer.• Pupils read the questions and answers and match them.

Answers: 1 b 2 d 3 a 4 c

Page 61

6 Phonics: Write the words in the correct

box.• Pupils look at the sounds a/ar and ee/ea.• They read the words, then match them to the sounds

and write the words in the correct column.

Answers: a/ar: father, Emirati, car; ee/ea: cheese, teacher, beach

7 Phonics: Match and write.• Pupils look at the sounds a/ar and ee/ea.• They look at the gapped words, then match the correct

sound to each gap.• They write the letters to complete the words.

Answers: 1 teacher 2 please 3 grandfather 4 afternoon

Teaching tipEncourage pupils to read the questions and answers aloud first. Sometimes it helps pupils to hear the text read aloud so they can understand if it sounds correct or not.

Unit 1 Lesson 2

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New friendsMaterials needed3 Student’s Book pages 10–133 Workbook pages 62–643 Flashcards: best friend, blonde (hair), curly (hair),

dark (hair), glasses, light (hair), long (hair), metre, short (hair), smile, tall (person)

3 Poster 23 CD 13–203 Suggested wordcards to prepare before lesson:

Who’s / the / boy / girl / with / curly / red / hair / ? / He / She / has / short / blonde / hair / . / best friend / dark / glasses / light / long / metre / short / smile / tall


LanguageGrammar/Function Who’s the boy/girl with …?That’s …He’s/She’s my best friend.He/She has short/long blonde/curly/dark/long hair.What colour hair does … have?What colour are his/her eyes?

Vocabulary best friend, blonde, curly, dark, glasses, light, long, metre, short, smile, tall

Literacy Word order: adjectives + noun, e.g. curly brown hair

Phonics and spelling Sounds: /juː/ and /ɑɪ/Spellings: u and i / i _ eExamples: computer, museum, smile, rice

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2Syllabus CoverageListening skills: Differentiate between the pronunciation of similar sounds in English.


Understand questions about oneself and others.

Phonics skills:Recognise and produce long vowels.





Understand the main idea and specific information in short simple texts.




Write short simple sentences to pass on basic personal information and information about other people.

Functions: Describe physical appearance.

Talk about family and friends.

Grammar:Present Simple.

Question words.

The verb to have.

Unit 2 Lesson 1

Lesson 1

Materials needed3 Student’s Book pages 10–113 Flashcards: best friend, blonde (hair), curly (hair),




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Lesson 1

1 Listen and find.

Before activity1 Greet the pupils by saying Good morning/afternoon

class.2 Write the words best friend on the board and ask pupils

what they think it means. Accept any reasonable answer that means it is a friend who you like very much, better than any other friend.

Activity1 Use Poster 2 to revise features, e.g. colours, size,

clothes.2 Do the ‘open book’ sign and say Open your books at

page 10.3 Do the ‘listen’ and ‘find’ signs. Say Listen and find.4 Play CD track 13 and get the pupils to follow in their

books.

Track 13


Ali Look at this photo, Tom.

Tom Who’s the boy with brown hair?

Ali The boy with brown hair? That’s Fahim. He’s my best friend.

Tom How old is he?

Ali He’s 11.

Tom Who’s the boy with curly black hair?

Ali That’s Zaki.

After activity1 Ask What’s the name of the boy with brown hair? Elicit

Fahim. 2 Repeat with How old is Fahim? Elicit 11. 3 Repeat with What does Zaki look like? Elicit He has curly

black hair.

Activity – vocabulary1 Say Listen and say and use the signs.2 Play CD track 14. Get pupils to listen to the words and

phrases, pause after each word or phrase and repeat.

Track 14

Narrator Unit 2. New vocabulary. Listen and say.

best friend best friend blonde hair blonde hair curly hair curly hair dark dark glasses glasses light light long long metre metre short short smile smile tall tall

2 Listen, read and complete.

Before activity1 Display the flashcards and wordcards of dark brown,

curly, short, blonde. Invite pupils to match the wordcards and flashcards.

2 Say Let’s play I spy. Say I spy with my little eye hair which starts with sound /k/. Elicit curly.

3 Repeat with other hair types, e.g. /sh/ short, /b/ blonde, brown, black, /d/ dark.

Teaching tipThe concept of ‘dark’ might be confusing for some pupils. You need to show them explicit examples of shades, e.g. light brown, brown, dark brown. Find examples around the classroom. Get pupils to show you other examples with different colours.

Activity1 Do the ‘listen’ and ‘read’ signs. Say Listen and read.2 Play CD track 13, pausing after each sentence so that

pupils have time to listen and read for meaning.3 Say Listen, read and complete and use signs.4 Play CD track 13, pausing after each sentence so that

pupils have time to listen, read and complete.

After activity1 Ask Who’s the boy with dark brown hair? Elicit That’s

Fahim.2 Repeat with Who’s the boy with blonde hair? Elicit Tom.3 Repeat with Who’s the boy with curly black hair? Elicit

Zaki.

Answers: 1 dark brown hair 2 best 3 curly 4 That’s

Unit 2 Lesson 1

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3 Listen, read and match. D

Before activity1 Display flashcards and wordcards and invite pupils to

match them.

Activity1 Say Listen and read and do the signs. Play CD track 15,

pausing so pupils can listen and read for meaning.2 Say Listen, read and match and do the signs. Play CD

track 15 again, pausing so that pupils can listen, read and match the descriptions to the characters.

Track 15

Narrator Unit 2. Lesson 1. Activity 3. Listen, read and match.

Ali He has short blonde hair. He has dark brown hair. He has curly black hair.

After activity1 Invite pupils to come to the front of the class and, using

the flashcards and wordcards, identify the answers. Get the whole class to agree or disagree.

Answers: 1 c 2 b 3 a

4 Listen and find.

Before activity1 Say Look and do the sign. Get pupils to look at the

pictures. Ask the following questions and encourage the pupils to point to the character in the picture: Who has long blonde hair? Who was freckles? Where is Amy? Where is Helen? Where is Sarah?

Activity1 Say Listen and find and use signs. Play CD track 16,

pausing after each description so that pupils can listen and find the character.

Track 16


Helen Look! There’s Amy.

Sarah Who’s Amy?

Helen The girl with long blonde hair.

Sarah Is she your friend?

Helen Yes, she’s my best friend. She has green eyes and freckles.

Teaching tipHelp pupils notice that when they ask a yes/no question, the question has rising intonation, e.g. Is she your friend↗?

After activity1 Ask the following questions: Who has green eyes and

freckles? (Amy) Who has short light brown hair? (no name) What does Helen look like? (short blonde hair) What does Sarah look like? (brown eyes) What does Amy look like? (long blonde hair, green eyes, freckles)

5 Read, match and say.

Before activity1 Play What’s missing? Get pupils to focus on the

description words, i.e. curly, long, blonde, dark, short.

Activity1 Say Read and match and use the signs. Get pupils to

read the text and to match the pictures and words.2 Get pupils to check their answers with a partner.3 Elicit feedback using the wordcards and flashcards. Get

pupils to check and correct their own work.

Answers: 1 c 2 g 3 e 4 a 5 f 6 h 7 d 8 i 9 b

4 Say Say and use the sign. Get pupils to say the words and point to the pictures.

Teaching tipIt’s really important for pupils to make the visual and auditory links to language. Identifying the correct visual cues and saying them aloud helps them to memorise the language.

After activity 1 Play Pelmanism on the board. Display the wordcards

and flashcards so pupils can read the text and see the pictures. Turn the wordcards and flashcards over and mix them around the board. Invite a pupil to turn over a flashcard and a wordcard and see if they match. If they match, then the cards can be taken off the board. If they do not match, put them back in the same place on the board.

Closure1 At the end of the lesson get the pupils to stand up. Say


Mr/Mrs …

Unit 2 Lesson 1

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Lesson 2

1 Listen and write. D

Before activity 1 Greet the pupils as in previous lessons.2 Revise facial features, e.g. colour of hair and eyes,

length/type of hair, i.e. short/long/curly.3 Say How tall are you? to the class. Praise any pupil who

can answer giving a measurement.4 Invite two pupils to the front of the class and get them to

stand back to back. Put your hand on their heads. Say Who’s tall? Elicit whichever pupil is the tallest.

Teaching tipAt this point we have not introduced comparatives or superlatives. We just want to conceptualise the word ‘tall’ = height. You could get one of the pupils to stand with their back to a wall. Make a mark on the wall to show their height. Invite other pupils to bring out their rulers and measure the distance from the floor to the mark.

Activity1 Say Listen and do the sign. Play the CD track 17,

pausing so pupils can listen and look at the pictures for meaning.

2 Say Listen and write and do the signs. Model what you want the pupils to do with an example. Play the CD track 17, pausing so pupils can listen, identify the characters and write their names.

Track 17

Narrator Unit 2. Lesson 2. Activity 1. Listen and write.

Tom Here are some photos of my friends in England. This is Alex. He’s tall.

Ali How tall is he?

Tom He’s one metre fifty. And this is Mike. He has light brown hair and brown eyes.

Ali And who is this?

Tom That’s Tim. He wears glasses.

Ali What colour are his eyes?

Tom His eyes are blue.

After activity1 Elicit feedback with the following questions: Who is 1

metre 50? (Alex = 2) Who has light brown hair and brown eyes? (Mike = 3 ) Who wears glasses and has blue eyes? (Tim = 1)

2 Get pupils to check and correct their work.

2 Read, write and say.

Before activity1 Write the words World pen-pals on the board. Say What

does this mean? Praise any pupil who says something similar to they are people who write to you from other parts of the world.

Activity1 Say Read and do the sign. Get pupils to read out the

text. 2 Say Write and do the sign. Model what you want the

pupils to do with an example. Invite a pupil to come to the front of the class. Ask the following questions (encourage other pupils to answer for him/her too) and write the answers on the board next to words: What’s your name? Name: Where do you come from? Country: How old are you? Age: What colour is your hair? Hair colour: What colour are your eyes? Eye colour:

3 Say Say and do the sign. Invite pupils to stand up and read out what they have written.

Teaching tipNotice that this activity is split up into three separate parts. Do not try and make the pupils to do these all together. It is very important to make sure that activities are achievable for all the pupils. The objective is for success.

Unit 2 Lesson 2

Lesson 2

Materials needed3 Student’s Book pages 12–133 Flashcards: best friend, blonde (hair), curly (hair),




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After activity1 Get pupils to work in groups of four taking it in turns to

read out their description.

3a Read and complete.

Before activity1 Invite two pupils to the front of the class – try and get

two very different looking pupils.2 Encourage the whole class to describe the pupils. Use

the questions from Activity 2.

Teaching tipControl this activity. You do not want pupils to say rude or impolite things about each other. In English it is very impolite to say anything negative about people’s weight or features. Do not allow pupils to say negative things about each other.

Activity1 Get pupils to look at the pictures of the two characters.

Brainstorm aloud by asking the questions used in Activity 2.

2 Say Read and use the sign. Get pupils to read for meaning.

3 Concept check that pupils understand the difference between She = girl and He = boy by saying Who is she? Elicit Amy. Repeat with Who is Zaki? Elicit He is.

4 Say Complete and use the sign. Model what you want the pupils to do with an example. Write on the board: She ____________ long hair. Elicit has and write in the missing word.

After activity1 Say I am + your name. Point to a pupil and say He?

(pause). Elicit is.2 Write on the board: I am He is/She is I have

He has/She has.3 Elicit answers and get pupils to check and correct.

Answers: 1 has 2 eyes 3 is 4 is 5 hair

3b Read and say. D

Before activity1 Say Read and use the sign. Get pupils to read the text in

Activity 3a quietly.

Activity1 Say Read and say and use the signs. Get pupils to read

the text in Activity 3a aloud.

Teaching tipIn order to make this activity more interesting for the pupils you could ask them to use different voices, e.g. sad, happy, excited.

After activity1 To concept check understanding ask the following

questions: Who has long hair? Elicit She has. What colour eyes does she have? Elicit She has green eyes. How tall is he? Elicit He is one metre fifty. Who is tall? Elicit He is tall. Who has curly hair? Elicit He has curly hair.

Grammar Focus D1 Point to the Grammar Focus box. 2 Say Read and say. Get pupils to read out the phrases.

Encourage pupils to suggest the missing word. Write the following on the board: He is _____ , She is _________ , He has _____ , She has ________.

3 Invite a pupil to write the missing words on the board. Get the class to agree or correct.

Answers: He is tall. He has black hair. She has green eyes.


Activity1 Write the letters for the lesson on the board (‘u’ and ‘i’).2 Point to each letter in turn and say the sound. Ensure

the pupils note the position of your lips and tongue when making each sound.

3 Play the CD track 18. Pause after each sound and after each word and allow time for the pupils to repeat. Remind them to check the position of their lips and tongue when making each sound.

Track 18


/juː/ / juː/ / juː/ computer computer computer

/ɑɪ/ / ɑɪ/ / ɑɪ/ smile smile smile

5 Phonics: Listen and say the word.

Activity1 Pupils listen to the sound then say the word containing

that sound. They say one of the exemplar words they have just heard in Activity 1.

Unit 2 Lesson 2

23

22

2

2 Play the CD track 19. Pause after each sound to allow time for the pupils to say the word containing that sound.

Track 19

Narrator Unit 2. Lesson 2. Activity 5. Phonics: Listen and say the word.

/juː/ / juː/ / juː/ /ɑɪ/ / ɑɪ/ / ɑɪ/

6 Phonics: Listen and circle the sound.

Activity1 Pupils listen to the words then circle the sound that’s in

that word.2 Play the CD track 20. Pause after each word to allow

time for the pupils to circle the correct sound.

Track 20

Narrator Unit 2. Lesson 2. Activity 6. Phonics: Listen and circle the sound.

1 museum museum museum

2 computer computer computer

3 ice-cream ice-cream ice-cream

4 rice rice rice

Answers: 1 u 2 u 3 i 4 i

7 Phonics: Read and say. D

Activity1 Read the sentence. Ask pupils to repeat, either

individually or chorally as a class.

After activity1 Write some of the exemplars from the preceding two

units on the board. Point to the words at random and ask the pupils to say the sound they have learned for this word.



Mr/Mrs …

Workbook

Page 62

1 Read and write.• Pupils look at the pictures of the three girls.• Pupils read the words in the word box.• Pupils write the word in the sentence gap.

Answers: 1 short blonde 2 curly black 3 long brown

2 Read and match. D• Pupils read the text.• Pupils look at the characters in Activity 2.• Pupils match the character to the text.

Answer: 1

3 Write.• Pupils read the example.• Pupils put the words in the correct order.

Answers: 1 He is tall. 2 He’s my best friend. 3 His name is Zaki. 4 He has short black hair. 5 She has green eyes. 6 She doesn’t wear glasses. 7 She has long blonde hair.

Page 63

4 Read and draw. D• Pupils read the text.• Pupils draw a character according to the description in

the text.

Answers: boy, short light brown hair, green eyes

5 Draw and write.• Pupils draw themselves.• They write their name, age and the colour of their hair

and eyes.

Page 64

6a Write.• Pupils read the example.• Pupils fill in the gaps to make words from the unit.

Answers: 1 green eyes 2 laughter 3 curly hair 4 glasses 5 freckles

Unit 2 Lesson 2

24

22

2

6b Read and match. D• Pupils look at the pictures.• Pupils match the pictures and the words in Activity 2a.

Answers: a 1 b 2 c 3 d 4 e 5


box.• Pupils look at the sounds u /yuː/ and i/i _ e /ɑiː/.• Pupils read the words them match them to the sounds

and write the words in the correct box.

Answers: u: pupil, museum, computer; i/i _ e: smile, time, ride

8 Phonics: Match and write.• Pupils look at the sounds u /yuː/ and i/i _ e /ɑiː/.• Get pupils to look at the gapped words then match the

correct sound to each gap.• Pupils write the letters to complete the words.

Answers: 1 ice-cream 2 drive 3 pupil 4 juice

Unit 2 Lesson 2

25Revision 1

Lesson 1

1 Read and write. Look and match. D

Before activity1 Greet the pupils as in previous lessons.2 Play I spy using the poster and wordcards of

nationalities, e.g. I spy a country starting with the sound /k/ Elicit Kuwait.

3 Repeat with I spy a nationality starting with the sound /b/. Elicit Bahraini.

Activity1 Say Read and write and use the signs. Get pupils to

read the example. They write the country and nationality using the words in the box.

2 Say Look and match and use signs. Get pupils to look at the example. They then look at the characters and match the flags with the sentences.

After activity1 Elicit feedback. Say Who’s Saudi Arabian? Elicit 5b/Ali.2 Repeat with other characters.

Answers: 1 a 2 e 3 d 4 c

2a Listen and colour. Read and say in

pairs.

Before activity1 Revise features from Unit 2 using the poster and

flashcards. Say Who has freckles? Invite a pupil to identify the character.

2 Repeat with other features, e.g. green eyes, long blonde hair, curly red hair, blue eyes, glasses.

Activity1 Say Listen and colour. Play CD track 21, pausing so

pupils can identify the character and colour in the picture.

2 Say Who has green eyes? Elicit Amy. Repeat with Who has curly red hair? Elicit Fiona.

Answers: Amy: green eyes, long blonde hair, freckles; Fiona: curly red hair, blue eyes, glasses

3 Say Read and say in pairs. Get the whole class to read the dialogue together. Divide the class in half. One half is Sarah and the other half is Helen. Get the class to work in pairs taking it in turns to speak.

Teaching tipIf boys are reluctant to take a girl’s part, suggest that they re-name the character and then continue with dialogues. Suggested boys’ names: James and Daniel.

Revision 1Materials needed3 Student’s Book pages 14–173 Workbook pages 65–663 Flashcards: Units 1–23 Wordcards: Units 1–23 Posters 1–23 CD tracks 21–25

Note: Do not use the phonic symbols with the children. These are for your purposes only.

LanguageGrammar/Function Revision of grammar from Units 1–2

Vocabulary Revision of vocabulary from Units 1–2

Phonics and spelling Sounds: /ɑː/, / iː/, /juː/ and /ɑɪ/Spellings: a/ar, ee/ea, u and i / i _ e

26 Revision 1

Track 21

Narrator Revision 1. Activity 2a. Listen and colour. Read and say in pairs.

Sarah There’s Amy! Her eyes are green. She has long blonde hair and freckles.

Helen Amy is from America. And this is Fiona. She’s Amy’s best friend.

Sarah Fiona has curly red hair and blue eyes. She wears glasses.

Helen Fiona is from Jordan. You are my best friend Sarah.

After activity1 Say What does Amy look like? Elicit green eyes, long

blonde hair, freckles.2 Repeat with What does Fiona look like? Elicit curly red

hair, blue eyes and glasses.3 Say Where’s Amy from? Elicit America. Repeat with

Where’s Fiona from? Elicit Jordan.

2b Read and find. Write.

Before activity1 Play What’s missing? Use flashcards from Unit 2.

Activity1 Get pupils to look at the text in Activity 2a. 2 Get pupils to read out the example: Helen is from Britain.

She is British. She has short blonde hair and brown eyes.

Teaching tipGet pupils to notice the order of the information, i.e. country, nationality, features.

3 Say Read and find. Write. Use signs.

After activity1 Elicit feedback and invite pupils to write the answers on

the board. The whole class agrees or gives suggestions.

Answers: 2 Amy is from America. She’s American. She has long blonde hair and green eyes. 3 Fiona is from Jordan. She is Jordanian. She has curly red hair and blue eyes. She wears glasses.

3 Listen and number. D

Before activity1 Play I spy using flashcards and wordcards from Unit 2.

Say I spy something beginning with /k/. Elicit curly.

Activity1 Say Look, listen and write. Get pupils to look at the

characters. Play CD track 22, pausing so pupils can find the character and write the number.

2 Say Listen and match. Get pupils to match the characters with the names.

Track 22

Narrator Revision 1. Activity 3. Listen and number.

1 John has dark hair. He smiles. He likes playing football.

2 James has curly red hair, green eyes and freckles.

3 Steve has light hair and wears glasses.

4 Nick has curly black hair and blue eyes.

5 Adrian has short blonde hair and brown eyes.

After activity1 Elicit feedback. Say Who has short blonde hair? Elicit

Adrian.2 Repeat with other character’s names and features.3 Write answers on the board and get pupils to check and

correct their own work.

Answers: a 5 b 3 c 4 d 1 e 2

4 Read and guess. Listen and check.

Before activity1 Revise activities you can do in different places/countries.

Write them on the board.

Activity1 Get pupils to look at the pictures and read the text.2 Say Read and guess and use signs. Get pupils to write

the words in the gaps.3 Say Listen and check and use signs. Play CD track 23,

pausing so pupils can check their answers.

Track 23

Narrator Revision 1. Activity 4. Read and guess. Listen and check.

The markets in Yemen are fantastic.

Big ships come into the port in Bahrain

You can go swimming in the salty sea in Jordan.

The museum in Qatar is fabulous!

27Revision 1

After activity1 Elicit feedback. Say Where are markets fantastic? Elicit

Yemen. Write the answers on the board.2 Repeat with: Where can you see big ships in Bahrain?

(port) What can you do in the salty sea in Jordan? (go swimming) What is fabulous in Qatar? (museum)

5 Phonics: Match.1 Explain to pipils that the letters in the activity are the

ones they learned in Units 1 and 2. 2 Ask them to look at the letters and to think about the

sound each one represents. Ask them to read the words silently to themselves and to match each of the sounds with the correct symbol by drawing lines.

Answers: The following letters and words should be matched: a/ar – scarf; ee/ea – cheap; u – juice; i/i_e – ride

Workbook

Page 65

1a Read and complete. D• Pupils look at the example anagram. They re-order the

letters.

Answers: 1 curly 2 brown 3 black 4 short 5 British 6 Omani

1b Read and write. Match.• Pupils look at the pictures of the two boys and complete

the sentences about them.• They match each sentence to a picture.

Answers: 1 Faid has curly brown hair. He is wearing glasses. He is Omani. 2 Jack has short black hair. He has freckles. He is British.

2 Draw and write.• Pupils look at the example. They read the text.• Pupils draw a picture of themselves.• They write about where they come from (country) and

their nationality. They describe themselves.

Page 66

3 Write.• Pupils read the example and then write out the correct

sentences.• Pupils focus on correct punctuation, capital letters and

full stops.

Answers: 1 She’s my best friend. 2 She is tall. 3 She is Jordanian. 4 She has freckles. 5 My name’s Fatimah. 6 I’m not wearing glasses.

28 Saudi Stars 1

1 Story: Read and write. D • Get pupils to read the text and look at the pictures.• Say Read and write.• Elicit feedback. Get pupils to check and correct their

work.

Answers: 1 D 2 B 3 E 4 C 5 A 6 F

2 Chant: Read. Listen and say. E• Say Read. Get pupils to read the chant for meaning.• Say Read and listen. Play CD track 24 and get pupils to

read and listen to stress and intonation.• Say Read, listen and say. Play CD track 24, pausing after

each line so pupils can listen and repeat.

Track 24

Narrator Saudi Stars 1. Activity 2. Chant: Read. Listen and say.

Voice 1 Hello!

Voice 2 Let’s go!

Voice 1 How are you?

Voice 2 Who?

Voice 1 Yes, you.

Voice 2 Who me?

Voice 1 Whooopeee!

Voice 2 See you!

3a Listen and number the pictures. E• Pupils look at the pictures.• Say Listen and number the pictures.• Elicit feedback and get pupils to check and correct their

work.

Answers: A 4 B no description C 1 D 3 E 2 F no description

Track 25

Narrator Saudi Stars 1. Activity 3a. Listen and number the pictures.

1 This is a picture of a girl. She has got big ears, long blonde hair and blue eyes. She isn’t wearing glasses.

2 This is a picture of a boy. He is wearing glasses. He hasn’t got freckles.

3 This is a picture of a boy. His hair is short and it is light brown. His eyes are green and his nose is long.

4 This is a picture of a girl. She has got freckles and brown eyes. Her hair black and curly but it isn’t long.

3b Talk about the pictures. E• Pupils look at the pictures.• Say Talk about the pictures. In pairs pupils talk about the

pictures.

Teaching tipYou may want to give some support by eliciting some questions and sentence starters and writing them on the board.

4 Project: Colour the picture. Write about

the picture and your town. D• Get pupils to look at the pictures.• Say Colour the picture.• Say Write about the picture and your town.

Answers: Example sentences about the picture: You can go swimming. You can go shopping in the market. You can take photos of the fort. You can see old ships.

Saudi Stars 1

29

My dayMaterials needed3 Student’s Book pages 18–213 Workbook pages 67–693 Flashcards: brush (hair), cook (dinner), (do)

homework, get dressed, set (the table), wash (face), make (bed)


What / do / you / do / everyday / ? / I / set / the table / . / I / brush / my hair / . / I / do / my homework / . /


LanguageGrammar/Function What do you do everyday?I set the table.I brush my teeth/hair.When do you have + school subject?I have + subject on + day of the week/in the morning/afternoon.When do you + routine?I get up at + time (using jumps of five, e.g. 1:05, 1:10, 1:15, etc.).I go + activity on + day of the week/morning/afternoon.

Vocabulary brush (hair), cook, get dressed, every (day), homework, newspaper, project, routines, set (table), teeth, things, wash

Literacy Practice the use of prepositions of time: in, on, at

Phonics and spelling Sounds: /ŋ/Spellings: ngExamples: walking, shopping, morning

33



Understand the main idea and/or basic information in short monologues or dialogues consisting of two to six exchanges.

Phonics:Recognise and produce consonant endings.





Read simple illustrated stories.

Writing skills: Apply basic rules of punctuation (e.g. use capital letters, full stops, commas, question marks).

Spell accurately familiar words and short phrases.



Write simple sentences to convey personal information.

Functions: Talk about everyday activities.

Talk about the different times of the day.

Tell the time.

Grammar:Present Progressive.

Present Simple.

Talk about everyday activities using the Present Simple.

The verb to have.

Unit 3 Lesson 1

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3

Lesson 1

1 Listen and find.

Before activity1 Greet the pupils by saying Good morning/afternoon

class.2 Write get dressed on the board. Ask pupils to show

you what these words mean. Accept any answer which means putting your clothes on.

Activity1 Use Poster 3 to revise everyday activities such as

getting up, eating breakfast, getting ready for school.2 Do the ‘open book’ sign and say Open your books at

page 18.3 Do the ‘listen’ and ‘find’ signs. Say Listen and find.4 Play CD track 26 and get pupils to follow in their books.

Track 26


Majid We are doing a project on routines at school. What are routines?

Ali Majid, that’s easy! Routines are things you do every day.

Tom’s dad That’s right! It’s time for lunch. Please set the table, Tom.

Tom Sure Dad. I set the table every day.

Majid Oh, and every day is Monday, Tuesday, Wednesday?

Ali That’s right. And Thursday, Friday, Saturday and Sunday.

Majid And so routines are … I get up. I brush my teeth. I eat my breakfast … and …

Ali Yes Majid! You get dressed and you pack your bag for school. Those are routines.

Tom’s dad Good boy, that’s right! And I read the newspaper every day.

After activity1 Ask What are routines? Elicit: things you do every day or

anything reasonable.2 Say What’s a routine you do? Get pupils to identify one

of their routines.3 Say What days of the week do you do these routines?

Get pupils to identify the days of the week they do the routines or say every day.

Teaching tipIt’s really important for the pupils to conceptualise the concept of a routine, so you might like to write the days of the week on the board and when a pupil tells you what they do, you ask them the next question about frequency and tick, e.g.

Sun

day

Mon

day

Tues

day

Wed

nesd

ay

Thur

sday

Frid

ay

Sat

urd

ay

get up 3 3 3 3 3 3 3


phrases. Pause after each word or phrase and repeat.

Unit 3 Lesson 1

Lesson 1

Materials needed3 Student’s Book pages 18–193 Flashcards; brush (hair), cook (dinner), (do)




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3

Track 27

Narrator Unit 3. Lesson 1. Vocabulary.

I get dressed. I get dressed. I brush my teeth. I brush my teeth. I brush my hair. I brush my hair. I wash my face. I wash my face. I do my homework. I do my homework. I set the table. I set the table. I cook dinner. I cook dinner.

I read the newspaper. I read the newspaper. Every day. Every day. Project at school. Project at school. My routines. My routines.

Expressions: That’s easy! That’s easy! Sure. Sure. That’s right! That’s right!

2a Look, listen and repeat.

Before activity1 Say Look and listen and use the signs. Play CD track 28

and get the pupils to look at the pictures and listen.

Activity1 Say Listen and say and use the signs.2 Play CD track 28, pausing after each sentence so that

pupils have time to repeat.

Track 28

Narrator Unit 3. Lesson 1. Activity 2a. Look, listen and repeat.

1 I get up every day. 2 I brush my teeth every day. 3 I eat breakfast every day. 4 I get dressed every day. 5 I pack my bag for school on Sunday,

Monday, Tuesday, Wednesday and Thursday.

After activity1 Give feedback by asking the following questions: 1

When does Majid pack his bag for school? (Sunday, Monday, Tuesday, Wednesday, Thursday) 2 When does Majid brush his teeth? (every day) 3 When does Majid get up? (every day) 4 When does Majid eat breakfast? (every day) 5 When does Majid get dressed? (every day)

2b Read and circle T (true) or F (false). D

Before activity1 Say Read and use the sign. Get pupils to read the

sentences aloud.

Activity1 Say Read and circle true or false and use signs/draw

signs on the board. Model what you want pupils to do with an example.

After activity1 Ask the following question: When does Majid brush his

teeth? Elicit every day or Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday.

2 Get pupils to check their answers with a partner. 3 Elicit answers and invite a pupil to write answers on the

board. Pupils check and correct their own answers.4 Ask pupils which answers have a cross and why, e.g.

2. He packs his bag for school every day. 4. He gets up every day.

Answers: True: 2, 3, 5

3 Listen, read and match.

Before activity1 Display flashcards and wordcards on the board and

invite individual pupils to match the picture and word.2 Invite six pupils to the front of the class. Say What do

you do every day? Distribute the six wordcards and get the pupils to stand in the correct order. Get the rest of the class to agree or help them. Transfer the wordcards to the left side of the board.

3 Repeat with I set the table. (5 pupils) I brush my hair. (5 pupils) I do my homework. (5 pupils)

Teaching tipIt’s important for pupils to link words or learn them in chunks, e.g. brush my hair, set the table, do my homework, so if they put the wrong words together they understand quickly it is incorrect, e.g. brush my homework, do my table, set my homework.

Note: If there are pupils who have been exposed to English before they might have heard of the following expressions: I do my hair. I set my hair.

These are correct but the pupils need to be able to explain what they mean, i.e. style their hair in a particular way, perhaps their mothers do this.

Activity1 Say Listen and read and use the signs.2 Play CD track 29, pausing after each item so that the

pupils can listen, read and understand.

Unit 3 Lesson 1

32

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3

3 Say Listen, read and match and use the signs. Model what you want the pupils to do with an example.

Track 29


Sarah Majid has a project at school. It’s on routines. Helen, what do you do every day?

Helen I wash my face. I make my bed. And I do my homework.

Fatimah And I cook every day! Sarah, what do you do every day?

Sarah Hmmmm, I set the table and … I brush my hair.

Help the pupils to notice that when they make statements there is falling intonation, e.g. I wash my face. ↘

After activity1 Elicit answers by asking the following questions: What

does Helen do? (makes her bed) What does Fatimah do? (she cooks) What does Sarah do? (sets the table, brushes her hair) Invite pupils to write answers on the board.

Answers: 1 d, f 2 c, b, a 3 e

2 You could extend this topic by getting the pupils to show, by raising their hands, which of these routines they do.

4 Read and write. D

Before activity1 Display flashcards and wordcards. Say I spy something

beginning with the sound /b/ (brush).2 Repeat with other vocabulary from the unit.

Activity1 Say Read and use the sign.2 Say Read and write and use the signs. Model what you

want the pupils to do with an example.3 Say What does Majid do to his bag for school? Elicit

packs. Praise pupils who help you. 4 Get pupils to check their answers with a partner.

After activity1 Elicit feedback and invite a pupil to write the answers on

the board. Pupils check their own work.

Answers: 1 packs 2 sets 3 brushes 4 washes 5 reads 6 cooks 7 does

2 You could extend the topic by helping pupils to notice the ending sounds of the verbs, e.g. packs, sets, reads, cooks = all end with /s/ sound; brushes, washes = both end with /ɪz/ sound; does = /z/. Ask pupils if they know any other words with the same ending sounds.

Phrase bank D1 Get pupils to look at the phrases in the phrase bank. 2 Say Read and say and use the signs. Get pupils to read

out the phrases.


Goodbye class.2 Do the ‘all together’ sign and get pupils to say, Goodbye.

Mr/Mrs …

Lesson 2

1 Read. Listen and complete.

Before activity 1 Greet pupils as in previous lessons.2 Revise subjects they do at school. Say What subjects

do you do on a Monday? Get the pupils to look at their timetable. Praise pupils who contribute.

Activity1 Say Read and use the sign. Get pupils to read the

timetable and text.2 Say Listen. Play CD track 30, pausing so pupils can

listen and understand.

Unit 3 Lesson 2

Lesson 2

Materials needed3 Student’s Book pages 20–213 Flashcards; brush (hair), cook (dinner), (do)




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3

3 Say Listen and complete. Model what you want pupils to do with an example. Play CD track 30, pausing so pupils can complete the gaps.

Track 30

Narrator Unit 3. Lesson 2. Activity 1. Read. Listen and complete.

Helen Is this your school timetable?

Sarah Yes, it is.

Helen When do you have maths?

Sarah On Sunday.

Helen In the morning or afternoon?

Sarah In the morning. On Tuesday and Wednesday morning. And the third lesson on Thursday.

Helen When do you have geography?

Sarah I have geography on Sunday, in the morning. On Monday in the morning and the sixth lesson on Thursday.

Helen When do you have English?

Sarah On Monday, Wednesday first lesson and Thursday second lesson.

Helen When do you have Islamic studies?

Sarah I have Islamic studies every day!

After activity1 Elicit answers by asking the following questions and

invite a pupil to write answers on the board. What days does Sarah have geography? (on Sunday, Monday and Wednesday morning) What time on Monday? (At 11:30) When does Sarah have Islamic studies? (every day) When does she have Islamic studies on Wednesday? (in the morning/at 10:45)

Answers: 1 English 2 maths 3 Islamic studies 4 English 5 maths 6 geography

Teaching tipHelp the pupils to see when they use the prepositions with time, e.g.

On + days of the weekIn + morning/afternoonAt + time

Also point out that the use of when in a question can mean a time, e.g. 3:45 or a more general time, e.g. morning/afternoon.

2 Read. Listen and tick 3. D

Before activity1 Say Read and use the sign.2 Get pupils to read Tom’s timetable. Ask the following

concept checking questions: What sport does Tom do? (football, swimming) What day is Tom swimming? (on Tuesday) When is Tom playing football, in the morning or afternoon? (in the morning).

Activity1 Say Listen and use the sign. Play CD track 31, pausing

so pupils can read and understand.2 Say Listen and tick and use the signs. Draw a tick on

the board. Model what you want the pupils to do with an example. Play CD track 31 and stop after Tom says 10:30. Ask Is this right or wrong? Elicit right. Write numbers 1–4 on the board and draw a tick next to number 1. Play CD track 31 so pupils can listen and tick the correct times.

Track 31

Narrator Unit 3. Lesson 2. Activity 2. Read. Listen and tick.

Tom’s dad Tom, when do you play football?

Tom On Sunday.

Tom’s dad What time?

Tom In the morning. At 10:30.

Tom’s dad When do you swim?

Tom On Tuesday at 4 o’clock.

Tom’s dad And when do you have your maths test?

Tom On Thursday. In the afternoon, at 12:00.

Tom’s dad And when is your Arabic writing test?

Tom On Monday. In the morning, at 8:15.

After activity1 Say Listen and check. Play CD track 31 again, stopping

to elicit each answer. If the time is incorrect get the pupils to give you the correct time.

Answers: Tick: 10:30 and 12:00

3 Ask and answer.

Before activity1 Play Shark Attack. Draw _ _ _ _ _ _ _ _ _ (afternoon) on

the board. Encourage the pupils to call out sounds of the letters. Fill in the correct letters.

2 Say Is this the morning or afternoon? Elicit whatever time of the day it is – before 12 noon it is morning, after 12 noon it is afternoon.

Unit 3 Lesson 2

34

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3

Activity1 Write on the board When do you have …? Say What

word can we put here? Elicit names of subjects.2 Write on the board, I have … on …. Say What words can

we put in here? Elicit subject + day of week.3 Drill the whole class using the questions. Prompt

answers by getting the pupils to look at their school timetables.

4 Drill 50:50, with half the class asking the questions and the other half answering.

After activity1 Put the class into pairs and get the pupils to take it in

turns to ask and answer questions.

4 Listen and read. Listen and answer.

Before activity1 Say Listen and read. Play CD track 32, pausing after

each dialogue so pupils can listen and read the text. Play the questions so the pupils know what answers to look for.

Activity1 Say Listen and answer. Play CD track 32 again. Pause

after each question and let pupils call out the answers.2 Elicit feedback by saying What time does Helen have an

Arabic test? Elicit At 8:30.3 Repeat with: When does Helen have an English test?

Elicit in the afternoon/At 1:15. When’s Helen’s mum going to take photos? Elicit in the morning/at 8:45.

Track 32

Narrator Unit 3. Lesson 2. Activity 4. Listen and read. Listen and answer.

Helen’s mum Helen, come on. We’re late! You have an Arabic test this morning. What time is the test?

Helen At 8:30.

Helen’s mum Is your English test in the morning or afternoon?

Helen In the afternoon. At 1:15. What are you doing today, Mum?

Helen’s mum I’m taking photos of the school.

Helen When?

Helen’s mum This morning. At 8:45.

Narrator 1 What time does Helen have an Arabic test?

2 When does Helen have an English test?

3 When’s Helen’s mum going to take photos?

Grammar Focus

Activity1 Point to the Grammar Focus box.2 Use the wordcards/write on the board to show the

words and phrases: on, in, at.3 Say Read and write. Get pupils to read out the phrases.

Encourage pupils to suggest the missing word. Write the following on the board: He has an Arabic test _________ Monday. She has a test _________ the morning. They are going to the beach ________ 6 o’clock.

4 Elicit answers (on, in, at). Invite pupils to fill in the gaps. Pupils check and correct their work.


Activity1 Write the letters for the lesson on the board (ng).2 Point to the letters and say the sound. Ensure pupils

note the position of your lips and tongue when making the sound.

3 Play CD track 33. Pause after each section and allow time for pupils to repeat. Remind them to check the position of their lips and tongue when making each sound.

Track 33

Narrator Unit 3. Lesson 2. Activity 5, Phonics: Look, listen and say.

/ŋ/ /ŋ/ /ŋ/ walking walking walking

/ŋ/ /ŋ/ /ŋ/ shopping mall shopping mall shopping mall

/ŋ/ /ŋ/ /ŋ/ camping camping camping

6 Phonics: Listen and tick the words with

the ng sound.

Activity1 Write camping and computer on the board. 2 Ask a pupil to come up to the front and choose the word

that matches the sound /ŋ/. Ask them to underline the letters in the word that match the sound (camping).

3 Play CD track 34. Pause after each word to allow time for pupils to draw the line matching the picture to the correct letters above.

4 Repeat CD track 34 if necessary until you are happy that the pupils are all able to pronounce the sounds correctly.

Unit 3 Lesson 2

35

33

3

Track 34

Narrator Unit 3. Lesson 2. Activity 5. Phonics: Listen and tick the words with the ng sound.

1 evening evening

2 grandmother grandmother

3 snorkelling snorkelling

4 spring spring

5 morning morning

6 mountain mountain

Answers: Ticked: 1 evening 3 snorkelling 4 spring 5 morning


Activity1 Read the sentence. Ask students to repeat, either

individually or chorally as a class.2 Ask students if they can think of other words that

contain the same sounds.



Mr/Mrs …

Workbook

Page 67

1 Read and match.• Pupils read the words in the boxes. They look at the

pictures and match them to the words.

Answers: 1 pack a bag 2 eat breakfast 3 brush my teeth 4 get up 5 walk to school 6 set the table

2 Read and order.• Pupils read the statements.• Pupils order the statements.

Answers: f 1 b 2 c 3 e 4 d 5 a 6

Page 68

3 Think and tick 3. Complete the

sentences.• Pupils look at the weekly planner. They tick what they do

every day or when they do certain activities.• Pupils write what they do every day.• Pupils write what they do on certain days of the week.

4 Read and write. D • Pupils read Hamad’s diary.• Pupils complete the sentences using the words in the

word box.

Answers: 1 on 2 on 3 in 4 on 5 at 6 on 7 in 8 at

Page 69

5 Read and correct. D• Pupils read the sentences and look at the pictures.• Pupils look at the example.• Pupils correct the sentences.

Answers: 1 You get up every day. 2 You eat your breakfast in the morning. 3 You brush your teeth at 6:15. 4 You get dressed at 6:25. 5 You brush your hair at 6:30. 6 You pack your bag on Sunday to Thursday.

6 Phonics: Read and circle the words with

the ng sound.• Pupils read the words and circle the ones that contain

the /ŋ/ sound.

Answers: These words to be circled: 1 snorkelling 2 shopping 4 spring 7 camping 8 long

7 Phonics: Complete the THREE words that

have the ng sound.• Pupils look at the sound then read the gapped words.• They complete the three words that contain the given

sound.

Answers: The words that have the /ŋ/ sound are: 1 walking 3 greetings 6 long

Unit 3 Lesson 2

36

BreakfastMaterials needed3 Student’s Book pages 22–253 Workbooks pages 70–723 Flashcards: coffee, dates, honey, jam, olives,

yoghurt, always, sometimes, never, delicious, hungry


What / do / you / have / for / breakfast / ? / does / your / mother / father / I / I / I /sometimes / have / eat / never / always / coffee / honey / dates / drink / . /


LanguageGrammar/Function What do you have for breakfast?Do you always have … for breakfast?I sometimes eat/drink …I never eat/drink …I always eat/drink …What about you?

Vocabulary coffee, dates, honey, jam, olives, yoghurt, always, sometimes, never, delicious, hungry

Literacy Use of: always, sometimes, never to talk about frequency

Phonics and spelling Sounds: /sk/Spellings: sc, sk and sqExamples: scarf, skirt, mosque



Phonics:Recognise and produce the consonant blend /sk/.Speaking skills:Interact in a simple way by asking and answering questions about familiar topics.




Understand specific information in short simple texts.





Write short simple words/phrases to complete a paragraph.

Functions: Identify and talk about food.

Grammar:Adverbs of frequency.

The verb to have.

44

4

Unit 4 Lesson 1

Lesson 1

Materials needed3 Student’s Book pages 22–233 Flashcards: coffee, dates, honey, jam, olives,



What / do / you / have / for / breakfast / ? / does / your / mother / father / I / I / I / sometimes / have / eat / never / always / coffee / honey / dates / drink / . /

37

44

4

Lesson 1

1 Read and number.

Before activity1 Greet the pupils by saying Hello, class.2 Write the words never, sometimes and always on the

board. Ask pupils if they know the meaning of the words. Accept any answer which means frequency of doing specific things.

3 Say What do you have for breakfast? Say Do you eat that every day? Write some of the words on the board under the columns never/sometimes/always.

Activity1 Use Poster 4 to revise different types of food and what is

eaten at breakfast.2 Do the ‘open book’ sign and say Open your books at

page 22.3 Do the ‘read’ and ‘number’ signs. Say Read and number.

After activity1 Say What do you eat for breakfast? Add any new words

to list on the board.

Answers: a 7 b 3 c 1 d 9 e 2 f 8 g 4 h 5 i 10 j 6


and phrases. Pause after each word or phrase and repeat.

Track 35


always never sometimes delicious hungry coffee dates honey jam olives orange juice yoghurt

2 Listen and say. D

Before activity1 Get pupils to look at the pictures in Activity 1. Say

I spy something beginning with the sound /tʃ/ Elicit cheese.

2 Repeat with other unit vocabulary.

Activity1 Do the ‘listen’ and ‘say’ signs. Say Listen and say.2 Play CD track 36, pausing after each sentence so that

pupils have to repeat.

Track 36

Narrator Unit 4. Lesson 1. Activity 2. Listen and say.

bread cheese coffee dates eggs honey jam olives orange juice yoghurt

After activity1 Say Let’s play Shark Attack. Draw _ _ _ (jam) and

encourage the pupils to call out the sounds of the letters.

2 Repeat with other unit vocabulary, e.g. eggs, bread, cheese, honey.

Teaching tipWhen two letters make one sound, put an arch between the lines so the pupils know, e.g.

_ _ _ _ _ _ (cheese)

3 Listen, read and circle. T (True) or

F (False)?

Before activity1 Display the poster, point to each food and say What’s

this? Encourage the pupils to say the name of the food.2 Display the wordcards and the flashcards and invite

different pupils to match them.3 Invite seven pupils to the front of the class. Say What do

you have for breakfast? Distribute the seven wordcards and get the pupils to stand in the correct order. Get the rest of the class to agree or help them. Transfer the wordcards to the left side of the board.

4 Repeat with I sometimes have honey. (five pupils) I never drink coffee. (five pupils) I always eat dates. (five pupils)

Activity1 Say Listen and read. Play CD track 37, pausing so pupils

can listen and read the text.

Unit 4 Lesson 1

38

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4

2 Say Listen and circle. Model what you want the pupils to do with an example.

Track 37

Narrator Unit 4. Lesson 1. Activity 3. Listen, read and circle. T (True) or F (False)?

Tom Mmmm, this food is nice.

Ali Yes, it’s delicious.

Tom Are these dates?

Ali Yes, they are.

Tom Do you always have dates for breakfast?

Ali No. Sometimes I have dates for breakfast, but I always have bread and cheese.

Tom Do you drink coffee?

Ali No, I never drink coffee. What about you?

Tom No, I never drink coffee but I sometimes drink tea.

After activity1 Elicit the answers by asking the following questions.

What does Ali always eat for breakfast? Elicit bread and cheese. What does Ali never drink? Elicit coffee. What does Tom sometimes drink? Elicit tea.

2 Write the answers on the board.

Answers: 1 F 2 T 3 F 4 T 5 T

4 Listen and tick 3.

Before activity1 Display the flashcards and wordcards and invite different

pupils to match them.2 Play What’s missing? You can take away either

flashcards or wordcards.

Activity1 Do the ‘listen’ and ‘tick’ signs. Say Listen and tick.2 Play CD track 38, pausing after each item so that the

pupils can listen and tick the items they hear.

Track 38

Narrator Unit 4. Lesson 1. Activity 4. Listen and tick.

Sarah Mmm – it’s breakfast time …

Helen Yes, I’m hungry. What do you have for breakfast?

Sarah I always have bread and cheese and sometimes I have olives and eggs.

Helen Do you have orange juice?

Sarah Oh, yes. I always have orange juice. What about you?

Helen I sometimes have eggs but I never have olives.

Sarah Do you have bread and cheese?

Helen No, I never have bread and cheese. I always have yoghurt and jam.

Sarah Oh yes. I love yoghurt and jam and I sometimes eat them for breakfast. What do you drink for breakfast?

Helen I always drink orange juice.

After activity1 Get feedback by asking questions. Write the answers

on the board and get pupils to check and correct their work.

Answers: Sarah: always = cheese/bread/orange juice; sometimes = olives/eggs/yoghurt/jam; Helen: sometimes=eggs; never=olives/bread/cheese; always=yoghurt/jam/orange juice

5 Ask and answer. D

Before activity1 Revise always, sometimes and never.2 Write always, sometimes and never on the board. Put

the food flashcards on the board.


Invite two pupils to the front of the class. Point to the questions and answers. Get the pupils to take it in turns to ask and answer.

2 Get pupils in pairs. Say Ask and answer.

Phrase bank D1 Point to the phrase bank. Get pupils to look at the

phrases in the phrase bank. 2 Say Read and say and use the signs. Get pupils to read

out the phrases.

Unit 4 Lesson 1

39

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4


Goodbye, class.2 Do the ‘all together’ sign and get pupils to say, Goodbye,

Mr/Mrs …

Lesson 2

1 Writing.

Before activity 1 Greet pupils as in previous lessons.2 Display the wordcards and flashcards and invite pupils

to match them.3 Play What’s missing? Focus on the food.

Teaching tipLeave the wordcards on the board but do not have them matched if you think the pupils need extra support.

Activity1 Model what you want the pupils to do with an example.2 Say Write. Get the pupils to label the foods. If you have

left the wordcards on the board, point to them.

Teaching tipAt this stage of language learning you want the pupils to recognise the written text and so helping them with spelling is a useful support.

3 Get pupils to check their answers with a partner and help each other.

After activity1 Elicit answers. Write numbers on the board and invite

different pupils to find the wordcard/write on the board.2 Pupils check and correct their work.

2 Listen, read and write. D

Before activity1 Write/use wordcards on the board: always, sometimes

and never. Put the flashcards and/or wordcards down the side to create a table.

flashcards always sometimes never

honey

2 Say What do you have for breakfast? Invite individual

pupils to respond. Point to frequency words and get them to use a range, e.g. I always eat/drink … I sometimes eat/drink … I never eat/drink …

Activity1 Say Listen and read. Play CD track 39, pausing so pupils

can understand.2 Say Listen, read and write. Play CD track 39, pausing so

pupils can write the missing word.

Track 39

Narrator Unit 4. Lesson 2. Activity 2. Listen, read and write.

Tom Majid, what do you have for breakfast?

Majid I always have bread and honey for breakfast and I sometimes have cheese.

Tom What does your father have for breakfast?

Majid He has bread and cheese and he always drinks coffee.

Tom What does your mother have for breakfast?

Majid She sometimes has yoghurt and honey, but she never has dates.

Unit 4 Lesson 1

Lesson 2

Materials needed3 Student’s Book pages 24–253 Flashcards: coffee, dates, honey, jam, olives,



What / do / you / have / for / breakfast / ? / does / your / mother / father / I / I / I / sometimes / have / eat / never / always / coffee / honey / dates / drink / . /

40

44

4

After activity1 Elicit feedback and invite different pupils to find the

wordcards. Put the wordcards in the order of the answers.

2 Get pupils to check and correct their own work.

Answers: 1 sometimes 2 always 3 never

3 Read and write.


beginning with the sound /dʒ/. Elicit jam.2 Repeat with other unit vocabulary words.


Get the class to read the text aloud and study the example.

2 Say Read and write. Get pupils to look at the pictures and write the words.

After activity1 Get feedback and invite different pupils to find the

wordcards/write the words on the board.2 Pupils check and correct their own work.

Answers: eggs, bread, honey, yoghurt, dates

4 Write about you.

Before activity1 Display flashcards and wordcards. Make sure you have

the headings always, sometimes, never on the board.2 Invite different pupils to choose three different

wordcards/flashcards or write the words and put them under the columns. Get pupils to write their names on the side.

3 Get the class to read out, e.g. _______ (name of pupil) always eats/drinks …, sometimes eats/drinks …, never eats/drinks …

Activity1 Say Write about you. Get pupils to write about

themselves.

After activity1 Get pupils to read about themselves to a partner. Ask

their partner to check spelling.2 Pupils check and correct their partner and their own

work.

Grammar Focus D


words and phrases:

100% always

sometimes

0% never


Activity1 Write the letters for the lesson on the board (sk/sc and

sq).2 Point to each letter pair in turn and say the sound.

Ensure pupils note the position of your lips and tongue when making each sound.

3 Play CD track 40. Pause after each sound and after each word and allow time for pupils to repeat. Remind them to check the position of their lips and tongue when making each sound.

Track 40


/sk/ /sk/ /sk/ skirt skirt skirt

/sc/ /sc/ /sc/ scarf scarf scarf

/sq/ /sq/ /sq/ mosque mosque mosque


the sc/sk or sq sound.

Activity1 Write sixteen and skirt on the board. 2 Ask a pupil to come up to the front and choose the word

that matches that letter sound sk. Ask them to underline the letters in the word that match the sound (skirt ).

2 Play CD track 41. Pause after each word to allow time for pupils to draw the line matching the picture to the correct letters above.

3 Repeat CD track 41 if necessary until you are happy that pupils are all able to pronounce the sounds correctly.

Unit 4 Lesson 2

41

44

4

Track 41

Narrator Unit 4. Lesson 2. Activity 6. Phonics: Listen and circle the words with the sc/sk or the sq sound.

1 school school school 2 Saudi Arabia Saudi Arabia

Saudi Arabia 3 desk desk desk 4 breakfast breakfast breakfast 5 shirt shirt shirt 6 mosque mosque mosque

Answers: Ticked: 1 school 3 desk 6 mosque


Activity1 Read the sentence. Ask pupils to repeat, either

individually or chorally as a class.2 Write some of the exemplars from the preceding two

units on the board. Point to the words at random and ask the students to say the sound they have learned for this word.



Mr/Mrs …

Workbook

Page 70

1 Read and write.• Pupils look at the example.• Pupils put the letters in the correct order.

Answers: 1 eggs 2 dates 3 cheese 4 honey 5 jam 6 bread

2 Read and find. Match.• Pupils find the words in the wordsearch. They circle the

words.• Pupils match the words to the pictures.

3 Read and write.• Pupils read the dialogue.• Pupils write a food or drink they like.

Page 71

4 Read and write. D• Pupils read the dialogues.• Pupils complete the missing words.

Answers: 1 sometimes 2 never 3 always

5 Read, tick 3 or cross 7. D• Pupils read the dialogue.• Pupils read the statement.• Pupils tick or cross.

Answers: a 7 b 3 c 3 d 7

6 Write about you.• Pupils read the text and fill in the missing words with

items of food or drink.

Page 72

7 Read, ask and write.• Pupils read the dialogues.• Pupils ask their mother and father what they have for

breakfast.


the sk/sc or sq sound.• Pupils look at the sound /sk/.• They read the words and circle the ones that contain the

/sk/ sound.

Answers: These words to be circled: 1 skirt 2 mosque 6 scarf 8 school

9 Phonics: Complete TWO words that have

the sc/sk spelling. Complete ONE word

that has the sq spelling.• Pupils read the gapped words.• They complete the two words that contain the sc/sk

spelling and the one word that contains the sq spelling.

Answers: sc/sk: 2 desk, 4 scarf, 6 skirt; sq: 1 mosque

Unit 4 Lesson 2

42

1 Listen and tick 3 the routine.

Before activity1 Greet the pupils as in previous lessons.2 Play I spy using the poster and wordcards of routines.

For example say I spy a routine beginning with /b/. Elicit brush (hair/teeth).

3 Repeat with I spy a routine beginning with /s/. Elicit set (the table).

Activity1 Say What routines do you do every day?2 Say Look and tick. Get pupils to look at the different

activities and tick the ones they think the characters do every day.

3 Say Listen and check. Play CD track 42, pausing so that pupils can check their predictions.

Track 42

Narrator Revision 2. Activity 1. Listen and tick the routine.

Narrator What do you do every day?

1

Helen I set the table every day.

2

Ali I play football on Saturday morning.

3

Sarah I brush my teeth every day.

4

Tom I have maths on Sunday, Tuesday and Wednesday.

5

Majid I eat breakfast every day.

6

Ali I pack my school bag every school day.

After activity1 Elicit answers and write the numbers of the routines on

the board, e.g. 1, 3, 5, 6. 2 Get the pupils to identify the flashcards and wordcards

of routines.3 Get the pupils to identify why numbers 2 and 4 are not

routines, i.e. Ali does not play football every day and Tom does not have maths every day.

Answers: Ticked: 1, 3, 5, 6

Revision 2

Revision 2Materials needed3 Student’s Book pages 26–273 Workbook pages 73–74 3 Flashcards: Units 3–43 Wordcards: Units 3–43 Posters 3–43 CD tracks 42–45




Phonics and spelling Sounds: Revision of sounds /ŋ/ and /sk/ Spellings: ng, sc, sk and sq Examples: shopping, scarf, skirt, mosque

43Revision 2

2 Read and say in pairs. D

Before activity1 Say What other routines do you have? Write them on

the board, e.g. pray, wash your face/feet/hands before prayer/meals, etc.


Invite two pupils to the front of the class.2 Get pupils to take turns asking and answering questions

about routines. They read the question in their books and can use the answer cues or make up their own.

3 Say Read and say in pairs. Get the pupils to work in pairs taking it in turns to ask and answer questions about routines.

After activity1 Play Simon says with wash your face.2 Repeat with other routines. Don’t forget to say some

instructions without the words Simon says.

3 Ask and answer.

Before activity1 Say What subjects do you have at school? Elicit the

names of the subjects. Write them on the board.2 Say When do you have + name of subject? Write on the

board I have … on …3 Ask What time do you have + name of a subject? Write

on the board In the morning/afternoon at … 4 Write on the board subject day time morning/

afternoon

Teaching tipRemind pupils that the morning is before 12:00 noon and the afternoon is after 12:00 noon. Tell pupils that if a subject starts before 12:00 noon but finishes after 12:00 they should count it as morning.

Activity1 Say Read. Get pupils to read the timetable. Say When

does Sarah have geography? Elicit On Monday and Tuesday.

2 Say At what time does she have geography? Elicit: On Monday. In the morning. At 7:15.

3 Say Ask and answer. Get pupils to work in pairs and take turns to ask and answer questions about Sarah’s timetable.

After activity1 Get pupils to take out their timetables and ask and

answer questions about their own timetables.

4 Read, listen, tick 3 or cross 7. D

Before activity1 Revise the use of always (100% of the time), sometimes

(1–99% of the time) and never (0% of the time).2 Say What do you have for breakfast? Elicit I always/

sometimes/never have/eat/drink …

Activity1 Say Read. Get pupils to look at the pictures of the food

in the table and to read the speech bubbles.2 Say Listen. Play CD track 43, pausing so pupils

understand the meaning.3 Model what you want the pupils to do with an example.

Play CD track 43, pausing so pupils can follow the example in the table.

4 Say Listen and tick or cross. Write 3 and 7 on the board. Tell pupils that if they hear sometimes/always then they tick, if they hear never they put a cross. Play CD track 43, pausing so pupils can tick or cross.

Track 43

Narrator Revision 2. Activity 4. Read, listen, tick or cross.

Tom What do you have for lunch, Ali?

Ali I sometimes eat olives. I never drink tea. I always eat bread. I sometimes drink orange juice. I always eat cheese. I never eat eggs. What about you, Tom?

Tom I always drink orange juice. I sometimes eat bread and cheese. I never drink tea. I never eat olives. Oh, and I sometimes eat eggs.

After activity1 Get feedback. Ask What does Ali always or sometimes

have for lunch? Elicit Bread, olives, glass of orange juice, cheese.

2 Repeat with Tom. Elicit Bread, orange juice, eggs, cheese.

Answers: Ali: tick 1, 2, 3, 5 cross 4, 6; Tom: tick 1, 3, 4, 5 cross 2, 6

5 Listen and match.

Before activity1 Revise the concept of every day = routine = always;

sometimes = some days; never = not at all/0.

Activity1 Say Listen. Play CD track 44 so pupils can look at the

pictures, listen and understand.

44 Revision 2

2 Model what you want pupils to do with an example. Play CD track 44 and pause so pupils can see why there is a line between Helen and eggs.

3 Say Listen and match.

Track 44

Narrator Revision 2. Activity 5. Listen and match.

Helen sometimes eats eggs for breakfast.

Majid has Arabic every day.

Sarah always drinks mint tea.

Ali brushes his teeth every day.

After activity1 Get feedback by asking Who has Arabic every day?

Elicit Majid.2 Repeat with: Who always drinks mint tea? (Sarah) Who

brushes their teeth every day? (Ali)

Answers: Majid = Arabic Sarah = tea Ali = toothbrush

6 Phonics: Match.1 Explain to pupils that the letters in the activity are the



Answers: ng – snorkelling sc – scarf sk – desk ng – standing up

Workbook

Page 73

1 Read and complete. D• Ask pupils to look at the example.• Pupils put the letters in the correct order.

Answers: 1 yoghurt 2 dates 3 coffee 4 brush my teeth 5 set the table 6 wash my face

2 Read and write. Match.• Pupils use the words in Activity 1.• Pupils complete the sentences with the words.• Pupils identify each character by what they do.

Answers: 1 sets, dates 2 yoghurt, brushes 3 coffee, washes A Badriah B Sarah C Asma

3 Write. Match.• Pupils read the words. They write out the questions and

answers in the correct order.• Pupils match the question with the correct answer.

Answers: 1 What do you do every day? 2 What do you eat for breakfast? 3 What do you never drink? 4 When do you play sport? a I play football on Sunday. b I never drink coffee. c I always brush my hair every day. d I sometimes eat eggs for breakfast. 1 c 2 d 3 b 4 a

Page 74

4 Draw and write. D• Pupils draw what they eat or drink every day.• Pupils draw something from their routine.• Pupils write about what they eat or drink.• Pupils write about their routine.

5 Phonics: Circle the sound for each word.• Get pupils to read the words.• They circle the sound that is contained in that word.

Answers: 1 sc 2 ng 3 sc 4 ng 5 sk 6 sq

45Saudi Stars 2

1 Story: Read and circle. D• Pupils read the riddles.• Pupils look at the pictures.• Pupils circle the correct picture.

Answers: 1 b 2 a 3 c 4 b

2 Make a riddle. Tell your partner. D• Pupils read the riddle starters.• Pupils think of food or drink.• Pupils write a riddle.• Pupils think of a routine or activity.• Pupils write a riddle.• Pupils work with a partner and take it in turns to read out

their riddle. Their partner tries to guess their riddle.

3 Chant: Listen and say. E• Pupils read the chant.• Pupils listen to the chant.• Pupils say the chant.

Teaching tipPupils can identify the rhyming words in the chant, e.g. Sunday/day, test/dressed, o’clock/walk, school/pool. Pupils notice that the endings of the words are similar.

Track 45

Narrator Saudi Stars 2. Activity 3. Chant: Listen and say.

On Sunday What a day! No test Let’s get dressed.

At eight o’clock I can walk To school And jump in the swimming pool.

4 Think and write. D• Pupils plan their week identifying what they do each day.• Show the pupils your model of a zigzag book. Tell them

they are going to write a book about their week.

• Pupils think about what they do and they write in the diary.

5 Project: Make a zigzag book about your

week. D• Support pupils as they make zigzag books.• Pupils write the title of the book and their name on the

front. • Pupils write some information about their routines and

what they do every day. • Pupils read their book to a partner.

Teaching tipYou now have an extra resource in the classroom. Display the zigzag books so that other pupils can read them.

Saudi Stars 2

46 Progress check 1 Units 1–4

Answer key: total 30 marks

Marking2 marks for correct answers in complete answers.

1 mark for short answer or answers with minor errors.

0 marks for no response, incorrect response or numerous errors, e.g. of grammar or spelling.

1 Find and number the pictures. You don’t

need all the words. E [5 marks: 5 x 1]• Pupils look at the pictures and read the words in the

word box. • Pupils look at the example.• They write the number of the word next to the picture.

Answers: A 7 B 6 C 8 D 4 E 2

2 Read and circle the correct words.

[10 marks: 10 x 1] E• Pupils read the incomplete sentences.• Pupils read the word choices.• Pupils look at the example.• Pupils read and circle the correct words.

Answers: 1 Jordanian 2 long hair 3 are 4 brown eyes 5 on 6 does 7 at 8 has 9 can 10 reads

3 Read and circle True (T) or False (F)

[5 marks: 5 x 1] E• Pupils read the text and look at the pictures.• Pupils look at the example.• Pupils read the statements about the two children.• Pupils circle whether the statement is true or false.

Answers: 1 F 2 F 3 T 4 T 5 F

4 Read and answer the questions.

Write sentences. [10 marks: 5 x 2] E• Pupils read the questions.• They answer about themselves.

Answers: A I am/I’m [number (metre) number (centimetres)] tall. B I am/I’m [nationality, e.g. Saudi Arabian]. C I am/I’m from [name of town/area]. D I get up at [time in numbers or words]. E I eat [name of food] for lunch.

Progress check 1: Units 1–4

47

Progress check 1: Units 1–4 GamesMaterials needed3 Student’s Book pages 32–353 Workbook pages 75–773 Flashcards: remote control, games console, games,

DVD, screen, speakers, iPad, win, solve, clean, puzzle, football boots

3 Poster 53 CD tracks 46–513 Suggested wordcards to prepare before lesson: Is

/ this / yours / ? / Yes / , / it / is / . / No / , / it / isn’t / . / Are / these / yours / ? / Whose / are / these / ? / They’re / mine / . / remote control / games console / games / DVD / screen / speakers / iPad / win / solve / clean / puzzle / football boots /


LanguageGrammar/Function Whose are these?They’re mine.Whose is this + item?It’s mine.It’s + person’s name.Is this yours?Yes, it is.No, it isn’t.Are these yours?Yes, they are.No, they aren’t.What are you doing?I’m + present progressive –ing.

Vocabulary remote control, games console, games, DVD, screen, speakers, iPad, win, solve, clean, puzzle, football boots

Literacy Express possession using: yours, mine, person’s name + ’s

Phonics and spelling Sounds: /eɪ/Spellings: ai and ayExamples: rain, Monday, Kuwaiti




Phonics:Recognise and produce long vowels.



Use formulaic language in basic communication functions (e.g. greet, thank).






Apply basic rules of punctuation (e.g. use capital letters, full stops, commas, question marks).

Functions: Express possession.

Grammar:Possessive prounouns.

Talk about possession using possessive pronouns, Whose and the Possessive Case (‘s).

The verb to be.

55

5

Unit 5 Lesson 1

48

55

5

Lesson 1

1 Read and number.

Before activity1 Greet pupils by saying Good morning/afternoon class.2 Write games on the board. Ask pupils if they know the

meaning of the word. Accept any answer which means something which is fun to do, on a computer, on the TV, iPhone, iPad.

Activity1 Use Poster 5 to revise names of items in the living room

and elicit what the pupils know.2 Do the ‘open book’ sign and say Open your books at

page 32.3 Model what you want the pupils to do with an example.

Get the pupils to read the items and to show you with their finger where number 1 (computer) is on the page.

4 Do the ‘read’ and ‘number’ signs. Say Read and number.

After activity1 Get feedback by asking different pupils to come to the

board and write the number and draw the item.



Track 46

Narrator Unit 5. Lesson 1. Vocabulary. Listen and say.

games remote control games console DVD screen speakers iPad cleaning winning solving puzzle football boots

2 Listen and circle.

Before activity1 Display the poster and point to each item and say

What’s this? Encourage pupils to say the name of the item.

2 Display games flashcards and wordcards/write on the right side of the board. Invite pupils to match wordcards and flashcards.

3 Invite five pupils to the front of the class. Say Is this yours? Distribute the four wordcards and get the pupils to stand in the correct order. Get the rest of the class to agree or help them. Transfer the wordcards to the left side of the board.

4 Repeat with Yes, it is. (five pupils) and No, it isn’t. (five pupils). Transfer to the right side of the board.

5 Repeat with four different pupils and the wordcards Are these yours? Transfer to the left side of the board.

6 Repeat with Yes, they are. (five pupils) and No, they aren’t. (five pupils) Transfer the wordcards to the right side of the board.

Teaching tipHelp pupils to notice the similarity in the question words and answers, e.g Is this yours? Yes, it is./No, it isn’t. Remind pupils that the word isn’t = is + not.

Activity1 Say, Listen. Play CD track 47 so the pupils can listen,

look at the pictures and text and understand.2 Model what you want the pupils to do with an example.

Play CD track 47, pausing so the pupils can listen and see the circled word in the example.

2 Say Listen and circle and use the signs.

Unit 5 Lesson 1

Lesson 1

Materials needed3 Student’s Book pages 32–333 Flashcards: remote control, games console,

games, DVD, screen, speakers, iPad, win, solve, clean, puzzle, football boots


Is / this / yours / ? / Yes / , / it / is / . / No / , / it / isn’t / . / Are / these / yours / ? / Whose / are / these / ? / They’re / mine / . / remote control / games console / games / DVD / screen / speakers / iPad / win / solve / clean / puzzle / football boots /

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Track 47

Narrator Unit 5. Lesson 1. Activity 2. Listen and circle.

A Sarah Is this yours? Helen Yes, it is.

B Sarah Is this yours? Helen No, it isn’t.

C Sarah Are these yours? Helen Yes, they are.

After activity1 Get feedback by asking questions: Is the games console

Helen’s? (Yes, it is.) Is the DVD Helen’s? (No, it isn’t.) Are the remote controls Helen’s? (Yes, they are.)

Answers: 1 Yes, it is. 2 No, it isn’t. 3 Yes, they are.

3 Listen and match.

Before activity1 Display flashcards and wordcards and invite different

pupils to match them.

Activity1 Do the ‘listen’ sign. Say Listen. Play CD track 48,

pausing after each dialogue so that the pupils can find the items.

2 Model what you want the pupils to do with an example. Play CD track 48, pausing so the pupils can see an example. Match the football boots to Majid.

3 Say Listen and match. Play CD track 48 again, pausing so pupils can find the item and match it to a character.

Track 48


Tom Are these football boots yours?

Ali No, they aren’t. They’re Majid’s.

Sarah Is this DVD yours?

Helen Yes, it is.

Ali Is this iPad yours?

Tom No, it isn’t. It’s my dad’s.

Sarah Is this remote control mine?

Helen Yes, it is.

Ali Whose is this puzzle?

Tom It’s mine. I love playing it.

After activity1 Get feedback by asking: Whose are the football boots?

(Majid’s) Whose are the DVD’s? (Helen’s) Whose is the iPad? (Tom’s dad) Whose is the remote control? (Sarah) Whose is the puzzle? (Tom’s)

Answers: Top to bottom: 5, –, 1, 3, 2, 4

4 Ask and answer. D

Before activity1 Go around the classroom picking up items from the

pupils desks (pencil, pen, book, eraser, etc.) and ask Is this yours? Encourage the pupils to respond with Yes, it is./No, it isn’t.

Teaching tipYou could help the pupils notice that saying Yes, it is = Yes, it’s mine. The word mine means it is something to that belongs to that person.

2 Repeat with Are these yours? (pick up two items or point to items which use this form, i.e. scissors, trousers, shoes, socks). Encourage pupils to respond with Yes, they are./ No, they aren’t.

Activity1 Model what you want the pupils to do. Invite two pupils

to the front of the class. Point to the wordcards and encourage the pupils to take it in turns to point to an item and ask and answer.

2 Say Ask and answer and use signs.

After activity1 Point to random items around the class asking different

pupils if they belong to them.

Phrase bank D1 Point to the phrase bank. Get the pupils to look at the

phrases in the phrase bank. 2 Say Read and say and use the signs. Get the pupils to

read out the phrases.


Goodbye class.2 Do the ‘all together’ sign and get children to say

Goodbye, Mr/Mrs …

Unit 5 Lesson 2

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Lesson 2

1 Listen and number.

Before activity 1 Greet pupils as in previous lessons.2 Display wordcards. Play What’s missing?

Activity1 Say What are you doing? Encourage the pupils to

respond, e.g. I’m sitting, listening, reading, etc. Praise any pupils who respond.

Teaching tipYou may like to write the question and answer on the board: What are you doing? I’m sitting.

Highlight the –ing in both the question and answer.

2 Model what you want the pupils to do with an example. Get the pupils to look at the pictures. Say Listen. Play CD track 49, pausing after each dialogue so that pupils can identify the character and write the number.

3 Say Listen and number. Play CD track 49, pausing so pupils can find the character and write the number.

Track 49

Narrator Unit 5. Lesson 2. Activity 1. Listen and number.

1 Ali What are you doing? Tom I’m reading a book on my iPad.

2 Ali What are you doing? Tom I’m solving a puzzle.

3 Ali What are you doing? Tom I’m playing a game on my computer.

4 Ali What are you doing? Tom I’m cleaning my football boots.

After activity1 Get feedback by asking the following questions: Where’s

Tom reading a book on his iPad? (1) Where’s Tom solving a puzzle? (2) Where’s Tom playing a game on his computer? (3) Where’s Tom cleaning his football boots? (4)

2 Ask and answer. D

Before activity1 Revise What are you doing? Elicit I’m sitting, reading,

writing, listening, speaking. etc.2 Write some of the actions on the board. Highlight the –

ing of the verb.


Invite two pupils to the front of the class. Point to the questions and answers. Get the pupils to take it in turns to ask and answer.

2 Get pupils in pairs. Say Ask and answer.

After activity1 Say Who’s sitting? Elicit I am!

3 Read and circle True (T) or False (F).

Before activity1 Get pupils to look at the pictures and read the dialogue

between Tom, Ali and Mike.2 Say What’s Tom doing? Elicit He’s writing an email.3 Repeat with What’s Ali doing? Elicit He’s playing a

computer game or anything reasonable.


Get the pupils to read number 1 aloud.2 Ask Is this true or false? Write True 3 and False 7 on the

board.

Unit 5 Lesson 2

Lesson 2

Materials needed3 Student’s Book pages 34–353 Flashcards: remote control, games console,

games, DVD, screen, speakers, iPad, win, solve, clean, puzzle, football boots


Is / this / yours / ? / Yes / , / it / is / . / No / , / it / isn’t / . / Are / these / yours / ? / Whose / are / these / ? / They’re / mine / . / remote control / games console / games / DVD / screen / speakers / iPad / win / solve / clean / puzzle / football boots /

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3 Say Read and circle and use signs.

After activity1 Get feedback by asking questions: What’s true? Elicit 1,

2, 3 Who’s winning? Elicit Ali

Answers: T = 1, 2, 3 F = 4

4 Read and write.

Before activity1 Play Shark Attack, write _ _ _ _ (game). Get pupils to call

out the sound of the letter.2 Repeat with other words from the unit.


Get the pupils to read out the text in number 1. Say What’s the missing word? Elicit What. Write it on the board. Get the pupils to complete the question.

2 Say Read and write.

After activity1 Write numbers 1–4 on the board. Get feedback and

invite different pupils to write the missing word. Get the whole class to agree or disagree.

Answers: 1 What, computer game/game 2 yours, isn’t 3 Whose, It’s 4 Is this, isn’t, mine

Grammar Focus E

Activity1 Point to the Grammar Focus box. Get the pupils to

complete the missing words.2 Use the wordcards/write on the board to show the

words and phrases: Is this yours? Yes, it is. Are these yours? No, they aren’t. Whose are these? They are mine. What are you doing? I’m playing a game.



Mr/Mrs …

5 Phonics: Look, listen and say.1 Write the letters for the lesson on the board (ay/ai).2 Point to the letter pairs and say the sound. Ensure the

students note the position of your lips and tongue when making each sound.

3 Play the CD track 50. Pause after each sound and after each word and allow time for the students to repeat. Remind them to check the position of their lips and tongue when making each sound.

Track 50


/ay/ /ay/ /ay/ rainy rainy rainy

/ay/ /ay/ /ay/ Friday Friday Friday

/ay/ /ay/ /ay/ Kuwaiti Kuwaiti Kuwaiti


the ay/ai sound as in say.1 Write rainy and geography on the board.2 Ask a student to come up to the front and choose the

word that matches that letter sound ay/ai. Ask them to underline the letters in the word that match the sound (rainy).

3 Play CD track 51. Pause after each word to allow time for the students to tick the pictures with the ay/ai sound.

4 Repeat CD track 51 until you are happy that the students are all able to pronounce the sounds correctly.

Track 51

Narrator Unit 5. Lesson 2. Activity 6. Listen and tick the words with the ay/ai sound as in say.

1 Monday Monday

2 Omani Omani

3 train rain

4 holiday holiday

5 rainy rainy

6 airport airport

Answers: These to be ticked: 1 Monday 3 train 4 holiday 5 rainy

7 Phonics: Read and say D1 Read the sentence. Ask students to repeat, either



Unit 5 Lesson 2

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Workbook

Page 75

1 Read, match and write.• Pupils look at the example.• Pupils use the words in the word box to label the

pictures.

Answers: 2 DVD 3 keyboard 4 games console 5 remote control 6 mouse 7 screen 8 speakers

2 Read and match.• Pupils read the questions and the answers.• Pupils draw a line between the question and the answer.

Answers: 1 c 2 b 3 a

Page 76

3 Read and complete. • Pupils read the words in the word box and the speech

bubbles.• Pupils write the missing words in the text

Answers: 1 Whose 2 aren’t 3 Is, isn’t, It’s

4 Read and correct.• Pupils read the words and the examples.• Pupils write the words in the correct order.

Answers: 1 Is this yours? 2 No, it isn’t. 3 Whose is this? 4 It’s Majid’s.

Page 77

5 Write the letters.• Pupils look at the words with missing letters and the

pictures.• They write in the missing letters.

Answers: 1 games console 2 screen 3 mouse 4 speakers

6 Read and write. D• Pupils read the answers and the example.• Pupils write the questions to match the answers.

Answers: 2 Whose is this? 3 What’s this? 4 Are these yours?


the ay/ai as in say.• Pupils look at the sound ay/ai.• They read the words and circle the ones that contain the

ay/ai sound as in say.

Answers: 1 Tuesday 3 always 4 Kuwaiti 6 holiday 8 rainy


have ay/ai as in say.• Pupils look at the sound then read the gapped words.• They complete the three words that contain the given

sound.

Answers: 1 Friday 2 straight 6 play

Unit 5 Lesson 2

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The Gower’s homeMaterials needed3 Student’s Book pages 36–393 Workbook pages 78–803 Flashcards: fill (dishwasher), tidy (bedroom), take out

(rubbish), help (with homework), dishwasher, rubbish bin, under, in, his, hers


How / do / you / help / at home / ? / I / take out / the rubbish / before / I do / my homework / . / I / fill / the dishwasher / . / I / tidy / my bedroom / . /


LanguageGrammar/Function How do you help at home?I fill the dishwasher.I take out the rubbish before I do my homework.Where’s my laptop?This is mine.That’s his.That’s hers.

Vocabulary fill (dishwasher), tidy (bedroom), take out (rubbish), help (with homework), dishwasher, rubbish bin, under, in, his, hers, before in front of, opposite, behind

Literacy Express possession: his, hers. Revise: mine. Use of prepositions: before, under, in.

Phonics and spelling Sounds: /əʊ/Spellings: ow/oaExamples: snowy, window, goat

Syllabus CoveragePhonics:Recognise and produce some English digraphs.

Listening skills: Differentiate between the pronunciation of similar sounds in English.


Understand simple instructions and directions.




Link ideas with before, then.






Writing skills: Link ideas with before, then.

Spell accurately familiar words and short phrases.



Functions: Describe location.

Express possession.

Talk about household chores.

Talk about sports and household chores.

Ask questions using What, Who, Where, Why, Whose.

Grammar:Possessive pronouns.

Prepositions of place.

Prepositions of time.

Talk about everyday activities using the Present Simple.

Prepositions of place.

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Unit 6 Lesson 1

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6Lesson 1

1 Listen and find.

Before activity1 Greet pupils by saying Hello class.2 Write help at home on the board. Ask pupils if they know

the meaning of the words. Accept any answers which mean helping their parents.

Activity1 Use Poster 6 to revise places in the home, furniture and

any other vocabulary linked to the home.2 Do the ‘open book’ sign and say Open your books at

page 36.3 Do the ‘listen’ and ‘find’ signs. Say Listen and find.4 Play CD track 52 and get the children to follow in their

books.

Track 52


Dad Well done Tom!

Tom Is it Ok to swim before I take out the rubbish?

Dad Sure!

Mum Thank you for filling the dishwasher, Helen.

Helen Mum, please help me with my homework before I tidy my bedroom?

Mum Of course! Go and get your homework.

After activity1 Ask How does Helen help at home? Elicit she fills the

dishwasher, tidies her bedroom.2 Repeat with How does Tom help at home? Elicit He

takes out the rubbish, he cleans the pool.


phrases, pause after each word or phrase and repeat.

Track 53


Fill fill

Dishwasher dishwasher

I fill the dishwasher. I fill the dishwasher.

Tidy tidy

I tidy my bedroom. I tidy my bedroom.

Take out take out

I take out the bin. I take out the bin.

Before before

I take out the bin before I go to bed. I take out the bin before I go to bed.

In in

My shoes are in the bin. My shoes are in the bin.

under under

The laptop is under the bed. The laptop is under the bed.

Mine mine

The laptop is mine. The laptop is mine.

Hers hers

The shoes are hers. The shoes are hers.

His his

The books are his. The books are his.

Help help

How do you help at home? How do you help at home?

Unit 6 Lesson 1

Lesson 1

Materials needed3 Student’s Book pages 36–373 Flashcards: fill (dishwasher), tidy (bedroom), take

out (rubbish), help (with homework), dishwasher, rubbish bin, under, in, his, hers



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Teaching tipIn this audio the verb and noun have been linked, e.g. fill the dishwasher, tidy my bedroom, take out the bin.

The prepositions are practised by i) two actions sequenced with the word ‘before’, e.g. I take out the bin before I go to bed. ii) a noun linked to a preposition, e.g. The laptop is under the bed.

The possessives are linked to a noun, e.g. The laptop is mine. The shoes are hers. The books are his.

2a Look, listen and say.

Before activity1 Display the poster and get pupils to identify each

activity.2 Display the flashcards and wordcards and invite different

pupils to match them.3 Get different pupils to match flashcards/and or

wordcards, e.g. fill the dishwasher.4 Invite six pupils to the front of the class. Say How do you

help at home? Distribute the six wordcards and get the pupils to stand in the correct order. Get the rest of the class to agree or help them. Transfer the wordcards to the left side of the board.

5 Repeat with I take out the rubbish. (four pupils) I fill the dishwasher. (four pupils) I tidy my bedroom. (four pupils). Transfer to the right side of the board.

Activity1 Say Look and listen and use signs. Play CD track 54 and

get pupils to look at pictures and listen and understand.2 Say Listen and say. Play CD track 54, pausing so pupils

can listen and repeat.

Track 54

Narrator: Unit 6. Lesson 1. Activity 2a. Listen and say.

1 Help with dinner. 2 Fill the dishwasher. 3 Help my brother. 4 Take out the bin. 5 Tidy my bedroom. 6 Set the table.

After activity1 Check understanding by asking the following questions:

How does number 4 help? (take out the bin/rubbish bin) How does number 6 help? (set the table)

2 Repeat with other ways to help at home.

2b Read and match.

Before activity1 Play What’s missing? with the wordcards and flashcards.


Get the pupils to read the text and match it to the pictures in Activity 2a.

2 Say Read and match and use the signs.

After activity1 Get feedback and invite pupils to match the correct

flashcards and wordcards.2 Pupils check and correct their own work.

Answers: 1 f 2 b 3 c 4 d 5 a 6 e

3 Listen, read and match. D

Before activity1 Play Simon says. Start by saying Simon says fill the

dishwasher (pupils pretend to fill the machine with glasses, plates and cutlery). Repeat with other ways they can help at home. Don’t forget that sometimes you don’t say the words Simon says and the pupils don’t do the action.

2 Help pupils understand the usage of the word before. Invite eight pupils to the front of the class. Say I take out the rubbish before I do my homework. Distribute wordcards and get the pupils to stand in the right order. Get the rest of the class to agree or help them.

3 Transfer the wordcards to the board. Say What do I do first? Elicit take out the rubbish. Say What do I second? Elicit do my homework. Write the numbers 1 and 2 above the words.


Play CD track 55, pausing so pupils look at the characters and match them to how they help at home.

2 Say Listen, read and match. Play CD track 55, pausing so that pupils can find the characters and match them to how they help at home.

Unit 6 Lesson 1

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Track 55


Narrator How do they help at home?

1 He tidies his bedroom before he goes to sleep.

2 He fills the dishwasher before he plays.

3 He sets the table before he eats dinner.

4 He helps his brother before he eats his breakfast.

5 He takes out the rubbish before he reads in the evening.

6 He helps with dinner before he does his homework.

After activity1 Get feedback by asking the following questions: How

does Ali help at home? (He tidies his bedroom.) How does Tom help at home? (He takes out the rubbish.) How does Majid help at home? (He tidies his bedroom.)

Answers: 1 c 2 d 3 e 4 a 5 f 6 b

4 Read and write.

Before activity1 Use two clocks or draw two clock faces on the board.

Draw the time 6:15 on the first clock face and 6:30 on the second clock face. Put the wordcard ‘before’ between the two clock faces.

2 Use two of the flashcards which show how people help at home, e.g. tidy bedroom, take out rubbish, fill dishwasher, and put one under each clock.

Tidy bedroom Fill dishwasher

before

3 Say Who can make a sentence using the word ‘before’? Elicit I tidy my bedroom before I fill the dishwasher.

4 Repeat with other times but make sure the first time is earlier than the second! Use different flashcards or wordcards.


Get the pupils to look at the pictures and the times. Say How does Helen help? Elicit She sets the table. Write the words on the board.

Teaching tipHelp the pupils notice the third person ’s.

After activity1 Get feedback by asking the following questions: What

does Tom do before he goes to school? (Takes out the rubbish.) What does Helen do before she does her homework? (She helps to cook.) What does Tom do before he goes to bed? (He fills the dishwasher.)

Answers: 1 Helen sets the table before the family eats dinner. 2 Tom takes out the rubbish before he goes to school. 3 Helen helps cook dinner before she does her homework. 4 Tom fills the dishwasher before he goes to bed.



out the phrases.

Closure1 At the end of the lesson get the children to stand up.

Say Goodbye class.2 Do the ‘all together’ sign and get children to say

Goodbye, Mr/Mrs …

Lesson 2

1 Listen and match.

Before activity 1 Greet pupils as in previous lessons.2 Help pupils understand the concept of possessives

clearly. Invite three pupils to the front of the class.

Unit 6 Lesson 1

Lesson 2

Materials needed3 Student’s Book pages 38–393 Flashcards: fill (dishwasher), tidy (bedroom), take

out (rubbish), help (with homework), dishwasher, rubbish bin, under, in, his, hers



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3 Write the following words on the board: mine his hers

Teaching tipIf the class is an all boys class, then one of the boys will need to pretend to be a girl. Likewise if the class is an all girls class, one of the girls will have to pretend to be a boy. Make sure that no one is teased!

4 Point to one of the pupil’s uniforms and say Whose is this? Encourage the following: The pupil who you have pointed at says It’s mine! The other two pupils say It’s his/hers!

5 Repeat by pointing to another item of clothing belonging to one of the other pupils.


Say Where’s Tom’s laptop? Elicit in his bedroom/on his bed. Play CD track 56, pausing so pupils can listen and match the place and activity.

2 Say Listen and match. Play CD track 56 again, pausing so that pupils can listen and match the items and place.

Track 56


Dad Where’s my laptop?

Mum I don’t know. This is mine. It’s red.

Helen That’s Dad’s! That laptop is his. It’s blue. Yours is green.

Tom Oh no! This is yours. Mine is in my bedroom. It’s under my bed. Sorry Dad!

Dad Never mind! Go and get your laptop. Give me mine!

After activity1 Get feedback by asking the following questions:

1 What colour is Mum’s laptop? (red) 2 What colour is Dad’s laptop? (blue) 3 What colour is Tom’s laptop? (green) 4 Who has Dad’s laptop? (Tom)

2 Elicit answers and invite a pupil to write answers on the board.

Answers: 1 b 2 c 3 d 4 a

3 To extend the activity, ask the following questions: What word does Mum use to say the laptop is hers? (mine) What word does Helen use to say the laptop is Dad’s? (his)

2 Listen and circle.

Before activity1 Get pupils to work in groups of four. Each pupil takes it

in turn to ask the question: Whose is this? They either point to an item of clothing of someone else in the group or to something on someone’s desk.

2 The others in the group say either: It’s mine (if the item is theirs) or It’s his/hers.


Get the pupils to read the dialogues. Play CD track 57, pausing so the pupils can listen and circle the word they hear.

2 Say Listen and circle. Play CD track 57 again, pausing so the pupils can listen and circle the words they hear.

Track 57

Narrator Unit 6. Lesson 2. Activity 2. Listen and circle.

Dad says, ‘Where’s my laptop?’

Mum says, ‘I don’t know. This is mine.’

Helen says, ‘Tom, that’s Dad’s. That’s his laptop.’

Tom says, ‘Mine is in my bedroom. It’s under my bed.’

After activity1 Get feedback and invite different pupils to write the

word they have circled on the board. The class agrees or helps.

Answers: 1 my 2 mine 3 his 4 Mine

3 Ask and answer. D

Before activity1 Display the flashcards and play What’s missing?


Invite four pupils to the front of the class. Choose one pupil to start by asking the question: How do you help at home? The other pupils have to give an answer either using the clues on the board or making up something new, e.g. I clean my shoes.

Unit 6 Lesson 2

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Teaching tipEven if the pupils do not help at home it is important that they know that in some cultures children do help their parents. Not everyone has helpers in their homes.

2 Say Ask and answer. Get the pupils into groups of four. One pupil starts with the question How do you help at home? and clockwise they take it in turn to answer. The next pupil then asks the question and so on.

Teaching tipYou could make this a bit more interesting by making a piece of paper into a ball. Throw the paper ball carefully to a pupil and ask the question for them to answer. The pupil then asks a question and carefully throws the paper ball to another pupil.

After activity1 You could have a class survey to find out who does help

at home and what they do. The results could be made into a pie chart or bar chart and displayed.

4 Listen and number.

Before activity1 Play Simon says. Say Simon says put your hands under

your desk.2 Repeat with on, in, between, next to.


Say Look at the pictures and read the words. Play CD track 58, pausing so pupils can listen.

2 Say Listen and number. Play CD track 58 again, pausing so pupils can listen and write numbers.

Track 58

Narrator Unit 6. Lesson 2. Activity 4. Listen and number.

Helen Hi Sarah. Mum, I’m looking for Tom’s green laptop.

Helen’s mum It’s under his bed!

Sarah Whose is this laptop? There is a purple laptop next to the chair.

Helen It’s mine. Mum, where’s your red laptop?

Helen’s mum Mine, hmmmmm, it’s between the chair and the table. Where’s Dad’s blue laptop?

Sarah Oh look! There is a blue laptop on the chair. Where are my brown shoes?

Helen Oh no! There are brown shoes here. Sarah, they are under the chair! Where are my black shoes?

Sarah Helen! Yours are in the bin!

Teaching tipHelp the pupils to conceptualise the words: in front of (similar to opposite), opposite (similar to in front of), behind (similar to next to), by getting them to play ‘Simon says’ using their hands.

After activity1 Get feedback by asking following questions: Where is

the green laptop? Elicit under the bed. Say what number is that? (1).

5 Read, say and point.

Activity1 Refer pupils back to Activity 4. 2 Ask the following questions. Where is the red laptop?

Elicit between the chair and table (f). Where is the blue laptop? Elicit on the chair (d). Where is the purple laptop? Elicit next to the chair (a). Where are the brown shoes? Elicit under the chair (c). Where are the black shoes? Elicit in the bin (e).

Answers: 1 a 2 d 3 e 4 c 5 b 6 f

3 Model what you want the pupils to do. Invite two pupils to the front of the class. Get them to take it in turns to read out a caption to each other.

Unit 6 Lesson 2

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4 Say Read and say. Get pupils to work in pairs, taking it in turns to read the captions to each other.

Teaching tipHelp the pupils understand the difference between the possessive pronouns.

Yours = something that belongs to either a boy or girl.

His = something that belongs to a boy.

Hers = something that belongs to a girl.

Mine = something that belongs to you/to the person speaking.

6 Ask and answer. D

Before activity1 Play Simon says. Say Simon says put your pencil on the

desk.2 Repeat with other prepositions.3 Write the prepositions on the board: in, on, next to,

under, between.4 Write on the board: Where’s the …? It’s … the …


Invite two pupils to the front of the class. Get them to take turns asking and answering questions about the position of items.

2 Say Ask and answer. Get the pupils to work in pairs, taking it in turns to ask and answer using the questions and answer words on the board.

Teaching tipIf you feel the pupils need extra practice then follow the sequence of: whole class drill, 50:50, open and then closed pairs. Do not let the pupils fail!

Grammar Focus D

Activity1 Point to the Grammar Focus box.2 Write on the board: The purple laptop is ___________

The green laptop is ___________ The red laptop is _____________

3 Invite different pupils to write in the missing words.

Answers: hers, his, hers

Teaching tipGet the pupils to notice the usage of these words, i.e. his = boy, hers = girl.



Mr/Mrs …

7 Phonics: Look, listen and say.1 Write the letters for the lesson on the board (ow).2 Point to the letter pair and say the sound. Ensure the

pupils note the position of your lips and tongue when making each sound.

3 Play CD track 59. Pause after each sound and after each word and allow time for the students to repeat. Remind them to check the position of their lips and tongue when making each sound.

Track 59


/əʊ/ /əʊ/ /əʊ/ snowy snowy snowy

/əʊ/ /əʊ/ /əʊ/ window window window

/əʊ/ /əʊ/ /əʊ/ throw throw throw


the ow sound.1 Write homework and bowl on the board. 2 Ask a student to come up to the front and choose the

word that matches that letter sound ow. Ask them to underline the letters in the word that match the sound (bowl).

3 Play CD track 60. Pause after each word to allow time for the students to draw the line matching the picture to the correct letters above.

4 Repeat the audio if necessary until you are happy that the students are all able to pronounce the sounds correctly.

Unit 6 Lesson 2

60

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6

Track 60

Narrator Unit 6. Lesson 2. Activity 8. Listen and tick the words with the ow sound.

1 window window 2 yellow yellow 3 brown brown 4 bowl bowl 5 homework homework 6 snowy snowy

Answers: 1 window 3 yellow 4 bowl 6 snowy

9 Phonics: Read and say. D1 Read the sentence. Ask students to repeat, either

individually or chorally as a class.2 Write some of the exemplars from the preceding two units

on the board. Point to the words at random and ask the students to say the sound they have learned for this word.

Workbook

Page 78

1 Read and complete.• Pupils look at the picture and the example.• Pupils put the words in the correct order.

Answers: 1 I fill the dishwasher. 2 He takes out the rubbish. 3 She tidies her bedroom. 4 He sets the table. 5 He helps his brother. 6. She helps with dinner.

2 Read and match.• Pupils read the questions and the answers. • Pupils match the question and answer.

Answers: 1 b 2 a 3 d 4 c

Page 79

3 Look and write.• Pupils look at the picture and the order of the words.

The focus is on the use of the word before.• Pupils put the words in the correct order.

Answers: 1 I set the table before I eat breakfast/lunch/dinner. 2 I fill the dishwasher before I do my homework. 3 I tidy my bedroom before I read (my book). 4 I take out the bin before I play.

4 Read and correct. Complete. D• Pupils read the example. • Pupils correct the punctuation.

Answer: 1 Helen fills the dishwasher before she plays. 2 Sarah takes the bin out before she does her homework. 3 Nyla sets the table before she eats lunch. 4 Aala helps cook dinner before she sets the table.

Page 80

5 Read and complete. D• Pupils look at the pictures and the words in the word

box.• Pupils read the example.• Pupils use the words in the word box to complete the

missing word.

Answers: 1 under 2 on 3 in 4 between 5 in front of 6 behind


the sound ow.• Pupils look at the sound /əʊ/.• They read the words and circle the ones that contain the

sound /əʊ/.

Answers: These words to be circled: 2 window 4 show 5 snowy 8 bowl


have the ow sound.• Pupils look at the sound then read the gapped words.• They complete the three words that contain the given

sound.

Answers: 1 bowl 3 yellow 5 window

Unit 6 Lesson 2

61

1a Read and match.

Before activity1 Greet the pupils as in previous lesson.2 Play I spy using the poster and wordcards of games,

e.g. screen, laptop, computer.3 Repeat with I spy something beginning with /r/. Elicit

remote control.

Activity1 Say What can you see? Elicit names of games.2 Model what you want the pupils to do with an example.

Say Where are the speakers? Elicit 4B. Write on the board.

3 Say Read and match.

After activity1 Elicit answers and write the numbers of the routines on

the board.

Answers: 1 D 2 C 3 A 4 B 5 E 6 G 7 F

1b Read and write.

Before activity1 Invite three pupils to the front of the class. Point to

different items of clothing. Say Whose is this? Elicit It’s mine. It’s his/hers.

2 Repeat with Is this yours? Elicit No, it isn’t.3 Repeat with Are these yours? Elicit Yes, they are./No,

they aren’t.

Activity1 Model what you want the pupils to do. Get the pupils to

read 1 aloud. 2 Say Read and write. Get the pupils to use the words in

the word box to complete the missing words.

After activity1 Get feedback. Write 1–4 on the board. Invite different

pupils to write the missing words next to the number. Get the class to agree or to help.

Answers: 1 these, are 2 this, isn’t 3 these, They’re/They are 4 this, mine

Teaching tipIf you find that the pupils continue to make errors with the use of these possessives you know you will have to re-teach the concept.

2 Read and match. D

Before activity1 Model what you want the pupils to do with an example.

Say Read and match. Get pupils to read the routines and to match them to the picture.

2 Get feedback and invite different pupils to use the flashcards or wordcards and put them under the names of the characters.

Answers: 1 B 2 C 3 F 4 E 5 A 6 D

After activity1 Get feedback. Ask What does Ali do?2 Repeat with What does Tom do?

Answers: (in any order) Tom takes out the rubbish. He cleans the car. And he fills the dishwasher. Ali helps to cook. He tidies his bedroom. And he sets the table.

Revision 3Materials needed3 Student’s Book pages 40–433 Workbooks pages 81–823 Flashcards: Units 5–63 Wordcards: Units 5–63 Posters 5–63 CD tracks 61–63




Phonics and spelling Sounds: /eɪ/ and /əʊ/Spellings: ai, ay, ow and oa

Revision 3

62 Revision 3

3a Listen and match.

Before activity1 Write the names Sarah and Helen on the board.2 Brainstorm different ways to help at home. Get pupils to

help you with the spelling.


Play CD track 61, pausing so pupils can listen and find the picture and word in the example.

2 Say Listen and find. Play CD track 61, pausing so pupils understand the dialogues.

3 Say Listen and match. Play CD track 61 again, pausing so pupils match the routines and character.

4 Get feedback by asking: Who sets the table? (Helen) Who takes the rubbish out? (Helen) What does Sarah do? (helps with dinner, fills the dishwasher)

Track 61

Narrator Revision 3, Activity 3a. Listen and match.

Sarah When do you set the table, Helen?

Helen I set the table before I do my homework.

Sarah When do you take out the rubbish, Helen?

Helen I take out the rubbish before I play computer games.

Helen When do you help with dinner, Sarah?

Sarah I help with dinner before I eat!

Helen When do you fill the dishwasher, Sarah?

Sarah I fill the dishwasher before I read.

After activity1 Get feedback by asking the following questions: What

does Helen do before her homework? (sets the table) What does Sarah do before she eats? (she helps with dinner) What does Helen do before she plays computer games? (she takes out the rubbish) What does Sarah do before she reads? (she fills the dishwasher)

Answers: 1 b 2 c 3 d 4 a

3b Ask and answer. D

Before activity1 Revise the concept of order of doing routines and the

use of before by using flashcards or wordcards as cues, e.g. cook dishwasher

2 Write on the board: When do you …? I … before I … What does … do before she …? She …


Invite two pupils to the front of the class and get them to take turns asking and answering questions about how they help at home. Point to the question and answer starters on the board. Use the wordcards/flashcards as cues. They can either talk about themselves or about Helen and Sarah.

2 Say Read and say in pairs. Get the pupils in pairs and get them to take it in turns to ask and answer questions about the order of how they help at home.

After activity1 Play Simon says. Start by saying Simon says fill the

dishwasher before going to bed.2 Repeat with other help at home and routines, e.g. wash

your face before you brush your teeth.

4 Read and write.

Before activity1 Walk around the class. Point to an item that belongs

to another pupil and say Whose is this? Encourage the pupil to say It’s mine and the rest of the pupils to say It’s his/hers.

2 Repeat by pointing to an item and saying Is this yours? Encourage the pupil to say Yes it is./No, it isn’t.

3 Repeat by pointing to two items or an item that takes a plural, e.g. scissors, trousers or shoes, and say Are these yours? Encourage the pupil to respond with Yes, they are./No, they aren’t.

Activity1 Model what you want the pupil to do with an example.

Say Sami and Majid are looking for things.2 Write on the board: Whose are ______ black shoes?

They aren’t _______.3 Get pupils to read 1 together. Say Whose are ______

black shoes? They aren’t _______.4 Encourage the pupils to choose the words from the

word box. Praise the pupils who give you words. 5 Write the words in the gaps. Get the class to read aloud.

Say Is this right? Does it sound right? If the class agrees it is correct and it is correct then put a big tick 3 next to the sentences. If they are wrong then ask the pupils to try again. Get the class to read aloud again.

6 Say Look and read. Write numbers 2–3.

Answers: 1 these, mine 2 Yours 3 his, Hers

63Revision 3

5 Phonics: Match.1 Explain to pupils that the letters in the exercise are the



Answers: ai/ay – train, Wednesday ow – snowy, yellow

Workbook

Page 81

1 Write.• Pupils read the question and answer.• Pupils write the words in the correct order.

Answers: 1 I take the rubbish out. 2 I fill the dishwasher. 3 I set the table. 4 I clean the car.

2 Draw and write. D• Pupils look at the sample bedroom.• Pupils draw their own bedrooms.• Pupils write about their bedrooms using the words in the

word box to say where all the items in the room are.

Page 82

3a Read and complete. D• Pupils look at the example.• Pupils put the letters in the correct order.

Answers: 1 game 2 laptop 3 speakers 4 football boots

3b Read and write. Match.• Pupils read the questions and answers. They look at the

pictures.• Pupils match the pictures to the dialogues.• Pupils write the missing words using the spelling in

Activity 3a.

Answers: 1 speakers 2 laptop 3 football boots 4 game console 1 d 2 c 3 a 4 b

4 Phonics: Circle the sound for each word.• Pupils read the words.• They circle the sound that is contained in that word.

Answers: 1 ay 2 ow 3 ai 4 ow 5 ay 6 ai

64 Saudi Stars 3

1 Story: Read and number. D• Pupils look at the cartoon pictures.• Pupils help the robot match the pictures to the text.

Answers: A 6 B 1 C 5 D 4 E 2 F 3

2 Chant: Listen and say. E• Pupils read the chant.• Pupils listen to the chant.• Pupils say the chant.• Pupils identify the rhyming words in the chant.

Track 62

Narrator Saudi Stars 3. Activity 2. Chant: Listen and say.

Mine, it’s MINE!

I’m fine! Are you FINE?

Hers, it’s HERS!

Are they sisters? Are they SISTERS?

His, it’s HIS!

What is? What IS?

Mine, fine

Hers, sisters

His, is

It’s time

And that’s my rhyme.

Answers: mine/fine, hers/sisters, his/is, time/rhyme

3a Listen and match. D• Pupils read the text.• Pupils look at the pictures.• Pupils listen and match characters and pictures.

Track 63

Narrator Saudi Stars 3. Activity 3a. Listen and match.

John is watching TV on his computer.

Amy is looking at DVDs. She wants to play a game.

Jack is playing with his games console.

Fiona is checking her email on a laptop.

Answers: 1 D 2 C 3 B 4 A

3b Talk about the pictures. E• Pupils look at the pictures.• Pupils talk about the characters in Activity 3a with a

partner.

4 Project D• Pupils read how the robot helps at home • Pupils think of three ways the robot can help at home.

They draw pictures and write.

Saudi Stars 3

65

Sports dayMaterials needed3 Student’s Book pages 44–473 Workbook pages 83–853 Flashcards: running, weightlifting, (to) lift, basketball,

tennis, judo, skipping, throwing, catching, jumping, diving, race (n), activities, metre, kilogram


Can / you / swim / ? / Yes / , / I / can / . / No / , / I / can’t / . / What’s / … / doing / ? / She’s / skipping / . / running / weightlifting / (to) lift / basketball / tennis / judo / skipping / throwing / catching / jumping / diving / race (n) / activities / metre / kilogram /


LanguageGrammar/Function Can you swim?Yes, I can. No, I can’t.I can’t play basketball.I can run but I can’t jump.What’s … doing?… is throwing a ball.Is … playing football now?

Vocabulary running, weightlifting, (to) lift, basketball, tennis, judo, skipping, throwing, catching, jumping, diving, race (n), activities, metre, kilogram

Literacy Using can/can’t for ability. Present progressive (questions, affirmative and negatives). Counting to 1000. Collocating verbs and sports.

Phonics and spelling Sounds: /nd/ and /nt/Spellings: nd, ntExamples: hand, stand, winter, elephant



77

7Phonics:Recognise and produce consonant endings.






Read and count cardinal numbers to 1000.





Write simple sentences to convey personal information.

Write short answers to simple questions.

Functions: Talk about activities happening at the moment of speaking.

Talk about what one can and can’t do.



Count (1–1000).


Talk about the different times of the day.

Grammar:Identify and talk about family and friends.

Modals can/can’t.

Present Progressive.

Talk about activities happening at the moment of speaking using the Present Progressive.

The verb to be.

Question words.

Unit 7 Lesson 1

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Unit 7 Lesson 1

Lesson 1

1 Listen, read and tick 3.

Before activity1 Greet the children by saying Hello class.2 Write sports day on the board. Ask pupils if they know

the meaning of the words. Accept any answers meaning when you do different sports. Write the names of the sports the pupils know.

Activity1 Use Poster 7 to revise names of sports and activities.2 Do the ‘open book’ sign and say Open your books at

page 44.3 Do the ‘listen’ and ‘read’ signs. Say Listen and read.4 Play CD track 64 and get the children to follow in their

books.

Track 64

Narrator Unit 7. Lesson 1. Activity 1. Listen, read and tick.

Tom On Saturday there’s a sports day at my school.

Ali What sports are there at the sports day?

Tom There’s running and high jump …

Ali High jump? I like high jump.

Tom Really? I like long jump.

Ali Is there long jump at the sports day?

Tom Yes, there is. And tennis and football.

Ali Wow! Lots of sports. Do you have weightlifting?

Tom No, not on sports day!

After activity1 Say Which sports can’t you do on sports day?

Answer: Not ticked: swimming, weightlifting, basketball, judo

Activity – vocabulary1 Say Listen and say and use the signs.2 Play CD track 65. Get the children to listen to the words


Track 65

Narrator Unit 7. Lesson 1. Vocabulary. Listen and say.

running weightlifting basketball tennis judo race activities metre kilogram lift skipping throwing catching jumping

2 Listen and complete. D

Before activity1 Display wordcards and flashcards on the board. Invite

different pupils to match them.

Lesson 1

Materials needed3 Student’s Book pages 44–453 Flashcards: running, weightlifting, (to) lift,

basketball, tennis, judo, skipping, throwing, catching, jumping, diving, race (n), activities, metre, kilogram



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Unit 7 Lesson 1

2 Write on the board: play go do3 Invite different pupils to guess which wordcards or

flashcards go under these three headings, e.g. play football.

Activity1 Do the ‘listen’ and ‘complete’ signs. Say Listen and

complete.2 Model what you want the pupils to do with an example.

Play CD track 66, pausing as pupils listen and complete with the correct word.

3 Play CD track 66 again, pausing after each sentence so that children can complete the activity.

Track 66

Narrator Unit 7. Lesson 1. Activity 2. Listen and complete.

Tom I like sports. I can play basketball. I like to go swimming, but I can’t do judo.

After activity1 Invite different pupils to place the wordcards/flashcards

on the board under the correct headings.

Answers: 1 play 2 go 3 do

3 Read and circle.

Before activity1 Draw the following diagram on the board:

1000 kg

500 kg

250 kg

100 kg

0 kg

2 Help the pupils to conceptualise different weights. Say Can you lift a pencil? Model what you want the pupils to do. Encourage the pupils to say Yes, I can.

3 Repeat with bag, chair, desk.4 Point to board. Say How many kilograms do you think a

desk is? Elicit anything reasonable, e.g. 20 kg.5 Say Do you know how many kilograms you are? Praise

any pupil who knows their weight.6 Invite a pupil to be the ‘weight’. Say Who can lift +

name? Note: Be careful we don’t want the pupils to hurt themselves!

Teaching tipIt is really important for the pupils to conceptualise different weights and the word lift. It would be useful for you to show them examples of what weighs these weights, e.g. 100 kg = baby elephant; 500 kg = horse; 1000 kg = average car.

Activity1 Pupils look at the pictures.2 Model what you want the pupils to do with an example.

Say Max can/can’t lift 100 kg. Get pupils to say can.

Teaching tipRemind pupils that can’t = cannot.

3 Say Read and circle.

After activity1 Get feedback by asking the following questions: Which

weight can’t Max lift? (500, 1000) Which weights can Max lift? (100, 250)

Answers: can = 50kg, 125kg; can’t 250kg, 500kg


Before activity1 Revise concept of weight = kg. Introduce concept of

length = metre. Write metres on the board.2 Say Which sports use metres? Elicit anything reasonable

which means length, e.g. high jump, long jump, running, swimming.

3 Say How many metres are you? Praise any pupil who knows their height. Invite a pupil to come to the front of the class. Get them to stand with their back to the wall, carefully mark the wall and invite other pupils with rulers to come to the front of the class and measure the length on the wall.

4 Write the number on the board = e.g. 155 cm. Say How many metres? Praise any pupil who uses the decimal place (1.55 m).

Teaching tipIt is really important to conceptualise the difference between weight (kg) and height (metres). Don’t make assumptions.

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Unit 7 Lesson 1

Activity1 Do the ‘read’ and ‘circle’ signs. Say Read and circle.

True or False?2 Model what you want the pupils to do with an example.

Get the whole class to read the letter aloud. Read 1 aloud and elicit the answer (T).

3 Say Read and circle true or false.

After activity1 Write numbers 1–5 on the board and invite different

pupils to read out the sentence and write T or F on the board. Get the pupils to tell you the correct answer if the answer is false.

Answers: 1 T 2 F (Saturday) 3 T 4 T 5 F (he’s in the 200-metre race)

5a Listen and circle.

Before activity1 Display the poster and point to each sport and say

What’s this? Encourage the pupils to say the name of the sport.

2 Display sport wordcards and flashcards and invite different pupils to match them.

3 Invite four pupils to the front of the class. Say Can you swim? Distribute the four wordcards and get the pupils to stand in the correct order. Get the rest of the class to agree or help them. Transfer the wordcards to the left side of the board.

4 Repeat with five different pupils and the wordcards Yes, I can.

5 Repeat with five different pupils and the wordcards No, I can’t.

6 Introduce the word but. Say I can swim but I can’t jump. Write on the board: 3 7

I can swim but I can’t jump.

Teaching tipIt is really important for the pupils to conceptualise what their abilities are and this includes can = able to and can’t = not able to.

Activity1 Get the pupils to look at the pictures and read the

dialogues. Concept check by asking Who can’t play tennis? Elicit Majid.

2 Model what you want the pupils to do with an example. Play CD track 67, pausing so pupils can listen and understand. Do 1 together. Read aloud Ali can/can’t play tennis. Elicit can and mime circle in the air or draw on the board.

3 Say Listen and circle.

Track 67

Narrator Unit 7. Lesson 1. Activity 5a. Listen and circle.

Tom Ali, can you play tennis? Ali Yes, I can. Tom Majid, can you play tennis? Majid No, I can’t. Ali I can play football, but I can’t play

basketball. Tom I can jump and I can run, but I can’t do

judo. Majid I can’t play tennis, but I can play football

and I can swim.

After activity1 Get feedback by asking the following questions. 1 Who

can’t play tennis? (Majid) 2 Who can run and jump? (Tom) 3 Who can’t play basketball? (Ali) 4 Who can’t do judo? (Tom) 5 Who can swim? (Majid)

2 Invite different pupils to write can or can’t next to each question from the activity on the board.

Answers: 1 can 2 can’t 3 can’t 4 can 5 can’t 6 can


Before activity1 Concept check by asking following questions: What can

Ali do? (play tennis) What can Majid do? (swim) What can Tom do? (jump and run)

2 Write on board: What can … do? What can’t … do? Who can …? Who can’t …?

Activity1 Invite two pupils to the front of the class. Model what

you want the pupils to do with an example. Point to the questions and get pupils to take turns asking and answering questions using wordcards and flashcards to help them.

After activity1 Invite pupils to say what they can/can’t do. Say Who can

swim? Get pupils to stand up.2 Repeat with Who can’t jump?3 Repeat with other unit vocabulary words.



out the phrases.

Closure1 At the end of the lesson get the children to stand up.

Say Goodbye class.2 Do the ‘all together’ sign and get children to say

Goodbye, Mr/Mrs …

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Unit 7 Lesson 2

Lesson 2

1 Listen and complete.

Before activity 1 Greet the children as in previous lessons.2 Say Who can swim? How far can you swim? Praise any

pupil who can tell you how far they can swim in metres.3 Repeat with run, do high jump, long jump.

Activity1 Say Read. Get pupils to read the words in the word box

and the sentences with missing words.2 Model what you want the pupils to do with an example.

Play CD track 68, pausing so pupils can listen and complete the first sentence.

3 Say Listen and complete.

Track 68

Narrator Unit 7. Lesson 2. Activity 1. Listen and complete.

Peter I’m sorry I’m not there. What is Tom doing?

Mary I’m watching him. He’s diving into the swimming pool and he’s swimming. He’s very good!

Peter Is he winning?

Mary No, he isn’t. He’s second.

After activity1 Write the following questions on the board and invite

different pupils to come to the board and write the answers: What’s Peter doing on his phone? (talking) What’s Peter doing? (watching Tom) What’s Tom doing? (diving) What else is Tom doing? (swimming) How is Tom doing in the race? (he isn’t winning)

Answers: 1 talking 2 watching 3 diving 4 swimming 5 winning

2 Read and write. D

Before activity1 Say What am I doing? and do the following actions: Sit

on a chair. Elicit You are sitting. Write on the board. Elicit You are writing. Open the door. Elicit Opening the door.

2 Play Simon says. Say Simon says you are jumping. Repeat with running, throwing a ball, skipping, catching a ball.

Teaching tipIt is really important to conceptualise the difference between a fact which is a constant that does not change and something in the present that you are doing then and there. Draw on the board:

What am I doing now?

PRESENT

NOW

I’m jumping.

I’m sitting.

Help the pupils to notice that both the question and the answer has words with –ing.

Activity1 Say Read. Get pupils to read the words in the word box

and look at the pictures.2 Look at the example. Say What’s Sami doing? Elicit

Sami is running.3 Say Read and write.

After activity1 Write numbers 1–6 on the board and invite different

pupils to write the answers.

Answers: 1 Sami is running 2 Sami is throwing a ball. 3 Sami is catching a ball. 4 Sami is skipping. 5 Sami is jumping. 6 Sami is playing tennis.

Lesson 2

Materials needed3 Student’s Book pages 44–453 Flashcards: running, weightlifting, (to) lift,

basketball, tennis, judo, skipping, throwing, catching, jumping, diving, race (n), activities, metre, kilogram



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Unit 7 Lesson 2

Note: A pupil may write he after the initial Sami and this is correct.

3a Write.

Before activity1 Say What can you do? Get the pupils to look at the

pictures in their book. Elicit I can run or anything reasonable.

Teaching tipIt is important that the pupils understand the difference between an action which they are doing at the present as in the previous activity and an ability they have. Write on the board:

What can you do?

PRESENT

EVERYDAY

I can jump.

I can throw a ball.

I can swim.

Activity1 Say Look. Get pupils to look at the pictures. Say This is

Fahd. What can Fahd do?2 Model what you want the pupils to do with an example.

Get the pupils to look at the example. Write Fahd can throw a ball. on the board.

3 Say Write.

After activity1 Get feedback. Write 1–5 on the board. Display

flashcards and wordcards. Invite different pupils to choose the flashcards and wordcards and put them next to the numbers. Get the class to agree or help them.

Answers: 1 Fahd can throw a ball. 2 Fahd can jump. 3 Fahd can do weightlifting. 4 Fahd can run. 5 Fahd can swim.


Before activity1 Drill the whole class using flashcards and/or wordcards.

Display question wordcards: What can you do? On the left side of the board and Yes, I can/No, I can’t. on the right side of the board. Use flashcards to cue.

2 Divide the class 50:50. Have one half ask the question and the other half answer.

3 Invite a pupil from one side of the room to ask the question and a different pupil to answer.

Teaching tipAsk pupils to answer what is true for them, so if they can’t swim, they should say I can’t swim.

Activity1 Say Get in pairs. Ask and answer. Get the pupils to

take it in turns to ask and answer questions using the flashcards on the board.

After activity1 Play Simon says. Say Simon says stand up if you can

swim. Encourage pupils to focus on what is true for them.

2 Repeat with other unit vocabulary activities.

Grammar Focus D


words and phrases: Tom _______________ tennis. Ali ________________. Majid ______________.

3 Get pupils to call out the answers. Invite different pupils to write the answers on the board.

Answers: 1 is playing 2 is jumping 3 is swimming

4 Phonics: Look, listen and say.1 Write the letters for the lesson on the board (nd and nt ).2 Point to each letter in turn and say the sound. Ensure


3 Play CD track 69. Pause after each sound and after each word and allow time for the students to repeat. Remind them to check the position of their lips and tongue when making each sound.

Track 69


/nd/ nd/ /nd/ hand hand hand

/nt/ /nt/ /nt/ elephant elephant elephant

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Unit 7 Lesson 2

5 Phonics: Look, listen and say.1 Pupils listen to the sound, then say the word containing


2 Play CD track 70. Pause after each sound to allow time for the students to say the word containing that sound.

Track 70


/nd/ /nd/ /nd/ /nt/ /nt/ /nt/

Answers: 1 hand 2 elephant

6 Phonics: Listen and circle the sound.1 Pupils listen to the words then circle the sound that’s in

that word.2 Play CD track 71. Pause after each word to allow time

for the pupils to circle the correct sound.

Track 71

Narrator Unit 7. Lesson 2. Activity 6. Phonics: Listen and circle the sound.

1 stand up stand up stand up

2 aunt aunt aunt

3 window window window

4 winter winter winter

Answers: 1 nd 2 nt 3 nd 4 nt

7 Phonics: Read and say. D1 Read the sentence. Ask students to repeat, either





Mr/Mrs …

Workbook

Page 83

1 Read and write. D• Pupils read the example.• Pupils write the numbers.

Answers: 175 99 2,000 52 910 2,300

2 Read and write.• Pupils look at the pictures and read the words in the

word box.• Pupils write the words under the pictures.

Answers: 1 running 2 skipping 3 lifting 4 swimming 5 throwing 6 catching 7 jumping

3 Write. • Pupils look at the example.• Pupils write the words in the correct order.

Answers: 2 Ali is throwing a ball. 3 Tom is diving into the swimming pool. 4 Majid is playing basketball.

Page 84

4 Read and match.• Pupils look at the pictures. • Pupils read the text.• Pupils match the text and pictures.

Answers: 1 b 2 c 3 e 4 a 5 f 6 d

5 Read and circle. D• Pupils read the text.• Pupils circle the correct number.

Answers: 1 thousand 2 hundred 3 ten 4 hundred 5 three

6 Write about you.• Pupils think about what they can and can’t do.• Pupils write what they can and can’t do.

Page 85

7 Read and write can or can’t. D• Pupils look at pictures and read the text.• Pupils look at the two examples.• Pupils write can or can’t to complete the sentences.

Answers: 3 can 4 can 5 can’t 6 can’t 7 can 8 can’t

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column.• Pupils look at the sounds /nd/ and /nt/.• Pupils read the words then match them to the sounds.

They write the words in the correct box.

Answers: nd and, sandals, sandcastle; nt elephant, restaurant, aunt

9 Phonics: Match and write.• Pupils look at the sounds /nd/ and /nt/.• They look at the gapped words then match the correct


Answers: 1 winter 2 grandfather 3 interactive 4 second

Unit 7 Lesson 2

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At a restaurantMaterials needed3 Student’s Book pages 48–513 Workbook pages 86–883 Flashcards: burgers, chips, (chicken) sandwich,

cheese, soda, chocolate ice-cream, vanilla ice-cream, How much …?, How many …? Would you like …. or …?

3 Poster 83 CD tracks 72–783 Suggested wordcards to prepare before lesson: /

How much / ? / , / How many / ? / , / Would / you like / or / ? / , / What / would / you / like / ? / I’d / like / some / burgers / please / chips / a chicken / sandwich / cheese / soda / ice-cream / chocolate / vanilla / . /


LanguageGrammar/Function How much …?How many …?Do you have any …?What would you like?I’d like some …Would you like … or …?

Vocabulary burgers, chips, (chicken) sandwich, cheese, soda, ice-cream, chocolate, vanilla

Literacy Asking and answering about quantity, ordering at a restaurant, countable and uncountable nouns

Phonics and spelling Sounds: /k/ and /nk/ Spellings: ck and nk Examples: o’clock, black, drink, monkey

88



PhonicsRecognise and produce consonant endings.



Use basic language to satisfy needs of a concrete type.








Functions: Ask and answer about quantitiy.

Order at a restaurant using I’d like.


Identify and talk about food.

Grammar:How much + uncountable nouns? How many + countable nouns?

I’d like …

Use the definite and indefinite article (a/an/the).

Countable–Uncountable nouns: some/any.

Question words.

Unit 8 Lesson 1

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Lesson 1

1 Listen and write the number. Listen and

say.

Before activity1 Display the poster and point to each food and say

What’s this? Encourage the pupils to say the name of the food or drink.

2 Display the wordcards and flashcards and invite different pupils to match them.

3 Invite five pupils to the front of the class. Say What would you like? Distribute the wordcards and get the pupils to stand in the correct order. Get the rest of the class to agree or help them. Transfer the wordcards to the left side of the board.

4 Repeat with seven different pupils and the wordcards I’d like some burgers, please. Transfer to the right side of the board.

5 Repeat with six different pupils and the wordcards How many would you like? Transfer to the left side of the board. Ask What answer do you want? Elicit number of burgers.

6 Repeat with five different pupils and the wordcards How much? Transfer to the left side of the board. Ask What answer do you want? Elicit money, how many riyals the burgers cost.

Teaching tipIt is really important to make sure that pupils understand the concepts of the language, e.g.

What would you like? = choices, decisions, preferences

How many …? = a number, quantity

How much …? = a number, money

Activity1 Say Look and listen. Play CD track 72 so pupils can look

at pictures, listen to the dialogues and understand.2 Model what you want the pupils to do with an example.

Say Look, listen and say. Play the recording, pausing so the pupils can find the items and repeat the dialogues.

Track 72

Narrator Unit 8. Lesson 1. Activity 1. Listen and write the number. Listen and say.

Server What would you like?

Tom I’d like some sodas, please.

Server How many would you like?

Tom Four sodas please.

Tom And I’d like some burgers and chips, please.

Server How many would you like?

Tom Three burgers and chips please.

Server Anything else?

Tom Yes, I’d like a chicken sandwich, please.

Tom And how much is that?

Server Seventy riyals, please.

After activity1 Get feedback by asking the following questions: How

many sodas does Tom want? (4) How many burgers and chips does Tom want? (3) How many chicken sandwiches does Tom want? (1) How much does this cost? (70 riyals)



Unit 8 Lesson 1

Lesson 1

Materials needed3 Student’s Book pages 48–493 Flashcards: burgers, chips, (chicken) sandwich,

cheese, soda, chocolate ice-cream, vanilla ice-cream, How much …?, How many …? Would you like … or …?


/ How much / ? / , / How many / ? / , / Would / you like / or / ? / , / What / would / you / like / ? / I’d / like / some / burgers / please / chips / a chicken / sandwich / cheese / soda / ice-cream / chocolate / vanilla / . /

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Track 73

Narrator Unit 8. New vocabulary. Listen and say.

burger burger I’d like a burger.

cheese cheese I’d like some cheese.

chocolate chocolate Do you have any chocolate ice-cream?

chips chips I’d like some chips.

ice-cream ice-cream I’d like some ice-cream.

soda soda I’d like some soda.

sandwich sandwich I’d like a sandwich.

vanilla vanilla Do you have any vanilla ice-cream?

2 Read and write.


beginning with the sound /b/. Elicit burger. 2 Repeat with other unit vocabulary.


Get the pupils to look at example no. 1, say What’s that? Elicit ice-cream.

2 Say Read and write.3 Get pupils to check their answers with a partner.

After activity1 Write 1–5 on the board and invite different pupils to use

the flashcards/wordcards or write the answers.

Answers: 1 ice-cream 2 soda 3 burger 4 cheese sandwich 5 chips

3 Read and write. D

Before activity1 Write the words a and some on the board. Say Who can

give me a question/sentence using one of these words? Praise any pupil who attempts constructing a question, e.g. Who would like some ice-cream?

2 Write the examples under the headings. Help the pupils notice the use of -s for plurals but also that some items of food don’t use the plural -s, e.g. rice, bread, salad, ice-cream.

Teaching tipHelp the pupils understand that a = one and some = more than one, e.g. a burger, some burgers.


Say What would you like? Do 1 together. Elicit I’d like a burger and some chips, please.

2 Do the ‘read’ and ‘write’ signs. Say Read and write.

After activity1 Get feedback and invite pupils to write the answers on

the board under a or some.

Answers: 1 a, some 2 a, some 3 a 4 some 5 a

Teaching tipGet pupils to notice the use of some for chips, sodas = more than one and have plural -s. The rest are single/one only = burger, chicken sandwich, cheese salad, vanilla.

4a Listen and write. Listen and tick 3 the

drink.

Before activity1 Get pupils to look at the pictures. Say What’s a? Elicit

chicken burger and chips.2 Repeat with other items on the menu.3 Say Who’s at the restaurant? Elicit: Sarah, Helen, Mary

and Fatimah.


Play CD track 74. Pause after the first dialogue and write the letter of the food ordered next to the character, e.g. Sarah c.

2 Say Listen and write. Play CD track 74, pausing so pupils can listen and write.

3 Model what you want the pupils to do with an example. Play CD track 74 again, pausing so pupils can listen and tick the drink choice.

4 Say, Listen and tick. Play CD track 74 once more so pupils can listen and tick the drink choice.

Unit 8 Lesson 1

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Track 74

Narrator Unit 8. Activity 4a. Listen and tick the drink.

Narrator Sarah, would you like a chicken or cheese sandwich?

Sarah I’d like a chicken sandwich and juice.

Narrator Would you like orange juice or lemon juice?

Sarah I’d like lemon juice, please.

Narrator Helen, what would you like?

Helen I’d like an egg and salad sandwich, please. Oh and juice!

Narrator Would you like orange juice or lemon juice?

Helen I’d like orange juice, please.

Narrator Mary, what would you like?

Mary I’d like a fish burger, salad and soda, please.

Narrator Fatimah, what would you like?

Fatimah I’d like a cheese and salad sandwich, please. Do you have any tomato juice?

Narrator No, would you like lemon or orange juice?

Fatimah Orange juice, please.

After activity1 Get feedback by asking the following questions: Who’s

having a chicken sandwich? (Sarah) What drink is Sarah having? (lemon) Who’s having the egg and salad sandwich? (Helen) What drink is Helen having? (orange) Who’s having the fish burger and salad? (Mary) What drink is Mary having? (soda) Who’s having the cheese salad sandwich? (Fatimah) What drink is Fatimah having? (orange) OR What would Sarah like to eat? (chicken sandwich) What would she like to drink? (lemon juice) What would Helen like to eat? (chocolate ice-cream, chicken burger) What would she like to drink? (lemon juice) Who would like to drink orange juice? (Helen, Fatimah) Who would like to drink lemon juice? (Sarah) Who would like to drink soda? (Mary) Who would like to eat a fish burger? (Mary)

Answers: Sarah c/lemon Helen e/orange Mary b/soda Fatimah d/orange

4b Read and complete. D

Before activity1 Play Shark Attack. Draw lines _ _ _ _ _ _ (burger) on the

board and encourage pupils to call out the letter sounds.


Get pupils to look at the answers in Activity 4a. Say What would Sarah like to eat? Elicit a chicken sandwich. What would Sarah like to drink? Elicit lemon juice.

2 Say Read and complete.3 Get pupils to check their answers with a partner.

After activity1 Get feedback and invite different pupils to write the

answers on the board. Encourage the pupils to help each other with spelling by segmenting long words, e.g. s-and-wi-ch.

Answers: 1 Sarah would like a chicken sandwich and a lemon juice. 2 Helen would like an egg and salad sandwich and an orange juice. 3 Mary would like a fish burger, salad and a soda. 4 Fatimah would like a cheese and salad sandwich and an orange juice.

5 Ask and answer.

Before activity1 Display the food flashcards. Invite two pupils to the front

of the class. Point to question words and get pupils to take it in turns to ask and answer questions about food or drink they would like.

Activity1 Say Ask and answer. Get pupils in pairs. They take it

in turns to ask and answer questions about food they would like.

Teaching tipIf you feel the pupils need more practice, drill the whole class, 50:50, open and closed pairs – the aim is not to fail but to succeed!

After activity1 With a show of hands find out the favourite foods and

drinks of the class.



out the phrases.

Closure1 At the end of the lesson get the children to stand up. Say

Goodbye class.2 Do the ‘all together’ sign and get children to say

Goodbye, Mr/Mrs …

Unit 8 Lesson 2

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Lesson 2

1 Read, circle and write.

Before activity 1 Greet the children as in previous lessons.2 Revise food items. Say What would you like to eat at

lunch? Elicit anything reasonable.3 Repeat with drink items.

Activity1 Model what you want the pupils to do. Write Yes / No

on the board. Model that you want them to circle one of the words. Write numbers 1–8 on the board and display flashcards next to the relevant numbers.

2 Say Read and circle.

After activity1 Get feedback by asking pupils to put their hands up if

they circled ‘yes’, for example. Say Put your hands up if you would like to eat burger and chips at lunch. Count the number of hands that are up and write the number.

2 Repeat with other items.

2a Say, tick 3 or cross 7. Write.

Before activity1 Play What’s missing? using food/drink vocabulary.

Activity1 Model what you want the pupils to do by inviting four

pupils to the front with their Student’s Books. Get one pupil to ask the other three pupils What would you like to eat? Encourage the pupils not to just agree to items in the table but to have their own ideas.

2 Say tick 3 and cross 7. Get pupils to stand up and do a class survey asking three of their classmates what they would like to eat.

Teaching tipIf you feel the pupils need more practice asking and answering questions drill the whole class, 50:50, open and closed pairs so the pupils have confidence.

Keep the wordcards with the questions and answer starters on the board to support the pupils.

After activity1 With a show of hands find out what are the favourite

foods of the class.

2b Read and write.

Before activity1 Get pupils to look at the answers in Activity 2a. Say

What would Helen like to eat?2 Revise asking how to spell a friend’s name, e.g. How do

you spell your name? Get individual pupils to spell out their names, write them on the board. Note: They can use the name of the letters.

Activity1 Model what you want the pupils to do with an

example. Write on the board: Helen would like to eat _____________________. Get pupils to say a cheese and tomato sandwich. Invite a pupil to write the answer.

2 Say Write. Get pupils to look at their answers in Activity 2a and complete.

Teaching tipRemind the pupils on the use of a = one, and some = more than one.

After activity1 Ask individual pupils to read out their answers.

3a Listen and write. Read and say.

Before activity1 Get pupils to put their hands up for the following

questions: Who would like a chocolate ice-cream? Who would like a vanilla ice-cream?

2 Count the hands up aloud, e.g. 1, 2, 3, 4, 5, and write the number on the board.

Unit 8 Lesson 2

Lesson 2

Materials needed3 Student’s Book pages 50–513 Flashcards: burgers, chips, (chicken) sandwich,

cheese, soda, chocolate ice-cream, vanilla ice-cream, How much …?, How many …? Would you like … or …?


/ How much / ? / , / How many / ? / , / Would / you like / or / ? / , / What / would / you / like / ? / I’d / like / some / burgers / please / chips / a chicken / sandwich / cheese / soda / ice-cream / chocolate / vanilla / . /

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3 Invite 12 pupils to the front of the class. Number them 1 to 12. Call out random groups of numbers and ask the pupils with that number to take a step forward, e.g. 2, 4, 6, 8, 10, 12 3, 6, 9, 12 1, 3, 5, 7, 9, 11 5, 10

Teaching tipIf you feel the pupils need more practice with numbers and counting up in groups of numbers, give all the children in the class a number. Count up in the following way: 2, 4, 6, 8, 10, 12, 14, 16, 18, 20, 22, 24, 26, etc. 5, 10, 15, 20, 25, etc.

Invite a pupil to write numbers on the board counting up in twos, threes or fives.


Play CD track 75, pausing so the pupils can find the picture.

2 Say Listen and write. Play the recording pausing so the pupils can write the number of hands the teacher counts.

3 Elicit feedback by saying How many would like an egg sandwich? Elicit six.

4 Repeat with: How many would like a cheese and tomato sandwich? (8) How many would like a chicken sandwich? (12) How many would like burger and chips? (20) How many would like a soda? (25) How many would like a lemon juice? (12)

Answers: 1 6 2 8 3 12 4 20 5 25 6 12

5 Say Read and say. Invite two pupils to the front of the class. Get them to take it in turns to read out a question and find the answer, e.g. How many would like an egg sandwich? Answer: six.

Track 75

Narrator Unit 8. Activity 3a. Listen and write. Read and say.

Teacher Good morning boys. Today we are going to the museum. I want to know what food you would like to eat and drink for lunch. Please read.

All boys An egg sandwich, a cheese and tomato sandwich, a chicken sandwich, a burger and chips, a soda, an apple juice.

Teacher How many would like an egg sandwich? Put your hands up. 1, 2, 3, 4, 5, 6.

OK, six boys would like an egg sandwich.

How many would like a cheese and tomato sandwich? 2, 4, 6, 8 … OK 8.

How many would like a chicken sandwich? 3, 6, 9, 12 … OK 12.

How many would like some chips? 5, 10, 15, 20 … OK 20.

Who would like some soda to drink? 5, 10, 15, 20, 25 … OK 25.

Who would like some juice? 4, 8, 12 … OK 12.

After activity1 Revise numbers counting up in twos, threes, fours and

fives.2 Get pupils to work with a partner taking it in turns to

count from 1 to 12 and then in twos, etc.

Teaching tipIt is really important to conceptualise the use of numbers, this is a skill in pupils’ first language as well as in English.


Before activity1 Say How many pupils would like an egg sandwich? (6).

Activity1 Get pupils into pairs. 2 They take turns to ask and answer how many pupils

want each of the items on the list in Activity 3a.

Unit 8 Lesson 2

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After activity1 Ask one pair to come to the front to demonstrate their

dialogue.

Grammar Focus D


words and phrases: How _________ is that? How __________ egg sandwiches? How _________ sodas?

Answers: much, many, many



Mr/Mrs …

4 Phonics: Look, listen and say.1 Write the letters for the lesson on the board (ck and nk).2 Point to each letter in turn and say the sound. Ensure


3 Play CD track 76. Pause after each sound and after each word and allow time for the pupils to repeat. Remind them to check the position of their lips and tongue when making each sound.

Track 76


/ck/ /ck/ /ck/ o’clock o’clcok o’clock

/nk/ /nk/ /nk/ drink drink drink

5 Phonics: Listen and say the word.1 Pupils listen to the sound then say the word containing


2 Play CD track 77. Pause after each sound to allow time for the students to say the word containing that sound.

Track 77

Narrator Unit 8. Lesson 2. Activity 5. Listen and say the word.

/ck/ /ck/ /ck/ /nk/ /nk/ /nk/

Answers: 1 o’clock 2 drink

6 Phonics: Listen and circle the sound.1 Pupils listen to the words then circle the sound that’s in

that word.2 Play CD track 78. Pause after each word to allow time

for the pupils to circle the correct sound.

Track 78

Narrator Unit 8. Lesson 2. Activity 6. Listen and circle the sound.

1 black black black

2 freckles freckles freckles

3 drink drink drink

4 monkey monkey monkey

Answers: 1 ck 2 ck 3 nk 4 nk

7 Phonics: Read and say. D1 Read the sentence. Ask pupils to repeat, either

individually or chorally as a class.2 Write some of the exemplars from all eight units in the

book on the board. Point to the words at random and ask the pupils to say the sound they have learned for this word.

Workbook

Page 86

1 Read and write.• Pupils read the sentences with missing words. • Pupils read and write the words from the word box in the

correct spaces.

Answers: 1 some 2 a 3 some 4 an

2 Find and circle• Pupils look at the example circled. • Pupils circle the words in the word snake and write the

words next to the pictures.

Answers: 1 burger 2 ice-cream 3 chips 4 sandwich 5 soda 6 cheese

3 Read and write.• Pupils look at the pictures.• Pupils look at the example.• Pupils read and write.

Unit 8 Lesson 2

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Answers: 1 Ali would like a burger, some chips and a soda. 2 Majid would like a cheese and salad sandwich and a soda. 3 Mohammed would like a chicken sandwich, some chips and a soda. 4 Accept anything reasonable.

Page 87

4 Read and match.• Pupils read the questions and answers.• Pupils read and match.

Answers: 1 c 2 a 3 b

5 Read and ask. Write. D• Pupils read the menus.• Pupils ask their family members what they would like to

eat and drink.• Pupils ask and write.

Answers: Accept any reasonable answers.

Page 88

6 Read and match.• Pupils read the questions and answers.• Pupils match the questions with the answers.

Answers: 1 b 2 c 3 a 4 d

7 Read and complete. D• Pupils read the question starters.• Pupils read and complete.

Answers: 1 any 2 much 3 many 4 some 5 else


box.• Pupils look at the sounds ck and nk.• They read the words then match them to the sounds and

write the words in the correct box.

Answers: nd: pack, black, freckles; nt: drink, pink, monkey

9 Phonics: Match and write.• Pupils look at the sounds nc and nk.• They look at the gapped words then match the correct


Answers: 1 chicken 2 thank you 3 lucky 4 drink

Unit 8 Lesson 2

81

Lesson 1

1 Read and match.

Before activity1 Greet the pupils as in previous lessons.2 Play I spy using the poster and wordcards of sports,

e.g. I spy a sport beginning with the sound /b/. Elicit basketball.

3 Repeat with foods. I spy a food beginning with /b/. Elicit burger.


Get the pupils to look at the pictures. Play CD track 79, pausing so pupils can find the item and tick or cross in the box.

2 Play CD track 79 again and get pupils to tick or cross.3 Get feedback by putting flashcards or wordcards on the

board and asking pupils to add a tick or cross.

Answers: tick tennis, skip, cross basketball; tick sandwich, soda, cross chips, burger

Track 79

Narrator Revision 4. Activity 1. Read and match.

Ali Can you play basketball, Tom? Tom No, I can’t but I can skip.

Ali Can you play tennis, Tom? Tom Yes, I can.

Ali Would you like a burger or sandwich, Tom?

Tom I’d like a sandwich, please.

Ali Would you like chips? Tom No, thanks.

Ali Would you like a soda? Tom Yes, please.

After activity1 Play Simon says using play basketball. Repeat with other

sports.2 Don’t forget to say some instructions without the words

Simon says.

2 Read. Circle True (T) or False (F).

Before activity1 Say What can you do? Write some ideas on the board or

use flashcards.2 Say What can’t you do? Write suggestions on the board:

I can … but I can’t …

Revision 4Materials needed3 Pupil’s Book pages 52–573 Workbook pages 89–903 Flashcards: Units 7–83 Wordcards: Units 7–83 Posters 7–83 CD tracks 79–83




Phonics and spelling Sounds: /nd/, /nt/, /k/ and /nk/ Spellings: nd, nt, ck and nk

Revision 4

82 Revision 4


Read the text about Tom together and write on the board: Tom can run 200 metres but he can’t lift 100 kg.

2 Say Read, circle true or false.

After activity1 Get feedback and invite different pupils to circle T or F

next to numbers 1–4.

Answers: 1 T 2 T 3 T 4 F

3a Listen and circle. D

Before activity1 Revise different food and drink using flashcards and

wordcards.


Play CD track 80, pausing so the pupils can listen and circle what they hear.

2 Say Listen and circle. Play CD track 80 again, pausing so pupils can listen and circle.

Track 80

Narrator Revision 4. Activity 3a. Listen and circle.

Server Good morning. What would you like?

Peter What would you like Mary?

Mary I’d like a chicken sandwich and chips, please.


Mary Ice-cream please.

Server Chocolate or vanilla?

Mary Chocolate, please.

Server Do you want any drinks?

Mary Water, please.

Server And what would you like?

Peter I’d like a cheese and salad sandwich, please.

Server Any drinks?

Peter An orange juice, please.


Peter A lemon ice-cream, please.

After activity1 Get feedback. Write 1–6 on the board and invite different

pupils to use the flashcards/wordcards or write the answer.

Answers: Mary: chicken sandwich and chips, chocolate ice-cream, water; Peter: cheese and salad sandwich, lemon ice-cream, orange juice

3b Read and say in pairs. D

Before activity1 Write the words on the board: eat drink2 Display food and drink flashcards and/or wordcards and

get pupils to list them under food or drink.


Invite two pupils to the front of the class. Get them to take it in turns to ask and answer about what Mary/Peter like to eat/drink?

2 Say Read and say in pairs.

After activity1 Say Who would like to eat a cheese salad sandwich?

(Peter)2 Repeat with other items.

4 Phonics: Listen and number.1 Explain to pupils that the four words contain the four

letter sounds they learned in Units 7 and 8. 2 Ask them to look at the words and to think about the

sounds in each one. 3 Play CD track 81 and ask pupils to write the number

next to each word as they hear the sound contained in that word.

Answers: never mind 2 three o’clock 3 thanks 1 country 4

Track 81

Narrator Revision 4. Activity 4. Phonics: Listen and number.

1 nk nk 2 nd nd 3 ck ck 4 nt nt

83Revision 4

Workbook

Page 89

1a Read and complete. D• Pupils look at the example.• Pupils put the letters in the correct order.

Answers: 1 burger 2 chips 3 soda 4 vanilla 5 chocolate 6 sandwich

1b Read and write. Match.• Pupils use the words in Activity 1a.• Pupils complete the sentences with the words.• Pupils identify each character by what they do.

Answers: a Reem b Angela

2 Draw and write.• Pupils draw what they can and can’t do.• Pupils write about what they can and can’t do.

Page 90

3 Write. • Pupils read the muddled words. They write out the

questions and answers in the correct order.

Answers: 1 How many egg sandwiches? 2 I’d like two, please. 3 Do you have any chicken sandwiches? 4 Yes. Anything else? 5 Would you like vanilla or chocolate ice-cream?

4 Phonics: Circle the sound for each word.• Pupils read the words.• They circle the sound that is contained in that word.

Answers: 1 nd 2 ck 3 nk 4 nt

84 Saudi Stars 3

1 Story: Read and write. D• Pupils look at the cartoon.• Pupils read what the animals can and can’t do.• Pupils write about what the animals can and can’t do.

2 Chant: Listen and say. E• Pupils read the chant.• Pupils listen to the chant.• Pupils say the chant. • Pupils identify the rhyming words in the chant.

Track 82

Narrator Saudi Stars 4. Activity 2. Chant: listen and say.

Can you throw?

Yes or no?

Yes I can.

And so can Dan.

I can jump, I can’t run.

I can swim. It’s great fun.

Answers: throw/no, can/Dan, run/fun

3a Listen and match. D• Pupils read the dialogues.• Pupils look at the cartoon pictures.• Pupils match the dialogues to the cartoons.• Pupils order the dialogues• Play CD track 83 for pupils to listen and check.

Answers: 1 d 2 b 3 c 4 a

Track 83

Narrator Saudi Stars 4. Activity 3a. Listen and match.

Dad, Mikey and Rob are at a restaurant. Mikey and Rob are playing. Mikey is skipping. He says, ‘I can skip.’ Rob is jumping. He says, ‘I can jump.’

Dad says, ‘What are you doing boys?’ Dad says, ‘You can’t skip and jump here. Please be quiet.’

The man says, ‘What would you like?’ Dad says, ‘I’d like some chicken and chips, please.’

Mikey says, ‘I’d like some chocolate ice-cream, please’. Rob says, ‘I’d like a burger and chips, please.’

The man says, ‘Anything else?’

Dad says, ‘Three sodas, please. How much is that?’

The man says, ‘40 riyals, please.’

3b Talk about the pictures. E• Pupils look at the cartoons.• Pupils read the question starters and answers.• In pairs pupils take it in turn to ask and answer about the

cartoons.

4b Project: Write a menu for a restaurant.

Draw the food. Write the prices. D• Pupils look at the model of a menu.• Pupils make their own menus. They draw pictures and

write the prices.• Extension: pupils take it in turns to be servers/waiters

and customers at a restaurant, ordering and serving.

Saudi Stars 4

85Progress check 2 Units 5–8

Answer key: total 30 marks

Marking2 marks for correct answers in complete answers.

1 mark for short answer or answers with minor errors.

0 marks for no response, incorrect response or numerous errors, e.g. of grammar or spelling.

1 Find and number the pictures. You don’t

need all the words. [5 marks: 5 x 1] E• Pupils look at the pictures and read the words in the

word box. • Pupils look at the example.• They write the number of the word in the space.

Answers: A 3 B 6 C 5 D 4 E 1

2 Read and circle the correct words.

[10 marks: 10 x 1] E• Pupils read the incomplete sentences.• Pupils read the word choices.• Pupils look at the example.• Pupils read and circle the correct words.

Answers: 1 many 2 any 3 or 4 you 5 but 6 throws 7 playing 8 jumped 9 can 10 can’t


[5 marks: 5 x 1] E• Pupils read the text and look at the pictures.• Pupils look at the example.• Pupils read the statements about the two children.• Pupils circle whether each statement is true or false.

Answers: 1 T 2 F 3 T 4 F 5 T

4 Read and answer the questions.

Write sentences. [10 marks: 10 x 1] E• Pupils read the text.• Pupils read the questions• They write sentences.

Answers: 1 They can’t play tennis. 2. He can run. 3 He can’t catch ball. 4 He can play basketball. 5 He can’t run. 6 She can swim, jump and skip. 7 She can’t play ball games/games with balls. 8 She can do weightlifting. 9 She can’t catch balls. 10 They can run.

Progress check 2: Units 5–8

االبتدائي السادس للصف اللغة اإلنجليزيةمعارف ومهارات 7/6

الرمزCode

Sessionالفترة By the end of grade six students will be able to: الحد

األدنىالرابع

ة4th

الثالثة3rd

الثانية2nd

األولى1st

1/7/6 GR6 p47 Recognise and produce the consonant sound f: ph /f/ as in "photo", gh /f/ as in "laugh".

Listen

ing an

d Spe

aking

×

2/7/6 GR6 p39 Recognise and differentiate between the endings of third person singular Present Simple: /s/ as in "walks", /z/ as

in "reads" , /ɪz/ as in "teaches". ×

3/7/6 GR5 pp 35

GR5 pp 9,13

Recognise and produce long vowels: ea /iː/ as in "teacher", ee /iː/ as in "tree", /aɪ/ as in "rice", /aɪ/ as in "pie", /eɪ/ as in "play", /eɪ/ as in "train"). ×

4/7/6 GR6 pp1321

GR5 p39

Recognise and produce some English digraphs: oa /əʊ/ as in "goat" and ow /əʊ/ as in "yellow", ou /aʊ / as in "mouth" and ow /aʊ/ as in "brown", ow /əʊ/ as in "window" and ow /aʊ/ as in "town", /eə/ ere as in "where", air as in "hair" and ear as in "wear").

×

5/7/6 GR6 p13 Recognise and produce some English digraphs: oi /ɔɪ/ as in "oil" and oy "toy". ×

6/7/6 GR6 p25 GR5

p9 Recognise and produce long vowels and the schwa sound: /ɑː/ as in "car", /ɔː/ as in forty", /ə/ as in "brother". ×

7/7/6 GR6 pp9, 51

GR5 p13 Recognise and produce long vowels: (/ju:/ as in "huge" and as in "barbecue", /ɜː/ as in "purse" and as in "bird". ×

8/7/6 GR5 pp47 51

GR5 p21

Recognise and produce consonant endings: nk /ŋk/ as in "bank", /ŋ/ as in "spring", /k/ as in "clock", /nd/ as in "sand", /nt/ as in "tent".

9/7/6 GR5 p22 Recognise and produce the consonant blend: /sk/ as in "skate, square and scarf").

10/7/6 GR6 p32 Recognise the silent gh as in "night" and the silent k as in "knee". ×

11/7/6

GR6 e.g.36, 39, 43

GR6 e.g.18, 20, 21

GR5 e.g.33, 34 35, 38

GR5 e.g. 6,8,910

Ask questions using What, Who, Where, Why, Whose. ×

12/7/6 GR5 pp48- 51

Identify countable and uncountable nouns (some - any) and ask and answer about quantity using How much and How many. ×

13/7/6

GR6 pp44-45

GR6pp6-9

GR5pp32-33 44-47

GR5pp6-9, 10-13

Identify and talk about family and friends using the verb to be (Affirmative, Negative, Questions, Short Answers), the verb to have and possessive adjectives, can/can’t ×

14/7/6 GR5

pp20-21

Tell the time (o' clock, half past, a quarter to, a quarter past). ×

15/7/6 GR6pp36-37

GR6pp6--9

GR5pp18-21

Talk about everyday activities using the Present Simple (Affirmative – Questions – Short answers – Negative) and adverbs of frequency (always, sometimes, never). ×

16/7/6 GR6

pp6--9

Talk about occupations. ×

17/7/6 GR5

pp34-35, 46

Talk about activities happening at the moment of speaking using the Present Progressive (Affirmative – Negative – Questions – Short answers). ×

18/7/6

GR5pp 36-37, 44-47


×

19/7/6

GR5pp 50-51, 54

GR6pp 4-7, 27-28

GR5pp 38-39

Describe location (on, in, under, next to, between, opposite, in front of, behind). ×

20/7/6 GR5

pp 36-39

Talk about possession using possessive pronouns (mine, yours, his, hers), Whose and the Possessive Case ('s). ×

21/7/6 GR5

pp44-45

GR5pp8-9

Talk about different types of homes and different items in a house using There is / There are. ×

22/7/6 GR5

pp48-51

GR5pp22-25

Identify and talk about food. ×

23/7/6 GR5

pp48-51

Order at a restaurant using I'd like.

24/7/6 GR6pp48-50

Give directions.

25/7/6 GR6pp48-50

Talk about rules using the imperative. ×

26/7/6

GR6e.g pp32 33

GR6e.g. pp13 17, 18

GR5e.g. pp40 41

GR5e.g pp20 21

Use subject and object personal pronouns (I, you, he, etc. / me, you, him, etc.).

27/7/6 GR6

pp18-25

Identify places in a town using the Past Simple of the verb to be. ×

28/7/6 GR6pp13

Talk about the different times of the day (in the afternoon, in the evening). ×

االبتدائي السادس للصف اللغة اإلنجليزيةمعارف ومهارات 7/6

الرمزCode

Sessionالفترة By the end of grade six students will be able to: الحد

األدنىالرابع

ة4th

الثالثة3rd

الثانية2nd

األولى1st

1/7/6 GR6 p47 Recognise and produce the consonant sound f: ph /f/ as in "photo", gh /f/ as in "laugh".

Listen

ing an

d Spe

aking

×

2/7/6 GR6 p39 Recognise and differentiate between the endings of third person singular Present Simple: /s/ as in "walks", /z/ as

in "reads" , /ɪz/ as in "teaches". ×

3/7/6 GR5 pp 35

GR5 pp 9,13

Recognise and produce long vowels: ea /iː/ as in "teacher", ee /iː/ as in "tree", /aɪ/ as in "rice", /aɪ/ as in "pie", /eɪ/ as in "play", /eɪ/ as in "train"). ×

4/7/6 GR6 pp1321

GR5 p39

Recognise and produce some English digraphs: oa /əʊ/ as in "goat" and ow /əʊ/ as in "yellow", ou /aʊ / as in "mouth" and ow /aʊ/ as in "brown", ow /əʊ/ as in "window" and ow /aʊ/ as in "town", /eə/ ere as in "where", air as in "hair" and ear as in "wear").

×

5/7/6 GR6 p13 Recognise and produce some English digraphs: oi /ɔɪ/ as in "oil" and oy "toy". ×

6/7/6 GR6 p25 GR5

p9 Recognise and produce long vowels and the schwa sound: /ɑː/ as in "car", /ɔː/ as in forty", /ə/ as in "brother". ×

7/7/6 GR6 pp9, 51

GR5 p13 Recognise and produce long vowels: (/ju:/ as in "huge" and as in "barbecue", /ɜː/ as in "purse" and as in "bird". ×

8/7/6 GR5 pp47 51

GR5 p21

Recognise and produce consonant endings: nk /ŋk/ as in "bank", /ŋ/ as in "spring", /k/ as in "clock", /nd/ as in "sand", /nt/ as in "tent".

9/7/6 GR5 p22 Recognise and produce the consonant blend: /sk/ as in "skate, square and scarf").

10/7/6 GR6 p32 Recognise the silent gh as in "night" and the silent k as in "knee". ×

11/7/6

GR6 e.g.36, 39, 43

GR6 e.g.18, 20, 21

GR5 e.g.33, 34 35, 38

GR5 e.g. 6,8,910

Ask questions using What, Who, Where, Why, Whose. ×

12/7/6 GR5 pp48- 51

Identify countable and uncountable nouns (some - any) and ask and answer about quantity using How much and How many. ×

13/7/6

GR6 pp44-45

GR6pp6-9

GR5pp32-33 44-47

GR5pp6-9, 10-13

Identify and talk about family and friends using the verb to be (Affirmative, Negative, Questions, Short Answers), the verb to have and possessive adjectives, can/can’t ×

14/7/6 GR5

pp20-21

Tell the time (o' clock, half past, a quarter to, a quarter past). ×

15/7/6 GR6pp36-37

GR6pp6--9

GR5pp18-21

Talk about everyday activities using the Present Simple (Affirmative – Questions – Short answers – Negative) and adverbs of frequency (always, sometimes, never). ×

16/7/6 GR6

pp6--9

Talk about occupations. ×

17/7/6 GR5

pp34-35, 46

Talk about activities happening at the moment of speaking using the Present Progressive (Affirmative – Negative – Questions – Short answers). ×

18/7/6

GR5pp 36-37, 44-47


×

19/7/6

GR5pp 50-51, 54

GR6pp 4-7, 27-28

GR5pp 38-39

Describe location (on, in, under, next to, between, opposite, in front of, behind). ×

20/7/6 GR5

pp 36-39

Talk about possession using possessive pronouns (mine, yours, his, hers), Whose and the Possessive Case ('s). ×

21/7/6 GR5

pp44-45

GR5pp8-9

Talk about different types of homes and different items in a house using There is / There are. ×

22/7/6 GR5

pp48-51

GR5pp22-25

Identify and talk about food. ×

23/7/6 GR5

pp48-51

Order at a restaurant using I'd like.

24/7/6 GR6pp48-50

Give directions.

25/7/6 GR6pp48-50

Talk about rules using the imperative. ×

26/7/6

GR6e.g pp32 33

GR6e.g. pp13 17, 18

GR5e.g. pp40 41

GR5e.g pp20 21

Use subject and object personal pronouns (I, you, he, etc. / me, you, him, etc.).

27/7/6 GR6

pp18-25

Identify places in a town using the Past Simple of the verb to be. ×

28/7/6 GR6pp13

Talk about the different times of the day (in the afternoon, in the evening). ×

88

Syllabus list 5

Listening skills for Third Elementary Grade 6 Included in Get Ready 5

Appreciate rhymes XDifferentiate between the pronunciation of similar sounds in English XFollow a simple text while listening to the audio recording XRecognise various intonation patterns XUnderstand questions about oneself and others XUnderstand simple instructions and directions XUnderstand the main idea and/or basic information in short monologues or dialogues consisting of two to six exchanges

X

Phonics syllabus for Third Elementary Grade 6Recognise and produce the consonant sound f: ph /f/ as in “photo”, gh /f/ as in “laugh”.Recognise and differentiate between the endings of third person singular Present Simple: /s/ as in “walks”, /z/ as in “reads” , /ɪz/ as in “teaches”.Recognise and produce long vowels: ea /iː/ as in “teacher”, ee /iː/ as in “tree”, /aɪ/ as in “rice”, /aɪ/ as in “pie”, /eɪ/ as in “play”, /eɪ/ as in “train”).

X

Recognise and produce some English digraphs: oa /əʊ/ as in “goat” and ow /əʊ/ as in “yellow”, ou /aʊ / as in “mouth” and ow /aʊ/ as in “brown”, ow /əʊ/ as in “window” and ow /aʊ/ as in “town”, /eə/ ere as in “where”, air as in “hair” and ear as in “wear”).

X

Recognise and produce some English digraphs: oi /ɔɪ/ as in “oil” and oy “toy”.Recognise and produce long vowels and the schwa sound: /ɑː/ as in “car”, /ɔː/ as in forty”, /ə/ as in “brother”.

X

Recognise and produce long vowels: (/ju:/ as in “huge” and as in “barbecue”, /ɜː/ as in “purse” and as in “bird”.

X

Recognise and produce consonant endings: nk /ŋk/ as in “bank”, /ŋ/ as in “spring”, /k/ as in “clock”, /nd/ as in “sand”, /nt/ as in “tent”.

X

Recognise and produce the consonant blend: /sk/ as in “skate, square and scarf”). XRecognise the silent gh as in “night” and the silent k as in “knee”.

Speaking skills for Third Elementary Grade 6Give simple instructions and directionsInteract in a simple way by asking and answering questions about familiar topics XLink ideas with before, then XProduce simple sentences describing people, places and things XUse basic language to satisfy needs of a concrete type XUse formulaic language in basic communication functions (e.g. greet, thank) X

Reading skills for Third Elementary Grade 6Associate verbal with visual information XRead and comprehend simple sentences and simple texts. XRead and count cardinal numbers to 1000. XRead simple illustrated stories. XRecognise basic rules of punctuation.Understand specific information in short simple texts XUnderstand the main idea and specific information in short simple texts. X

89


Writing skills for Third Elementary Grade 6Apply basic rules of punctuation (e.g. use capital letters, full stops, question marks, exclamation marks).

X

Filling in a form with basic personal informationLink ideas with and, then.Link ideas with before, then XSpell accurately familiar words and short phrases XWrite a short simple postcardWrite high frequency words to complete a written text at sentence level XWrite short answers to simple questions. XWrite short simple phrases to complete a written text at sentence level XWrite short simple sentences to pass on basic personal information and information about other people

X

Write short simple words/phrases to complete a paragraph XWrite simple sentences to convey personal information. X

Functions and topics for Third Elementary Grade 6Ask and answer about quantity XAsk questions using What, Who, Where, Why, Whose XCompare people and animalsCount (1–1000) XDescribe location XDescribe physical appearance XExpress possession XGive directions.Identify and talk about food. XIdentify animals Identify items in a houseIdentify places in a town using the Past Simple of the verb to be.Order at a restaurant using I’d like. XTalk about activities happening at the moment of speaking XTalk about everyday activities XTalk about family and friends XTalk about future plansTalk about holiday activities XTalk about homes Talk about household chores XTalk about how one gets aroundTalk about life in the pastTalk about past eventsTalk about places in a town Talk about occupationsTalk about rulesTalk about sports and household chores. XTalk about the different times of the day (in the afternoon, in the evening). X

90


Talk about the pastTalk about what one can and can’t do XTell the time (o’ clock, half past, a quarter to, a quarter past). X

Grammar for Third Elementary Grade 6Adverbs of frequency XComparative and Superlative formsConjunctions (because, then)Countable-Uncountable nouns: some/any XFuture going toHow much + uncountable nouns? / How many + countable nouns? XI’d like… XIdentify and talk about family and friends using the verb to be (Affirmative, Negative, Questions, Short Answers), the verb to have and possessive adjectives, can/can’t

X

Identify countable and uncountable nouns (some – any) and ask and answer about quantity using How much and How many.

X

Imperatives (affirmative / negative)Intensifiers soMake comparisons, e.g. people, animals, using the comparative and superlative form.Modals can/can’t XPast Simple (regular and irregular) (Affirmative – Negative – Questions – Short answers)Past Simple of the verb to be (Affirmative – Negative – Questions – Short answers)Possessive Pronouns (mine, yours, his, hers) XPrepositions of place (on, in, under, next to, between, opposite, in front of, behind) XPrepositions of time (in, on, at, before, after) XPresent Progressive (Affirmative – Negative – Questions – Short answers) XPresent Simple (Affirmative – Negative – Questions – Short answers) XQuestion words (Who, What, Where, Why, Whose) XTalk about activities happening at the moment of speaking using the Present Progressive (Affirmative – Negative – Questions – Short answers).

X

Talk about different items in a house using There is / There are. XTalk about everyday activities using the Present Simple (Affirmative – Questions – Short answers – Negative) and adverbs of frequency (always, sometimes, never).Talk about future plans using going to. XTalk about past activities and events (Past Simple of regular and irregular verbs).Talk about possession using possessive pronouns (mine, yours, his, hers), Whose and the Possessive Case (‘s).

X

Talk about rules using the imperative.Talk about the past and describe past experiences using the Past Simple of the verb to be and There was / There were / There wasn’t / There weren’t.The verb to be (Affirmative – Negative – Questions – Short answers) XThe verb to have (Affirmative – Negative – Questions – Short answers) XUse conjunctions (because, and, but).Use intensifiers (so, very).Use the definite and indefinite article (a/an/the). X

Macmillan Education 4 Crinan Street London N1 9XW A division of Macmillan Publishers Limited

Companies and representatives throughout the world ISBN 978-0-230-43508-7

Text, design and illustration © Macmillan Publishers Limited 2013 Written by Wendy Arnold

The author has asserted her right to be identified as the author of this work in accordance with the Copyright, Designs and Patents Act 1988.

First published 2013. Updated 2016

All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted in any form, or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publishers.

Designed by Zed Cover design by John Barker, Stockholm Design Cover illustration/photograph by Brand X

Photographs on page 9 are property of Macmillan Publishers Limited.

These materials may contain links for third party websites. We have no control over, and are not responsible for, the contents of such third party websites. Please use care when accessing them. Although we have tried to trace and contact copyright holders before publication, in some cases this has not been possible. If contacted we will be pleased to rectify any errors or omissions at the earliest opportunity.

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