Download - Teacher’s Book · Oxford University Press in the UK and in certain other countries ... – then the anti-clockwise letters ... Teacher’s Book

Roberta Calderbank

Consultants

Khalaf Khulaif Al Harbi

Musaad Abdullah Al Muharib

Teachers Book

Copyright Oxford University Press

Great Clarendon Street, Oxford ox2 6dp

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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


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


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


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


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


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


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!


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!


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.


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.


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.


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.


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?


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.


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.


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.


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


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.


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.


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.


????

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.)



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.


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).


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.


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


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 .


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.


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.


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.


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.


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.


to the words and says the initial sounds.


31Unit 2 Lesson 5

AB page 56


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


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.


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


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.


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.



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.


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


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.


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

ListeninA pencil, aLesson 1

At school


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.


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.


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!


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.


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.


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.


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.


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.


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.


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.


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.


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


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.


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


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.


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.



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.


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


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


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.


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.


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


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.


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

ListeninRed, greenLesson 1

Colours


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