Home > Documents > Teacher’s Book · Oxford University Press in the UK and in certain other countries ... – then...

Teacher’s Book · Oxford University Press in the UK and in certain other countries ... – then...

Date post: 14-May-2018
Category:
Author: duongdat
View: 212 times
Download: 0 times
Share this document with a friend
Embed Size (px)
of 73 /73
Roberta Calderbank Consultants Khalaf Khulaif Al Harbi Musaad Abdullah Al Muharib Teachers Book © Copyright Oxford University Press
Transcript
  • Roberta Calderbank

    Consultants

    Khalaf Khulaif Al Harbi

    Musaad Abdullah Al Muharib

    Teachers Book

    Copyright Oxford University Press

  • Great Clarendon Street, Oxford ox2 6dp

    Oxford University Press is a department of the University of Oxford.

    It furthers the Universitys objective of excellence in research, scholarship,

    and education by publishing worldwide in

    Oxford New York

    Auckland Cape Town Dar es Salaam Hong Kong Karachi

    Kuala Lumpur Madrid Melbourne Mexico City Nairobi

    New Delhi Shanghai Taipei Toronto

    With offices in

    Argentina Austria Brazil Chile Czech Republic France Greece

    Guatemala Hungary Italy Japan Poland Portugal Singapore

    South Korea Switzerland Thailand Turkey Ukraine Vietnam

    oxford and oxford english are registered trade marks of

    Oxford University Press in the UK and in certain other countries

    Oxford University Press 2011

    The moral rights of the author have been asserted

    Database right Oxford University Press (maker)

    First published 2011

    2015 2014 2013 2012 2011

    10 9 8 7 6 5 4 3 2 1

    No unauthorized photocopying

    All rights reserved. No part of this publication may be reproduced,

    stored in a retrieval system, or transmitted, in any form or by any means,

    without the prior permission in writing of Oxford University Press,

    or as expressly permitted by law, or under terms agreed with the appropriate

    reprographics rights organization. Enquiries concerning reproduction

    outside the scope of the above should be sent to the ELT Rights Department,

    Oxford University Press, at the address above

    You must not circulate this book in any other binding or cover

    and you must impose this same condition on any acquirer

    Any websites referred to in this publication are in the public domain and

    their addresses are provided by Oxford University Press for information only.

    Oxford University Press disclaims any responsibility for the content

    Printed in China

    This book is printed on paper from certified and well-managed sources

    Copyright Oxford University Press

  • Level 1 Scope and sequence page 4

    Introduction page 6Units

    Hello!page 10

    Numbers page 22

    At school page 34 Revision page 46

    Colours page 48

    Playtime page 60

    Units

    R

    Contents

    Copyright Oxford University Press

  • Language area Vocabulary Phonics Structures Written work

    Hello!Greetings and introductions

    Dad

    Mum

    Polly

    Jack

    Betty

    Sami

    Abdullah

    Layla

    / / apple

    / k / car

    / d / doll

    / e / egg

    / f / fish

    / / ink

    / l / lion

    / / orange

    / t / table

    / / umbrella

    Hello. / Hi.

    Whats your

    name?

    Hello, Im

    (Dad).

    Goodbye.

    Left right

    motor skills

    practice.

    Writing lower

    case letters:

    a, c, d, e, f, i, l,

    o, t, u.

    NumbersNumbers 1 10

    one

    two

    three

    four

    five

    six

    seven

    eight

    nine

    ten

    brother

    sister

    / g / girl

    / / juice

    / kw / queen

    / j / yo-yo

    How old are

    you?

    Im (nine).

    Hes my (dad).

    Shes my

    (mum).

    Hes number

    (three).

    Writing

    numbers

    1 10.

    Writing lower

    case letters:

    g, j, q, y.

    At schoolClassroom objects

    a book

    a pen

    a pencil

    a pencil-case

    a rubber

    a ruler

    a snake

    a classroom

    / b / boy

    / h / horse

    / m / mouse

    / n / nine

    / p / pen

    / r / ruler

    Whats this?

    Its a (pen).

    This is my

    (school).

    Left right

    practice.

    Number

    practice.

    Writing lower

    case letters:

    b, h, m, n, p, r.

    G

    N

    C

    Level 1 Scope and sequence

    workLanguage area Vocabulary Phonics Structures Written w

    Level 1 Scope and sequence

    Copyright Oxford University Press

  • 5Level 1 Scope and sequence

    Language area Vocabulary Phonics Structures Written work

    ColoursColours

    black

    blue

    green

    orange

    pink

    red

    yellow

    the sky

    the sun

    / k / kite

    / s / sun

    / v / vase

    / w / window

    / ks / box

    / z / zoo

    Whats this?

    Its (the sun).

    What colour is

    (the doll)?

    Its (yellow).

    My favourite

    colour is

    (orange).

    Letter

    matching.

    Writing lower

    case letters:

    k, s, v, w, x, z.

    PlaytimeToys

    a ball

    a boat

    a plane

    a robot

    a skateboard

    a train

    a computer

    game

    a toy

    a dolls house

    focus on / b /

    The names

    of letters in

    alphabetical

    order.

    Whats that?

    Its (a plane).

    Wow! Sorry.

    This is a (car).

    Thats a (kite).

    This is my

    favourite toy.

    Number

    revision.

    Revision of

    lower case

    letters.

    Introduction of

    capital letters:

    A, B, C, D, E,

    F, G, H, I, J.

    C

    T

    Copyright Oxford University Press

  • Step Up is a six-level course for young children who are new to English and the Roman alphabet.

    Welcome to Step Up is a story-based course. Pupils will share the lives of twins Polly and Jack, their little sister Betty, and their friends in Saudi Arabia Abdullah, his brother Sami and their sister Layla.

    Each unit is based in a new location. This provides a rich and familiar context for the

    structures and the lexis the pupils will encounter as they go with the Step Up children to school, to the shop, the zoo, and various other places along the way.

    Objectives of the courseThe main objectives of the course are:- to develop an eagerness to learn, using material which is fun, challenging, varied, and appropriate to the interests and real experiences of the children- to provide children with some useful basic

    vocabulary, structures, and functions of English which will enable them to communicate on a very simple level, both orally and in writing, both about themselves and with reference to the material and the characters in the book- to develop in children the skills needed to maximize their immediate learning and future progress. The course provides a balanced and graded approach to the four major skills of listening, speaking, reading and writing

    - to provide a clear record of the childrens learning and linguistic development- to provide the teacher with tools for teaching that are clear and simple to use, consistent in their presentation and their aims, and that motivate and inspire the teacher- to introduce the sounds and shapes of English in a regular, thorough and enjoyable way.

    Course componentsStep Up has the following components:

    resources)

    cards, word cards, number cards and other photocopiable resources

    Class Book and Activity BookThis is a 96-page colour book containing both the presentation material you will need for lessons, and write-in practice material. The Class Book presentation material includes; stories, games, chants, phonics and reading texts. The Activity Book practice material reinforces the language presentations in the Class Book, introduces the shapes and sounds of the English alphabet, practises left-right motor skills and provides additional skills work, particularly listening,

    reading and writing tasks. Some of the activities in the Activity Book require the audio, while for other puzzles and writing tasks the input is all in the book. All Activity Book exercises are in two-colour, giving teachers the flexibility to use them for colouring-in if they wish. The write-in practice activities can be completed either in the classroom or at home.

    There are five units in the book, each consisting

    page in the Class Book, and two-pages of write-in practice activities in the Activity Book at the back of the book. The Activity Book pages are referenced on the corresponding Class Book pages for ease of use.

    At the end of every unit there is a self-assessment quiz in the Activity Book in which children review the language of the unit and

    assess their own progress.

    Step Up is a six level course for young Course componStep Up is a six-level course for young Course

    Introduction6

    Introduction

    Copyright Oxford University Press

  • Flashcards

    flashcard for every new word taught in

    Step Up 1. The flashcards should be used: when new words are being presented, when vocabulary needs to be revised, or when you wish to vary the pace of the lesson with a game.

    Teachers resource CD

    ready unit tests and a bank of photocopiable resources, which include: class evaluation grids, letter cards, word cards, number cards, story activities, phonics dominoes and handwriting practice.

    Website for parentswww.oup.com/elt/teacher/stepup

    The website provides parents with information about the Step Up course contents. It also gives ideas for ways of supporting children at home with their learning, and provides extra

    practice activities.

    Course structureStep Up 1 consists of five units. Each unit begins in a different location, providing both a real context and a familiar situation in which to set the language.

    In the first four units, children are introduced to the sounds and letters of English in a regular and systematic way. Lower case letters are taught first and the sequence in which they are introduced is based on common shapes so

    the vertical letters are taught first d, f, i, l, t then the anti-clockwise letters a, c, e, o, u. In each case, children practise the sound of the letter as they form its shape.

    By Unit 5 children have met all the lower case

    letters and begin learning the upper case or capital letters. At the same time there is a focus on sounds which can prove difficult for Arabic speakers, e.g. / b /.

    MultiROM

    interactive activities which practise the

    vocabulary, phonics and structures from each unit. These can be used by students working at their own pace at home, or in class. There is

    chants and phonics of each unit. The audio can

    using the audio player.

    Teachers BookThe four-colour Teachers Book contains comprehensive teaching notes for each lesson, including reduced pages from the Class Book and Activity Book, to make lesson planning

    easier. It also provides guidelines for the use of English and Arabic in the classroom.

    At the beginning of each lesson there is a statement of the general aim of the lesson, and a summary of the new language to be covered and

    of any special materials needed for the lesson.

    Audio CDs

    the dialogues, stories, chants and sounds in the Step Up 1 Class Book as well as activities specifically designed to help develop more intensive listening skills via listening tasks in the Activity Book.

    iTools

    class resources. It can be used either on an

    The Class Book pages can be viewed on screen and are synchronized with their corresponding pages in the Activity Book so that you can move easily between them. The interactive audio player also appears on screen.

    Introduction 7 Copyright Oxford University Press

    http://www.oup.com/elt/teacher/stepup

  • Introduction8

    Book provides a variety of activities to practise the language in different ways.

    Lesson 5 Phonics and letter formationThe Fun with Phonics lesson introduces the most common phonics in a controlled way. It is also an opportunity to introduce or revise vocabulary which contains the target sounds. The phonics work in the Class Book is reinforced by the letter practice work in the Activity Book. Children are always asked to say the sound as they form the letters, helping them to memorize both.

    In Unit 5, this lesson focuses on a sound which may cause difficulties for Arabic speakers / b /.

    Lesson 6 Review and extension

    introduces children to friends, interests and favourite things from his world. Sometimes we also meet Linda, an English girl of a similar age. In this way children begin to learn about the wider English-speaking world and understand that speaking English is a good way to communicate internationally.

    The Activity Book lesson revises the main language covered in the unit. There is a regular

    personalization opportunity for children to add

    to write a caption underneath it.

    The self-assessment quiz, Quizzys questions, is designed to help children focus on their

    learning and think about their progress. It takes the form of a picture quiz in which the children see for themselves what they can remember.

    them to assess how well they think they have done as honestly as they can!

    Unit structureEach unit is made up of six lessons, and all the units follow the same basic structure:

    Lesson 1 Language presentation The first lesson establishes the context, and introduces key lexis via a chant with a clear rhythm to aid pronunciation and help

    children vocalize the lexis. The use of chants is also important in that it enables learners to memorize and recall new vocabulary easily.

    reinforced by listening and writing tasks in the

    Activity Book provide the pupils with a solid reinforcement of the new language and an ongoing record of their learning.

    Lesson 2 Structure presentationThis lesson develops the context established in Lesson 1 and introduces a new structure built around some of the lexis already presented. This is achieved using an extended story which children can then act out in the classroom. The language is again consolidated

    via listening, reading, and writing activities in the Activity Book.

    Lesson 3 Language developmentThis lesson is usually a game and is used to practise or extend the vocabulary introduced

    Fun with Phonics one, designed to introduce the sounds and shapes of English see Lesson 5 below.)As before, the language is consolidated via listening, reading, and writing activities in the

    Activity Book.

    Lesson 4 Language practiceThe fourth lesson in every unit provides children with a classroom-based opportunity for interaction with a partner by playing a simple

    question and answer game, using language they have learnt in the unit so far. Each game is clearly modelled and carefully structured so that the language the children need to use is clearly and realistically controlled. The Activity

    Copyright Oxford University Press

  • 9Introduction

    what might happen and to bring to the lesson their own experiences, thoughts and ideas at

    a point in the lesson at which motivation and interest are all important.

    Throughout the lesson notes, you will find models of the language for you to use on a daily basis in the classroom. This simple instructional language, e.g. Look at page ..., Can you find ...? Show me a ... is an integral part of any language course and will serve the children throughout their language-learning experience.

    Monitoring and slower learnersAt the end of every lesson there is a pen and paper activity in the Activity Book which the children are expected to complete quietly on their own. This might be a drawing/colouring

    task or a simple writing task. This quiet stage at the end of each lesson allows you to monitor individual childrens progress in a regular and non-threatening way and to work closely with individuals who may be having particular difficulty.

    of each lesson allows them to consolidate the language at their own pace. It gives them time for reflection and quiet concentration as well as providing a personal record of their learning and

    an awareness of the written form of the language they may have practised only orally/aurally so far.

    Involving parentsIt is very important that parents are involved in the learning process that their children are experiencing, since support and encouragement from parents are vital elements in young childrens learning. We hope that the children

    will perform some of the chants for their parents, and take home some of their work

    able to talk to their parents about what they are doing in their English lessons. The Step Up website gives parents ideas for ways of supporting their childrens learning at home and provides extra practice activities. We hope that you and your class enjoy using this course, and look forward to seeing you again in Step Up 2.

    Classroom managementActivity types

    initial practice stages of each lesson have been designed as whole-class activities or team games. This enables you to monitor the individual

    children closely and ensure that the forms and pronunciation are being correctly reproduced. As the lessons and the units develop, there are also examples of simple pair work games and role-play activities for small groups. The stories in the book can be acted out by the children, who learn in this way to cooperate with their classmates to achieve a common end.

    MaterialsThe materials and preparation specified at the beginning of each lesson are specific requirements for that lesson. The basic requirements for every lesson are the Class Book,

    In addition, we suggest that you always have available the following aids:- a supply of paper and thin card

    - coloured pens/pencils in a range of colours

    brown, black, and white are used in this course) for the children to use if they do not have their own- coloured board pens in as many colours as possible- Blu-Tack, scissors and glue- all the flashcards arranged in their topic sets

    - if possible, a complete set of word cards so that there is one word card for each flashcard. We suggest that you make these using fairly thick card and laminate them if possible so that you can use them again and again.

    Classroom languageThere are occasions, particularly in the early

    stages of the course, where the use of Arabic has been suggested. This enables children to talk about the situation more fully, to predict

    Copyright Oxford University Press

  • Lesson 1

    ObjectivesChildren will be able to:- understand greetings - return greetings and recognise names- practise left right motor skills

    New vocabularyDad, Mum, Polly, Jack, BettyHello, Im

    MaterialsFlashcards: Dad, Mum, Polly, Jack, Betty

    Introduction (5 minutes) Say Hello to the class. Ask the class to say Hello to

    you.

    Say Hello to individual children. Ask the children to say

    Hello to you.

    Say Hello. Im (your name).

    In Arabic ask the class to look at the cover of their

    book and ask them to tell you about the things and

    people they can see. Tell the class that in their lessons

    they are going to learn about the people and places in

    the book.

    CB page 4

    1 Work with your teacher. (10 minutes)

    Dad. Ask the class to say Dad.

    Betty.

    When all ve cards are on the board, explain that these

    people are a family.

    Point to each card and repeat their names.

    CB page 4

    2 Listen and point. Then listen and

    repeat. (5 minutes) Books open. In Arabic explain that children listen and

    point to the characters as they hear their names.

    Say Listen and point

    and point at your book).

    Play the rst part of the recording. The class listens

    and points to the pictures.

    Listening Dad Mum Polly Jack Betty. Mum Jack Dad Betty Polly. Jack Polly Betty Mum Dad. Polly Betty Dad Mum Jack. Betty Dad Jack Polly Mum. Polly Betty Dad Mum Jack.

    Dad Mum Polly Jack Betty. Polly Jack Betty Mum Dad. Jack Mum Polly Dad Betty. Mum Polly Dad Betty Jack.

    Play the rst half of the recording again. Check that

    children are pointing to the correct pictures.

    Play the second half of the recording, stopping after

    each name for the class to repeat.

    CB page 4

    3 Listen and say the chant. (5 minutes) Books open. Explain in Arabic that the children listen to

    the chant, pointing to each character as they introduce

    themselves.

    Play the chant as children listen, point and say Hello.

    Play the recording again. The children say the chant

    Listening (see CB page 4)

    Unit 1 Lesson 110

    ng Dad Mum Polly JacLesson 1

    ListeninDad MLesson 1

    Hello!

    Copyright Oxford University Press

  • AB page 36

    1 Listen and circle. (5 minutes) Explain in Arabic that the children listen and circle the

    picture when they hear the characters name.

    Say Listen and circle

    the air).

    Say Look at number 2. Play the recording as the

    children listen and circle Polly.

    Play the rest of the recording.

    Listening Hello, Im Dad. Hello, Im Polly. Hello, Im Mum. Hello, Im Betty.Hello, Im Jack.

    Play the recording again for children to check their

    answers.

    AB page 37

    2 Draw the lines from left to right. (5 minutes)

    In Arabic ask the class to tell you what they can see in

    the pictures.

    Still in Arabic, tell the children to look at the rst

    picture. Ask them to follow the line with their ngers to

    the tent.

    Repeat with the car and the petrol station.

    Hold up your pencil. Say Show me your pencils. Ask

    the children to draw the lines from left to right.

    drawing the lines correctly.

    Stop and think (5 minutes) Ask the children to name the Step Up characters they

    met in the lesson.

    Ask them to greet you and introduce themselves.

    Unit 1 Lesson 1 11 Copyright Oxford University Press

  • 12 Unit 1 Lesson 2

    Introduce Abdullah and Sami by putting their

    ashcards in front of your face and saying Hello,

    Im Abdullah/Sami.

    Play the recording again. Children follow in their books.

    Play the recording again, stopping to ask questions

    about each picture in Arabic: What does Jack say

    in picture 2 What does he say in picture 3?

    What does Abdullah say

    Abdullah.) What does Jack ask Sami

    name?) What does Sami What does

    Jack say in picture 6

    Hello and Goodbye

    recording again. Children follow and repeat.

    Word recognition (5 minutes) Put the ashcard of Abdullah on the board, point to it

    and say Hello. Put the word card Hello on the board.

    Goodbye.

    Put the word card Goodbye on the board.

    Point to each of the words in turn. The class look

    and repeat.

    Lesson 2

    ObjectivesChildren will be able to:- follow a simple story in English- recognize Hello and Goodbye

    New vocabularyHello, Goodbye, Whats your name?

    Materials Word cards: Hello, GoodbyeFlashcards: Jack, Mum, Dad, Polly, Betty, Abdullah, SamiColoured pencils

    Introduction (5 minutes)

    Say Hello to the class. Encourage the class to reply

    Hello.

    Review the characters names by covering the

    bit by bit until the class guesses who the person is.

    and Betty.

    CB page 5

    1 Look and listen. (15 minutes) Books open. Tell the children to look at the pictures.

    Ask questions in Arabic: Can you see Jack? Can you

    see Dad? How many boys can you see? What are the

    boys names?

    Play the recording. The children listen to nd out the

    Abdullah and Sami.)

    Listening Abdullah: Oh, Sami!Jack: Hello!Abdullah: Hello!Jack: Im Jack. Whats your name?Abdullah: Im Abdullah.Jack: Whats your name?Sami: Im Sami.Dad: Jack! Jack!Jack: OK, Dad! Goodbye!Abdullah: Goodbye!Sami: Goodbye, Jack!

    Copyright Oxford University Press

  • 13Unit 1 Lesson 2

    AB page 38

    1 Look and choose Hello or Goodbye. (5 minutes)

    the class to look at picture 1 and asking Hello or

    Goodbye? Circle the word Goodbye on the board.

    Repeat with picture 2. Circle the word Hello on

    the board.

    Children work in pairs to choose and circle Hello or

    Goodbye in pictures 3 6.

    Help children as they work. Check their answers orally.

    Speaking practice

    and Sami. Put them in groups of four to practise

    saying Hello and Goodbye.

    AB page 39

    2 Complete the picture. Draw lines from left to right. (5 minutes)

    Books open. Ask the class to look at the picture. In

    Arabic tell the children to follow the lines with their

    nger.

    your book with your nger. The class watches and then

    does the same.

    Ask the class to draw the lines from left to right

    carefully and slowly, completing the patterns on

    the rug.

    You can ask the children to colour the patterns on the

    rug for extra practice.

    Stop and think (5 minutes)Ask the class to name the seven characters in Step Up

    that theyve met so far. Ask which two characters

    are Saudi.

    Copyright Oxford University Press

  • 1 Unit 1 Lesson 3

    CB page 6

    2 Listen and say the sound. (10 minutes) Play the rst part of the recording. The children repeat

    the sounds / f /, / d /, / t /, / , / l /.

    Listening fish / f /doll / d /table / t /ink / /lion / l /

    Fish, doll, table, ink, lion.

    Play the second part of the recording. The class listens

    to the words and says the beginning sounds for sh,

    doll, table, ink, lion.

    Lesson 3

    ObjectivesChildren will be able to:- pronounce and recognize five letters- write the new letters (lower case)

    New vocabularyPhonics: / d /, / f /, / /, / l /, / t / doll, fish, ink, lion, table

    Materials Letter cards: d, f, i, l, tFlashcards: doll, fish, ink, lion, tableColoured pencils

    Introduction (5 minutes) Write the letter l on the board. Say l. Write the letters

    i, t, f and d next to the letter l. Say the sound of each

    letter as you write it on the board.

    Point to the letters as the class says the sounds.

    Place the ashcards of the lion, ink, table, sh and doll

    under the letters as you say the words.

    CB page 6

    1 Listen. Then listen and say. (10 minutes) Books open. Point to l. Say Look / l /. Listen lion.

    Stress the rst letter sound.

    Say Point to i. Say Look / /. Listen ink. Stress the

    rst letter sound.

    Repeat for letters t, f, d.

    Play the rst part of the recording as the class listens

    to the ve sounds and words.

    Play the second part of the recording. The class listens

    and says the letter sound and words along with the

    Listening l lion; i ink; t table; f fish; d doll.L l l l lion. L l l l lion.I i i i ink. I i i i ink.T t t t table. T t t t table.F f f f fish. F f f f fish.D d d d doll. D d d d doll.

    L l l l lion. I i i i ink.T t t t table. F f f f fish. D d d d doll.

    Copyright Oxford University Press

  • 15Unit 1 Lesson 3

    AB page 40

    1 Write. (5 minutes) Give letter cards l, i, t, f, d to ve children and

    ashcards of lion, ink, sh, table and doll to ve

    other children. The children stand around the room.

    Say the letter sound or the word and get the class to

    point to the correct cards.

    Write the letter l on the board and ask the class to

    letter l in the air. Ask the class to copy you. As they

    write in the air, they should say the letter sound.

    Repeat a few times.

    Books open. Ask the class to write the letter l in their

    books. In Arabic ask them to start at the dot. They

    should say the letter sound as they write.

    Repeat for letters i and t

    the children write to check they are forming the letters

    correctly. Help if necessary.

    AB page 41

    2 Write. (5 minutes)

    AB page 41

    3 Match and write. (5 minutes) Put the letter cards l, i, t, f, d on the left of the board

    getting the class to say the sounds as you do so.

    Put the ashcards for sh, ink, doll, table and lion on

    the right of the board as the class says the words.

    Point to the letter l. Ask the class which word begins

    with the sound / l l to the lion ashcard. Invite volunteers to come to the board

    to draw lines from the remaining letter cards to the

    corresponding ashcards.

    Books open. Children complete the matching task.

    letters to the pictures using different coloured pencils.

    to see any mistakes.) Help if necessary.

    Children then write the initial letters following

    the example.

    Copyright Oxford University Press

  • 16 Unit 1 Lesson 4

    Whats

    your name?)

    Play the recording again. Children listen and follow

    in their books.

    children to the front of the class. Hold the ashcard

    of Polly and give the ashcards of Layla and Betty to

    the other children. Say Im Polly. Throw the ball to the

    child holding the ashcard of Layla and say Whats

    your name? Encourage that child to say Im Layla.

    Then the child turns to the next child who is pretending

    to be Betty and asks Whats your name? as she

    throws the ball.

    Play the game with the class, getting them to say their

    own names.

    Lesson 4

    ObjectivesChildren will be able to:- practise introductions - practise recognition of five letters- review vocabulary

    New vocabularyIm Whats your name?

    Materials A soft ball or bean bagFlashcards: Polly, Abdullah, Layla, Betty, lion, ink, fish, table, doll

    Introduction (5 minutes) Put the ashcard of Polly in front of your face. Say

    Im Polly. Whats your name? Encourage the children

    to answer Im (name).

    Introduce Abdullah and Layla with the ashcards to the

    class the same way.

    Explain in Arabic that Layla is the sister of Abdullah

    and Sami.

    CB page 7

    1 Listen. Then play the game. (10 minutes)

    Books open. In Arabic ask the children to look at the

    pictures. Ask if they can see Polly in picture 1. What is

    A ball.)

    Explain to the class that Polly is playing a game with

    the ball. Ask them to listen for the question which the

    girls ask as they throw the ball.

    Play the recording as children listen and follow in

    their books.

    Listening Polly: Im PollyWhats your name?Layla: Im Layla Whats your name?Betty: Im Betty! Whats your name?

    Copyright Oxford University Press

  • 17Unit 1 Lesson 4

    AB page 42

    1 Listen and join. (10 minutes) Books open. Explain to the class in Arabic that they

    will hear two characters talking. They will draw a line

    with their ngers between the two people.

    Play the rst part of the recording of Jack talking

    to Sami. Stop the recording. Ask in Arabic: Who is

    Jack talking to? Draw a line with your nger from

    Jack to Sami.

    Listening Jack: Hello, Im Jack. Whats your name?Sami: Im Sami.

    Layla: Hello, Im Layla. Whats your name?Betty: Im Betty.

    Abdullah: Hello, Im Abdullah. Whats your name?Jack: Im Jack.

    Polly: Hello, Im Polly. Whats your name?Layla: Im Layla.

    Play the rest of the recording. Children listen and draw

    a matching line with their ngers.

    Play the recording again. Children listen and draw

    matching lines with their pencils.

    AB page 43

    2 Find and circle the same. (5 minutes) Using the letter cards, review the letters i, l, f, t, d,

    getting the class to call out the sounds as you hold

    up the cards.

    Put the ink ashcard on the right of the board. Write

    the word ink on the left of the picture. Write on the

    board i, l, l, i on the of the board. Hold up the i letter

    card. Ask the class to say the letter sound. Ask the

    class to nd other examples of letter i on the board.

    Get volunteers to come to the board and circle each

    letter i.

    Books open. Children complete Activity 2.

    checking answers.

    AB page 43

    3 Circle the correct rst letter. (5 minutes)

    demonstrating with the sh picture and letter cards.

    Children complete Activity 3.

    Copyright Oxford University Press

  • 18 Unit 1 Lesson 5

    CB page 8

    2 Listen and say the sound. (10 minutes) Books open. Play the rst part of the recording.

    Children repeat the sounds / k /, / /, / /, / /, / e /.

    Listening umbrella / /egg / e /car / k /orange / /apple / /

    Umbrella, egg, car, orange, apple.

    Play the second part of the recording. The class listens

    to the words and says the initial sounds for umbrella,

    egg, car, orange and apple.

    Lesson 5

    ObjectivesChildren will be able to:- pronounce and recognize five letters- write the new letters (lower case)

    New vocabularyPhonics: / /, / e /, / k /, / /, / /apple, car, egg, orange, umbrella

    Materials Letter cards: a, c, e, o, uFlashcards: apple, car, egg, orange, umbrellaColoured pencils

    Introduction (5 minutes) Put the c letter card on the board. Say the sound / k /.

    Put the letters a, o, u and e next to the letter c. Say the

    sounds of each letter as you put it on the board.

    Point to the letter cards as the class says the sounds.

    Place ashcards of the car, apple, orange, umbrella

    and egg under the letter cards as you say the words.

    CB page 8

    1 Listen. Then listen and say. (10 minutes) Books open. Say Look / k /. Listen car. Stress

    the rst letter sound.

    Say Look / /. Listen apple. Stress the rst

    letter sound.

    Repeat for letters o, u, e.

    Play the rst part of the recording. The class listens

    to the ve sounds and words.

    Play the second part of the recording. The class says

    the letter sound and word along with the children on

    Listening c car; a apple; o orange; u umbrella; e eggC c c c car. C c c c car.A a a a apple. A a a a apple.O o o o orange. O o o o orange.U u u u umbrella. U u u u umbrella.E e e e egg. E e e e egg.

    C c c c car. A a a a apple. O o o o orange..U u u u umbrella. E e e e egg.

    Copyright Oxford University Press

  • 19Unit 1 Lesson 5

    AB page 44

    1 Write. (5 minutes) Give letter cards c, a, o, u, e to ve children and

    ashcards of car, apple, orange, umbrella and egg to

    ve other children. The children stand around the room

    holding up their cards. Say one of the letter sounds or

    words and get the class to point to the child with the

    corresponding card.

    c on the board. The class says the

    letter c in the air. The class copies saying the letter

    sound as they do so. Repeat a few times.

    Books open. Ask the class to write the letter c in their

    books. Tell them to start at the dot. They say the letter

    sound as they write.

    Repeat for letters a and o

    to check children are forming the letters correctly.

    Help if necessary.

    AB page 45

    2 Write. (5 minutes)

    AB page 45

    3 Match and write. (5 minutes) Put the letter cards c, o, a, u, e on the left of the board.

    As you put each card up, the class says the sound.

    Put the ashcards for car, apple, orange, umbrella

    and egg on the right of the board as the class says

    the words.

    Point to the letter c. Ask the class which word

    begins with the sound / k c to

    the car ashcard. Invite volunteers to come to the

    board to draw lines from the remaining letters to the

    corresponding ashcards.

    Books open. Children complete the task using different

    coloured pencils to match.

    Children then write the initial letters following

    the example.

    Help if necessary.

    Copyright Oxford University Press

  • 20 Unit 1 Lesson 6

    Lesson 6

    ObjectivesChildren will be able to:- practise introductions- recognize known letters- complete words with known letters- assess their own learning progress

    New vocabularyHi

    Materials Flashcards: Abdullah, Layla, Sami, Polly, Jack

    Introduction (5 minutes) Review the names of the Step Up characters with the

    class. How many can they remember? Which names

    begin with the sounds /d/ and / Dad, Abdullah).

    Tell the class that they are going to meet some new

    children in todays lesson.

    CB page 9

    1 Listen and read. (10 minutes)

    Saudi Arabia).

    Ask the class to listen and follow in their books. Can

    they hear the childrens names?

    Play the recording as the children listen for the names.

    Fahad, Peter, Anne, Sarah.)

    Listening Hello, Im Fahad.Hi, Im Peter.Hello, Im Anne.Hello, Im Sarah.

    Play the recording again as the class looks at the

    page and says Hello to the new children.

    Write Hi on the board. Explain that it is a short

    form of Hello.

    reading the text.

    Copyright Oxford University Press

  • 21Unit 1 Lesson 6

    AB page 46

    1 Complete the names. (10 minutes) Put ashcards for Polly, Jack, Sami, Abdullah and

    Layla on the board. Invite children to name the

    pictures.

    Write S _ m _ on the board. In Arabic, ask the class

    a, i)

    Write a and i to complete the name on the board.

    Books open. Ask the children who they can see. Then

    ask them to look at the names. Read the names from

    left to right as the class follows in their books.

    Children write the missing letters.

    Check the spelling of the names with the class. Put up

    the word cards as the children spell.

    AB page 46

    2 Read and draw. (5 minutes) Books open. Point to Jacks drawing then point to the

    About me frame. Tell the children they draw a picture

    of themself here.

    Check that they can read the word Hello.

    AB page 47

    Quizzys questions (10 minutes) Books open. Go through the activities with the class,

    making sure they know what they have to do for each

    exercise. Read out the questions. Tell them that we

    use for yes and for no.

    Tell the class to do the activities on their own. Go

    round the class listening and observing but only

    helping if the children have problems understanding

    the activity. Because this is designed to assess

    childrens progress, do not correct or help them with

    their answers.

    When everyone has answered the questions, go

    through the answers with the class.

    Point to Quizzy at the bottom of the page. In Arabic

    explain that the children assess their progress by

    ticking the OK, Good or Excellent circle depending on

    how well they feel they are learning.

    Stop and think (2 minutes)Ask the class what they learnt in Unit 1.

    Copyright Oxford University Press

  • ????

    Unit 2 Lesson 122

    Lesson 1

    ObjectivesChildren will be able to:- say numbers 1 10- write numbers 1 5

    New vocabularyNumbers 1 10, skittles

    Materials Flashcards: 1 10

    Introduction (5 minutes) Say Hello to the class. Review the names of the

    Step Up characters Polly, Betty, Layla. In Arabic ask

    How many girls? (Three.)

    CB page 10

    1 Look, listen and repeat with your teacher. (5 minutes)

    Put the ashcard for 1 on the left of the board. Say

    One. Ask the class to say One.

    Put the number 2 ashcard on the board. Repeat the

    procedure. Now do the same with cards 3 to 10.

    When all ten numbers are on the board, point to the

    numbers in order as the class says the words from 1 to

    Remove one of the cards from the row. Point to the

    numbers in order again, including the space where

    the number you removed was as the class says the

    numbers 1 10.

    Continue removing one ashcard at a time until all the

    numbers are removed from the board.

    CB page 10

    2 Listen and point. Then listen and repeat. (10 minutes)

    Play the rst part of the recording while the class

    listens and points to the numbers in their books.

    Now play the second part of the recording, stopping

    after each word for the class to repeat.

    NumbersListening One, two, three, four, five, six, seven, eight, nine, ten. Ten, nine, eight, seven, six, five, four, three, two, one.Three, six, ten, eight, one, five, two, nine, four, seven.Eight, one, four, nine, two, seven, ten, five, six, three. Five, seven, two, ten, four, one, eight, three, six, nine. Two, ten, eight, three, seven, nine, six, four, one, five.

    One, two, three, four, five, six, seven, eight, nine, ten. Ten, nine, eight, seven, six, five, four, three, two, one.

    Four, six, three, ten, eight, two, five, seven, one, nine. Six, nine, one, five, ten, four, seven, eight, three, five. Seven, five, nine, one, eight, six, ten, three, four, two.

    CB page 10

    3 Listen and say the chant. (5 minutes) Play the chant. Children listen and hold up the correct

    number of ngers for the number words.

    Play the recording again. Children join in, saying the

    number words in the chant.

    Ask in Arabic How many skittles do we need for the

    game? (Ten.)

    Listening (see CB page 10)

    Copyright Oxford University Press

  • Unit 2 Lesson 1 23

    AB page 48

    1 Listen, count and circle. (5 minutes)

    the circles.

    Say Listen. Four. Circle four of the circles. Say one,

    two, three, four. Now say Seven. Circle and count

    seven stars.

    Play the recording for row 1. Show the class that there

    is a circle around the four circles, as an example.

    Say Look at number 2. Play the recording for row 2.

    Children listen and circle seven stars.

    Play the rest of the recording. Complete the task.

    Listening Four. One, two, three, four. Four. Seven. One, two, three, four, five, six, seven. Seven.Three. One, two, three. Three. Six. One, two, three, four, five, six. Six.One. One. One. Nine. One, two, three, four, five, six, seven, eight, nine. Nine. Two. One, two. Two. Five. One, two, three, four, five. Five.Eight. One, two, three, four, five, six, seven, eight. Eight. Ten. One, two, three, four, five, six, seven, eight, nine, ten. Ten.

    Play the recording again. Children check their answers.

    AB page 49

    2 Write the numbers. (10 minutes) Use the same procedure as in Unit 1 Lesson 3 to

    present the number shapes, drawing each one in the

    air as you say the number.

    Children then trace, copy and write numbers 1 to 5.

    and writing the numbers correctly.

    Copyright Oxford University Press

  • 2 Unit 2 Lesson 2

    Lesson 2

    ObjectivesChildren will be able to:- ask about age and give their own age- write numbers 6 10- practise recognizing numbers 1 10

    New vocabularyHow old are you?Im (eight).

    Materials Flashcards 1 10Word cards: one, two, three, eight, nine.

    Introduction (5 minutes) Review numbers 1 10 using the ashcards. Hold up

    the ashcards for the class to say, rst in order and

    then in any order.

    CB page 11

    1 Look and listen. (15 minutes) Ask the class in Arabic if they can remember the game

    that Polly, Layla and Betty were playing in the last

    Skittles.) Ask how many skittles were needed

    Ten.)

    Books open. In Arabic ask what the children are doing

    in the pictures. How old do they think Polly, Layla and

    Betty are?

    Play the recording. Children listen to nd out how old

    the girls are.

    Listening Polly: How old are you, Layla?Layla: Im eight. Polly: Im nine.Layla: How old are you?Betty: Im ... nine!Polly: No, Betty! How old are you? One, two ... Betty: Three! Im three!Polly: Thats right, Betty!

    Play the recording again. Children follow in their books.

    Play the recording again, stopping to ask questions

    about each picture in Arabic: What question does Polly

    ask in picture 1 What does Layla

    answer? What does Betty say in picture 5?

    Play the recording again. Children repeat.

    Speaking practice (8 minutes) Ask individual children How old are you? Encourage

    them to answer. Get the class to repeat the question

    several times. Invite children to ask other children the

    question and then to work in pairs to ask and answer.

    Word recognition (5 minutes) Put the ashcards 1, 2, 3, 8 and 9 on the board.

    Ask the class to say the numbers.

    Put up word cards one, two, three, eight and nine next

    to the corresponding ashcards.

    Point to each of the words in turn as the class reads

    and repeats.

    Remove the ashcards one by one as the class reads

    the word cards that are left on the board.

    Ask about the letters that the numbers one, two, three,

    and eight o, t and e letters that the class

    learnt in Unit 1).

    Copyright Oxford University Press

  • 25Unit 2 Lesson 2

    AB page 50

    1 Join the dots. (5 minutes) Books open. Tell the class that they must draw lines

    from number one to two to three, etc., to complete the

    A sh.)

    AB page 50

    2 Listen and match. (5 minutes) Books open. Ask the class to listen for the ages of

    the children and draw lines with their ngers to the

    numbers. Tell them to draw from top to bottom.

    Play the recording. Children listen and draw lines

    with their ngers.

    Children listen again and draw the lines, this time

    in pencil.

    Children check their answers in pairs or groups.

    Listening Polly: How old are you?Girl 1: Im eight. Polly: How old are you?Girl 2: Im five. Polly: How old are you?Girl 3: Im nine. Polly: How old are you?Boy 1: Im seven. Polly: How old are you?Boy 2: Im six. Polly: How old are you?Boy 3: Im ten.

    AB page 51

    3 Write the numbers. (10 minutes) Repeat the procedure from Lesson 1, AB Activity 2 to

    present and practise the writing of numbers 6 to 10.

    board pen to each team. Pick a number ashcard and

    say the number. Children run to the board and write

    the number they hear. Check their answer by showing

    the ashcard. Give points to the team who writes the

    correct number.

    Copyright Oxford University Press

  • 26 Unit 2 Lesson 3

    Lesson 3

    ObjectivesChildren will be able to:- introduce family members- practise writing numbers and letters

    New vocabularybrother, dad, mum, sisterHes my (brother).Shes my (sister).

    Materials Letter cards: f, tFlashcards: fish, table, four, five, ten, two, Jack, Betty, Mum, DadWord card: doll

    Introduction (10 minutes)

    on the board. Check that the children can remember

    their names. Remind the class that these people are

    a family.

    Put the ashcards of Abdullah, Sami and Layla on the

    board. Get the class to name the children as you put

    the cards on the board.

    Place the ashcard of Sami in front of your face. Point

    to Abdullah and say Hes my brother. Ask the class to

    repeat brother. Point to the picture of Layla and say

    Shes my sister. Ask the class to repeat sister.

    Place the ashcard of Polly in front of your face. Point

    to Jack and say Hes my brother. Point to Betty and

    say Shes my sister. Ask the class to repeat the words.

    Hes my dad. Ask

    the class to repeat the sentence. Point to the picture of

    Shes my mum. Ask the class to repeat

    the sentence.

    CB page 12

    1 Listen and point. (5 minutes) Books open. In Arabic say that the boys are

    introducing their families. Point to Polly. Point to Sami.

    Play the recording. The children listen and point to the

    pictures in their books.

    Play the recording again. The children listen and follow

    the words in their books.

    Listening Abdullah: Hes my dad. Jack: Shes my mum.Abdullah: Hes my brother, Sami.Jack: Shes my sister, Polly.

    CB page 12

    2 Talk about your family. (5 minutes) Give each child a piece of paper. Ask them to divide

    the paper into four parts. Ask them to draw their mum,

    dad, sister and brother.

    When they nish, ask them to work in pairs and talk

    about their drawing saying Hes / Shes my .

    Copyright Oxford University Press

  • 27Unit 2 Lesson 3

    AB page 52

    1 Count and write the numbers. (5 minutes)

    Tell the class to count the owers in the pots and write

    the numbers.

    necessary.

    AB page 52

    2 Listen and write the numbers.

    (5 minutes) Books open. Ask the children who is missing from the

    Polly.)

    Play the rst part of the recording. Ask the class

    to write number 1

    recording. The class numbers the people in their books.

    Listening Number one. Hes my dad.Number two. Shes my mum.Number three. Hes my brother.Number four. Shes my sister.

    AB page 53

    3 Colour the things that begin with the t sound. (5 minutes)

    Use the letter cards t and f to remind children of the

    letter sounds.

    Use the ashcards for ten, four, two, sh, table, ink and

    apple to remind children of the words.

    Books open. Children colour the pictures of the table,

    two and ten.

    Ask volunteers to come to the board and put the

    pictures of the items they have coloured under the

    letter t.

    AB page 53

    4 Trace and copy. Then say the sounds. (5 minutes)

    Put the doll ashcard on the board. Place the doll

    word card under the picture. Ask the class to say the

    write the word doll in the air. The class copies you.

    Books open. Children trace and copy the letters. They

    say the sounds.

    Copyright Oxford University Press

  • 28 Unit 2 Lesson 4

    Lesson 4

    ObjectivesChildren will be able to:- practise numbers in a game- practise writing numbers and letters

    New vocabularyHes, Shes

    Materials Flashcards: Polly, Jack, Betty, ink, table, lion, fish, doll, 1 10Letter cards: i, t, l, f, d, c, a, e, o

    Introduction (5 minutes) Put the ashcard of Polly in front of your face. Say

    Im Polly. Im nine. How old are you? Encourage

    children to answer Im .

    Put the ashcards of Jack and Betty on the board.

    Point to Jack and say Hes nine. Ask the class to

    repeat. Point to Betty and say Shes three. Ask the

    class to repeat.

    Tell the class that we use he for a boy and she

    for a girl.

    CB page 13

    1 Listen and repeat. Then play the game. (15 minutes)

    Books open. Say Look at the pictures. Count the

    pictures.

    Explain in Arabic that Polly and Layla are playing a

    game. Say Listen to Layla and Polly say the words.

    Play the recording. Children listen and repeat.

    Listening Polly: Hes eight.Layla: Number three!

    Say Listen to the recording again and then we will play

    the game. Play the recording as children listen and

    follow in their books.

    Shes ten. The child should answer Number 5. Say

    Hes nine. The child answers Number 10. Invite two

    children to play the game.

    the class to check.

    Copyright Oxford University Press

  • 29Unit 2 Lesson 4

    AB page 54

    1 Write the numbers in the correct order. (5 minutes)

    Ask the class to count from 1 10.

    Books open. Children write the numbers in the

    correct order.

    Children check answers in pairs.

    on the board.

    AB page 54

    2 Listen and write the numbers. (8 minutes)

    Put the ashcards of Abdullah and Layla on the board.

    Say he is for a boy and she for a girl. Say Hes my

    brother. Hes ten. Ask the class Who is ten? Write 10

    under Abdullah. Say Shes eight. Ask the class Whos

    eight? Write 8 under Layla.

    Books open. Children listen and number the pictures.

    Listening Number 1.Hes my brother. Hes ten.Shes my sister. Shes nine.Number 2.Hes my brother. Hes six.Shes my sister. Shes eight.Number 3.Hes my brother. Hes five.Shes my sister. Shes seven.

    Play the recording again. Children check their answers.

    AB page 55

    3 Find and circle the same. (5 minutes)

    Activity 2 demonstrating with the car ashcard and the

    letter cards for c, a, e and o.

    AB page 55

    4 Match, write and say. (8 minutes) Put the ashcards of ink, table, lion, sh and doll on

    board next to the pictures.

    Books open. Children match, then write the initial

    letters, saying its sound, following the example.

    Help if necessary.

    Copyright Oxford University Press

  • 30 Unit 2 Lesson 5

    Lesson 5

    ObjectivesChildren will be able to:- pronounce and recognize four letters- write the new letters (lower case)

    New vocabularyPhonic: / g /, / /, / kw /, / j / girl, juice, queen, yo-yo

    MaterialsLetter cards: g, j, q, yFlashcards: juice, yo-yo, girl, queen, egg, doll, car, apple, umbrella, ink, table

    Introduction (5 minutes) Put the letter j on the board. Say j. Put the letters y,

    g and q next to the letter j. Say the letters as you put

    them on the board.

    Point to the letters as the class says them.

    Place ashcards of juice, yo-yo, girl and queen under

    the letters as you say the words.

    CB page 14

    1 Listen. Then listen and say. (8 minutes)

    Books open. Ask in Arabic Can you see letter j?

    Point to the j. Listen: juice / /, / /, / / juice. Stress the letter sound.

    Say Can you see the letter y? Point to the y. Listen:

    yo-yo / j /, / j /, / j / yo-yo. Stress the letter sound.

    Repeat for letters g and q.

    Play the rst part of the recording. The children listen

    to the four sounds and words.

    Play the second part of the recording. The children

    listen and say the letter sound and word along with the

    Listening J juice; y yo-yo; g girl; q queen.J j j j juice. J j j j juice.Y y y y yo-yo. Y y y y yo-yo.G g g g girl. G g g g girl.Q q q q queen. Q q q q queen.J j j j juice. Y y y y yo-yo. G g g g girl. Q q q q queen.

    CB page 14

    2 Listen and say the sound. (8 minutes) Books open. Play the rst part of the recording.

    Children repeat the sounds.

    Listening girl / g /yo-yo / j /juice / /queen / kw /

    Girl, yo-yo, juice, queen.

    Play the second part of the recording. The class listens

    to the words and says the initial sounds.

    Copyright Oxford University Press

  • 31Unit 2 Lesson 5

    AB page 56

    1 Write. (5 minutes)

    letters as in Unit 1, Lesson 5, AB Activity 1.

    AB page 56

    2 Circle the correct rst letter. Then say the sound. (5 minutes)

    Put the ashcards of car, apple, umbrella, ink, doll

    and table on the board. Ask volunteers to write the

    beginning letters or place the letter cards on the board

    next to the pictures.

    Books open. Children look at the pictures and circle

    the correct beginning letters and say the sound.

    if necesary.

    Children check their answers in pairs and say the

    words, repeating the rst letter sounds.

    AB page 57

    3 Write. (5 minutes)

    letters as in Unit 1, Lesson 5, AB Activity 1.

    AB page 57

    4 Trace and write. (5 minutes) Put the letter cards e, j, d, y on the left of the board.

    Put the ashcards for egg, juice, doll and yo-yo on

    the right of the board as the class says the names.

    pictures with the letters. Leave the pictures and

    letters on the board.

    Put up the word cards egg, juice, doll, yo-yo on the

    board. Read the words with the children.

    Ask Which word begins with / e /, / /, / d /, / j /?

    As the children answer remove the word cards.

    Books open. Children complete the tracing and writing.

    Children point to and read the words they have written

    in pairs.

    Copyright Oxford University Press

  • 32 Unit 2 Lesson 6

    Lesson 6

    ObjectivesChildren will be able to:- practise reading and listening to numbers- practise writing numbers- assess their learning progress

    New vocabularyHes number Im number

    MaterialsFlashcards: Step Up characters; cards from Units 1 and 2, Flashcards 1 10

    Introduction (10 minutes)

    on the board with two goal posts. In Arabic tell the

    class they will review the words they have learnt in

    Step Up Units 1 and 2 in a game of football. Explain

    the rules of the game. Teacher is referee, goalkeepers

    write up the score, teams take turns to answer. They

    correct moves gets a goal.

    Using the ashcards review the Step Up characters,

    numbers, letter sounds, etc. The team who scores the

    most goals wins.

    CB page 15

    1 Listen and read. (15 minutes) Place the ashcards 1 10 on the board. Get the class

    to say the numbers quickly.

    remember his name. Ask the class which letter his

    name begins with (f).

    friends who play football.

    Play the recording. Children listen and follow in their

    books. Can they hear the numbers? Which numbers?

    Listening Fahad: Look. Hes number three.Boy A: Im number four.Boy B: Im number five.Boy C: Im number one. Im the goalkeeper.

    Play the recording again. The children read and say

    the numbers.

    Say Point to the word three. Repeat for four, ve

    and one.

    dialogue.

    Copyright Oxford University Press

  • 33Unit 2 Lesson 6

    AB page 58

    1 Write the numbers. (10 minutes) Books open. Ask the class to look at the football shirts.

    1, 5, 6 and 9.)

    Ask the class to write the missing numbers on the

    football shirts.

    Ask children to check their answers in pairs.

    AB page 58

    2 Read and draw. (5 minutes) Books open. Say in Arabic Look at Jacks drawing.

    What number has Jack drawn? (9.) How old is Jack?

    (9.) How old are you?

    Point to the About me part of the activity and explain to

    the class that they write the number for their age there.

    Check that they can read Im.

    AB page 59

    Quizzys questions (10 minutes) Books open. Go through the activities with the class,

    making sure they know what they have to do. Read

    out each of the questions. Remind them that we

    use for yes and for no.

    Tell the class to do the activities on their own. Go

    round the class listening and observing but only

    helping if the children have problems understanding

    answers.

    When everyone has answered the questions, go

    through the answers with the class.

    Point to Quizzy at the bottom of the page. Tell the

    children to assess their progress by ticking the OK,

    Good or Excellent circle.

    Stop and think (2 minutes)Ask the class what they learnt in Unit 2.

    Copyright Oxford University Press

  • Unit 3 Lesson 13

    Lesson 1

    ObjectivesChildren will be able to:- say the names of six school objects- write numbers 1 6 in order- practise left to right motor skills

    New vocabularybook, pen, pencil, pencil-case, rubber, ruler

    MaterialsFlashcards/real objects: a school bag, a pencil, a pen, a rubber, a ruler, a pencil-case, a book

    Introduction (1 minute) Tell the class in Arabic that the lesson today is about

    school, and they are going to learn the English words

    for school things.

    Hold up your bag. Shake it and say in Arabic What do

    you think I have in my bag? Children guess.

    CB page 16

    1 Look, listen and repeat with your teacher. (5 minutes)

    Books closed. Put your hand inside the bag and take

    out a pencil. Hold it up and say A pencil. Ask the class

    to repeat.

    Repeat the procedure with a pen, rubber, ruler,

    pencil-case, book.

    When all six objects are out of the bag, hold up and point

    to each of them in turn as the class says the words.

    CB page 16

    2 Listen and point. Then listen and repeat. (7 minutes)

    Books open. Say Listen and point.

    Play the rst part of the recording. The children listen

    and point to the school objects in their books.

    Listening A pencil, a pen, a rubber, a ruler, a pencil-case, a book.

    A pencil-case, a rubber, a pencil, a book, a ruler, a pen.

    A book, a pencil, a pencil-case, a ruler, a pen, a rubber.

    A pen, a pencil-case, a pencil, a rubber, a book, a ruler.

    A rubber, a book, a pen, a ruler, a pencil, a pencil-case.

    A ruler, a pen, a pencil-case, a book, a rubber, a pencil.

    Listening (part 2)A pencil, a pen, a rubber, a ruler, a pencil-case, a book.

    A rubber, a ruler, a book, a pencil, a pencil-case, a pen.

    A book, a pencil, a ruler, a rubber, a ruler, a pencil-case.

    A pen, a ruler, a pencil-case, a book, a rubber, a pencil.

    A pencil-case, a book, a rubber, a pencil, a pen, a ruler.

    Play the second part of the recording. Children listen

    and repeat.

    Close books. Hold up your pencil. Get the class to

    say the word again. In Arabic ask the class to put their

    pencils on their desks.

    Continue in the same way with all six school objects.

    CB page 16

    3 Listen and say the chant. (7 minutes) Books closed. Play the recording. Children listen and

    hold up the school objects they hear.

    Books open. Ask in Arabic How many things does

    Jack drop? Six.)

    Play the recording again. The children count the things

    Jack dropped.

    Play the recording again. Children join in saying

    the words.

    Listening (see CB page 16)

    ng (part A pencil, a pen, a rubber, a rulerLesson 1

    ListeninA pencil, aLesson 1

    At school

    Copyright Oxford University Press

  • Unit 3 Lesson 1 35

    AB page 60

    1 Listen and circle. (10 minutes) Books closed.Write the numbers 1 to 6 on the board.

    Put the ashcards for book, pen, pencil, ruler, rubber

    and pencil-case in a row next to number 1.

    Say Listen. A pencil. Circle the picture of the pencil.

    Books open. Play the recording for number 1 A pencil.

    Ask the class to circle the pencil in row 1.

    Play the rest of the recording. The children listen

    and circle.

    Listening Number 1. A pencil.Number 2. A rubber.Number 3. A book.Number 4. A ruler.Number 5. A pencil-case.Number 6. A pen.

    Play the recording again. Children check their answers.

    AB page 60

    2 Draw and say. (7 minutes)A pen.

    Books open. Children complete the drawing of

    the pen.

    Ask the class to complete the drawings of the

    other objects.

    Children work in pairs to point at the objects they drew

    and say the words.

    AB page 61

    3 Trace, then draw the lines from left to right. (3 minutes)

    Books open. Children trace the lines from left to right

    with their ngers then draw the lines with their pencils.

    AB page 61

    4 Write the numbers in order. (5 minutes) Count from 1 to 6 with the class.

    Books open. Children write the numbers in order.

    Stop and think (2 minutes)Ask the class which new words they learnt in

    the lesson.

    Copyright Oxford University Press

  • 36 Unit 3 Lesson 2

    Play the recording again stopping to ask questions

    about each picture in Arabic: Picture 1: What does

    Abdullah drop?

    What is Jack holding?

    Picture 5: Why is Jack frightened?

    a snake.)

    Books closed. Put the ashcards of the pen, pencil,

    rubber, pencil-case on the board. Ask the class to

    listen again and put the pictures on the board in the

    order they hear them.

    Play the recording again. Children repeat the dialogue.

    Remind the class of the question Whats this?

    Ask the children to to put their school objects on

    their desks.

    Go around the class picking up objects and asking

    Whats this? The class answers.

    Put the class in pairs to ask and answer questions

    about their school objects using Whats this?

    Lesson 2

    ObjectivesChildren will be able to:- follow a simple story in English- practise writing numbers in order

    New vocabularyWhats this? Its a a snake

    MaterialsFlashcards/real objects: pencil-case, pencil, pen, rubber, ruler, bookNumber cards: 5, 6, 7, 8, 9, 10

    Introduction (3 minutes) In Arabic ask the class to tell you the six school objects

    words they learnt in the previous lesson.

    Hold up a pen and ask in English Whats this? Ask the

    class to repeat the question.

    Ask individual children to repeat the question as they

    hold up a school object. The rest of the class answers

    the questions.

    CB page 17

    1 Look and listen. (12 minutes) Books open. Say in Arabic Look at the pictures. Who

    can you see? Where are they? Play the recording.

    Children listen and follow in their books.

    Listening Abdullah: Oh no, my pencil-case!Jack: Whats this?Abdullah: Its a rubber. Thank you!Jack: Whats this?Abdullah: Its a pencil.Jack: Look! Its a snake! Its a snake!Abdullah: No, Jack. Its a pen. Look!Jack: Oh yes!

    Copyright Oxford University Press

  • 37Unit 3 Lesson 2

    Stop and think (2 minutes)Ask the class to name the school objects and numbers

    they reviewed in the lesson.

    AB page 62

    1 Listen and write the number. (7 minutes) Books open. Play the recording. Children number the

    objects.

    Listening Number 1. Whats this?Its a pencil-case.Number 2. Whats this?Its a rubber.Number 3. Whats this?Its a pen.Number 4. Whats this?Its a ruler.Number 5. Whats this?Its a pencil.Number 6. Whats this?Its a book.

    Play the recording again. Children check their answers.

    Put the six school object ashcards on the board.

    correct ashcard.

    AB page 62

    2 Join the dots and write. (7 minutes) Books open. Children join the dots in numerical order

    to nd the the objects. (1 Its a pencil. 2 Its a rubber.)

    Children check answers in pairs by asking and

    answering Whats this? Its a .

    AB page 63

    3 Draw from left to write. (5 minutes) Remind the class in Arabic that English is written from

    to right.

    Books open. Children trace over the lines from left

    to right.

    AB page 63

    4 Write the numbers in order. (7 minutes) Books closed. Count from 1 to 10 with the class.

    Books open. Children write the numbers in order

    starting with 5.

    Copyright Oxford University Press

  • 38 Unit 3 Lesson 3

    Explain that the class will now play the game. Turn the

    ashcards on the board round and divide the class into

    two groups.

    Point to a ashcard and ask the groups in turn Whats

    this? Turn the card face forward on the board and if

    the answer is correct say Well done. Give points for

    correct answers.

    Continue until all six cards are face forward. Praise

    the winning group.

    Play the game again this time with the number

    ashcards.

    Lesson 3

    ObjectivesChildren will be able to:- name objects and ask what they are- practise writing numbers and letters- recognise and say letter sounds

    New vocabularyWhats this? / Its a Yes, well done.

    MaterialsFlashcards: 1 10Letter cards: f, c, a, o, e, uFlashcards: pencil, pen, ruler, rubber, book, pencil case, fish, umbrella, orange, four, fiveColoured pencils

    Introduction (5 minutes) Put the ashcards of pencil, pen, ruler, rubber, book,

    and pencil-case on the board in a row. Point to each

    and ask Whats this? The class answers Its a .

    Invite a child to the board to ask the question. The

    class answers.

    CB page 18

    1 Listen. Then play the game with your class. (15 minutes)

    Books open. In Arabic ask the class to look at the

    pictures. Ask Who can you see? Where are they?

    What are they doing? Explain that Abdullah and Jacks

    class is playing a game.

    Play the recording. The class follows the dialogue

    in their books.

    Listening Teacher: Whats this?Jack: Its a ruler.Teacher: Whats this?Pupil: Its a book.Teacher: Yes, well done!

    Play the recording again. The class listens to see which

    Ruler and book.)

    Check the class answer.

    In Arabic ask the class to describe how the game

    is played.

    Copyright Oxford University Press

  • 39Unit 3 Lesson 3

    AB page 64

    1 Colour the picture that is different. (7 minutes)

    Books open. Ask the class to look at the pencils. In

    Arabic ask How many pencils can you see? Are the

    pencils the same? Which one is different? Colour it.

    Check that children have coloured the second pencil

    on the left.

    Children nd the odd pictures out for the other objects

    and colour them.

    AB page 64

    2 Write the numbers. (5 minutes) Books closed. Count numbers 1 10 with the class.

    Books open. Children write the numbers below the

    ruler in the correct order starting with 1 and ending

    with 10.

    Get volunteers to order the number ashcards on

    the board.

    AB page 65

    3 Colour the words beginning with the f sound. (7 minutes)

    Books closed. Put the f letter card on the board.

    In Arabic ask the class to make the letter sound.

    Books open. Children colour the pictures beginning

    with the / f Fish, ve, four.)

    AB page 65

    4 Say the sounds. Then match and write. (10 minutes)

    Books closed. Put the letter cards c, a, o, e, u on

    the board. Point to the letters as the class says

    the sounds.

    Put the ashcards of orange, apple, umbrella, car, egg

    on the board. The class has to name them.

    Point to the letter c. In Arabic ask the class which word

    Car.

    other letters.

    Books open. The children say the letter sound and

    draw a line from the letter to the word beginning with

    the same letter.

    Copyright Oxford University Press

  • 0 Unit 3 Lesson 4

    Lesson 4

    ObjectivesChildren will be able to:- practise saying school objects and

    numbers in a game- practise writing numbers and letters

    New vocabularybook, pen, pencil, pencil-case, rubber, rulerNumber Whats missing?

    MaterialsFlashcards: pencil, pen, ruler, rubber, book, pencil-caseSix coloured pencils

    Introduction (5 minutes) In Arabic ask the class if they remember how to play

    the memory game from Lesson 3. Play the game

    quickly using the six school objects ashcards.

    CB page 19

    1 Listen and repeat. Then play the game. (15 minutes)

    Books open. In Arabic say Look at the pictures. Count

    the pictures.

    In Arabic tell the class that Polly and Layla are playing a

    game. Ask the class if they can guess how the game is

    played.

    Say Listen to Layla and Polly and say the words. Play

    the recording. Children follow in their books.

    Listening Polly: A ruler, a pen, and a pencil-case.Layla: Number six!

    Play the recording again. Children listen and repeat.

    A pen, a

    pencil and a pencil-case. Children answer Number 9.

    Say A book, a pen and a pencil-case. Children answer

    Number 7.

    the class to check.

    Ask volunteers to come to the front of the class and

    play the game.

    If time divide the class into two teams and play the

    game again.

    Copyright Oxford University Press

  • 1Unit 3 Lesson 4

    AB page 66

    1 Draw and say whats missing. (12 minutes)

    Books closed. Put school objects ashcards on the

    board as the class names the objects. Ask the class

    to close their eyes and remove the ruler. The children

    open their eyes and tell you whats missing. Repeat

    removing the rubber, pen or pencil. Ask Whats

    missing? each time. The class repeats the question.

    Books open. Ask the class to look at number 1 and

    name the three objects. Ask Whats missing? Children

    answer and draw a ruler.

    Children work in pairs.

    Check answers with the class.

    AB page 66

    2 Trace from left to right and colour. (7 minutes)

    Books closed. Ask the class to put six coloured pencils

    on their desks. Write 1 6 on the board.

    Books open. Children look at the numbers 1 6 on

    the page. They trace the line from number 1 to a pencil

    with their ngers.

    Children then trace the line with a red pencil and colour

    the pencil at the end of the red line.

    Children do the same with numbers 2 6 in different

    colours.

    AB page 67

    3 Colour the letters that are the same. (7 minutes)

    Books closed. Write 1. g, j, a, g, y, g, o on the board.

    Point to the letters as the class says the letter names.

    In Arabic ask Which letter is the same?(g).

    Books open. Children colour the letters that are the

    same in each line.

    AB page 67

    4 Trace and copy the letters (10 minutes) Books open. The class says the letter sounds.

    Children trace and then write the letters.

    Copyright Oxford University Press

  • 2 Unit 3 Lesson 5

    CB page 20

    2 Listen and say the sound. (8 minutes) Books open. In Arabic say Look at the pictures in

    Activity 2. What can you see?

    Play the rst part of the recording. Children repeat

    the sounds.

    Listening mouse / m /boy / b /ruler / r /nine / n /pen / p /horse / h /

    Mouse, boy, ruler, nine, pen, horse.

    Play the second part of the recording. the class listens

    to the words and says the initial sounds.

    Lesson 5

    ObjectivesChildren will be able to:- recognise and say six new letters- write the new letters in lower case

    New vocabulary Phonics: / b /, / h /, / m /, / n /, / p /, / r /boy, horse, mouse, nine, pen, ruler

    MaterialsFlashcards: ruler, nine, mouse, horse, boy, penLetter cards: r, n, m, h, b, p

    Introduction (5 minutes) Put the r letter card on the board. Say / r /. Put the

    letter cards n, m, h, b, and p next to the r. Say the

    sounds of the letters as you put them on the board.

    Point to the letters. The class says the letter sounds.

    Place the ashcards of ruler, nine, mouse, horse, boy

    and pen under the letters as you say the words.

    CB page 20

    1 Listen. Then listen and say. (8 minutes) Books open. In Arabic say Look at Activity 1. Ask Can

    you see / r /? Point to / r /. Say Can you see / n /? Point to / n /. Repeat for for the

    rest of the letters.

    Play the rst part of the recording as the class listens.

    Play the second part of the recording. The class listens

    and says the letter sound and word along with the

    Listening r ruler; n nine; m mouse; h horse; b boy; p pen.

    R r r r ruler. R r r r ruler.N n n n nine. N n n n nine.M m m m mouse. M m m m mouse.H h h h horse. H h h h horse.B b b b boy. B b b b boy.P p p p pen. P p p p pen.R r r r ruler. N n n n nine. M m m m mouse. H h h h horse. B b b b boy. P p p p pen.

    Copyright Oxford University Press

  • 3Unit 3 Lesson 5

    AB page 68

    1 Write. (12 minutes)r on the board. The class says the

    r in the air.

    Ask the class to copy you. As they write they say the

    letter sound. Repeat a few times.

    Write r on the board as the class watches. Children

    write r on their desks or palms of their hands with

    their ngers.

    Books open. In Arabic say Write /r/ for ruler in your

    book. Start at the dot. Say the letter sound as you write.

    Repeat for the letters n and m.

    class and check they are forming the letters correctly.

    Help if necessary.

    AB page 69

    2 Write. (12 minutes)

    letters h, b, and p.

    Stop and think (5 minutes)Ask the class to name the letters they wrote in the lesson

    and to name words beginning with the letters.

    Copyright Oxford University Press

  • Unit 3 Lesson 6

    Listening Fahad: Hello! This is my school. This is my

    classroom.Linda: Hi, Im Linda. This is my school. This is

    my classroom.

    Play the recording again. The class follows and says

    the words.

    Say Point to the word Hello. Repeat for Hi and my.

    Play the recording again. The class reads and points

    to the words.

    Put the word cards for Hello, Hi and my on the board.

    Ask the class to say the sounds of the initial letters.

    Lesson 6

    ObjectivesChildren will be able to:- talk about their classroom- practise writing letters- assess their learning progress

    New vocabularyThis is my classroom / school.

    MaterialsFlashcards: pencil, pen, rubber, ruler, pencil-case, book, apple, orange, carFlashcards: 1 10Word cards: Hello, Hi, my, pencil, apple, orange, car

    Introduction (10 minutes)

    Arabic they will review the words they have learnt in

    Step Up Units 2 and 3 in the same game they played

    in Lesson 3. Ask the class to remind you how they play

    the game. Review using the cards for the numbers,

    school objects, letters, etc. See TB Unit 3, Lesson 3

    CB Activity 1 for the game instructions.

    CB page 21

    1 Listen and read. (15 minutes)

    the class if they remember his name. Ask the class

    / f /.) Point to Linda. Say Shes Linda. Ask the class which

    / l /.) In Arabic ask the class to look at the pictures in their

    books. Ask the class to describe the pictures in

    Arabic. How are Fahads school and Lindas school

    different / the same?

    In Arabic ask What does Fahad say? Play the

    recording. The children listen, then answer.

    Copyright Oxford University Press

  • 5Unit 3 Lesson 6

    AB page 70

    1 Write and match. (10 minutes) Books closed. Put the ashcards for pencil, apple,

    orange and car on the board. Say Whats this?

    As children answer, ask about the sound the words

    begin with.

    Put the word cards for pencil, apple, orange, car under

    the pictures.

    Ask the class to say the words.

    Books open. Tell the class to trace and write the words

    and then match the words to the pictures.

    AB page 70

    2 Read and draw. (7 minutes) Books open. Say Look at Jacks drawing. What school

    object has Jack drawn?

    Point to the About me frame and tell the class to draw

    their own pencil and write the word.

    Check that they can read the word My.

    AB page 71

    Quizzys questions (15 minutes) Books open.

    Go through the activities with the class, making sure

    they know what they have to do. Remind them that

    we use for yes and for no.

    Tell the class to do the activities on their own.

    Go round the class listening and observing but

    only helping if the children have problems

    them with their answers.

    When everyone has answered the questions, go

    through the answers with the class.

    Point to Quizzy at the bottom of the page. Children

    assess their progress by ticking in the OK, Good or

    Excellent circle.

    Stop and think (2 minutes)Ask the class to name the words they wrote in the lesson.

    Copyright Oxford University Press

  • 6 Units 13 Revision

    Revision

    ObjectivesChildren will be able to:- review language from Units 1 3

    Materials Two sets of number flashcards 1 10Flashcards: pencil, table, car, snake, book, ruler, ink, lion, doll, table, fish, apple, egg, orange, umbrella, queen, girl, yo-yo, juiceLetter cards: i, l, d, t, f, a, e, o, u, q, g, y, j

    Introduction (10 minutes)

    number ashcards 1 10 on the left of the line as the

    class says the numbers. Put the second set of number

    cards on the right of the line.

    in random order. Children from each team take turns

    to run to the board and touch the corresponding

    number card. Give points for the fastest to touch

    the correct number.

    Congratulate the winners. Children say the numbers

    in reverse order as a member of each team removes

    the cards.

    CB page 22

    1 Listen and say the chant. (12 minutes) Books open. Ask the class to tell you about the people

    they can see.

    Play the recording. Children listen and point to each

    person from left to right.

    Play the recording again. Children listen and repeat the

    numbers holding up their ngers as they do so.

    Ask How old are the boys? How old are

    the girls?

    lines for Hes and Group two the lines for Shes .

    Play the recording again. Children say the chant. Then

    Listening (see CB page 22)

    CB page 22

    2 Listen. Then ask your friend. (12 minutes)

    Put the ashcards for pencil, table, car, snake, book,

    ruler on the board as the class says the words.

    Point to the snake and say Whats this? Wait as the

    class answers. Invite children to come to the board

    and point and ask the question Whats this? Leave the

    cards on the board.

    Books open. Tell the class to look at the pictures. Ask

    How many pictures are there? Can you see Quizzy?

    Can you see Ziggy? Explain that Quizzy asks questions

    and Ziggy answers.

    The class listens to the recording to see which

    question Quizzy asks. Ask which question Quizzy asks.

    Whats this?) Ask the class to repeat the question.

    Children listen again to see if Ziggys answers

    are correct.

    Children work in pairs. They point to the pictures and

    ask and answer questions like Quizzy and Ziggy.

    When they nish, volunteers come to the front,

    point to the ashcards and ask Whats this?

    The class answers.

    Copyright Oxford University Press

  • 7Units 13 Revision

    Listening Q: Whats this?Z: Its a car.Q: Whats this?Z: Its a pencil.Q: Whats this?Z: Its a table.Q: Whats this?Z: Its a snake.Q: Whats this?Z: Its a book.Q: Whats this?Z: Its a ruler.

    CB page 23

    3 Listen, then say. (12 minutes) Put the ashcards for ink, lion, doll, table, sh, car,

    apple, egg, orange, umbrella, queen, girl, yo-yo

    and juice on the board. Point to the pictures as the

    class says the words. As the class says the words

    remove the cards. Help with any words they may

    have forgotten.

    Books open. Say the letter sounds in random order,

    e.g. / k /, / t /, / f /, / l /... Children listen to the sounds and point to the pictures in their books.

    Play the recording. The class listens and points

    to the pictures.

    Listening / / for ink, / l / for lion, / d / for doll, / t / for table, / f / for fish, / k / for car, / / for apple, / e / for egg, / / for orange, / / for umbrella, / kw / for queen, / g / for girl, / j / for yo-yo, / / for juice.

    Play the recording again. Check that children are

    pointing to the correct pictures.

    Ask the class in Arabic to listen again and repeat the

    sounds and words they hear.

    Play the recording again, stopping after each sound

    and word for the class to repeat.

    Children work in pairs and say the sounds and words.

    making notes of any sounds and words that are

    When they have nished give one of the following letter

    cards i, l, d, t, f, a, e, o, u, q, g, y, j to children. Ask

    them to say the sound of their letter quietly. Give the

    ashcards to other children and ask them to say the

    words quietly.

    Then ask the children with letter cards to come to the

    front of the class one by one. They say their sound, the

    whole class says for and the child with the ashcard

    comes to the front and says the word.

    Stop and think (3 minutes)In Arabic ask the class if they enjoyed the revision lesson.

    Ask if they need to practise more or if they are unsure

    about anything in Units 1 3.

    Copyright Oxford University Press

  • Unit 4 Lesson 18

    Lesson 1

    ObjectivesChildren will be able to:- say the names of six colours - review numbers 1 6- write colour words red, blue, pink, green

    New vocabularyblue, green, orange, pink, red, yellow

    MaterialsFlashcards: blue, green, orange, pink, red, yellow Word cards: red, blue, pink, green

    Introduction (5 minutes) In Arabic tell the children to remind you what

    Units 1, 2 and 3 were about and ask them to guess

    .

    CB page 24

    1 Look, listen and repeat with your

    teacher. (10 minutes) In Arabic tell the class that the unit is about colours.

    Ask them to tell you which colours they know in

    Arabic. As the children call out colour words in Arabic,

    put the ashcards for the colours red, green, yellow,

    orange, pink, blue on the left of the board and say the

    colour names in English.

    When all six ashcards are on the board, point to each

    card and repeat the colour names.

    CB page 24

    2 Listen and point. Then listen and repeat. (5 minutes)

    Books open. Play the rst part of the recording.

    The children listen and point to the colours.

    Listening Red, green, yellow, orange, pink, blue.Pink, red, orange, yellow, blue, green.Yellow, blue, green, pink, orange, red.Green, pink, blue, red, yellow, orange. Blue, orange, pink, green, red, yellow. Orange, green, red, yellow, blue, pink.

    Listening (part 2)Red, green, yellow, orange, pink, blue. Green, blue, red, orange, yellow, pink. Yellow, blue, pink...orange, red, green. Pink, yellow, green, red, blue, orange. Blue, red, orange, green, pink, yellow.

    Play the second part of the recording. Children listen

    and repeat.

    Point to the colour ashcards on the board as the

    children say the words. In Arabic ask them to put a

    pencil in that colour on their desks.

    CB page 24

    3 Listen and say the chant. (5 minutes) Books open. In Arabic ask What is Polly doing?

    What is she painting? What colours can you see?

    Play the recording. The children listen, hold up

    their corresponding coloured pencils and say the

    colour words.

    Play the recording again. Children to join in.

    Listening (see CB page 24)

    ng (part Red, green, yellow, orange, pLesson 1

    ListeninRed, greenLesson 1

    Colours

    Copyright Oxford University Press

  • 9Unit 4 Lesson 1

    Stop and think (5 minutes)Children name the colours they learnt in the lesson.

    Ask them which colour they like best.

    AB page 72

    1 Listen and colour the numbers. (5 minutes)

    Books open. Children listen and colour the numbers

    they hear.

    Play the recording for number 1. Check the children

    have coloured 1 red.

    Play the rest of the recording. Children listen and colour.

    Listening Number one red. Number two yellow. Number three green. Number four pink. Number five orange. Number six blue.

    AB page 72

    2 Colour and say. (5 minutes) Books open. The children colour the paint blocks any

    colour they like.

    When they have nished, children work in pairs and

    say the colour and number words.

    AB page 73

    3 Trace the lines from left to right. Then write the letters. (5 minutes)

    Books open. Children trace the line from the letter d

    to the ower on the right with their nger. Ask


Recommended