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Teacher’s Guide

1

Dr. Raja T. Nasr

Sam Ward

forEnglish Starters

322 Old Brompton Road,London SW5 9JH, England

New edition 2004

First edition published 2000

© York Press 2000All rights reserved; no part of this publicationmay be reproduced, stored in a retrieval system,or transmitted in any form or by any means, electronic,mechanical, photocopying, recording, or otherwise,without the prior written permission of the Publishers.

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Topic Language Focus Functions and Learning

Activities PB

Page

1

2

Identity

Actions andNumbers

Hello. I’m (name).GoodbyeQuestions: What’s your name?How are you?I’m fine, thank you.

HelloImperatives: Stand up. Sit down.Questions: How are you?What’s your name?Numbers: 1-5

Greetings and responsesIntroducing oneselfLeft to right pre-writing practiceDrawing: a picture, a mazeSong: Hello. I’m Salma.

Greetings and responsesGiving instructionsCounting: from 1-5Left to right pre-writing practiceTracing and copying: 1-5Game: Number 1. Hello.Songs: Hello. Stand up, sit downand One and two

1

4

1

6

3 School desk, chair, book, pencil, bag, computerNumbers: 1-5Count (the pencils).Questions: What’s this? It’s a ... .How many (pencils)?

Asking questionsCounting: from 1-5 ; objectsPlurals with sLeft to right pre-writing practiceTracing: 1-5

7 11

4 School bag, computer, desk, chair, book,window, door, pencil, boy, girl, please,thank youImperatives: Stand up. Sit down. Open.Close.Numbers 1-5Question: What’s this? It’s a... .

Giving instructionsUsing polite languageAsking and answering questionsCounting: from 1-5Plurals with sTalking about oneselfSounds: / /, / /Tracing and copying: o, cDrawing: a mazeGame: I spy with initial sounds;Guess the object

10 15

Revision of previous vocabulary andlanguage

Giving instructionsTracing: 1-5; o, cGame: Pairs (optional)Colouring: pictureSong: Open the window.Mime: words and actions

13 20

TG

School andNumbers

5

Revision 1

Unit

Scope and Sequence


Activities PB

Page

TG

Unit

car, bus, boat, house, blue, red, green,yellowDefinite article: theQuestions: What colour is the (car)?The (car) is (red).What colour is this?How many?

Describing the colour of objectsUsing colours as adjectivesAsking questionsPlurals with sSound: / /Tracing and copying: bTracing and colouring: picturesGame: I spy with initial sounds

18 27Colour7

8 Body eye, ear, nose, mouth, pleaseImperative: TouchDemonstrative pronoun: thisTouch your (nose).Possessive adjectives: my, yourThis is (my eye).Question: Is this (my eye)? Yes, itis./No, it isn’t.

Talking about parts of the faceGiving instructionsUsing polite languageAsking questionsGame with please and body partsSounds / /, / /Tracing and copying: m, nPuzzle: circling numbers and lettersTracing and colouring: pictureSong: Ear and eye

21 33

9 Family father, mother, sister, brother, family,(sing, love)Possessive adjective: myQuestions: Who’s this? This is my(brother).Is this (Hassan)? Yes, it is./No, it isn’t.It’s (Walid).Possessive sThis is Zeina’s (brother).

Talking about family membersAsking and answering questionsSounds: / /, / /Tracing and copying: d, gTracing and drawing: familymembersColouring: pictureSong: Mother, father

24 37

10

Revision 2Food,Family andSchool


Asking and answering questionsCounting: 1-5Possessive sPuzzle: circling lettersTracing: o, c, s, t, b, d, g, m, n

27 42

banana, tomato, sandwich, biscuitIt’s a (sandwich).Questions: How many?What’s this? It’s a ... .Is this a (sandwich)? Yes, it is./No,it’s a (biscuit).

Asking and answering questionsSounds: / /, / /Tracing and copying: s, tCounting: from 1-5Plurals with sPuzzle: circling letters

15 23Food6


Activities PB

Page

TG

Unit

12 Home andColour

sofa, bed, black, white, house, fridge,table, door, window, desk, car, red,blue, biscuit, eyeThe (chair) is (green).Questions: What colour is this? It’s(red).Is the (chair) (green)? Yes, it is./No, itisn’t.

Asking and answering questionsDescribing the colour of objectsRevising colour adjectivesSound: / /Tracing and copying: pColouring: picturesRecognising and matchinginitial soundsPuzzle: circling lettersDrawing: a mazeGame: I spy with initial sounds

32 50

13 Body head, hand, arm, leg, foot, ear, eye,mouth, noseIndefinite articles: a, anQuestions: Is the (bag) (blue)? Yes, itis./No, it isn’t.What’s this? It’s a/an (arm).Is it a (foot)? Yes, it is./No, it isn’t./No,it’s a (leg).Imperatives: Touch. Clap. Stamp. Put.Jump. Shake. Sit down.

Revising colours and numbersTalking about parts of the bodyAsking and answering questionsGiving instructionsSounds: / /, / /Tracing and copying: l, hAction song: Clap your handsColouring: picturesMatching letter sounds withinitial word (picture) soundsGame: with please and body partsDrawing: on full-size bodyoutline

35 54

14 Possessions (toy) box, ball, key, doll, umbrellaAdjectives: big, smallDemonstrative pronouns: this/thatQuestion: What’s this/that? It’s a(small) (key).

Asking and answering questionsDescribing objectsMiming: wordsSounds: / /, / /Tracing and copying: k, xRecognising and matching initialsoundsColouring: pictures and matchingobjectsGame: I spy

38 59

11 Numbers Numbers: 6-10Possessive sPersonal pronouns: he/sheHe’s a boy. She’s a girl. He’s/She’s(six).Questions: How old’s (Hassan)?(Hassan)’s (six).How old are you? I’m (six).How old’s Zeina’s brother?

Asking and answering about ageCounting: from 1-10Sound: / /Tracing and copying: f; 6-10Colouring: pictureMatching objects and numbers

29 45


Activities PB

Page

TG

Unit

17 Place andPossessions

doll, table, ball, key, car, box, house,umbrella, bag, chair, boatPrepositions: in, on, underQuestions: Where? Where’s the(ball)?What’s that? It’s a (key).

Asking and answering questionsTalking about place; describingwhere things areSounds: / /, / /Tracing and copying: u, yColouring: picture; to auralinstructionsGame: guess the object

46 70

16 Clothes shirt,dress,skirt, jacket, shoes, T-shirtQuestions: Who’s this/that?Verb: to have(Salma) has a (red dress).

Talking about clothes;describing what people arewearingAsking questionsExpressing possessionPuzzle: circling lettersMatching letter sounds with initialword (and picture) sounds; peoplewith possessionsTalking about possessions

43 66

18 Food ice cream, rice, salad, chicken,bread, (jug of) water, apple(s),biscuit(s), sandwich(es), tomato(es),banana(s), please, thank you,numbers 1-10Present simple verb: to likeI like (salad).Questions: What’s this? It’s a ... .How many (apples) are there? Thereare (two apples).

Talking about foodExpressing likesUsing polite languageCounting objectsPluralsSounds: / /, / /Tracing and copying: i, jColouring: picturesTracing: b, a, t, s, rDrawing and colouring: foodSong: One apple

49 75

19 Animals cat(s), dog(s), bird(s), horse(s),rabbit(s), animal(s)Questions: What’s that? It’s a (dog).Is that a (dog)? Yes, it is./No, it isn’t.It’s a ... .How many (cats) are there? There is/ are ... .

52 80

15

Revision 3Numbersand Colours


Asking questionsCounting: from 1-10Tracing: c, bCopying: f, p, l, h, k, xColouring to aural instructionsMiming: nouns and adjectivesGames: numbers and pictures;I spy

41 63

Asking and answering questionsCounting: from 1-10Sound: / /Tracing and copying: rNumbers: 1-10PluralsColouring: picturesSong: The cat says meowGame: singing in groupsTracing: c, d, h, b, r


Activities PB

Page

TG

Unit

21 Possessions food vocabulary, book, pencil, house,bus, boat, car, doll, key, ball,umbrella, bag, jacketDemonstrative pronoun: thisThis is (Hassan)’s (ball).Expressing possession; using ’sQuestions: Is that (Zeina)’ssandwich? Yes, it is./No, it isn’t.Who?Verb: to have

Asking and answering questionsSounds: / /, / /Tracing and copying: a, eColouring: picturesLeft to right pre-writing practice -matching characters withpossessions

57 88

22 Family,Home andPlace

sitting room, kitchen, bedroom,garden, Mother, Father, (video), bag,desk, book, chair, bed, jacket, dress,shoes, trousers, coloursPersonal pronouns: he, she, itQuestions: Where’s (Mother)? She’sin (the kitchen).Who’s this? This is my (mother).What’s this? It’s a (fridge).Prepositions: in, on, underPossessive s

Talking about placeAsking and answering questionsSounds: / /, / /Tracing and copying: v, wColouring: pictures; to auralinstructionsDrawing: family member andobject

60 93

23 Size andColours

big, small, tall, short, happy, sadNames: Bobby, Sammy, Tippy, ColinVerb: to haveQuestions: Who’s this/that? It’s ... .What’s this? It’s a (big) (key).Who is (tall)? (Tippy) is (tall).Who has a (red) (jacket)? (Huda) hasa (red) (jacket).What colour is this? It’s (red).What colour is (Colin)’s (jacket)? It’s(red).Imperative: Look, Colour.Possessive s: Colour (Colin)’s(jacket) (blue).Conjunction: and

Asking and answering questionsAsking for informationDescribing people and objectsColouring: to aural instructionsGame: Walk like thisSong: Look at meLeft to right pre-writing practiceMatching letter sounds withinitial word (picture) soundsPuzzle: circling lettersMiming: adjectives

63 98

20

Revision 4Place,Possessionsand Animals


Asking and answering questionsTalking about placeMatching letter sounds with initialword (and picture) soundsLeft to right directional practiceTracing: r, h, j, w

55 85


Activities PB

Page

TG

Unit

25

Revision 5All topics Revision of previous vocabulary and

languageAsking and answering questionsTracing: a-zPuzzle: circling lettersCounting: up to 10Game: Guess the objectColouring numbers to auralinstructionsMatching initial word (picture)soundsLeft to right pre-writing practiceMatching letter sounds with initialword (and picture) soundsDrawing: a mazeSong: Say Goodbye

69 108

24 Thealphabet

Letters of the alphabet round-upcat, doll, car, horse, house, boat,window, mouth, water, sandwich,chair, sofa

Sounds: / /, / /Tracing and copying: q, zRound-up of letter soundsLetter namesSong: The Alphabet Song (as aclass and in groups)Colouring: pictureMatching initial word (picture)soundsLeft to right pre-writing practiceRecognising and matching initialsoundsMiming words and actionsGame: A is for ...

66 104

The components of the course are as follows.• Pupil’s Book• Activity Book• Teacher’s Guide• Course cassette• Flash cards• Wall charts

The aims of the course

English for Starters 1 has been developed for Primary 1children and teachers in Syria, taking into account all thechanges in methodology over the past few years. Englishfor Starters 1 aims to teach pupils to communicateeffectively using simple English, and to set the groundworkfor successful language learning in the future. The courseaims to stimulate the child’s interest in learning English andto develop confidence through a range of activities thatencourage pupils to speak to one another, so promoting anactive use of the English language. Pupils learn a newlanguage most effectively when they are encouraged touse the language for themselves. This course enablespupils to do just that through the application of newlyacquired language in their active participation in games andother enjoyable activities.

The syllabus is carefully graded, presenting language itemsthrough the media of listening exercises, games, songs andother activities. The focus in English for Starters 1 is onlistening and speaking. Pupils are encouraged to usemeaningful language in every lesson and, when given theopportunity, will do so through shared interaction withfellow pupils. Activities throughout the book contain muchin-built recycling and there is regular revision of allvocabulary and structures introduced. The topics havebeen chosen because they are familiar to six- and seven-year-old pupils, presenting them with language that isrelevant to their environment. The topics include Identity,Family, Home, Food, Clothes, Numbers and Animals.

The Pupil’s Book

The Pupil’s Book consists of twenty-five units and providesample material for the full academic year. There are twentyteaching and five revision units, every fifth unit being arevision unit. The material is written according to acarefully graded structural and communicative syllabuscovering topics that are of interest to children of this age.The introduction and recycling of vocabulary is carefullycontrolled.

Each teaching unit consists of three pages while therevision units have two pages and generally cover thework of the previous four units. The final revision unit is anexception to this format, having six pages to accommodaterevision of the whole year’s work.

Each page in the Pupil’s Book (in addition to thecorresponding page in the Activity Book) represents onelesson. There are three lessons in each unit, covering oneweek of English lessons. This format has been designedfor easy use. By looking at the corresponding pages in the

Pupil’s and Activity Books, and the Teacher’s Guide, theteacher can see at a glance exactly how much andmaterial is to be covered in a single lesson.

Words printed in blue in speech bubbles in the Pupil’sBook provide the text of the course cassette. They areintended as a guide only. Teachers may read these wordsto pupils, but the pupils themselves are not expected toread them. Although pupils trace and copy letters in theActivity Book and are introduced to the full alphabet inUnit 24, they are not expected to read whole words untilLevel 2.

In addition to the text of the listening exercises, coursesongs are recorded on the cassette and the illustratedwords of these songs also appear in the Pupil’s Book.

The words in larger black print at the top of each exerciseare called rubrics. These are intended to show the type ofactivity in the exercise that follows them. A detailedexplanation of each rubric is given below.

Listen

Most of the Pupil’s Book units begin with a picture story,which revolves around the main characters: Miss Reem,the teacher; Hassan and Salma who are six-year-old twins;and Walid and Zeina, the seven-year-old classmates of

Hassan and Salma. Bill and Jill are two small bearcharacters, appealing to children of this age group, whoalso appear throughout the book.

New language is initially presented through a variety of

Introduction

activities, the steps for which are clearly laid out in theTeacher’s Guide. Following the presentation stage, pupilsare encouraged to talk about the pictures in the Pupil’sBook, saying which characters and objects they can seeand what they think is happening in the pictures. Pupilslisten to the cassette after this preliminary discussion.

All dialogue from the Listen exercises is recorded on thecourse cassette and pupils should listen to the cassettewhile following the pictures in the story. After listening tothe cassette at least twice, pupils then repeat the dialogueone sentence at a time.

Sing

Twelve songs are presented in the Pupil’s Book during thecourse of the year. These songs give an excellentopportunity for pupils to have fun whilst learning, andprovide an enjoyable means to aid them in consolidatingthe target language. Always encourage your pupils to singalong. Showing a willingness to sing oneself may help to

encourage quieter pupils to participate in singing with theclass as a group. Actions, demonstrated initially by you,can be used to accompany many of the songs. Performingthese will increase pupils’ enjoyment, aid the learning andmemorising of vocabulary and increase overallunderstanding.

Play

There are many Play activities in the Pupil’s Book, andthese vary in nature. Some involve active participation bythe children, such as standing up and introducingthemselves to the class when the teacher touches theirhead, or miming. Others involve pupils looking at thePupil’s Book pictures and guessing what certain objectsare. Many Play activities are suitable for pair work and assuch provide good opportunity for pupils to use the targetlanguage. Such activities help to sustain the interest and

motivation of pupils, thus promoting pupil interaction whichis beneficial to all, whether fast or slow learners. Playactivities allow pupils to experience the language in a morevivid way than conventional drills and other moretraditional activities and, by giving the content context andmeaning, should help pupils to retain the language morereadily. Games also provide a good opportunity for therecycling of vocabulary and structures.

Count

These exercises require pupils to count objects in pictures,providing pupils with the opportunity to practise workingwith numbers from the outset. The question, ‘How many?’

is introduced in the first term, and expanded to, ‘How many... are there?’ in the second term. Count exercises are alsosuitable as pair work activities.

Look and say

The Look and say exercises present numbers 1 to 10 andcolours to pupils in addition to revising vocabulary andcertain structures. Look and say exercises require pupils to

look at the pictures on the page and say what they cansee.

Look and answer

These exercises encourage pupils to look at pictures andto ask and answer questions about them, based on amodel given in speech bubbles. Look and say exercisesare well-designed for pair work. After pupils have beenexposed to new language through a presentation activity,

they can then further practise the target language inmeaningful interactions. In this way, the Look and answerexercises are instrumental in building pupils’ confidence touse new language.

Point and say

Point and say exercises encourage pupils to think aboutthe sounds of words. They test the pupils’ ability to

recognise words beginning with the same initial sounds.Thus, the Point and say exercises help to consolidate the

The Activity Book

The Activity Book contains a range of exercises. It beginswith essential directional practice through enjoyable butstructured line drawing activities to accustom pupils towrite from left to right. It then moves on to letter formationin Unit 4, gradually introducing the lower case lettersthroughout the book. Pupils trace and copy the letters andare encouraged to think about their sounds. As previouslyemphasised, pupils are not expected to read whole wordsat this stage; reading skills will be covered in Level 2 of

the series, as will upper case letters.

Each page in the Activity Book corresponds to a page inthe Pupil’s Book, and together they form one lesson.

A detailed description of the Activity Book rubrics and thetype of activity for each is given below.

important phonics work covered by the Activity Book,which is a significant part of this course. They also provide

an excellent opportunity to revise vocabulary.

Trace the line

Learning to write from left to right is difficult for manypupils, and they require ample practice to master this skill.The Trace the line exercises in the Activity Book present

left to write pre-writing practice as an important element inthe handwriting development of pupils.

Draw a line

The Draw a line exercises are mazes in which pupils haveto draw a line along a pathway of one kind or another,finding their way from the start of a maze to the finish.

In addition to left to right pre-writing practice, theseexercises give pupils practice in pen control.

Trace

There are two main teaching steps in the Activity Book forhelping pupils to learn each letter, and then an additionalactivity for extra practice in a less structured format.Tracing the letters is the first step and pupils begin this inUnit 4. Thereafter, they are introduced to one or two newletters in subsequent units throughout the book. Most ofthe letters and sounds are presented as the initial soundsof words, but due to the inevitably limited vocabularyavailable at this stage, some of the target letters and theirsounds appear within words. In every case, however, thegrey target letter is readily distinguishable for tracing.

Before pupils begin to trace, they are encouraged to lookat the picture, or pictures at the bottom of the page.In Unit 4, the letters o and c are introduced, and the picturesof a computer and of Jill closing a window are accompaniedby the words ‘computer’ and ‘close’ (the latter appearing ina speech bubble with Jill). These words contain the greyletters o and c and the target sounds for the exercise - inthis case the / / in ‘computer’ and the / / in ‘close’.

The teacher tells the class what these two words say andasks pupils to repeat the target sound of each word.

Pupils then look at the two letters in boxes at the top of thepage. The teacher demonstrates how each letter isformed, first on the board and then (with back to the class)in the air. It is important to make sure that all pupils cansee these demonstrations clearly. Pupils copy theirteacher, first tracing the letter in the air and then on theirdesks with their fingers. Finally they trace the letters in theboxes on the page. The starting point of each letter ismarked and arrows indicate the directional path.

After tracing the target letter pupils go on to trace a fullrow of each letter, within gridlines, saying the sound of theletter as they trace. The children are then asked to tracethe grey target letter in each word at the bottom of thepage, in this case the o of ‘computer’ and the c of ‘close’.

Finally, pupils colour the pictures - in class if there is time,or at home.

Copy

In this exercise, pupils copy the first bold model letteralong gridlines in a row in the same way as they traced

the letter in the previous activity. The teacher instructs thepupils to write as neatly and carefully as possible, keeping

within the gridlines. Again, pupils are encouraged to saythe sound of the letter as they write it.

Additional practice can be provided in exercise books forany pupils who have difficulties with the exercise.

Finish the picture

Finish the picture exercises provide additional practice intracing letters. In them pupils are asked to trace the lettershapes in a picture. Before starting to trace, the teacherasks the pupils to say the sounds of the letters. In Unit 4,

pupils are asked to trace the bubbles being blown by Billand Jill, which are formed by o and c letter shapes. Theycan colour the picture in class if there is time, or can take ithome to colour.

Match

There are two formats for the matching exercises. The firstinvolves pupils matching each of five objects with one oftwo letters on the left of the page by drawing a line fromthe letter to each object that begins with the sameletter/sound. When pupils have successfully matched theletter to the object(s), they trace the first grey letter of theword written below the object.

The second type of matching exercise involves pupils

matching five letters on the left with five objects to the rightby drawing a line from each letter to the object beginningwith the same sound, and then tracing the first grey letterof the word for that object.

In addition to providing practice in tracing letters, the Matchexercises give further left to right pre-writing practice andrequire pupils to think about the sounds of letters.

Circle

These pre-reading exercises are designed to help pupilswith letter recognition. Again there are two formats for thisexercise. The first has a target letter on the left andrequires pupils to find and circle matching letters in a row

of letters to the right. The second requires pupils to circleeach occurrence of a particular letter, or letters, in a letterpuzzle square.

Colour

For these exercises, pupils colour pictures according toaural instructions. In some, the teacher asks pupils tocolour certain objects in one of a pair of pictures (forexample, the ball on the table), thus testing pupils’

understanding of prepositions. In others, the teacherinstructs pupils to colour objects and items of clothing inspecific colours, to test pupils’ memory of colour andclothing vocabulary.

Draw

Drawing exercises provide an opportunity for pupils tocreate their own materials for interactive discussion. Pupilsare asked, for example, to draw themselves and membersof their family on templates in the Activity Book. Their

pictures are then used in class to practise such relevantlanguage as, ‘Who’s this?’ ‘This is my father/mother/sister/brother,’ etc.

The Teacher’s guide

The Teacher’s Guide contains:• a scope and sequence chart with a summary of the new

vocabulary and structures in each unit;• this Introduction to the course materials; • summaries of the aims and content of, and teaching

resources needed for each lesson;• suggestions for the use of teaching aids and materials,

including flash cards and wall charts;

• notes about useful and effective teaching techniques andlearning activities;

• step by step, easy-to-follow notes for each lesson; and• a glossary of words introduced in the Pupil’s Book with

reference to the units in which they first occur.

The organisation of the lesson notes

Each lesson begins with a summary of the lesson aims.This section tells you exactly what language and structuresto teach in the lesson and these are the areas your pupilsshould have mastered when they have completed thework. For example:

Unit 1Lesson 1AimsTo teach the new vocabulary: Hello. Goodbye.To teach pupils to introduce themselvesTo introduce left to right pre-writing practice

Following the Aims section of each lesson, there is moredetailed information about the work included in the lesson,for example:

Structures Hello. I’m (Miss) ...Functions Greetings and responsesTopic IdentityVocabulary Hello. Goodbye.Writing Left to right pre-writing practiceResources Pupil’s Book, page 1, Exercise 1 Listen

Cassette Unit 1, Exercise 1 ListenCharacter flash cardsActivity Book, page 1, Exercise 1 Follow

the lines

This information will help you to organise all the necessaryteaching aids for your lesson. It lists clearly all the structuresand vocabulary you will be teaching. Note that thevocabulary listed here includes all the words covered in thelesson, both new and revised, whereas purely newvocabulary is listed in the Aims section.

The step by step teaching notes

The Teacher’s Guide includes step by step instructions forevery lesson. Most lessons contain two or three exercisesand there are separate instructions for each one. Theseinstructions explain how best to organise the class and howto teach the exercise.

All the exercises in the Pupil’s Book are introduced by aPresentation activity in which the new vocabulary andstructures are taught through a range of activities. If thePupil’s Book exercise is revising previously taught

vocabulary or structures, then it is preceded by a Revisionactivity which encourages the pupils to use and practisethe language again in interesting and stimulating ways.

After each Pupil’s Book exercise there is a Follow-upactivity in which pupils actively use the language they havejust been taught in class, group or pair work. Theseactivities are often presented as games in which the pupils’newly acquired language is needed for their activeparticipation.

The course cassette

The cassette contains recorded material for the picturestory in the Pupil’s Book, and for all the songs. If you areunable to obtain a copy of the cassette, it is important thatyou read the exercises aloud to your class, as pupils need

to hear an accurate model of the dialogues. If you do haveto read the recorded material aloud yourself, try to put asmuch energy into your performance as possible to make itinteresting for the children.

The general teaching approach

The course materials use a communicative approach tolearning English. This means that your pupils areencouraged to speak English to you and each otherfrom the very beginning. Part of the teachingmethodology is based on the Total Physical Response(TPR) classroom system. TPR is based on the theorythat memory is enhanced through association withphysical movement, and TPR in teaching foreignlanguages is based on listening linked to physical

actions. Thus, in teaching a structure such as, ‘Hello. I’m(Hassan/Salma),’ pupils take turns to stand up andintroduce themselves to the rest of the class. Similarly,in learning the names of such classroom objects as atable, a desk, a chair or a door, pupils point to or touchthe objects as they say their names. The integration ofTPR activities with the other activities found in thecourse will prove highly motivating and stimulating foryoung learners.

Teaching aids

Flash cards

The course has sets of Object, Number and Characterflash cards. These are helpful when presenting andrevising language and are often used in the games in thecourse. The Object flash cards are numbered from 1 to 62and the detailed notes for each unit in the Teacher’s Guide

tell you which cards to use. If you do not have the cards,make as many of your own as possible. Number cards areeasy to make and should have the numeral on one sideand the correct number of filled-in circles on the other. Youcan make Character flash cards by photocopying thecharacters in the book, sticking the copies to card and

Recycling

Language and structures are recycled thoroughlythroughout the course. Pupils learn an average of six toeight new words in each unit, so these words areintroduced and then reinforced over three lessons. Inaddition to learning the new vocabulary in each unit, pupils

are constantly exposed to previously learnt vocabulary.The course topics allow for this ease of recycling. Forexample, the words for colours, clothes, food, and generalclassroom and home-based vocabulary are recycled overa wide range of topics.

Classroom management

Your class can be organised in different ways according tothe activity being taught. The preferred method will beindicated in the detailed notes for each exercise.WWhhoollee ccllaassssFor whole class work, the pupils face the teacher. This isuseful when learning new words and structures and whenusing the board to teach new vocabulary, structures orwriting patterns.PPaaiirr wwoorrkkIn pair work, two pupils work together to complete a task.Pair work is extremely important because it gives childrentime to practise the language they have been taught. Thisis their chance to communicate in English. Your class maybe unused to pair work in the beginning so, in earlylessons, use two confident pupils to demonstrate pair workactivities to the class, or demonstrate with a confident pupilyourself. Always make sure that all pupils understand theactivity and what is expected of them. Tell pupils to workwith the person on their left, their right, directly in front of,or behind them. Vary the instruction so that they do notalways work with the same partner.NNooiisseeWhen children work in pairs they may become noisy. If thenoise gets too loud, have a pre-agreed hand signal whichshows the children that you want them to quieten down, orraise your finger to your mouth and say, ‘Quiet,’ or‘Shhhh,’ gently. Ask pupils to repeat the word ‘quiet’ inwhispers. You can make even this activity enjoyable bygetting the pupils themselves to use the language toquieten each other down and so, hopefully, control theclass when pupils become boisterous. Keep the level ofyour own voice down too; if you shout, so will the children.

CChheecckkiinnggAs your pupils work, walk round the class to check thatthey have all understood the activity, and listen to pairs ofpupils if the children are involved in a pair work activity.Help children by modelling language for those havingdifficulties. Correct only bad mistakes; do not discouragepupils from communicating by correcting unimportantmistakes.If pupils are involved in individual Activity Book exercises,walk round the class giving praise for neat and accuratework and for effort. Make a note of any problems thatpupils are having and that you can remedy with additionalpractice later.Many Activity Book exercises are suitable for practisingand reinforcing the language introduced in the Pupil’sBook, so make use of this by asking pupils questions aboutthe pictures and activities they are working on.CCoo--ooppeerraattiioonnEncourage pupils to help each other as much as possible.Both fast and slow learners learn more readily when theywork together and help each other.TThhee uussee ooff AArraabbiiccIn general, try not to use Arabic in your English lessons.However, if it is obvious that your pupils do not understandwhat you are saying, use a few words of Arabic and thenreturn to speaking English.When discussing a picture story in the Listen exercise withpupils, check that they have learnt the words from thePresentation by asking them to tell you what they can seein the picture in English. However, there will be occasionswhen pupils will not have the necessary English languageto describe what is happening in the pictures. At thesetimes, ask them to tell you in Arabic, to encourage classdiscussion.

writing the name of the character on the reverse side. Bycollecting suitable pictures from magazines or by makingyour own simple drawings you can create your own set ofObject flash cards with the corresponding words on theback.Alphabet cards are needed for Unit 24, and it is a goodidea to prepare a set of these with lower case letters onone side (and upper case letters on the reverse inpreparation for Grade 2).You will use the same flash cards repeatedly throughoutthe course, in different activities, so keep your cards in asafe place.

Wall charts

There are eight course wall charts covering the followingtopics and each with a list of associated vocabulary:CCoolloouurrssred, blue, green, yellow, white, blackFFaammiillyyfather, mother, sister, brother, familyTThhee hhoommeehouse, sitting room, bedroom, kitchen, garden, chair, sofa,bed, fridge, table, desk, (toy) box, car, ball, doll, door,window, television, video, food items, computer, bird, cat,dogFFooooddbanana, tomato, sandwich, biscuit, (jug of) water, rice,salad, ice cream, chicken, appleNNuummbbeerrssNumbers 1 to 10 and corresponding groups of objects:1 (desk), 2 (books), 3 (pencils), 4 (chairs), 5 (girls),6 (houses), 7 (buses), 8 (boats), 9 (cars), 10 (boys)AAnniimmaallsscat, dog, horse, bird, rabbitCCllootthheessshirt, skirt, dress, jacket, shoes, T-shirtTThhee bbooddyyear, eye, nose, mouth, head, arm, foot, leg, hand

The wall charts can be used in a variety of ways, providinga flexible tool for teaching and revising such aspects of thelanguage as vocabulary, structures, numbers and colours.The Teacher’s Guide is full of ideas for exploiting the wallcharts from both a teacher- and a pupil-centred point ofview. Teachers can point to objects on the wall charts andask the class or individuals questions, or bring groups orindividuals to the front to ask questions of the class, or toanswer questions by pointing to objects on the charts.

Drawings

Use drawings on the board to illustrate what you areteaching. Your drawings do not have to be complicated;they should be simple. Here are some ideas of how tomake simple drawings of objects you will need for thecourse:

The English for Starters 1 course, with its carefully linkedcomponents, provides primary teachers with an effectiveand easy-to-use teaching tool that will, in turn, enablepupils to learn, and continue to learn the English languagewith confidence and enjoyment.Teach, learn, and have fun!

1

1Unit 1

• Tell the class to open their Pupil’s Books at page 1.Hold up the page for the class to see and tell thosepupils who have found the page to help those whohave not yet found it.

• Tell pupils to look at the pictures and ask themwhich characters they can see (Salma, Zeina).

• Tell the class they are going to listen to thecassette, then play the cassette for Exercise 1 (orread the tapescript if you do not have a cassette).

• Play the cassette a second time, pausing after eachword and asking the class to repeat the words afteryou. Make sure that pupils are following thepictures as they listen to each sentence.

Tapescript

SALMA: Hello.ZEINA: Hello.SALMA: Hello. I’m Salma.ZEINA: Hello. I’m Zeina.

Pupil’s Book, Exercise 1Lesson 1

Aims

To teach the new vocabulary: Hello, GoodbyeTo teach pupils to introduce themselvesTo introduce left to right pre-writing practice

Structures Hello. I’m (Miss) ...

Functions Greetings and responses

Topic Identity

Vocabulary Hello. Goodbye.

Writing Left to right pre-writing practice

Resources Pupil’s Book, page 1, Exercise 1Listen

Cassette Unit 1, Exercise 1 Listen

Character flash cardsActivity Book, page 1, Exercise 1

Follow the lines

Introduction

• Walk into the classroom and introduce yourself tothe pupils. Say, ‘Hello,’ and ask the class torepeat ‘Hello’ after you. Then say, ‘Hello, I’mMiss/Mrs/Mr ... .’

• Walk around the classroom saying ‘Hello’ toindividual pupils. Ask the class to respond with‘Hello (+ your name).’ Smile at pupils to make themfeel relaxed. Pupils will learn more by activelytaking part in the lesson and by using the languagethemselves. Give them every opportunity to do thisand limit your use of Arabic to only those timeswhen it is absolutely necessary.

• Repeat, ‘Hello, I’m Miss/Mrs/Mr ...’ and inviteindividuals to answer, ‘Hello, I’m (Ahmed/Nagwa).’

Presentation

• Take out the character flash cards (Salma, Hassan,Zeina, Walid, Miss Reem, Bill and Jill) and, holdingthe pictures up one at a time, repeat the name ofeach character and ask the class to repeat eachname after you.

• Ask small groups, rows of pupils or individuals torepeat the names after you. Tell the class thatthese are the main characters in the book, and thatthey will hear Salma and Zeina speaking on thecassette in the next exercise.

2

Follow up

• Tell the class that they are going to practise thisdialogue, and divide the pupils into two groups. Tellthe group on the left (group A) that they are goingto say ‘Hello’ to the group on the right (group B).Group B will respond with ‘Hello.’ Tell group A tosay, ‘Hello.’ Now tell group B to say, ‘Hello.’

• Now tell both groups that they are going to say‘Hello’ and that each individual pupil is to introducehim/herself at the same time, so they say, ‘Hello.I’m (+ their name).’ Tell pupils in group A to say,‘Hello,’ and introduce themselves. Now tell group Bto do the same.

• If you have a very large class you can divide thepupils into smaller groups for this activity. The ideaat this stage is just to get pupils speaking Englishand having fun using the language. At first, pupilsare less likely to feel self-conscious when speakingin larger groups. Tell them that they already knowhow to say something very useful.

Activity Book, Exercise 1

• Tell pupils to open their Activity Books on page 1.This is a pre-writing activity. Ask them to look at thepictures and tell you what they can see. Tell pupilsthat they are going to trace the lines from left toright, but first you are going to show them how. Tellthem to watch you carefully.

• Stand with your back to the class and write astraight line in the air with your finger from left toright. Tell pupils to write in the air with their fingersin the same way. Walk round and make sure theyare moving their fingers from left to right.

• Now ask pupils to write with their fingers on theirdesks from left to right.

• Ask pupils to pick up their pencils. Show them howto hold a pencil correctly, then walk round checkingthat they are doing so. Remember that right-handedand left-handed pupils move their hands differentlywhen writing, and it is important not to force pupilsto change hands or to write in one particular way.

• Ask pupils to look at the first line at the top of thepage and explain that they must begin on the left byBill and trace the line as carefully as possible to Jillon the right.

• Ask pupils to trace the remaining lines taking careto be neat and not to rush. Walk round monitoringpupils’ work and helping any who are havingdifficulties.

Ending

• When the lesson is finished, say ‘Now, close yourbooks.’ Show pupils what you mean by closing abook and repeating, ‘Close your books.’

• Now tell pupils that they are going to say ‘goodbye’to each other in two groups in the same way thatthey said ‘hello’ to each other. Translate ‘goodbye’for them into Arabic, or gesture ‘goodbye’ with awave to help them understand the meaning.

• Ask group A to say, ‘Goodbye,’ to group B, andthen group B to reply, ‘Goodbye,’ to group A.

• Praise the class and tell them that they are doingvery well. Say, ‘Goodbye,’ wave and wait for pupilsto respond.

Lesson 2

Aims

To teach the new vocabulary: fine, thank youTo practise greetings and responsesTo introduce wh- question: How are you?To sing a songTo draw a picture

Structures Hello. I’m ...Wh- question: How are you?


Topic Identity

Vocabulary Hello, fine, thank you, goodbye

Writing Drawing

Resources Pupil’s Book, page 2, Exercise 2Play, Exercise 3 Sing

Activity Book, page 2, Exercise 2Draw

Revision

• Walk into the class and say, ‘Hello.’ If pupils do notrespond immediately, put your hand up againstyour ear and then say, ‘Hello,’ again a little louder.Wait for the class to respond.

• Stand at the front of each row in turn and say,‘Hello,’ to each row, getting the pupils to respondtogether. Then do the same with individual pupils.Always smile and encourage pupils by praisingtheir efforts.

3

Pupil’s Book, Exercise 2

• Explain to pupils that they are going to play a gamein which they can practise saying ‘hello’ andintroducing themselves. Tell them that you aregoing to walk around the class, and when you placeyour hand on a pupil’s head, he/she must stand upand say, ‘Hello. I’m (+ pupil’s name).’ Ask the classto look at the picture at the top of page 2 of theirPupil’s Books.

• Alternatively, you can get small groups of about fivepupils to sit in a semi-circle at the front of the classand play the game as in the picture. Try to give allpupils the opportunity of saying ‘hello’ andintroducing themselves.

Presentation

• Ask the class, in Arabic, how they are. Now tellthem that they are going to learn to ask howsomeone is in English. Say, ‘How are you?’ and askthe class to repeat after you. Do this several times,first with the whole class and then with individuals.

• Tell pupils that the normal response to the question,

‘How are you?’ is ‘I’m fine, thank you.’ Ask theclass to repeat after you. Again, do this severaltimes with the whole class and individuals.

• Say, ‘Hello,’ to individuals and wait for them torespond with, ‘Hello.’ Now ask, ‘How are you?’ andwait for them to answer, ‘I’m fine, thank you.’Explain that it is polite in English to say ‘thank you’and they should always use it when asked howthey are.


• Tell pupils that they are going to learn a song usingsome of the new language they have learnt.

• Play the cassette, letting pupils hear the wholesong.

• Now play the song again, stopping the tape at theend of each line. Repeat the words yourself andask pupils to repeat after you.

• Now ask the class to sing along as you play thesong all the way through.

Tapescript

Hello. I’m Salma.How are you?I’m fine, thank you.

Hello. I’m Hassan.How are you?I’m fine, thank you.

Follow up

• Ask pupils to practise this dialogue in pairs (pupil Aand pupil B) using their own names. Pupil A startswith, ‘Hello. I’m (name). How are you?’ Pupil Banswers, ‘I’m fine, thank you.’ Then pupil Bintroduces him/herself and asks the question. Pupil A replies, ‘I’m fine, thank you.’

• Walk round the class listening, but do not correctmistakes at this stage. Just let pupils try toreproduce the language as best they can. Stop atvarious pairs of pupils and, using their names,model the dialogue for the whole class. Pupils whoare making mistakes can begin to correct their owndialogues by hearing your model. If pupils feel theyare making mistakes or getting it wrong in front ofthe whole class, they may lose confidence and beless willing to use the language in class.


• Tell the class to open their Activity Books on page 2.Hold up the Activity Book page and ask pupils whohave found the page to help others to find it.

• Tell pupils that they are going to have fun drawing.

Presentation

• Stand in front of the class and, gesturing towardsyourself, say, ‘Hello. I’m Miss/Mrs/Mr (your name).Now pointing at individuals quickly in turn, ask,‘What’s your name?’ Say again, ‘Hello. I’m ...,’ andagain ask individuals, ‘What’s your name?’ Wait forpupils to respond with their names and praise anywho do. If pupils respond with just their names,expand their answers into, ‘I’m (name).’

• Ask pupils to practise the question and answer withthe person on either side of them.


• Tell the class to open their Pupil’s Books on page 3.Hold up the page for the class to see and tell thosepupils who have found the page to help those whohave not yet found it.

• Tell pupils to look at the pictures and ask themwhich characters they can see. (Zeina, Salma, MissReem, Walid, Hassan)

4

Draw a picture of your face on the board. It doesnot need to be artistic, just draw a circle and addyour eyes, nose and mouth. Make it funny to makepupils laugh.

• Ask pupils to look on page 2 at the outline of thepupil sitting at a desk. Tell them to draw their ownfaces on the template and to make the pupils looklike themselves. Encourage them to be as creativeas possible.

• Walk round the class admiring pupils’ drawings andas you walk round, ask individuals, ‘How are you?’to see if they can respond with, ‘I’m fine, thankyou.’ Pupils can colour their pictures in at home, orin class if there is time.

Ending

• When the lesson is finished say, ‘Now close yourbooks,’ and show pupils what you mean by closinga book and repeating, ‘Close your books.’ Say,‘Goodbye,’ and wait for the class to respond,‘Goodbye.’

Lesson 3

Aims

To teach the new vocabulary: nameTo revise wh- question: How are you?To introduce wh- question: What’s your name?To complete a maze

Structures Wh- questions: How are you?What’s your name?


Topic Identity

Vocabulary Hello, fine, thank you, goodbye,name

Writing Completing a maze


Activity Book, page 3, Exercise 3Draw a line

Revision

• Revise greetings and responses with the class. Askconfident pairs of pupils to practise the dialogue infront of the class, or walk round introducingyourself, asking how pupils are and waiting forindividuals to reply, ‘I’m fine, thank you.’

5

• Tell the class they are going to listen to thecassette, then play the cassette for Exercise 4 allthe way through.

• Play the cassette a second time, pausing aftereach sentence and asking the class to repeat thesentences after you. Make sure that pupils arefollowing the pictures as they listen to eachsentence.

Tapescript

SALMA: How are you?ZEINA: I’m fine, thank you.

MISS REEM: Hello. I’m Miss Reem.CLASS: Hello, Miss Reem.

MISS REEM: What’s your name?HASSAN: I’m Hassan.

MISS REEM: How are you?HASSAN: I’m fine, thank you.

Follow up

• Ask two confident pupils to model the followingdialogue for the class and then ask the class topractise the dialogue in pairs.PUPIL A: Hello. I’m ... . What’s your name?PUPIL B: I’m ... .

PUPIL A: How are you?PUPIL B: I’m fine, thank you.

• Walk round listening to pairs. Help any pupils whoare having difficulties by asking them to repeat eachline after you.


• Tell the class to open their Activity Books at page 3.Ask who they can see (Miss Reem).

• Tell pupils that Miss Reem wants to get to theboard at the front of the class and that they mustdraw a line through the rows of desks to help herget there. Hold up the Activity Book page and tracethe line for them to see.

• Tell pupils to draw the line slowly and carefully,taking care to keep close to the line, within thedesks. Tell them it is much more important for themto work carefully than to work quickly.

Ending

• When the lesson is finished, say, ‘Now, close yourbooks,’ and show pupils what you mean by closinga book and repeating, ‘Close your books.’ Say,‘Goodbye,’ and wait for the class to respond,‘Goodbye.’

6

• Next, say, ‘Sit down,’ and sit down yourself. Pupilsshould understand that they are to follow youraction and sit down.

• Ask the class to repeat, ‘Stand up,’ and gesture forthem to stand up. Now ask the class to repeat, ‘Sitdown,’ and gesture for them to sit down. Do thesame with groups and individuals.


• Tell pupils that they are going to learn a new songcalled, ‘Stand up, sit down.’ Ask them to look atpage 4 of their Pupil’s Books and to remind youwhat the characters in the pictures are called(Walid, Hassan, Zeina, Salma).

• Play the song all the way through once and let theclass just listen.

• Next, play the song through line by line. Repeat thewords yourself at the end of each line and askpupils to repeat after you.

• Play the song all the way through and let pupilssing along.

Tapescript

Hello. Stand up, sit down.Hello. Stand up, sit down.Hello. Stand up.Hello. Stand up.Hello. Stand up, sit down.

2Unit 2

Lesson 1

Aims

To revise greetings and responsesTo introduce imperatives: Stand up, Sit downTo sing a songLeft to right pre-writing practice

Structures Imperatives: Stand up, Sit downWh- questions: How are you?

What’s your name?

Functions Greetings and responsesCommands

Topic Actions

Vocabulary Hello, stand up, sit down


Resources Pupil’s Book, page 4, Exercise 1Sing, Exercise 2 Listen

Cassette Unit 1, Exercise 4 ListenCassette Unit 2, Exercise 1 Sing,

Exercise 2 ListenBill and Jill masks (if available)Activity Book, page 4, Exercise 1

Follow the lines

Revision 1

• Play the cassette from Unit 1, Exercise 4 to revisegreetings and responses and the question ‘What’syour name?’ with the class. Then model thefollowing dialogue with two confident pupils in frontof the class (See Unit 1, page 8 Follow up).

Presentation

• Pupils need to learn the new vocabulary ‘stand up’and ‘sit down’ for the song that follows.

• Sit down on your chair or desk where all pupils cansee you clearly. Say, ‘Stand up,’ gesture anupward movement with your upturned palms and,while doing so, stand up yourself. Smile at theclass as you are doing this. Ask, in Arabic, if thepupils understand what you want them to do, butdon’t translate ‘Stand up’ for them at this stage.

• If no pupils respond, repeat the words, ‘Stand up,’whilst gesturing with your upturned palms. Praiseany pupils who follow the instruction. Make sure allpupils stand up.

7


• Tell the class to look at the pictures in their Pupil’sBooks at the bottom of page 4. Pupils have seenBill and Jill on the character flash cards and haveseen them in their Activity Books but this is the firsttime that the characters have appeared in thePupil’s Book. Remind pupils that these charactersare called Bill and Jill.


• Play the cassette a second time, pausing after eachsentence and asking the class to repeat thesentences after you. Make sure that pupils arefollowing the pictures as they listen to eachsentence.

Tapescript

BILL: Hello. I’m Bill.JILL: Hello. I’m Jill.

BILL: Stand up, Jill.

BILL: Sit down, Jill.

Follow up

• If Bill and Jill masks are available, ask for pairs ofvolunteers to come to the front of the class and actout Bill and Jill’s dialogue wearing the masks. Ifyou have no volunteers, offer to play one of theparts yourself, wearing the mask, to put your pupilsat ease and make the lesson fun for them.

• If there are no masks, give the names ‘Bill’ and ‘Jill’to the pupils in each pair and play the activity in thesame way.


• Tell pupils to open their Activity Books at page 4.This is a pre-writing activity. Ask pupils to look atthe pictures and tell you what they can see.

• Explain that pupils are going to trace the lines fromleft to right. Tell them to watch you carefully,stand with your back to the class and write anupward/downward curve in the air with your fingerfrom left to right. Tell pupils to write in the air withtheir fingers in the same way. Walk round andmake sure that pupils are moving their fingers fromleft to right.

• Now ask pupils to write with their fingers on theirdesks from left to right.

• Ask pupils to pick up their pencils. Show them howto hold a pencil correctly, then walk round checkingthat they are doing so. Remember that right-handed and left-handed pupils move their handsdifferently when writing. Do not force pupils tochange hands or to write in one particular way.

• Ask pupils to look at the first line at the top of thepage and explain that they must begin on the leftby Bill and trace the line of the ball as carefully aspossible to Jill on the right.

• Ask pupils to trace the remaining lines taking careto be neat and not to rush. Walk round monitoringpupils’ work and helping any pupils who are havingdifficulties.

Ending

• Ask pupils to close their books, and wait for them tosay ‘Goodbye’ as they leave the classroom.

Lesson 2

Aims

To teach numbers: 1-5To sing a songTo trace numbers: 1-5

Functions To count from 1-5

Topic Numbers

Vocabulary Numbers: 1-5

Writing Tracing numbers: 1-5

Resources Pupil’s Book, page 5, Exercise 3Look and say, Exercise 4 Sing

Cassette Unit 2, Exercise 4 SingNumber flash cards 1-5

+ an additional set of homemadenumber flash cards 1-5

Activity Book, page 5, Exercise 2Trace

Presentation

• Draw a row of five filled-in circles on the board,large enough for all pupils to see.

• Count from one to five in Arabic, pointing at eachcircle in turn. Now tell pupils that they are going tolearn to count from one to five in English.

• Say, ‘One,’ and ask pupils to repeat. Do the samewith ‘Two’, ‘Three’, ‘Four’ and ‘Five’, asking pupilsto repeat the numbers after you.

• Now ask pupils to look at the circles on the board.Point to each one in turn and, as you do this, say,‘One, two, three, four, five.’ Ask pupils to repeat.


• Ask pupils to look at the ladybirds on page 5 oftheir Pupil’s Books. Tell them that they are going tocount the spots on the ladybirds’ backs.

• Tell pupils to look at the first ladybird and ask ifanyone can tell you how many spots there are(one).

• Praise any pupil that can tell you.• Count the spots with the class for the remaining

ladybirds.

Follow up

• Ask five pupils to come to the front of the class.Give each pupil a number flash card from ‘1’ to ‘5’.

• Stand the five pupils in a row facing the class, withnumber 1 first in the row, number 2 second, and so on.

• Now ask for five more volunteers. Give each a flashcard from the second set with numbers 1 to 5 onthem. These pupils stay in their seats.

• Ask the pupil in the row at the front of the class withnumber 1 to show the card to the class and say,‘One.’ The pupil in the class with the other number 1stands up and says, ‘One,’ then joins the pupil withnumber 1 at the front of the class.

• Do the same with the remaining numbers.• Alternatively, when the row of five pupils is

standing at the front with the flash cards, give allremaining pupils in the class a number from 1 to 5on a piece of paper. When a pupil at the front holdsup his/her flash card, ask all pupils in the class withthat number to hold up their numbers and say thenumber. Check that all pupils are holding up thecorrect number at the right time.

8


• Tell pupils they are going to learn another song.This song is about counting from one to five.(Translate ‘and’ and ‘sing some more’ into Arabic.)

• Play the cassette for Exercise 4 all the waythrough.

• Next, play the cassette again stopping at the end ofeach line. Repeat the words yourself at the end ofeach line and ask pupils to repeat after you.

• Now, play the song all the way through, askingpupils to sing along.

Tapescript

One and two.One and two.How are you?How are you?Three and four.Three and four.Sing some more.Five, five, five!


• Tell pupils to open their Activity Books at page 5.Ask them to look at the numbers. Explain that theyare going to trace the numbers by drawing over thegrey lines, but first you are going to show themhow.

• Write the number 1 slowly and carefully on theboard. Make sure that pupils can see that you arestarting at the top of the number and moving thechalk downwards.

• Now, with your back to the class, trace the number1 in the air and ask the pupils to copy you. Thenask them to trace the number on their desks withtheir fingers.

• Ask pupils to trace the number 1 in their ActivityBooks. Now ask them to trace numbers 2 to 5, afterfirst showing them the correct way to write eachnumber. Walk round the class making sure thatpupils are holding their pencils correctly. Help anypupils who are having difficulties.

Ending

• Ask pupils to close their books, and wait for them tosay ‘Goodbye’ as they leave the classroom.

Lesson 3

Aims

To practise greetings and responsesTo revise numbers: 1-5To revise imperatives: Stand up, sit down

Structures Imperatives: Stand up, sit downWh- questions: How are you?

What’s your name?


Vocabulary Hello, stand up, sit down, numbers:1-5

Writing Copying numbers 1 to 5

Resources Pupil’s Book, page 6, Exercise 5Play

Pieces of paper with numbers 1-5for the game

Activity Book, page 6, Exercise 3Copy

Revision

• Quickly revise greetings and responses and theimperatives ‘Stand up’ and ‘Sit down’ for the nextexercise.

9

10


• Tell pupils to open their Pupil’s Books at page 6.Hold up the page for the class to see and tell thosepupils who have found the page to help those whohave not yet found it. Follow this procedure eachtime you ask pupils to find a page in their books.

• Ask pupils to look at the pictures of Bill and Jill.Explain that Bill and Jill are playing a game. Tellpupils that they are going to play the same game,practising the language and numbers they havelearnt so far.

• Divide the class into five groups. You can use therows they are sitting in. Each pupil in a row willhave the same number. If you have five rows of tenpupils in your class, for example, you will need towrite ten of each number from 1 to 5 on differentscraps of paper.

• Give papers with the same number to pupils in thesame group/row and make sure that all pupils knowthe number they have. Explain that you are going tosay a number and give a cue, and that only thepupils with that number should respond.

• Say, ‘Number 1. Hello.’ All pupils with number 1respond, ‘Hello.’

• Say, ‘Number 2. Stand up.’ All pupils with number 2stand up.

• Say, ‘Number 3. How are you?’ All pupils withnumber 3 respond, ‘I’m fine, thank you.’

• Say, ‘Number 4. What’s your name?’ All pupils withnumber 4 respond, ‘I’m (name).’

• Say, ‘Number 5. Stand up.’ All pupils with number 5stand up.

• Say, ‘Number 2. Sit down.’ All pupils with number 2sit down.

• Say, ‘Number 5. Sit down.’ All pupils with number 5sit down.

• Repeat, changing the cue for each number untileveryone has had a chance to respond to all thedifferent cues.


• Tell pupils to open their Activity Books at page 6.Tell them that instead of tracing the numbers theyare going to copy numbers.

• This is the first time that pupils have been asked towrite the numbers by themselves. Make sure thatpupils are sitting and holding their pencils correctly.

• Before pupils write in their books, demonstrate onthe board the correct way to write each number, asyou did in the last lesson.

• After demonstrating each number, ask pupils tocopy the number in their books. Tell them to takecare to write neatly and to keep within the lines.Walk round the class checking that pupils arewriting the numbers in the correct way.

Ending

• Tell pupils that you are very pleased with theirprogress and that you know they are going tocontinue to do well.

• Make sure that pupils say, ‘Goodbye,’ as they areleaving the classroom.

11

Presentation 2

• Teach pupils the question, ‘What’s this?’ using thevocabulary they have just learnt to present thestructure to them.

• Point to a desk and ask, ‘What’s this?’ Model theanswer, ‘A desk,’ and then, ‘It’s a desk.’ Repeatboth the question and the answer.

• Point to a book and ask, ‘What’s this?’ Model theanswer, ‘It’s a book.’ Repeat both the question andthe answer.

• Point to a pencil and ask, ‘What’s this?’ Pupilsshould answer, ‘It’s a pencil.’ If they answer,‘Pencil,’ praise them without correcting them to themodel ‘It’s a pencil.’ Pupils will hear this structureon the cassette and so will be given more practiceafter assimilating the new vocabulary.


3Unit 3

Lesson 1

Aims

To teach the new vocabulary: desk, book, pencil,chair

To teach wh- question: What’s this?Left to right pre-writing practice

Structures Wh- question: What’s this? It’s a(book).

Functions Asking questions

Topic School

Vocabulary desk, book, pencil, chair



Cassette Unit 3, Exercise 1 ListenActivity Book, page 7, Exercise 1

Follow the lines

Introduction

• Begin by telling pupils how well they are doing intheir English lessons. Remind them of the languagethey have already learnt by practising some of thegreetings and responses they know. Ask pupils tostand up and then sit down. See if any pupils cancount from one to five, but don’t worry if they can’t.Ask them to repeat the numbers ‘one’ to ‘five’ withyou. Always encourage pupils to give themconfidence and tell them that they can have a lot offun learning English.

Presentation 1

• The new vocabulary is needed for the next listeningexercise. Use classroom objects to teach pupils thewords. In later lessons, you can use picture objectflash cards 1 to 8 for revising vocabulary.

• Point to a desk and say, ‘Desk.’ Say, ‘Desk,’several times getting the class to repeat the wordafter you. Ask one row of pupils at a time to repeatthe word after you.

• Do the same with the other new words, ‘book’,‘pencil’, ‘chair’. Make sure that all pupils can seequite clearly the object you are pointing to.

• When you have taught all the vocabulary, point tothe objects in turn and encourage volunteers to tellyou the English word for the object you are pointingto.

• Tell the class to open their Pupil’s Books at page 7and to look at the pictures. Ask them whichcharacters (Bill and Jill) and objects (desk, book,pencil, chair) they can see.



Tapescript

BILL: What’s this?JILL: It’s a desk.

BILL: What’s this?JILL: It’s a book.

BILL: What’s this?JILL: It’s a pencil.

BILL: What’s this?JILL: It’s a chair.

Follow up

• Walk round the room pointing to the objects pupilshave just learnt, asking, ‘What’s this?’ and gettingthe class to respond.

• Place a book and a pencil on your desk and makesure your chair is visible to the class next to yourdesk. Invite two pupils to come to the front. Tellone of them to point to the objects in turn and ask,‘What’s this?’ Encourage the other pupil to answer.

• Give as many pupils as possible the opportunity topractise the language in this way. This activity canalso be done with small groups at the front: onepupil asks the question and the others give theanswer. Pupils can take turns to be the questioner.


• Tell pupils to open their Activity Books at page 7.This is a pre-writing activity. Ask pupils to look atthe pictures and tell you what they can see.

• Explain that pupils are going to trace the lines fromleft to right. Tell them to watch you carefully. Standwith your back to the class and write a row ofupward loops in the air with your finger from left toright. Tell pupils to write the same pattern in the airwith their fingers. Walk round and make sure thatpupils are moving their fingers from left to right.

• Now ask pupils to write the same pattern with theirfingers on their desks from left to right.

• Ask pupils to pick up their pencils. Show them howto hold a pencil correctly, then walk round checkingthat they are doing so.

• Ask pupils to look at the first line at the top of the page.Explain that they must begin on the left and trace theline as carefully as possible to the right. Ask pupils totrace the remaining lines taking care to be neat and notto rush. Walk round monitoring pupils’ work andhelping any pupils who are having difficulties.

Ending

• Ask pupils to close their books, and wait for them tosay, ‘Goodbye,’ as they leave the classroom.

Lesson 2

Aims

To teach the new vocabulary: computer, bagTo practise the wh- question: What’s this?Left to right directional practice

Structures Wh- question: What’s this?


Topic School

Vocabulary desk, book, pencil, chair, computer,bag



Cassette, Unit 3, Exercise 1 ListenObject flash cards: 1 and 2Activity Book, page 8, Exercise 2

Follow the lines

Revision

• Play the cassette from the previous lesson again torevise the new vocabulary and the question,‘What’s this?’ Play the cassette all the way throughwhile pupils listen, then play the cassette throughstopping at the end of each line and asking pupilsto repeat the sentences after you.

Presentation

• Teach the new vocabulary by pointing at the objectsin the classroom or by using picture flash cards. Holdup the computer flash card and say, ‘Computer,’ andget pupils to repeat after you. Do this several timesasking the class and individuals to repeat after you.

• Do the same for ‘bag’.12


• Tell pupils to open their Pupil’s Books at page 8.Go through the exercise with the class, pointing toeach silhouette and asking, ‘What’s this,(Ahmed/Heba)?’ Ask pupils to say what they thinkeach one is.

• Now tell pupils to work in pairs to ask and answerthe question, ‘What’s this?’ ‘It’s a (computer),’ andso on.

• Walk round the class listening and helping anypupils who are having difficulties by modelling thequestion and answer for them.

• Walk round the class randomly asking pupils,‘What’s this?’ as you point to one of the pictures onthe page.

Answers

computer, book, desk, chair, pencil, bag


• Ask pupils to open their Activity Books at page 8and to look at the pictures at the top of the page.Ask them who and what they can see (Bill + book,Jill + computer, Bill + chair, Jill + pencil).

• Now tell the class to look below at the pictures ofBill and Jill on the left. Explain that pupils are goingto trace the lines from Bill and Jill to theirpossessions on the right. Tell them to start with thetop line and to trace the line from Bill to the chair.After pupils have traced the first line, ask them totrace the other lines from Bill to the book, and fromJill to the computer and the pencil.

• Walk round the class and help any pupils who arehaving difficulties. Make sure that all pupils areholding their pencils correctly.

Ending


Lesson 3

Aims

To teach wh- question: How many?To count objectsTo introduce plurals with sTo revise numbers: 1-5To trace ‘hidden’ numbers

Structures Imperative: CountWh- question: How many?Plurals

Functions Counting

Topic School

Vocabulary desk, book, pencil, chair, computer,bag

Writing Tracing

Resources Pupil’s Book, page 9, Exercise 3Count

Classroom objects (books, pencils)for counting from 1-5

Object flash cards 1-6Activity Book, page 9, Exercise 3

Find the numbers

13

Presentation 1

• Tell pupils that they are going to learn somelanguage about counting. Remind them of thenumbers ‘one’ to ‘five’ by drawing circles on theboard and counting them with the class.

• Pick up three pencils one by one from your desk andeach time you pick one up, count it, saying, ‘One.Two. Three.’ Then ask, ‘How many?’ Wait for pupils togive the answer ‘three’. If no pupil answers you, repeatthe question and then model the answer, ‘Three.’

• Pick up a number of any objects you have in theclassroom, each time counting up from ‘one’ to‘five’ and asking the question, ‘How many?’ until allpupils understand and can respond to the question.When pupils give the answer, say, ‘Count’ andencourage them to count from ‘one’ up to thenumber of objects you are holding.

• Hold up various numbers of fingers and ask individuals,‘How many?’ Ask them to count the fingers.

Presentation 2

• Tell pupils that when we want to talk about morethan one object in English, we have to add an s tothe word to make it plural. Pick up a pencil andsay, ‘One pencil,’ then ask the class to repeat.

• Now pick up another pencil and, holding themtogether, say, ‘Two pencils,’ then ask the class torepeat. Stress the plural s ending when you say theword ‘pencils’. Pick up another pencil and say,‘Three pencils,’ asking pupils to repeat. Do thesame up to ‘five pencils’.

• Now use the flash cards for objects that pupilsknow. Hold up the (book) flash card and say anumber from one to five (four). Explain that youwant pupils to say, ‘Four books.’ Do this withdifferent flash cards and numbers, making theactivity fun.


• Tell the class to open their Pupil’s Books at page 9.Ask pupils to tell you which objects they can see(computer, desk, chair, pencil, book). Explain thatthey are going to count the objects.

• First, tell them to look at the computer. Ask, ‘Howmany computers?’ Pupils should answer, ‘One.’

• Say, ‘Count the computers.’ Pupils answer, ‘Onecomputer.’

• Now ask pupils to look at the desks. Say, ‘Howmany desks?’ Pupils should answer, ‘Two.’ Say,‘Count the desks.’ Pupils answer, ‘One, two desks.’Do the same with the remaining pictures.


• Tell the class to open their Activity Books at page 9.Ask pupils to say what they can see (a classroom).Ask them to tell you some of the things they cansee in the classroom, - a desk, a chair, a bag, acomputer, a pencil, a book. Numbers 1 to 5 arealso dotted around the classroom.

• Remind pupils of the correct way to write eachnumber.

• Ask pupils to work in pairs to find the numbers andthen to trace over them individually.

Ending

• Tell pupils that you are very pleased with theirprogress and that you know that they are going tocontinue to do well.

• Wait for pupils to say, ‘Goodbye,’ as they areleaving the classroom.

14

15

• Choose individuals to come to the front and ‘be theteacher’. They hold up the number cards in anysequence and the rest of the class respond with thecorrect number.

Presentation 1

• Introduce the new vocabulary, ‘door’ and ‘window’.Walk over to the door and, pointing to it, say,‘Door,’ getting the class to repeat the word afteryou. Say the word several times, asking the classto repeat it after you each time.

• Now walk over to the window and, pointing to it,say, ‘Window.’ Again, say the word several times,asking the class to repeat after you.

• Hold up the door picture flash card and ask a rowof pupils to tell you the word. Repeat with each rowof pupils, asking them to tell you whether you areholding up a door or a window.

• Explain to the class that you are going to point toindividuals and say either ‘door’ or ‘window’. Thepupil should then go to stand by either the door orthe window, depending on the word you said.When there is a small group by both the door andthe window, ask each group, ‘What’s this?’ and waitfor the response, ‘It’s a door/window.’ Repeat untilall pupils have had a turn.

Presentation 2

• Pupils learnt the imperatives ‘stand up’ and ‘sitdown’ in Unit 2. Ask individuals to stand up and sitdown to revise these two commands with the class.

• Now, walk over to the door and open it. Say,‘Open,’ and ask the class to repeat the word afteryou.

• Close the door and say, ‘Close.’ Again, ask theclass to repeat after you.

• Do this several times, each time asking the wholeclass or individuals to repeat the word after you.

• Do the same using a window, a bag or a desktop.Each time, get the class to repeat the word ‘open’or ‘close’ after you.

• Ask individuals to perform the action of opening orclosing a door/window/bag/desktop.

4Unit 4

Lesson 1

Aims

To teach the new vocabulary: window, doorTo teach imperatives: open, closeTo revise imperatives: stand up, sit downTo practise using polite language: please and

thank youTo revise wh- question: What’s this? It’s a ...To revise numbers: 1-5To trace letters o and c and learn their sounds

Structures Wh- question: What’s this? It’s a ...Imperatives: Stand up, sit down,

open, close

Functions Giving instructionsSaying please and thank you

Topic School

Vocabulary Stand up, sit down, open, close,please, thank you, window, door,numbers 1-5

Writing Tracing letters o and c

Resources Pupil Book, page 10, Exercise 1Listen

Cassette Unit 4, Exercise 1 ListenObject flash cards: 1-8Number flash cards 1-5Numbers wall chartActivity Book, page 10, Exercise 1

Trace

Revision 1

• Pupils learnt the question and answer form, ‘What’sthis?’ ‘It’s a ... ,’ in the previous unit. Revise thisquickly using flash cards, 1 to 6, the Numbers wallchart or real classroom objects.

Revision 2

• Revise numbers 1 to 5 from the previous lessonusing the number flash cards.

• Hold up flash card number 1. Say, ‘One,’ and askthe class to repeat the number after you.

• Do the same with numbers 2 to 5 in sequence. Askthe class to repeat the numbers after you.

• Next, hold up the number cards out of sequence.Ask individuals to tell you which number you areholding up.

16


• Tell the class to open their Pupil’s Books at page 10.Tell pupils to look at the pictures and ask themwhich characters they can see (Zeina, Salma, MissReem).

• Tell pupils they are going to listen to the cassette,then play the cassette for Exercise 1 all the waythrough.


Tapescript

MISS REEM: Stand up please, Salma.

MISS REEM: Open the window, please.

MISS REEM: Close the window, please.

MISS REEM: Thank you. Sit down.

Follow up

• Choose five pupils and ask them to come to thefront of the class.

• Give each of them a number flash card from 1 to 5.• Ask the pupil with number 1 to open the door. Say,

‘Number one open the door, please.’ Ask the pupilwith number 2 to sit down, the pupil with number 3to open the window, the pupil with number 4 toclose the door, and the pupil with number 5 toclose the window. (If it is difficult for pupils to reachthe windows, you can ask them to open a bag or adesktop.)

• Make sure that with each command you give, yousay ‘please’ and ‘thank you’ after the pupil hassuccessfully carried out the action. Stress theimportance of saying ‘please’ and ‘thank you’ inEnglish.

• After pupils have performed their actionsuccessfully, they pass their number card toanother pupil and the game can be continued untilall pupils have had a chance to perform an action.


• Tell the class to open their Activity Books at page 10.This is the first exercise where pupils trace lettersof the alphabet.

• Ask pupils to look at the pictures at the bottom ofthe page. Tell them that the two words say ‘open’and ‘close’. Say the words again and ask pupils torepeat. Say the target sound of each word (i.e. thesound of the tinted grey letters o and c: / / / /) andask pupils to repeat them after you.

• Tell pupils to look at the letters o and c at the top ofthe page. Tell pupils that they are going to tracethese letter shapes but first you are going to showthem how.

• Write the letter o slowly and carefully on the board.Do the same with the letter c and explain to pupilsthat c is like o but is not a complete circle. Makesure that all pupils can see you are writing theseletters in an anti-clockwise direction. Write theletters several times saying the sound of each letteras you write it.

• Now trace the letter o in the air, again saying thesound as you make the movement. Let the classtrace in the air as well, also saying the sound of theletter. Do the same with the letter c. Then ask theclass to trace each letter on their desks with theirfingers.

• Ask pupils to trace the two letters at the top of thepage, following the direction of the arrows. Make

17

sure that pupils are sitting and holding their pencilscorrectly. Walk around helping pupils to find thestarting point of each letter and making sure thatthey trace the letters in an anti-clockwise direction.As they trace the letters, they should say the soundof each letter.

• Walk around the class helping any pupils who arehaving difficulties, and giving pupils praise for effortand accurate work.

• Now ask pupils to trace the whole line of o’s andc’s in the same way. Explain that they must takecare to keep within the middle two lines of the gridand to follow the lines they are tracing as carefullyas possible.

• Tell pupils to look at the pictures at the bottom ofthe page again. Ask them to tell you again what thewords say and tell them to trace the grey, targetletter of each word. If there is time they can colourthe pictures or they can take them home to colour.

Ending


Lesson 2

Aims

To teach the new vocabulary: boy, girlTo revise numbers: 1-5To revise the plural s endingTo trace and copy letters: o and c

Structures I’m a boy/girl.

Functions Talking about oneself

Topic School

Vocabulary boy, girl, count, numbers 1-5

Writing Tracing and copying letters o and c

Resources Pupil Book, page 11, Exercise 2Play, Exercise 3 Count

Character flash cardsObject flash cards: 1-8Bill and Jill face masks (if available)Activity Book, page 11, Exercise 2

Copy, Exercise 3 Finish thepicture

Presentation 1

• Use the character flash cards of Hassan, Salma,Walid, Zeina, Bill and Jill to teach the newvocabulary, ‘boy’/‘girl’.

• Hold up the picture of Hassan and elicit the name‘Hassan’ from the class. Say, ‘Boy,’ and ask theclass to repeat. Now say, ‘Hassan’s a boy,’ and askthe class to repeat the whole sentence.

• Hold up the picture of Salma and elicit the name,‘Salma.’ Say, ‘Girl,’ and ask the class to repeat.Now say, ‘Salma’s a girl,’ and ask the class torepeat the whole sentence.

• Do the same for the other characters.

Presentation 2

• Point to a confident pupil. Ask him/her to say, ‘I’m (Hani/Nagwa). I’m a boy/girl.’

• Point to as many individuals as possible gettingeach to say their name and whether they are a boyor a girl.


• If Jill and Bill masks are available, ask one malepupil and one female pupil to come to the front ofthe class. Give the male pupil the Bill mask and thefemale pupil the Jill mask.

• Ask the two pupils to put on their masks and say,‘I’m a boy,’/’I’m a girl,’ depending on which maskthey are wearing.

• Repeat with as many pupils as possible.

18

in the picture. One pupil in each pair counts thenumber of boys and the other counts the number ofgirls.

• Walk round the class checking that pupils arecounting correctly, upwards from 1 to 5.

• When all pupils have had a chance to count theboys and girls, choose an individual and say,‘Count the boys, (Tariq),’ and wait for the pupil torespond, ‘1, 2, 3, 4 boys.’

• Ask several other pupils to count the number ofboys and girls in the picture in the same way.

Answers

4 boys, 5 girls

Follow up

• Use picture flash cards 1 to 8 to give the pupilsfurther practice in forming plurals.

• Hold up the pencil flash card as a cue. Say, ‘Onepencil, two pencils,’ up to ‘five pencils’. Repeat,asking the class to repeat with you.

• Hold up the door flash card, and do the same: ‘Onedoor, two doors,’ etc., asking pupils to repeat withyou. Repeat with several different flash cards andchoose individuals to count up in the same way.


• Tell pupils to open their Activity Books at page 11.Explain that, instead of tracing over lines, the pupilsare going to write the letters o and c themselves bycopying the first letter in the line.

• Explain that they must write the letters keepingthem inside the middle two lines of the grid, andtaking care to write as neatly as possible. Theyshould say the sound of the letter as they write it.

• Walk round monitoring pupils’ work, and givingpraise for effort, accuracy and neatness.


• Tell pupils to look at the pictures of Bill and Jillblowing bubbles. Ask them to tell you which lettersthe bubbles form (o and c). Ask them if they cantell you which sounds these letters make.

• Tell pupils to trace the letter shapes o and c. Theycan then colour the picture if there is time.

Ending


Revision

• Revise plural noun formation with the class for thenext exercise. Ask five boys and five girls to cometo the front.

• Ask one boy to stand close to you, away from theother four boys. Say, ‘One boy,’ and ask the classto repeat after you. Now ask a second boy to comeand stand near the first. Say, ‘Two boys,’ and askthe class to repeat. Stress the plural s ending.

• Repeat the procedure until the class have countedall five boys and they understand that when theyare counting objects and there is more than one,then they must add s to the noun.

• Do the same with the group of five girls.


• Tell the class to open their Pupil’s Book at page 11.Ask pupils to describe who and what they can seein the picture.

• Tell pupils that they are going to work in pairs andcount the number of boys and the number of girls

19

Lesson 3

Aims

To revise wh- question: What’s this? It’s a ...To complete a maze

Structures Wh- question: What’s this? It’s a ...


Topic School

Vocabulary boy, girl, bag, computer, desk,chair, door, book, window, pencil



Activity Book, page 12, Exercise 4Draw a line

Revision

• Walk round the class pointing to various objectsand asking, ‘What’s this?’ Ask the class andindividuals to respond, ‘It’s a (book).’

• Invite several pupils to ‘be the teacher’ and to asktheir classmates the question, ‘What’s this?’ pupilsrespond, ‘It’s a ... .’


• Ask the class to open their Pupil’s Books at page 12.Explain that the objects on the page are covered infabric and that the pupils must guess what isunderneath.

• Ask pupils to work in pairs. Tell one pupil in eachpair to ask, ‘What’s this?’ and the other to answer,‘It’s a (computer).’

• Walk round the class checking that pupils areasking and answering the question correctly.

• Tell the pupils in each pair to swap round so thatboth have a chance to ask and answer the question.

Answers

boy, girl, bag, computer, desk, chair, door, book,window, pencil

Game

• The game I spy can be introduced to pupils at thisstage to familiarise them with the initial sounds ofwords for objects they have learnt so far.

• Explain to pupils that you are going to say a soundand they have to think of a word that they havelearnt which begins with the same sound.

• Say, ‘I spy something beginning with “buh”,’ and theyhave to say a word beginning with ‘buh’, (e.g. book).

• Praise any pupils who can give you a wordbeginning with the same sound. Play the gameusing all the initial sounds for objects that pupilshave learnt so far: pencil, desk, book, bag, window,door, boy, girl, chair, computer.


• Tell pupils to open their Activity Books at page 12.Explain that pupils have to help Salma to find Zeinain the playground. Ask individuals to point to Salmaand Zeina on the page.

• Explain that they must help Salma to find Zeina bydrawing a line from Salma to Zeina as neatly aspossible, taking care to keep within the lines.

• Walk round the class monitoring pupils’ work,helping any pupils who are having difficulties andpraising pupils for effort, accuracy and neatness.

Ending• Tell pupils that you are very pleased with their

progress and that you know they are going tocontinue to do well.

• Make sure that pupils say, ‘Goodbye,’ as they areleaving the classroom

20

Lesson 1

Aims

To revise imperativesTo revise vocabulary from Units 1-4To play a game (optional)To trace numbers 1-5 and letters o and c

Structures Imperatives: Stand up, sit down,open, close

Topic School and Numbers

Vocabulary Revision of previous vocabulary

Writing Tracing numbers 1-5Tracing letters o and c

Resources Pupil’s Book, page 13, Exercise 1Sing

Cassette Unit 5, Exercise 1 SingActivity Book, page 13, Exercise 1

Trace

Revision

• This is the first Revision Unit in the book and itpresents the opportunity for pupils to demonstratewhat they have learnt through fun and enjoyableactivities. The song revises the imperatives thatpupils have learnt, such as ‘Stand up,’ and ‘Closethe door.’ The game allows pupils to demonstratetheir knowledge of vocabulary through mime.These activities, which promote a total physicalresponse, are ideal for less confident pupils as theycan perform actions and demonstrate theirunderstanding without being forced to speak. Also,because the vocabulary is reinforced throughphysical activity it is much more likely to beremembered by pupils who, as they haveincreasing exposure to the language and becomemore confident, will start using and reproducing it ina more natural way than is achieved by rotelearning.


• Tell pupils that they are going to learn a new songrevising the imperatives, ‘Open the window,’ ‘Closethe door,’ Sit down,’ and ‘Stand up.’ Ask them tolook at the first picture on page 13 and see if anypupils can tell you what they think Jill is saying toBill (‘Open the window.’). Praise any pupils whocan tell you. Ask the class and individuals torepeat, ‘Open the window.’ If pupils are able toopen the windows in your classroom, practise thelanguage by asking individuals to perform theaction. Do the same for the remaining pictures.

• Tell the class that they are going to listen to thecassette, then play the song all the way through,while pupils listen.

• Next, play the song a second time, pausing torepeat each sentence and ask pupils to repeat afteryou.

• Play the song all the way through and encouragepupils to sing along.

5 Revision 1Unit 5 Revision 1

21

Tapescript

JILL: Open the window.

BILL: Close the door.

JILL: Sit down on your chair.

BILL: Stand up in the air.

Pairs

• This is an optional game that you can use to reviewvocabulary and give pupils practice in matching thespoken word to pictures. The activity will take about15 minutes of class time and you will need tospend five or ten minutes before the lessonpreparing the activity.

• Divide your class into groups of up to ten pupils.Make enough photocopies of the Appendix onpage 114 in this book to have two for each group.For example, if your class has fifty pupils and youdivide them into five groups, you will need tenphotocopies of the page to prepare ten sets of sixcards and give two sets to each group.

Instructions

• Each group places their cards face down in randomorder.

• Pupils take it in turns to turn over a card. As theyturn over the card they must say what is on it, forexample, ‘Chair.’ When the pupil has said the wordand all the others in the group have seen the card,the pupil places it face down again.

• Another pupil in the group now turns over a cardand says what is on it, making sure that everyonein the group has seen it. All pupils continue to taketurns in this way.

• If a pupil turns over a card and knows where itspair is, then he/she may take both cards off thetable and keep them until the end of the game.Pupils score a point for every pair of cards theypick up.


• Tell the class to open their Activity Books at page 13.Ask what they can see (a mobile phone). Tellpupils they are going to trace numbers 1 to 5 andletters o and c on the face of the phone. Thesenumbers and letters are in light grey lines for pupilsto trace over.

• Ask pupils to volunteer to count from 1 to 5 andpraise any pupils who can.

• Now ask if any pupils can give you the sounds of thetwo letters, and if they can remember any words thatbegin with these sounds (‘open’, ‘close’, ‘computer’).

• Follow the usual procedure for teaching pupils howto trace the numbers and letters.

Ending

• Ask pupils to close their books, and wait for them tosay, ‘Goodbye,’ as they leave the classroom.Repeat this ending after each English lesson withthe class.

Lesson 2

Aims

To revise vocabulary through mimeTo colour

Structures Wh- question: What’s this? It’s a(computer).

Topic School and Numbers


Writing Colouring


Object flash cards 1-8Numbers wall chartActivity Book, page 14, Exercise 2

Colour

Revision

• Use the flash cards, Numbers wall chart or objectsin the classroom to revise previously learntvocabulary with the class.

• Hold up a flash card and ask, ‘What’s this?’ Theclass should respond, ‘It’s a ... ,’ etc.

22


• Ask pupils to look at page 14 in their Pupil’s Books.Explain that they are going to play a fun game. Askpupils who and what they can see on the page.

• Tell pupils that you are going to mime some of thewords or actions they can see on the page andthey have to tell you in English what the words oractions are. For instance, pick up an exercise bookand make a gesture with your hand as though youare writing in the book. Then hold up your handtowards the class as though you are holding apencil to prompt pupils to say, ‘Pencil.’

• Do the same with other words and actions.• Ask volunteers to come to the front of the class to

mime some of the words you have already mimed,or to come with their own mimes. Make the activityas fun as possible.

Possible mimes

book, open the window, close the door, pencil,computer, stand up, sit down, bag


• Tell pupils to look at page 14 in their ActivityBooks. Ask them to tell you what they can see (apicture of a classroom).

• Ask them to tell you which numbers they can see(1 to 5). Tell them that they are going to colour allsections with the same number in the same colour.They should use a different colour for eachnumber.

• As pupils are not required to read at this stage it isnot important if they cannot name the numbers butjust that they are able to recognise the shape ofeach number and colour the sections accordingly.Tell pupils it is important that they colour thepicture carefully, keeping within the lines. Neatnessis more important than speed.

Ending

• Tell pupils that you are very pleased with theirprogress and that you know they are going tocontinue to do well.

• Make sure that pupils say, ‘Goodbye,’ as they areleaving the classroom.

• Repeat this ending at the end of each Unit.

23

• Now hold up the banana flash card and ask, ‘Is thisa tomato?’ Say, ‘No, it’s a banana.’ Ask pupils torepeat the question and answer after you.

• Practise the structures, ‘Is this a (...)?’ ‘Yes, itis./No, it’s a ... .’ using flash cards of any previouslylearnt vocabulary, and real objects.


• Tell the class to open their Pupil’s Books at page15 and to look at the pictures of Bill and Jill. Askwhich food items they can see (sandwich, biscuit,tomato, banana).

• Now tell pupils they are going to listen to thecassette, then play the cassette for Exercise 1.


• Play the cassette once more all the way through.

Lesson 1

Aims

To teach the new vocabulary: sandwich, biscuit,tomato, banana

To teach the Yes/No question: Is this a (sandwich)?Yes, it is./No, it’s a(biscuit).

To trace letters s and t

Structures Yes/No question: Is this a(sandwich)?Yes, it is./No, it’sa biscuit.


Topic Food

Vocabulary sandwich, biscuit, tomato, banana

Writing Tracing letters s and t


Cassette Unit 6, Exercise 1 ListenFlash cards: 1-12Food wall chartActivity Book, page 15, Exercise 1

Trace

Presentation 1

• Use the flash cards (or real food) to present thenew vocabulary items: ‘sandwich’, ‘biscuit’, ‘tomato’and ‘banana’. Hold up the flash card of a sandwichand say, ‘Sandwich,’ several times. Repeat theword and ask pupils to repeat after you. Do thesame with ‘biscuit’, ‘tomato’ and ‘banana’.

• Now, holding up a flash card, ask individuals,‘What’s this?’ They respond with, ‘It’s a sandwich/biscuit/tomato/banana.’

• When you are confident that pupils have learnt thenew food vocabulary, continue using the flashcards and say, ‘This is a sandwich/biscuit/tomato/banana.’ Ask the class and individuals to repeat thesentences after you.

Presentation 2

• Continue using the flash cards to teach the newstructure, ‘Is this a (sandwich)?’ Choose a flash cardand, holding it up to the class, ask, ‘What’s this?’ Then,looking at the flash card, ask, ‘Is this a sandwich?’ andmodel the answer, ‘Yes, it is.’ Ask the class to repeatafter you, ‘Is this a sandwich?’ then, ‘Yes, it is.’

6Unit 6

24

Tapescript

BILL: Is this a sandwich?JILL: Yes, it is.

BILL: Is this a biscuit?JILL: Yes, it is.

BILL: Is this a tomato?JILL: Yes, it is.

BILL: Is this a banana?JILL: No, it’s a pen.

Follow up

• Tell pupils they are going to work in pairs topractise asking and answering the question inExercise 1 on page 15 of the Pupil’s Book:‘Is this a ...?’ ‘Yes, it is./No, it’s a ... .’

• One pupil points to the various food items in theexercise and asks, ‘Is this a ...?’ The other pupilreplies. The pupils then swap over so that bothhave a turn at asking and answering.

• When pupils have finished asking and answeringquestions about the pictures, invite individuals tothe wall chart and ask them the question, pointingto the food items they are familiar with on the chart.


• Tell the class to open their Activity Books atpage 15.

• Ask pupils to look at the pictures of Bill and Jill atthe bottom of the page, and tell them that the twowords say ‘sandwich’ and ‘tomato’. Say the wordsagain and ask pupils to repeat. Say the initial soundof each word and ask pupils to repeat these sounds(/ / and / /).

• Tell the class to look at the letters s and t at the topof the page. Tell pupils that they are going to tracethese letter shapes, but first you are going to showthem how.

• Write the letter s slowly and carefully on the board.Do the same with the letter t. Write the lettersseveral times saying the sound of each letter asyou write.

• Now, with your back to the class and so they canall see, trace the letter s in the air, again saying thesound as you make the movement. Let the classtrace in the air as well, also saying the sound of theletter. Do the same with the letter t. Then ask theclass to trace each letter on their desks with theirfingers.

• Ask pupils to trace the two letters at the top of thepage following the direction of the arrows. Make

sure that all pupils are sitting and holding theirpencils correctly. Walk around the class helpingpupils to find the starting point of each letter. Asthey trace each letter, they should say its sound.

• Walk around helping any pupils who are havingdifficulties and giving praise for effort and accuratework.

• Now ask pupils to trace the lines of s’s and t’s in thesame way. Explain that they must take care to keepwithin the middle two lines of the grid and to followthe lines they are tracing as carefully as possible.

• Ask pupils to look at the pictures at the bottom ofthe page again. Ask them to tell you what thewords say, then tell them to trace the first letter ofeach word. If there is time they can colour thepictures or they can take them home to colour.

Lesson 2

Aims

To revise the questions: What’s this? It’s a(tomato).Is this a (sandwich)?Yes, it is./No, it’s a(biscuit).

To trace and copy letters s and t

Structures Wh- question: What’s this?Yes/No question: Is this a (sandwich)?


Topic Food


Writing Tracing and copying letters s and t


Object flash cards: 1-12Activity Book, page 16, Exercise 2


Revision

• Hold up the flash card of a sandwich and ask theclass, ‘What’s this?’ Wait for pupils to respond,‘It’s a sandwich.’ Do this with several different flashcards, asking the class and then individuals torespond with the correct answers.

• Now, using the same flash cards, revise thequestion, ‘Is this a (sandwich)? Pupils respond with,‘Yes, it is.’

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• Hold up the flash card of a biscuit and ask theclass, ‘Is this a sandwich?’ Wait for them torespond, ‘No, it’s a biscuit.’ Repeat the procedurewith several objects.


• Tell pupils that they are going to work in pairs forthis exercise. One pupil will be Bill and the otherJill.

• Tell pupils to look at the pictures. The pupil who isBill points to a picture and asks the question,‘What’s this?’ The other pupil (Jill) responds with,‘It’s a (biscuit).’ When ‘Bill’ has asked fourquestions, pupils swap over so that both have aturn at asking and answering questions.


• Tell class to open their Activity Books at page 16.Tell pupils that instead of tracing over lines, theyare going to write the letters (s and t) themselvesby copying the first letter in each line.

• Explain that they must write their letters keepingthem inside the middle two lines of the grid, andtaking care to write as neatly as possible. Theyshould say the sound of the letter as they write it.

• Walk round monitoring pupils’ work and givingpraise for effort, accuracy and neatness.


• Tell pupils to look at the picture at the bottom of thepage. Explain that they are going to trace the letters shapes of the snakes’ bodies and the letter tshapes forming the frames of the umbrellas that thesnakes are sitting under. Ask pupils if they knowwhich sounds these letters make.

• Tell pupils to trace the letter shapes, s and t, in thepicture. They can colour the picture in class if thereis time.

Lesson 3

Aims

To revise the questions: Is this a (sandwich)?Yes, it is./No, it’s a(biscuit).How many?

To revise plurals with sTo complete a letter puzzle

Structures Yes/No question: Is this a(sandwich)?Wh- question: How many?Plurals


Topic Food


Writing Circling letters


Activity Book, page 17, Exercise 4Circle

Revision

• Pick up three pencils one by one from your deskand each time you pick one up, count it, saying,‘One. Two. Three.’ Now, holding the three pencilsup for all pupils to see, ask, ‘How many pencils?’Wait for any pupils to answer, ‘Three,’ or ‘Threepencils.’ Remind them that in English when wewant to talk about more than one object we add

26

an s to the word to make it plural.• Pick up a number of any objects you have in the

classroom, each time counting up from ‘one’ to‘five’ and asking the question, ‘How many ...?’ untilall pupils understand and respond to the question.When pupils give you the answer, say, ‘Count,’ andask pupils to count up from ‘one’ for the number ofobjects you are holding.

• Hold up various numbers of fingers and askindividuals, ‘How many?’ Ask them to count thefingers from one up and to tell you how manyfingers you are holding up.


• Ask pupils to look at the picture of Miss Reem inthe classroom on page 17 of their Pupil’s Books.Ask them which ‘hidden’ food items they can see(bananas, tomatoes, sandwiches and biscuits).Explain that they have to count the food items andsay how many there are of each.

• Ask pupils to work in pairs, one pupil asking thequestion, ‘How many ...?’ and the other pupilanswering, ‘Five ... .’ When pupils have counted allthe food items, ask them to swap over so that bothpupils have a turn at asking and answering thequestions.

Answers

5 bananas, 2 sandwiches, 3 biscuits, 4 tomatoes


• Ask pupils to open their Activity Books at page 17.Tell them that they are going to do a letter puzzle.Draw a large letter s on the left side of the boardand explain that pupils have to find all the s’s in theletter puzzle and circle them. In the previous twolessons, pupils have traced and copied the letter sso it should still be a familiar shape to them.

• Ask pupils to look at the first block of letters. It isimportant to explain that they do not need to knowthe names or sounds of letters but that they mustfind the same shape as you have drawn on theboard and circle it.

• Before pupils begin the activity individually or inpairs, practise with the class on the board to makesure that they all understand what they are meantto do.

• Leaving a space after the large s you have drawn,write a row of about six letters. For example:S s h i p s tSay the sound of the letter s (/ /) while pointing tothe large letter s on the left, and as you movealong the line of letters, say the sound of each.When you reach the first s, draw a circle around it.Move on through the letters to the second s andcircle that too.

• Rub these letters off the board and write a new rowof letters in the same way. Make sure that they arewritten low enough for pupils to be able to reachthem. Ask for volunteers to come to the board tocircle the correct letters.

• Now ask pupils to complete the exercise in theirbooks, working either in pairs or individually.

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Lesson 1

Aims

To teach the new vocabulary: house, bus, boat,car

To teach the colours: yellow, blue, green, redTo teach the wh- question: What colour is the

(house)?To introduce the definite article: theTo trace the letter: b

Structures Wh- question: What colour is the(house)?

Definite article: the

Functions Talking about colour

Topic Colour

Vocabulary house, bus, boat, car, yellow, blue,green, red

Writing Tracing letter b


Cassette Unit 7, Exercise 1 ListenObject flash cards 1-16Colour wall chart, Number wall

chartActivity Book, page 18, Exercise 1

Trace

Presentation 1

• Use the Colour wall chart to teach the new colours:yellow, blue, green, red. Point to the colours on thechart saying the name of each colour as you do so.Point to each colour again and ask the class torepeat the names after you.

• Ask individuals to come to the Colour wall chart.Say a colour and encourage the pupil to point tothe correct colour on the chart. Now ask pupils inthe class to say a colour. The pupil at the frontpoints to the correct colour on the chart.

• Use the flash cards to teach the new vocabulary,‘house’, ‘bus’, ‘boat’, ‘car’. Draw a house, a bus,a boat and a car in a row on the board. Yourdrawings do not need to be artistic, justrecognisable as the objects. Point to each drawingin turn and say its name.

• Now ask small groups of eight to ten pupils tocome to the front of the class and stand in a row.You name an object, the pupil standing at the frontof the row points to the correct drawing on the

board, then sits down again. Do this with each pupilin turn.

• When all pupils have had a turn at pointing to thecorrect drawing on the board, ask the class andindividuals to repeat the names of the objects asyou hold up the flash card for each object again.

Presentation 2

• Point to objects in the classroom, or use the flashcards for known objects and say, ‘The (door) is(green),’ ‘The (pencil) is (yellow),’ etc. Ask the classto repeat each sentence after you.

• Explain that when pupils are talking about a specificobject in English, they use the definite article ‘the’in the same way as they do in Arabic.

• Now teach pupils the question, ‘What colour is the(door)?’ and ask pupils to repeat the question.Next, model the answer, ‘The (door) is (green).’Do this with several objects and flash cards, askingpupils to repeat the questions and answers afteryou.

• Now use the Number wall chart to point to knownobjects and ask, ‘What colour is the (car)?’ etc. Askpupils to answer, ‘The (car) is (blue),’ etc.


• Tell the class that they are going to listen to thecassette. Tell them to listen carefully to hear all thenew words they have just learnt.

• Ask the class to open their Pupil’s Books at page 18.

7Unit 7

28

Follow up

• Ask pairs of pupils to come to the front of the classto practise asking and answering, ‘What colour isthe (bag)? ‘The (bag) is (green),’ using classroomobjects. Each time a pupil answers the question,‘What colour is the (bag)?’ correctly, say, ‘Yes, it’s(green).’ Explain that pupils can use ‘it’ when theyare talking about objects instead of repeating theword again, in the same way as they can in Arabic.

• Ask pupils what colour different things in theclassroom are and get them to answer, ‘It’sred/green/blue/yellow.’


• Tell the class to open their Activity Books at page 18.• Ask pupils to look at the picture of the bus at the

bottom of the page and ask which characters theycan see. Tell pupils that the word says ‘bus’. Say‘bus’ and ask pupils to repeat. Say the initial soundof the word and ask pupils to repeat (/ /).

• Tell pupils to look at the letter b at the top of thepage. Explain that they are going to trace this lettershape, but first you are going to show them how.

• Follow the usual procedure for teaching pupils totrace letters.

• Now ask pupils to trace the whole line of b’s in thesame way. Explain that they must take care to keepwithin the middle two lines of the grid and to followthe lines they are tracing as carefully as possible.

• Ask pupils to look at the bus at the bottom of thepage again. Ask them to tell you what the wordsays and then tell them to trace the first letter of theword. If there is time they can colour the picture, orthey can take it home to colour.

• Ask pupils which characters they can see in thepictures (Salma, Zeina, Hassan and Walid).

• Play the cassette for Exercise 1 and tell pupils tofollow the pictures as they listen to the words onthe cassette.

• Play the cassette a second time, pausing after eachsentence and asking pupils to repeat the sentencesafter you.

• Play the cassette again all the way through, makingsure that pupils are following the pictures as theylisten to the cassette.

Tapescript

SALMA: What colour is the house?ZEINA: The house is yellow.

HASSAN: What colour is the bus?WALID: The bus is blue.

WALID: What colour is the boat?HASSAN: The boat is green.

ZEINA: What colour is the car? SALMA: The car is red.

29

Lesson 2

Aims

To teach the structure: What colour is this?To revise the question: What colour is the (car)?To trace and copy the letter b

Structures Wh- questions: What colour is this?What colour is the(car)?

Functions Talking about colour

Topic Colour

Vocabulary house, bus, boat, car, yellow, blue,green, red

Writing Tracing and copying letter b

Resources Pupil Book, page 19, Exercise 2Look and say, Exercise 3 Lookand answer

Cassette, Unit 7, Exercise 1 ListenObject flash cards: 17-20Colour wall chartActivity Book, page 19, Exercise 2


Presentation

• Use the Colour wall chart to teach the newstructure, ‘What colour is this?’ by pointing to thecolours. Ask pupils to answer, ‘It’s blue,’ etc. Nowwalk around the classroom touching various objectsand asking, ‘What colour is this?’ Pupils respond,‘It’s green,’ etc.


• Ask the class to open their Pupil’s Books at page 19and to look at the pots of paint at the top of thepage.

• Ask pupils to work in pairs pointing to the paint potsand asking and answering, ‘What colour is this?’‘It’s green.’ Walk round the class monitoring pupilsand remember it is not important to correct allmistakes at this stage. What is important is thatyour pupils are communicating in English. They willlearn to rectify their mistakes with increasingexposure to the language.

Follow up

• Now hold up the flash cards for each colour in turnand ask the class, ‘What colour is this?’ Ask theclass, then individuals to respond, ‘It’s red/green/blue/yellow.’

• Choose individuals to come to the front, hold up acolour flash card and ask the class, ‘What colour isthis?’ The class respond, ‘It’s ... .’

Revision

• Ask the class to open their Pupil’s Books at page 18and tell them that they are going to listen to thecassette for Exercise 1 again to revise thestructure, ‘What colour is the (house)?’

• Play the cassette asking pupils to follow thepictures as they listen to the words on the cassette.

• Now play the cassette a second time, pausing aftereach sentence and asking the class to repeat thesentences after you.

30


• Ask the class to look at the street scene at thebottom of page 19. Ask, ‘What colour is the (bus)?’Wait for the response, ‘It’s yellow.’ Repeat thequestion with other objects in the picture and getthe class to answer, ‘It’s red/green/blue.’

• Now ask individuals to respond to the question,‘What colour is the bus/house/car/boat?’

Follow up

• Ask pupils to work in pairs looking at Exercise 3 onpage 19 again, and asking/answering the question,‘What colour is the (house)?’ etc.


• Tell the class to open their Activity Books at page 19.Explain that instead of tracing over lines, pupils aregoing to write the letter b themselves by copyingthe first letter in the line.

• Explain that they must write their letters keepingthem inside the middle two lines of the grid andtaking care to write as neatly as possible. Theyshould say the sound of the letter as they write it.

• Walk round monitoring pupils’ work and givingpraise for effort, accuracy and neatness.


• Tell the class to look at the picture of Bill and Jillsinging in the car. Explain that pupils are going totrace the letters the children are singing. Ask themto tell you which letter it is, and then to tell you thesound of this letter.

• Tell pupils to trace the letter b shapes. They cancolour the picture in class if there is time.

Lesson 3

Aims

To revise wh- question: How many?To introduce colour adjectivesTo revise pluralsTo trace and colour

Structures Wh- question: How many (red)(cars)?

Colour adjectivesPlurals


Topic Colour

Vocabulary car, bus, boat, house, red, blue,yellow, green

Writing Tracing and colouring


Classroom objects for countingObject flash cards 13-16Number wall chartActivity Book, page 20, Exercise 4

Trace and colour

Presentation

• Revise the structure ‘The (door) is (green),’ bypointing to objects in the classroom and gettingpupils to tell you what colour they are. Do this withseveral different objects.

• When pupils can confidently tell you, ‘The (bag) is(blue),’ etc. say, ‘Yes, the door is green. It’s agreen door.’ Ask pupils to repeat this structure afteryou, using all the objects they know in theclassroom, for example, ‘The pencil is yellow. It’s ayellow pencil.’ Ask the class and individuals torepeat.

Revision 1

• Use flash cards 13 to 16 to revise ‘boat’, ‘car’, ‘bus’and ‘house’ before revising plurals.

• Draw a simple boat on the board, point to it saying,‘One boat,’ and get pupils to repeat.

• Draw another boat, point to it saying, ‘Two boats,’and get pupils to repeat. Remind pupils about theplurals ending.

31

• Clean the board, then get pupils to count from oneto five as you draw five boats on the board. Makesure pupils add the s for the plurals. Repeat theprocedure with ‘car’.

• Now do the same with ‘bus’ and ‘house’, but firsttell pupils about the different plural sound for thesewords. Explain that because ‘bus’ and ‘house’already end with an ‘s’ sound, the plurals of thesewords is pronounced ‘iz’. Model the words ‘houses’and ‘buses’ clearly so that pupils can hear thecorrect pronunciation. Pupils count from one to fivebuses and houses, as before.

Revision 2

• Revise the question ‘How many?’ with the classusing the Number wall chart. Ask pupils, ‘Howmany red cars?’ and get them to count the numberof red cars on the chart and to give you the answer,‘(Four) red cars.’ Ask the question about othercoloured objects on the chart. Ask the class andindividuals to answer.

• Ask individuals or small groups to come up to thechart and answer the question, ‘How many (yellow)buses?’ etc.


• Ask the class to look at Exercise 4 on page 20. Tellpupils they are going to count the number ofred/yellow/green houses, cars, boats and buses onthe page.

• Ask pupils, ‘How many yellow houses?’ and tellthem to point to and count the yellow houses onthe page. Ask pupils again, ‘How many yellowhouses?’ and wait for the answer, ‘Two yellowhouses.’ Help pupils with the answers if they find itdifficult to count the different coloured objects onthe page.

• Now ask, ‘How many blue cars?’ and tell pupils topoint to and count the blue cars on the page. Askagain, ‘How many blue cars?’ and wait for theanswer, ‘Five blue cars.’

• Do the same with all the different coloured objectson the page, asking pupils to tell you how manythere are of each.

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• Tell pupils to work quietly in pairs counting theobjects again. Walk round the class listening to thepairs and helping pupils to ask and answer thequestions.

Answers

10 houses: 2 yellow houses, 1 blue house, 3 greenhouses, 4 red houses12 cars: 1yellow car, 5 blue cars, 4 green cars, 2 redcars6 boats: 1 yellow boat, 2 blue boats, 1 green boat,2 red boats11 buses: 3 yellow buses, 2 blue buses, 1 greenbus, 5 red buses


• Tell the class to look at the pictures in their ActivityBooks on page 20. Ask them to tell you what theycan see (book, desk, pencil, bus, bag, boat, car).Now tell pupils that they are going to trace andcolour all the pictures that have a name beginningwith the same sound, but first they are going to playthe game, I spy using the objects on the page.Pupils first played this game in Unit 4, Lesson 3.

• Say, ‘I spy something beginning with “duh”,’ andwait to see if any pupils can give you the answer,‘desk’. If not, give such clues as sitting on yourdesk and smiling. Repeat the sound for them. Whenpupils give the answer, say, ‘Yes, good. Desk.’

• Now say, ‘I spy something beginning with “buh”,’and wait for pupils to give you the answer ‘book’,‘bag’, ‘boat’ or ‘bus’. Choose the first answer, forexample ‘book’, and ask pupils to trace and thencolour the book.

• Talk about the other objects on the page and askpupils to tell you which objects begin with the samesound (bag, boat, bus). Then tell pupils to trace andcolour the objects.

• Walk round the class making sure that pupils aretracing and colouring the correct pictures. Praiseeffort, accuracy and neatness. Point randomly toobjects on the page and ask individuals, ‘What’sthis?’ to see if they can produce the vocabularyconfidently.

• When pupils have traced and coloured all theobjects beginning with ‘buh’, say, ‘I spy somethingbeginning with “cuh”,’ and get them to respond,‘Car.’ Praise pupils and tell them you are verypleased with their work.

33

Lesson 1

Aims

To teach the new vocabulary: ear, eye, nose,mouth

To teach possessive adjectives: my, yourTo teach imperative: touchTo play a game using polite language: pleaseTo trace letters m and n

Structures Demonstrative pronoun: this, Thisis my eye.

Possessive adjectives: my, yourImperative: Touch

Functions Talking about parts of the body

Topic Body

Vocabulary ear, eye, nose, mouth

Writing Tracing letters m and n


Cassette Unit 8, Exercise 1 ListenBody Wall chartActivity Book, page 21, Exercise 1

Trace

Presentation

• Use your own face or the Body wall chart to teachthe parts of the face. Point to your ear and say,‘Ear’. Ask the class to point to their own ears asthey repeat the word after you. Do this severaltimes with all the new words. Make the activity fun.Tell the class that you are going to say the wordsquickly and they have to point to the correct part oftheir face as fast as possible.

• Now tell pupils that you are going to point to a partof your face and they have to tell you what you arepointing to. Do this several times for each feature.

• Point to your ear again, say, ‘This is my ear,’ andask pupils to repeat after you, touching their ownears. Do the same with ‘eye’, ‘nose’ and ‘mouth’.Ask individuals to touch a feature and say, ‘This ismy (eye),’ etc.


• Tell the class to open their Pupil’s Books at page 21and to look at the pictures of Bill and Jill pointing tovarious facial features.


• Play the cassette a second time, pausing after eachsentence and asking the class to repeat thesentences after you. Tell pupils to follow thepictures as they listen to each sentence.

• Play the cassette a final time, asking pupils to pointto their own features as they listen to the cassette.

Tapescript

BILL: This is my ear.

JILL: This is my eye.

BILL: This is my nose.

JILL: This is my mouth.

8Unit 8

34

Game

• Now tell the class that they are going to play agame. Ask pupils to stand up and explain that youare going to ask them to touch a part of their facebut that they must only respond if you say ‘please’first. If you say, ‘Please touch your nose,’ then theymust touch their noses but if you say, ‘Touch yournose,’ then they should not touch their noses.

• If pupils touch a face part when you have not said‘please’ first, then they are out and must sit down.Try to give the commands quickly so that the gameis enjoyable and pupils have to think quickly.


• Tell the class to open their Activity Books at page 21.• Ask pupils to look at the pictures at the bottom of

the page. Tell them that the two words say ‘nose’and ‘mouth’. Say the words again and get pupils torepeat them after you. Say the initial sound of eachword and ask pupils to repeat these sounds (/ / and / /).

• Tell pupils to look at the letters n and m at the topof the page. Explain that they are going to tracethese letter shapes, but first you are going to showthem how.


• Now ask pupils to trace the lines of n’s and m’s inthe same way. Explain that they must take care tokeep within the middle two lines of the grid and tofollow the lines they are tracing as carefully aspossible.

• Ask pupils to look at the pictures at the bottom ofthe page again. Get them to tell you what thewords say and ask them to trace the first letter ofeach word. If there is time they can colour thepictures, or they can take them home to colour.

Lesson 2

Aims

To revise the sentence: This is my (eye).To play a gameTo revise imperative: TouchTo trace and copy the letters n and m

Structures This is my (eye).Imperative: Touch

Functions Giving commands

Topic Body


Writing Tracing and copying letters n and m

Resources Pupil Book, page 22, Exercise 2Play

Object flash cards: 21-24Activity Book, page 22, Exercise 2


Revision

Quickly revise the structure ‘This is my (eye)’ bypointing to features on your face and saying, ‘This ismy ...,’ and waiting for pupils to give you the answer,e.g. ‘Eye.’

35


• Tell pupils to look at the pictures of Bill and Jill onpage 22 of their Pupil’s Books. Explain that Bill andJill are playing a game. Tell pupils that they aregoing to play a game too.

• Choose five individuals to come to the front andstand in a line facing the class. Stand behind themand hold up the flash card of an ear so that theclass can see it but the five pupils at the frontcannot. Pupils in the class say to the group, ‘Touchyour ear.’ (It is not important for pupils to say‘please’ as this is a slightly different game from theone in the previous lesson.)

• The pupils at the front must respond to thecommand. Bring out as many pupils as possible ingroups of five to respond to the commands.

Follow up

• Repeat the game from Lesson 1, asking pupils toperform the actions only if you say ‘please’ first.


• Tell pupils to open their Activity Books at page 22.Explain that instead of tracing over lines, the pupilsare going to write the letters n and m themselvesby copying the first letter in the line.

• Explain that they must write their letters carefully,keeping inside the middle two lines of the grid andtaking care to write as neatly as possible. Theyshould say the sound of the letter as they write it.



• Tell the class to look at the picture of the butterfliesabove the fence at the bottom of the page. Askthem to tell you which letter shapes they can see(n and m). Explain that pupils are going to trace thelines forming these letter shapes.

• Tell pupils to trace the letter shapes n and m. Theycan colour the picture in class if there is time.

Lesson 3

Aims

To teach the question: Is this my (eye)? Yes, itis./No it isn’t.

To recognise and circle the correct lettersTo trace and colour

Structures Yes/No question: Is this my (eye)?Yes, it is./No, itisn’t.


Topic Body


Writing Circling lettersTracing and colouring


Cassette Unit 8, Exercise 3 SingObject flash cards: 21-24Body wall chartActivity Book, page 23, Exercise 4

Circle

Revision

• Revise parts of the face using the flash cards orBody wall chart.

36

Presentation

• Point to your eye and ask, ‘Is this my eye?’ Modelthe answer, ‘Yes, it is. It’s my eye.’ Do the samewith ‘ear’, ‘nose’ and ‘mouth’. Ask the class andindividuals to repeat both the question and theanswer after you.

• Now point to your eye and ask, ‘Is this my ear?’Then model the answer, shaking your head andsaying, ‘No, it isn’t. It’s my eye.’ Do the same withall the features getting the class and individuals torepeat both the question and the answer after you.


• Tell the class that they are going to learn a newsong. Ask them to look at page 23 in their Pupil’sBooks.

• Play the song all the way through once and let theclass just listen.

• Next, play the song through line by line and pointto the relevant parts of your face as you do so.Repeat the words and actions at the end of each

line and get pupils to repeat after you and do theactions as they repeat the words of the song.

• Play the song all the way through getting pupils tosing along and do the actions.

Tapescript

SALMA/HASSAN: Ear and eye,And mouth and nose,Mouth and nose.

WALID/ZEINA: Ear and eye,And mouth and nose,Mouth and nose.


• Ask pupils to open their Activity Books at page 23.Tell them to look at the top row of numbers andexplain that in each row they have to find and drawa circle around the number in the row on the rightthat matches the single number on the left. Beforethey begin, make sure that all pupils understand bypractising the activity with the class on the board.

• Draw a large number 4 on the left-hand side of theboard, leave a gap then write a row of about sixnumbers, for example:4 1 4 3 5 4 2

• Say, ‘Four,’ while pointing to the large number 4 onthe left, and as you move along the row of numbersto the right, say the name of each. When you reachthe first 4, put a circle around it. Move on throughthe numbers to the second 4 and circle that too.

• Ask pupils to do the first two rows of numbers intheir books, working either in pairs or individually.Walk round the class, monitoring pupils’ work andmaking sure they understand what to do.

• Now tell pupils that they are going to do the samewith the two rows of letters. It is not important thatthey know the names of these letters but just thatthey understand that they must circle the shapes inthe row which match the single letter on the left.Practise with the class on the board first.

• Rub the numbers off the board and write a row ofletters in the same way. Make sure that they arewritten at a level low enough for pupils to reach.Ask for volunteers to come to the board and circlethe correct letters.

• Tell pupils to do the same with the two rows ofletters in their books, working either in pairs orindividually. Walk round praising pupils for effortand accurate work.

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• Ask the class to open their Pupil’s Books at page 24and tell you which pupils they can see (Salma andZeina).



• Play the cassette a final time all the way through.Tapescript

SALMA: Who’s this?ZEINA: This is my father.

ZEINA: This is my mother.

SALMA: Who’s this?ZEINA: This is my brother, Hesham.

9Unit 9

Lesson 1

Aims

To teach the new vocabulary: father, mother,brother, sister

To teach the wh- question: Who’s this?To revise possessive adjective: myTo trace letters d and g

Structures Wh- question: Who’s this?Possessive adjective: my

Functions Talking about family members

Topic Family

Vocabulary father, mother, brother, sister

Writing Tracing letters d and g


Cassette Unit 9, Exercise 1 ListenCharacter flash cardsActivity Book, page 24, Exercise 1

Trace

Presentation

• Use the character flash cards of Salma, Hassan,Zeina, Walid, Bill and Jill to teach the newstructure, ‘Who’s this?’ Hold up the flash card ofHassan and say, ‘Who’s this?’ If any of the pupilsanswer, ‘Hassan,’ say, ‘Yes, it’s Hassan.’ If not,model the answer, ‘It’s Hassan.’ Ask the class andindividuals to repeat the question, ‘Who’s this?’after you.

• Hold up each character flash card and ask, ‘Who’sthis?’ Wait for pupils to respond each time.

• Choose six pupils to come to the front and giveeach a character flash card. Get them to hold thecards up and ask in turn, ‘Who’s this?’ for the classto respond. Give as many pupils as possible theopportunity to come to the front and ask thequestion.

• Walk round pointing to various pupils and asking,‘Who’s this?’ The class respond, ‘It’s ... ,’ giving thepupil’s name.

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SALMA: Who’s this?ZEINA: This is my sister, Leila.

Follow up

• Explain that pupils are going to draw a picture oftheir mother, father, sister or brother. Tell pupils todecide who they are going to draw and then askthem to draw the picture. Walk round praisingpupils’ efforts and asking, ‘Who’s this?’ Pupilsanswer, ‘This is my mother/father/sister/brother.’

• Now explain that you want pupils to come to thefront, one by one, to show their pictures to you andthe class. Ask each pupil in turn, ‘Who’s this?’ Thepupil points to the picture and answers to the class,‘This is my mother/father/sister/brother.’

• Ask pupils to bring their pictures to the next lesson,or collect their drawings and keep them for the nextlesson.


• Tell the class to open their Activity Books at page 24.• Ask pupils to look at the picture at the bottom of the

page. Tell them that the two words say ‘desk’ and‘girl’. Say the words again and ask the class torepeat. Say the initial sound of each word (/d/, /g/)and ask pupils to repeat.

• Tell pupils to look at the letters d and g at the top ofthe page. Explain that they are going to trace theseletter shapes, but first you are going to show themhow.


• Now ask pupils to trace the lines of d’s and g’s inthe same way. Explain that they must take care tokeep within the middle two lines of the grid and tofollow the lines they are tracing as carefully aspossible.

• Ask pupils to look at the picture at the bottom of thepage again and to tell you what the words say. Tellthem to trace the first letter of each word. If there istime they can colour the picture in class or they cantake it home to colour.

Lesson 2

Aims

To revise wh- question: Who’s this? This is my(father).

To revise Yes/No question: Is this (Hassan)? Yes,it is./No, it isn’t. It’sWalid.

To sing a songTo copy and trace letters d and g

Structures Wh- question: Who’s this? This ismy (father).


Topic Family

Vocabulary father, mother, brother, sister,family, (sing, love)

Writing Copying and tracing letters d and g

Resources Pupil Book, page 25, Exercise 2Sing

Cassette Unit 9, Exercise 2 SingCharacter flash cardsPupils’ drawings from the previous

lessonFamily wall chartActivity Book, page 25, Exercise 2


Revision 1

• Make sure pupils have their family memberdrawings from the last lesson on their desks in frontof them. Walk round the class randomly pointing tothe pictures and asking, ‘Who’s this?’ Pupilsanswer, ‘This is my (father/mother/sister/brother),’etc.

• Now choose a pupil to be the teacher, to walkround the class and ask a pupil, ‘Who’s this?’ Thepupil replies and then has a turn at being theteacher, walking round the class and askinganother pupil, ‘Who’s this?’ and so on.

Revision 2

• Use the character flash cards to revise, ‘Is this(Hassan)?’ ‘Yes, it is./No, it isn’t.’ Hold up the flashcard of Hassan and ask, ‘Is this Hassan?’ Pupilsanswer, ‘Yes, it is.’ Do this with all the maincharacters and Bill and Jill.

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• Now hold up the flash card of Salma and ask theclass, ‘Is this Hassan?’ Pupils answer, ‘No, it isn’t.It’s Salma.’ Make the activity fun. Ask individualsthe question, ‘Is this (Miss Reem)?’ whilst holdingup a picture of Bill or Jill. They answer, ‘No, it isn’t.It’s Miss Reem.’


• Tell the class that they are going to learn a newsong. Ask pupils to look at the pictures of Zeinaand her family in their Pupil’s Books on page 25.Use the family flash card to teach the word ‘family’.

• Translate the sentences ‘Sing with me’ and ‘I lovemy family’ for the class. Ask them to repeat thesesentences in English before you play the cassette.

• Play the song all the way through while pupilslisten.

• Next, play the song through line by line. Repeat thewords at the end of each line and ask the class torepeat after you.


Tapescript

Mother, father,Sing with me.Sister, brother,Sing with me.

Mother, father,Sister, brother.I love my family.

Follow up

• Quickly revise, ‘Who’s this?’ and ‘Is this (Hassan)?’using the character flash cards or the Family wallchart. Let the class and individuals answer, ‘It’sHassan,’ and ‘Yes, it is./No, it isn’t. It’s ... .’


• Tell pupils to open their Activity Books at page 25.Tell pupils that instead of tracing over lines, theyare going to write the letters (d and g) themselvesby copying the first letter in the line.

• Explain that they must write their letters keepinginside the middle two lines of the grid and takingcare to write as neatly as possible. They shouldsay the sound of the letter as they write it.

• Walk around monitoring pupils’ work, and givingpraise for effort, accuracy and neatness.


• Tell pupils to look at the picture of Bill and Jillplaying musical instruments. Ask them to tell youwhich letter the musical notes form (d) and whichletter they can see on the banners (g). Explain thatpupils are going to trace the lines of the notes andthe letters on the flags.

• Tell pupils to trace the letter shapes d and g. Theycan colour the picture in class if there is time.

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Lesson 3

Aims

To revise the wh- question: Who’s this?To teach possessive sTo draw family members

Structures Wh- question: Who’s this?Possessive s

Functions Asking about people

Topic Family

Vocabulary father, mother, brother, sister

Writing Drawing


Cassette Unit 9, Exercise 2 SingCharacter flash cardsPupils’ drawings from Lesson 1Family wall chartActivity Book, page 26, Exercise 4

Draw

Revision 1

• Play the song from the previous lesson to revisefamily vocabulary. Tell the class to open theirbooks again at page 25 and to look at the picturesof Zeina and her family. Play the song all the waythrough while pupils listen. Next, play the songthrough line by line. Repeat the words at the end ofeach line and ask pupils to repeat after you. Playthe song all the way through again and let pupilssing along.

Revision 2

• Revise the question, ‘Who’s this?’ by using thecharacter flash cards or by walking around andplacing your hand on pupils’ heads and asking thequestion, ‘Who’s this?’

• Tell pupils that they are going to play a game ingroups. Divide your class into four groups and askone group to come to the front and stand in a row.The first pupil in the row points to the pupil next tohim and asks the class, ‘Who’s this?’ The classrespond with the pupil’s name.

• Alternatively, ask pupils to bring a magazine/book/newspaper picture of a famous character thateveryone will know, such as an actor, singer orcartoon character. Pupils show their pictures to theclass and ask, ‘Who’s this?’ The class respond.

Presentation

• Pick up a pencil and say, ‘This is my pencil.’ Walkover to a pupil and pick up his/her pencil and say,‘This is (Mohamed’s) pencil.’ Stress the finals sound of ‘Mohamed’s’. Do this with several pupilsand explain that when we want to expresspossession in English we put the person’s namebefore the noun and add an s to the end of theperson’s name.

• Walk round the class picking up various objectsfrom pupils’ desks and saying, ‘This is (Salwa’s)(book),’ etc. Ask the class to repeat the sentencesafter you.

• Ask pupils to put their family member drawings ontheir desks. Walk round randomly touching pupilson the head and asking, ‘Who’s this?’ When theclass reply with the pupil’s name, pick up thedrawing from the pupil’s desk, show it to the classand say, ‘This is (Nagwa’s) (mother),’ etc. Ask theclass to repeat the sentence after you. Do this withas many pupils as possible, getting the class torepeat the sentence after you each time.

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• Tell the class to look at the character pictures onpage 26 of their Pupil’s Books. Ask them to tell youwho they can see. Point to the first four maincharacters and ask, ‘Who’s this?’ When they reply,say, ‘Yes, this is (Salma),’ etc. Ask class to repeat,‘This is Salma/Hassan/Walid/Zeina,’ etc.

• Now ask, ‘Who’s this?’ pointing to a member ofZeina’s family and see if any pupils can tell you,‘This is Zeina’s father/mother/sister/brother,’ etc. Ifnot, remind pupils how to express possession andget them to repeat after you, ‘Zeina’s father/mother/sister/brother,’ etc.

• Now tell pupils to work in pairs asking andanswering the question ‘Who’s this?’ Walk roundthe class listening to pupils and helping any whoare having difficulties by pointing at a character onthe page and modelling the question and answer forthem.

Answers

This is Salma. This is Hassan. This is Walid. This isZeina. This is Zeina’s father. This is Zeina’s mother.This is Zeina’s sister. This is Zeina’s brother. This isBill. This is Jill.

Follow up

• Use the Family wall chart to practise, ‘This is(Salma’s) (brother/father/mother).’ ‘This is Zeina’s(sister).’ Ask pupils to come to the chart, point tovarious characters and say, ‘This is (Hassan).’ ‘Thisis (Hassan)’s (sister),’ etc.


• Tell pupils to open their Activity Books at page 26and explain that they are going to trace the outlinesand then draw the faces of their own familymembers onto the blank faces on the page. Tellthem to take their time to draw carefully and neatly.Walk round monitoring pupils’ work and asking,‘Who’s this?’ Pupils reply, ‘This is my mother/father/sister/brother.’

• When pupils have finished drawing, ask individualsto come to the front and show their pictures to theclass, saying who is in their pictures.

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Lesson 1

Aims

To revise Yes/No question: Is this a (chair)? Yes,it is./No, it isn’t.Is this (Hassan)? Yes,it is./No, it isn’t.

To revise possessive sTo recognise and circle the correct letter

Structures Yes/No question: Is this a (chair)?Yes, it is./No, itisn’t.Is this (Hassan)?Yes, it is./No, itisn’t.

Possessive s


Topic Revision - Food, Family, School



Resources Pupil’s Book, page 27, Exercise 1Look and answer

Object flash cards 1-8; Characterflash cards

Numbers, Family and Food wallcharts

Activity Book, page 27, Exercise 1Circle

Revision

• Quickly revise, ‘Is this a (chair)?’ ‘Yes, it is./No, itisn’t,’ using classroom objects or the flash cards.Make sure that some of your questions require‘Yes, it is’ and others ‘No, it isn’t’ responses.

• Now practise the same question using thecharacter flash cards. Hold up the flash card ofZeina and ask the class, ‘Is this Zeina?’ The classrespond, ‘Yes, it is.’ Now hold up the flash card ofZeina’s mother and ask, ‘Is this Zeina’s sister?’ Theclass respond, ‘No, it isn’t. It’s Zeina’s mother.’ Dothe same with all the character flash cards.


• Tell pupils to look at the pictures on page 27 oftheir Pupil’s Books. Ask them to tell you who theycan see at the top.

• Explain that in the first picture Miss Reem isholding up a picture of a chair and asking Salma, ‘Isthis a chair?’ and Salma is answering, ‘Yes, it is.’ Inthe second picture Miss Reem is holding up apicture of a door and asking Salma, ‘Is this awindow?’ and Salma is answering, ‘No, it isn’t.’

• Now tell the class to look at the pictures of Bill and Jillat the bottom of the page. Jill is showing flash cards toBill and asking him questions. Explain that you aregoing to ask the class the questions that Jill is asking,and that they have to tell you what Bill is saying.

• Tell pupils to look at the first picture and to point tothe flash card that Jill is holding. Ask the class, ‘Isthis a tomato?’ Now ask them to tell you what Bill issaying (‘No, it isn’t.’).

• Ask the questions for the next two pictures and letpupils to give the answers.


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Follow up

• Continue practising the question, ‘Is this a (bag)?’etc. and answer, ‘Yes, it is./No, it isn’t,’ using flashcards or pictures on the wall charts.


• Ask pupils to open their Activity Books at page 27and to look at the top row of letters. Explain that ineach row they have to find the letter in the row thatmatches the single letter on the left and draw acircle around it. Do the first row with the classsaying the sound of each letter. Walk round theclass checking that pupils have circled the correctletter.

• Now do the next three rows with the class, sayingthe sound of each letter and asking the class tocircle the letter that matches the letter on the left.Walk round the class checking that pupils arecircling the correct letters.

Lesson 2

Aims

To revise wh- questions: Who’s this?What’s this?What colour is this/the(car)?How many?

To trace letters: o, c, s, t, b, d, g, m, n

Structures wh- questions: Who’s this?What’s this?What colour is the(car)/this?How many(tomatoes)?


Topic Revision - Food, Family, School


Writing Tracing


Flash cards 1-16, 21-24Number, Family, Food and Colour

wall chartsActivity Book, page 28, Exercise 2

Trace

Revision

• The following exercise provides an opportunity torevise all the question forms pupils have learnt, aswell as numbers, colours and vocabulary.

• Quickly revise the questions: ‘Who’s this?’ ‘What’sthis?’ ‘What colour is the (book)?’ and ‘How many?’Use real objects, the flash cards or the wall charts.


• Ask pupils to look at the pictures in the wheel onpage 28 of the Pupil’s Book. Ask them to name thethings they can see. Explain that they are going tochoose a picture and ask a question about it.Remind them quickly of the questions they havejust revised: ‘Who’s this?’ ‘What’s this?’ ‘Whatcolour is the (car)?’ ‘How many?’

• Holding the page up, point to Salma and ask ifpupils can think of a question to ask about her.Praise any pupils who respond with, ‘Who’s this?’ Ifpupils are unsure, ask them the question, ‘Who’sthis?’ and wait for them to answer. Then point to

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another character on the page and ask pupils foranother question. Wait for the question, ‘Who’sthis?’ and answer the pupil who asks it. Do thesame with all the characters on the page.

• Now point to the bus and ask pupils for a questionabout the bus. Wait for the answer, ‘What’s this?’ or‘What colour is the bus?’ Again if pupils are unsure,model the question and wait for pupils to answer.Do the same for ‘car’ and ‘mouth’.

• Finally, point to the tomatoes and ask for a questionabout them (How many tomatoes?). Note: Pupilshave not yet learnt the question with plural verbagreement: ‘What colour are the tomatoes?’ Ifpupils do give you the question, then answer, ‘Fivetomatoes.’

• Practise all the questions and answers with theclass several times, using all the pictures in thewheel.

Follow up

• Now ask pupils to work in pairs to ask and answerquestions about the pictures in the wheel. Walkround listening and helping any pupils who arehaving difficulties by modelling the questions andanswers for them.


• Tell pupils to look at the picture of the computerkeyboard on page 28 of their Activity Books.Explain that they are going to trace the feint greyletters in the same way as they did with the mobilephone in Unit 5. (Pupils have traced and copied allof the following letters this term: o, c, s, t, b, d, g,m, n.)

• Follow the usual procedure for teaching pupils totrace the letters. Do this letter by letter,demonstrating each letter first, then getting pupils totrace the letter on their desks with their fingers andfinally to trace the letter in their books.

• Pupils should complete the activity individually.Walk round checking and monitoring their work.

Ending

• Tell pupils that they have learnt to say a lot ofthings in English and they should be very pleasedwith themselves. Encourage them to practise theirEnglish together when they are outside theclassroom or at home.

• Ask pupils which have been their favourite activitiesand why. Encourage them to tell you what they likebest in their English lessons and anything theydon’t like. Encourage shy pupils to talk more. Tellthem it is more important to talk in English andmake mistakes than not to talk at all because thebest way to learn a language is to use it and speakit whenever possible.

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Lesson 1

Aims

To teach wh- question: How old are you?How old’s (Hassan)?

To teach numbers: 6-10To revise possessive sTo trace and copy letter f

Structures Wh- question: How old’s Hassan?Possessive s

Functions Asking about age

Topic Numbers

Vocabulary Numbers 6-10

Writing Tracing and copying letter f


Cassette Unit 11, Exercise 1 ListenNumber flash cards: 6-10Activity Book, page 29, Exercise 1

Trace, Exercise 2 Copy

Presentation 1

• Draw a row of ten filled-in circles on the board,large enough for all pupils to see.

• Revise numbers 1 to 5 with the class, pointing toeach circle in turn. Now explain that pupils aregoing to learn to count all the way up to ten.

• Say, ‘Six,’ pointing to the sixth circle in the row onthe board, and ask pupils to repeat. Do the samewith ‘seven’, ‘eight’, ‘nine’ and ‘ten’, asking pupils torepeat the numbers after you.

• Now point to each circle in turn and count, ‘One,two, three, four, five, six, seven, eight, nine, ten,’ asyou do so. Ask pupils to repeat.

Presentation 2

• Teach ‘How old are you?’ Point to several pupilsand ask, ‘How old are you?’ Walk up to a pupil andask his/her age, in Arabic. Ask him/her to whisperthe answer to you.

• Now say, ‘(Nagwa’s) (six).’ Do the same withanother pupil and say, ‘(Hesham’s) (seven).’

• Now model the question and the answer. Say, ‘Howold’s (Nagwa)?’ ‘(Nagwa’s) (six).’ If pupils are havingdifficulties understanding, translate into Arabic. Nowask (Nagwa) again how old she is and ask her toreply, ‘I’m (six).’ Do the same with (Hesham).

• Ask pupils to repeat the question, ‘How old are

you?’ and then ask them to repeat, ‘I’m six/seven.’• Ask individuals how old they are and get them to

answer, ‘I’m six/seven.’ Do this with as many pupilsas possible.

• Now tell pupils to work in pairs, taking turns to askand answer, ‘How old are you?’ When they havedone this, walk round the class asking pupils, ‘Howold’s (Zara/Ahmed)?’ etc. and get pupils to reply,‘(Zara’s/Ahmed’s (six/seven).’


• Tell the class to open their Pupil’s Books at page 29and to look at the pictures. Ask them whichcharacters they can see (Jill, Walid, Bill, Hesham/Zeina’s brother, Zeina, Hassan).


• Play the cassette a second time, pausing after eachsentence and asking pupils to repeat the sentencesafter you. Make sure that pupils are following the

11Unit 11

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pictures as they listen to each sentence.• Play the cassette a final time all the way through.Tapescript

JILL: How old’s Walid?BILL: Walid’s seven.

BILL: How old’s Zeina’s brother?JILL: Hesham’s nine.

BILL: I’m eight. How old are you?JILL: I’m eight.

BILL: How old’s Hassan?JILL: Hassan’s six.

Follow up

• Choose five pupils to come to the front and giveeach a number flash card from 6 to 10. Ask pupilsto hold up their cards so that the class can countthe number of spots on the back.

• Explain that you are going to ask the class how oldeach pupil is and they have to answer by countingthe number of spots on the flash card that the pupilis holding.

• Ask, ‘How old’s (Ahmed)?’ If (Ahmed) is holdingnumber 7, for instance, then pupils answer,‘Ahmed’s seven,’ etc.

• Repeat with as many groups of pupils at the front ofthe class as possible.


• Tell pupils to open their Activity Books on page 29and to look at the picture of Zeina and her father atthe bottom of the page. Tell pupils that the wordsays ‘father’. Say the word, ‘father’ and ask pupilsto repeat. Say the initial sound (/ /) and ask pupilsto repeat.

• Tell pupils to look at the letter f at the top of thepage. Explain that pupils are going to trace thisletter shape, but first you are going to show themhow.


• Now ask pupils to trace the line of f’s in the sameway. Explain that they must take care to keepwithin the middle two lines of the grid and followthe lines they are tracing as carefully as possible.

• Ask pupils to look at the pictures at the bottom ofthe page again. Ask them to tell you what the wordsays and then to trace the first letter of the word. Ifthere is time they can colour the picture in class orthey can take it home to colour.


• Tell the class to open their Activity Books at page 29.Explain that instead of tracing over lines, pupils aregoing to write the letter f themselves, by copyingthe first letter in the line.

• Explain that they must write their letters keepinginside the middle two lines of the grid, and takingcare to write as neatly as possible. They shouldsay the sound of the letter as they write it.


Lesson 2

Aims

To revise wh- question: How old’s (Hesham)?To revise and trace numbers: 6-10

Structures Wh- question: How old’s (Hesham)?

Functions Counting

Topic Numbers

Vocabulary Numbers: 6-10

Writing Tracing numbers 6-10

Resources Pupil Book, page 30, Exercise 2Look and say

Cassette Unit 11, Exercise 1 Lookand say

Character flash cards; Number flashcards: 6-10

An additional set of number flashcards: 6-10

Activity Book, page 30, Exercise 3Finish the picture, Exercise 4Trace

Revision

• Play the cassette from the previous lesson again torevise ‘How old are you?’ and ‘How old’s (Hesham)?’

• Ask individuals how old they are and get them toanswer, ‘I’m six/seven.’

• Ask the class, ‘How old’s (Zara/Ahmed)?’ etc.Pupils respond, ‘(Zara’s/Ahmed’s) (six/seven).’

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• Ask the class to open their Pupil’s Books at page 30.Explain that pupils are going to count the spots onthe insects. Get pupils to look at the first insect andask them to count the spots (six).

• Now ask pupils to do the same with the remaininginsects, from seven to ten.

Follow up

• Ask five pupils to come to the front of the class.Give each a number flash card from 6 to 10.

• Stand the five pupils in a row with number 6 first inthe row, number 7 second, and so on.

• Now ask for five more volunteers. These pupilsshould remain in their places, but also give each ofthem a number flash card from 6 to 10.

• Ask number 6 at the front of the class to showhis/her flash card to the class and say, ‘Six.’ Thepupil with the other number 6 stands up, says, ‘Six,’and joins the pupil with number 6 at the front of theclass.

• Do the same with the remaining numbers.• Alternatively, give all pupils in the class a number

from 6 to 10 written on a piece of paper. When thepupil at the front holds up his/her flash card, ask allpupils with that number to hold up their piece ofpaper and say the number. Check that all pupilsare holding up the correct number at the right time.


• Tell the class to open their Activity Books at page 30and to look at the picture of the insects in the grass.Explain that pupils are going to trace the f shapesthat form the fence.

• Tell pupils to trace the letter f shapes. They cancolour the picture in class if there is time.


• Tell the class to look at the numbers on page 30 oftheir Activity Books. Explain that pupils are going totrace the numbers by drawing over the grey lines,but first you are going to show them how.

• Write the number 6 slowly and carefully on theboard. Make sure that pupils can see where thestarting point of the number is. Say the number asyou write it and ask the class to repeat.

• With your back to the class, trace the number six inthe air and ask the class to do the same. Then askpupils to trace the number 6 on their desks withtheir fingers.

• Now ask pupils to trace the number 6 in theirActivity Books.

• Follow the same procedure for teaching pupils totrace the remaining numbers.

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Lesson 3

Aims

To introduce personal pronouns: he/sheTo revise wh- question: How old’s (Nabil)?To revise numbers: 6-10To match objects with numbers

Structures Wh- question: How old’s (Nabil)?Personal pronouns: he/she

Topic Numbers

Vocabulary Numbers 6-10

Writing Matching objects with numbers


Character flash cards; Numberflash cards: 1-10

Activity Book, page 31, Exercise 5Copy

Presentation

• Explain that instead of using a name when we aretalking about people, we can say ‘he’ or ‘she’. Tellpupils that we say ‘he’ instead of a boy’s name and‘she’ instead of a girl’s name. Translate thesepronouns into Arabic for pupils.

• Point to a male pupil and say, ‘(Ahmed)’s a boy.He’s a boy.’ Then point to a female pupil and say,‘(Zara)’s a girl. She’s a girl.’

• Point to several different pupils and, using theirnames, say whether they are a boy or a girl. Eachtime, ask pupils to repeat the sentences replacingthe name with the correct pronoun.


• Ask pupils to look at the pictures of the characterson page 31. Pupils have not met these charactersbefore, so introduce their names now (Nabil,Reham, Ahmed and Dina). As you say each name,ask the class to point to the character and repeatthe name after you.

• Now ask pupils to look at the picture of Nabil aboutto blow out the candles on his birthday cake. Askpupils to count the candles. They should count toten.

• Ask pupils, ‘How old’s Nabil?’ Pupils answer,‘Nabil’s ten.’ Say, ‘Yes, Nabil’s ten. He’s ten.’ Askpupils to repeat the sentences after you.

• Now ask pupils to look at the picture of Reham withthe balloons. Ask them to count the balloons. Theyshould count to six. Ask pupils, ‘How old’s Reham?’Pupils answer, ‘Reham’s six.’ Say, ‘Yes, Reham’ssix. She’s six.’ Ask pupils to repeat the sentencesafter you.

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• Do the same with the next two pictures, gettingpupils to tell you how old each character is and torepeat each sentence replacing the name with thecorrect pronoun.

Answers

Nabil’s ten. He’s ten. Reham’s six. She’s six.Ahmed’s seven. He’s seven. Dina’s nine. She’s nine.

Game

• Choose five male and five female pupils to come tothe front and stand in a row facing the class: boy,girl, boy, girl, etc. Give each of them a number flashcard from 1 to 10.

• Point to the pupil with flash card 1 and ask, ‘Howold’s (Mohamed)?’ Pupils answer, ‘(Mohamed)’sone. He’s one.’

• Point to the pupil with flash card 2 and ask, ‘How old’s(Zara)?’ Pupils answer, ‘(Zara)’s two. She’s two.’

• Do the same with all the pupils up to ten.


• Tell the class to open their Activity Books at page 31.Explain that for the number in each row (6 to 10)pupils are going to trace the grey numbers and thenwrite the number for themselves by copying the firstnumber on each line as they did in Unit 2 withnumbers 1 to 5.

• Stand with your back to the class and write thenumbers in the air. Ask the class to write thenumbers in the air and then to trace the numberson their desks with their fingers.

• Make sure that pupils are sitting and holding theirpencils correctly. Demonstrate on the board howeach of these numbers should be written beforepupils start writing in their books. Ask pupils to traceand then write each number in their books after youhave demonstrated it.

• Walk round the class checking that pupils arewriting the numbers in the correct way and arekeeping within the lines.

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Lesson 1

Aims

To teach the new vocabulary: black, white, sofa,bed

To teach Yes/No question: Is the (house) (white)?Yes, it is./No, it isn’t.

To revise wh- question: What colour is this?To revise colour adjectivesTo trace and copy the letter p

Structures Yes/No question: Is the (house)(white)? Yes, itis./No, it isn’t.

Wh- question: What colour is this?Colour adjectives

Topic Home

Vocabulary black, white, house, sofa, bed

Writing Tracing and copying letter p


Cassette Unit 7, Exercise 1 Listen;Unit 12, Exercise 1 Listen

Object flash cards: 2-6, 13-16, 27-28Number and Colour wall chartsActivity Book, page 32, Exercise 1

Trace, Exercise 2 Copy, Exercise 3Finish the picture

Revision

• Ask the class to open their Pupil’s Books at page 18and tell them that they are going to listen to thecassette.

• To revise ‘What colour is the (house)?’, play thecassette from Unit 7, Exercise 1 all the way throughand let the class listen. Then play the cassette asecond time, stopping the tape at the end of eachline and asking pupils to repeat the sentences afteryou. Make sure that pupils are following thepictures as they listen to the sentences. Finally,play the cassette a third time all the way through.

Presentation 1

• Use the Colour wall chart to teach ‘black’ and‘white’. Point to the colours on the chart saying thename of each colour as you do so. Point to thecolours again and ask the class to repeat thecolours after you.

• Revise all known colours on the chart by pointingto the various colours and asking, ‘What colour isthis?’ Ask the class and individuals to respond.

Presentation 2

• Use the flash cards to teach the new vocabulary‘sofa’ and ‘bed’.

• Hold up the flash card of a sofa and ask, ‘What’sthis?’ The class or individuals respond, ‘It’s a sofa.’Now say, ‘The sofa is black.’ Ask the class andindividuals to repeat.

• Now hold up another flash card, for example thechair. Ask, ‘Is the chair black?’ and model theanswer, ‘No, it isn’t. It’s blue.’ Get pupils to repeatthe question and answer.


• Tell the class to open their Pupil’s Books at page 32.Ask pupils to look at the pictures of Bill and Jillplaying with the doll’s house. Ask which objectsthey can see (house, sofa, bed, chair).

12Unit 12

51


• Play the cassette a second time, pausing after eachsentence and asking them to repeat the sentencesafter you. Make sure that pupils are following thepictures as they listen to each sentence.


BILL: Is the house white?JILL: Yes, it is.

JILL: The sofa is black.

BILL: Is the chair black?JILL: No, it isn’t. It’s blue.

BILL: What colour is the bed?JILL: The bed is green.

Follow up

• Walk round the class pointing to known objects inthe classroom or on the Wall charts, asking, ‘Whatcolour is the ...?’


• Tell the class to open their Activity Books at page 32.• Ask pupils to look at the picture in the middle of the

page. Tell them that the word says ‘pencil’. Say,‘Pencil,’ again and ask the class to repeat. Say theinitial sound of the word (/ /) and ask pupils torepeat.

• Tell pupils to look at the letter p at the top of thepage. Explain that they are going to trace the letterp shape, but first you are going to show them how.


• Now ask pupils to trace the line of p’s in the sameway. Explain that they must take care to keepwithin the middle two lines of the grid and followthe lines they are tracing as carefully as possible.

• Ask the class to look at the picture in the middle ofthe page again. Ask pupils to tell you what the wordsays, then tell them to trace the first letter of theword. If there is time they can colour the picture, orthey can take it home to colour.


• Tell pupils to open their Activity Books at page 32.Explain that instead of tracing over lines, pupils aregoing to write the letter p themselves by copyingthe first letter in the line.

• Explain that they must write their letters keeping

them inside the middle two lines of the grid andtaking care to write as neatly as possible. Theyshould say the sound of the letter as they write it.



• Tell pupils to open their Activity Books at page 32.Ask them to look at the picture of the boat at thebottom of the page, and explain that they are goingto trace the p shapes of the smoke coming out ofthe funnel.

• Tell pupils to trace the letter p shapes. They cancolour the picture in class if there is time.

Lesson 2

Aims

To teach the new vocabulary: fridge, tableTo revise Yes/No question: Is the (door) (black)?

Yes, it is./No, It isn’t.To revise wh- question: What colour is this?To find the correct letter in a letter game puzzle

Structures Yes/No question: Is the (door)(black)? Yes, itis./ No, it isn’t.

Wh- question: What colour is this?


Topic Colour

Vocabulary fridge, table, door, window, desk,sofa, car, house, bed


Resources Pupil Book, page 33, Exercise 2Look and say, Exercise 3 Lookand answer

Object flash cards: 2-6, 13-16, 27-30Number and Colour wall chartsActivity Book, page 33, Exercise 4

Circle

Revision

• Quickly revise the structure, ‘What colour is this?’with pupils by walking round the class and eithertouching or holding up an object as you ask thequestion. Get pupils to reply.

• Now ask volunteers to walk round asking thequestion, ‘What colour is this?’ The class reply.Repeat with several pupils.

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asking Hassan, ‘Is the window red?’ and he isanswering, ‘No, it isn’t.’

• Now tell pupils to look at the pictures underneathand tell you which objects they can see (fridge,table, sofa, car, house, bed).

• Explain that you are going to ask if the objects arecertain colours and pupils have to answer, ‘Yes, itis,’ or, ‘No, it isn’t. It’s ... .’

• Do the exercise with the class.


• Ask the class to open their Activity Books at page 33.Explain that pupils are going to do another letterpuzzle, but first they are going to practise on theboard.

• Write a line of letters on the board as in Unit 6,Lesson 3. Write a large letter p on the left and, aftera space, a row of six letters containing two letterp’s.

• Point to and say the sound of each letter in the rowand get pupils to tell you when you reach anotherletter p, then circle it.

• Clean the board then draw a large p on it. Askpupils to look at the first block of letters in theirActivity Books. Tell pupils that they have to find allthe p’s in the first letter puzzle and circle them. It isimportant to explain to pupils that they do not needto know the names or sounds of the letters but thatthey should find the same ‘shape’ as you havedrawn on the board and circle it. Let pupilscomplete the first letter puzzle in pairs orindividually.

• Now write a letter ‘f’ on the board and do anotherpractice row with pupils before they complete thesecond letter puzzle in pairs or individually. Walkround making sure that pupils are circling thecorrect letters and help any pupils who are havingdifficulties.


• Tell the class to open their Pupil’s Books at page 33.Tell pupils to work in pairs, pointing to theblack/white paint and asking/answering thequestion, ‘What colour is this?’ ‘It’s black/white.’

• Walk round the class making sure that pupils in thepair take turns to ask and answer the question.

Revision

• Use the flash cards and/or the Wall charts to revisethe question, ‘Is the (door) (green)?’ and theanswers, ‘Yes, it is./No, it isn’t. It’s (blue).’

Presentation

• Use the flash cards in the usual way to teach thenew vocabulary ‘fridge’ and ‘table’.


• Ask pupils to look at the pictures of Miss Reem.Explain that in the first picture, Miss Reem is askingSalma, ‘Is the door black?’ and Salma is answering,‘Yes, it is.’ In the second picture Miss Reem is

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Lesson 3

Aims

To recognise the same initial sounds of wordsTo complete a maze

Vocabulary black, red, blue, desk, biscuit, door,eye, sofa, fridge


Resources Pupil’s Book, page 34, Exercise 4Point and say

Activity Book, page 34 Exercise 5Draw a line

Game

• To introduce the next activity, play a quick game ofI spy to get pupils thinking about the initial soundsof words.


• This can be done as a whole class activity to helppupils identify the initial sounds of words. Tellpupils to look at the rows of objects on page 34 oftheir Pupil’s Books. Ask them to point to eachobject in the row as you name it.

• In the first row the colours are blue, red and black.Ask pupils to repeat the colours after you as theypoint to the objects on the page. Ask pupils if theycan tell you which colours begin with the samesound (black, blue).

• Do the same with the remaining three rows andpraise pupils who can tell you which words beginwith the same sound.


• Pupils have already completed several mazes inthis course, so give them the usual instructions fordrawing a line through the maze to get from thestart to the finish. Remind pupils that accuracy ismore important than completing the activity quickly,so they should take their time and be careful not totouch the hedges.

• When pupils have drawn the line from Bill and Jillto Salma and Hassan, they can colour the picture.

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• Hold up a flash card and ask the class, ‘What’sthis?’ They answer, ‘It’s a (mouth).’ Repeat thequestion to individuals who reply, ‘It’s a mouth.’

• Alternatively, point to the Body wall chart and ask,‘What’s this?’ Pupils answer, ‘It’s an (eye).’ Repeatthe question to individuals who reply, ‘It’s an (eye).’

Presentation 1

• Teach the new vocabulary by pointing to parts ofyour own body or to the Body wall chart.

• Name each part of the body as you point to it andask the class to repeat each word after you.

Presentation 2

• Pupils need to learn the new vocabulary for thebody parts in the song which follows, but they alsoneed to learn some other vocabulary passively:‘clap’, ‘stamp’, ‘put’, ‘jump’ and ‘shake’. It is a goodidea to teach these words in conjunction with theparts of the body to help pupils remember them.

• Lift up one of your hands, point to it with your otherhand and say, ‘Hand.’ Ask the class and individualsto copy the action and repeat the word. Lift up bothyour hands and say, ‘Hands.’

• Clap your hands loudly and say, ‘Clap your hands.’Ask the class and individuals to copy the action andrepeat the sentence. Do this several times, makingit as enjoyable as possible.

• Point to your foot and say, ‘Foot.’ Ask the class andindividuals to copy the action and repeat the word.Do this several times. Point to both your feet andsay, ‘Feet.’ Ask the class and individuals to copythe action and repeat the word. It’s not important atthis stage to explain that ‘feet’ is an irregular plural,just make sure pupils understand that ‘feet’ is usedfor more than one foot.

• Stamp your feet and say, ‘Stamp your feet.’ Ask theclass and individuals to copy the action and repeatthe sentence. This might be a little noisy but, ifpupils can perform the actions at the same time asspeaking, it will help them to remember thevocabulary more easily and to enjoy learning.

• Next, hold your hands straight up in the air andsay, ‘Put your hands in the air.’ Ask the class andindividuals to copy the action and repeat thesentence. Do this several times.

• Sit down in your chair and then spring out of it asquickly as possible, saying, ‘Jump out of yourchair.’ It is probably impractical to have a largeclass of six-/seven-year-olds all jumping out of theirchairs at the same time, but they can stand up

13Unit 13

Lesson 1

Aims

To teach the new vocabulary: head, arm, foot, leg,hand

To revise question and answer forms: Is the (bag) (blue)? Yes,it is./No, itisn’t.

To teach the names of parts of the bodyTo sing a song and perform the actionsTo trace the letters l and h

Structures Yes/No question: Is the (bag)(blue)? Yes, itis./No, it isn’t.

Indefinite articles: a/anImperatives: clap, stamp, put, jump,

shake, sit down


Topic Body

Vocabulary ear, eye, mouth, nose, head, arm,foot, leg, hand

Writing Tracing letters l and h


Cassette, Unit 13, Exercise 1 SingObject flash cards: 17-26Body wall chartActivity Book, page 35, Exercise 1

Trace

Revision 1

• Revise colours quickly with the class using theflash cards or by pointing to classroom objects andasking pupils to tell you what colour each object is.

• Remind pupils of the question and answer formsthey learnt in the previous unit. Point to variousclassroom objects and ask the class andindividuals, ‘Is the (bag) (blue)?’ They respond,‘Yes, it is,’ or, ‘No, it isn’t. It’s (green).’

Revision 2

• Revise the body parts: ‘nose’, ‘mouth’, ‘eye’ and‘ear’, using the flash cards or the Body wall chart.Say, ‘A nose,’ ‘A mouth,’ ‘An eye,’ ‘An ear.’ Explainthat in English when a word begins with a vowel, wesay ‘an’ before it and not ‘a’. Drill the phrases sothat pupils can clearly hear when you say ‘a’ or ‘an’.

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quickly as they repeat, ‘Jump out of your chair.’• Point to your head and say, ‘Head.’ Ask the class

and individuals to copy the action and repeat theword. Now shake your head and say, ‘Shake yourhead.’ Ask the class and individuals to copy theaction and repeat the sentence.


• Tell pupils that they are going to learn a song usingthe new words and actions they have just learnt.Tell them to open their Pupil’s Books at page 35and to look at the pictures of Bill and Jill performingthe actions of the song.

• Tell pupils they are going to listen to the song, thenplay the song all the way through once or twice.

• Play the song again but this time stop the tape atthe end of each line. Repeat the words slowly tothe class and do the action. Ask the class to copythe action and repeat the words after you.

• Finally, play the cassette all the way through lettingpupils sing along, performing the actions. Let the

class have as much fun as possible withoutbecoming too riotous!

Tapescript

Clap your hands,Clap your hands,And stamp your feet,Put your hands in the airAnd jump out of your chair.

Clap your hands,Clap your hands,And shake your head,Put your hands in the airAnd sit down on your chair.


• Tell the class to open their Activity Books at page 35.• Ask pupils to look at the pictures at the bottom of

the page. Tell them that the two words say ‘leg’ and‘hand’. Say the words again and ask pupils torepeat. Say the initial sound of each word (/ / and/ /) and ask pupils to repeat.

• Tell the class to look at the letters l and h at the topof the page. Tell pupils that they are going to tracethese letter shapes, but first you are going to showthem how.


• Now ask pupils to trace the lines of l’s and h’s inthe same way. Explain that they must take care tokeep within the middle two lines of the grid andfollow the lines they are tracing as carefully aspossible.

• Ask pupils to look at the pictures at the bottom ofthe page again. Ask them to tell you what thewords say and tell them to trace the first letter ofeach word. If there is time they can colour thepicture or they can take it home to colour.

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Lesson 2

Aims

To revise Yes/No question: Is it a ..? Yes, it is./No,it’s a ..../No, it isn’t.

To revise wh- question: What’s this? It’s a ... .To trace and copy letters l and h

Structures Yes/No question: Is it a ..? Yes, itis./No, it’s a ....

Wh- question: What’s this?

Functions Asking and answering questions

Topic Body

Vocabulary ear, eye, mouth, nose, head, arm,foot, leg, hand

Writing Tracing and copying letters l and h


Object flash cards: 21-24, 31-35Body wall chartActivity Book, page 36, Exercise 2


Revision 1

• Revise all body parts that pupils have learnt so farusing the flash cards or the Body wall chart. Askpupils, ‘What’s this?’ They respond, ‘It’s a (leg).’


• Tell the class to open their Pupil’s Books at page 36.• Explain that Bill has drawn a picture of Jill and that

next to various parts of her body is a number. Tellpupils that you are going to say a number from 1to 9, and they should tell you which part of thebody the number corresponds to by answering,‘It’s a/an ... .’

• Say, ‘Number (6).’ Pupils respond, ‘It’s (an arm).’Do this for each part of the body with the wholeclass and then with individuals.


• Tell the class to open their Activity Books at page 36.Tell pupils that instead of tracing over lines, theyare going to write the letters l and h themselves bycopying the first letter in the line.


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• Tell pupils to look at the picture of the birthdaycake and the balloons. Ask them which letters theycan see (l and h).

• Tell pupils that they are going to trace the l’s whichform the candles and the h’s on the balloons.

• When they have traced the letters, they can colourthe picture if there is time, or take it home tocolour.

Lesson 3

Aims

To revise song in Exercise 1To revise Yes/No question: Is it a (hand)? Yes, it

is./No, it’s a (leg).To match letters with objects

Structures Imperative: TouchYes/No question: Is it a (hand)?

Yes, it is./No, it’sa (leg).


Topic Body

Vocabulary Parts of the body

Writing Matching letters with objects


Cassette, Unit 13, Exercise 1 SingObject flash cards: 21-24, 31-35Body wall chartLarge piece of paper and colouredpencils (optional)

Activity Book, page 37, Exercise 4Match

Revision 1

• Play the song cassette from Exercise 1 again andlet pupils sing along, performing the actions as afun activity.

Revision 2

• Revise the question and answers, ‘Is it a (hand)?’‘Yes, it is./No, it’s a (leg),’ using the flash cards andBody wall chart.

• Hold up the leg flash card and ask, ‘Is it a leg?’

Then answer, ‘Yes, it is.’ Do the same with severalflash cards.

• Hold up the body parts flash cards and ask, ‘Is it a ...?’for the class to respond, ‘Yes, it is.’

• Now hold up the leg flash card again and ask, ‘Is ita nose?’ Shake your head and say, ‘No, it’s a leg.’Do this several times with different body parts.

• Hold up the body parts flash cards and ask, ‘Is it a ...?’for the class to respond, ‘No, it’s a ...,’ giving thecorrect answer.


• Tell the class to look at the pictures in their Pupil’sBooks on page 37. Ask pupils to tell you whichbody parts they can see.

• Tell pupils to work in pairs. One pupil points to asilhouette and asks, ‘Is it a (mouth)?’ The otherpupil answers, ‘Yes, it is,’ or ‘No, it’s a (nose).’

• Walk round the class monitoring the pupils’ questionsand answers. Help any pupils who are havingdifficulties by modelling the dialogue for them.

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Answers

foot, hand, leg, head, arm, nose, ear, eye, mouth

Game

• Tell pupils that they are going to play a game. Askthem to stand up. Explain that you are going to askpupils to touch a part of their body but that theymust only respond if you say ‘please’ first. If yousay, ‘Please touch your arm,’ then they must touchtheir arms but if you say, ‘Touch your arm,’ theyshould not touch their arms.

• If any pupils touch a body part when you have notsaid ‘please’ first, then they are out and must sitdown. Try to give the commands rapidly so thegame is enjoyable and pupils have to think quickly.

Art activity

• Ask a pupil to lie down flat on his/her back on alarge piece of paper (or several pieces of paperglued or taped together). Draw around the pupil’sbody.

• Ask the pupil to get up and then invite several otherpupils to draw a mouth, a nose, eyes, and ears onthe face outline, hair on the head and clothes onthe body.

• The picture can be displayed on the classroomwall.


• Tell the class to open their Activity Books at page 37.Ask pupils to tell you which objects they can see(boat, bus, book, car, computer).

• Ask them to tell you the first sound of each word.Point to the letters b and c on the left and say theirsounds. Ask the class to repeat these sounds.

• Tell pupils that they are going to draw lines fromeach letter to the objects that begin with the samesound as that letter. Make sure that all pupilsunderstand what they have to do in this activity.

• Walk round monitoring pupils’ work, helping anypupils who are having difficulties and praisingpupils for their efforts.

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Lesson 1

Aims

To teach the new vocabulary: toy box, doll, key,ball, umbrella, big,small

To revise wh- question: What’s this?To teach demonstrative pronouns: this/thatTo teach adjectives: big, smallTo trace the letters k and x

Structures Wh- questions: What’s this/that?Adjectives: big, small


Topic Possessions

Vocabulary toy box, doll, key, ball, umbrella,big, small

Writing Tracing letters k and x


Cassette Unit 14, Exercise 1 ListenObject flash cards: 1-16, 21-24,

27-40Food and Numbers wall chartsActivity Book, page 38, Exercise 1

Trace

Presentation 1

• Quickly revise the question, ‘What’s this?’ using theflash cards, wall charts or classroom objects. Pupilsare going to learn that we ask ‘What’s this?’ forobjects we are holding or that are close to us, but‘What’s that?’ for things that are further away.

• Choose a classroom object such as a chair, touch itand ask, ‘What’s this?’ The class respond, ‘Chair,’or, ‘It’s a chair.’ Now walk away from the chair and,standing at some distance from it, point to it andask, ‘What’s that?’ Pupils reply, ‘Chair,’ or ‘It’s achair.’

• Do this with several objects until pupils understandthat we use ‘this’ for things that are closer to us and‘that’ for things that are further away.

Presentation 2

• Pupils will be exposed to seven new vocabularyitems in the Pupil’s Book picture story, includingsome adjectives for the first time (‘big’ and ‘small’).Take some time to teach the vocabulary: ‘(toy)box’, ‘doll’, ‘key’, ‘ball’ and ‘umbrella’ using the flash

cards or real objects. When you are confident thatpupils are becoming familiar with the new words,use the simple shape of a ball drawn on the boardto teach the adjectives ‘big’ and ‘small’ (seePresentation 3 below).

Presentation 3

• Draw a ball on the board and ask pupils to tell youwhat it is. After they respond, ‘Ball,’ or ‘It’s a ball,’say, ‘Yes, it’s a ball.’ Now draw a much larger ballnext to the first one, point to it and say, ‘It’s a ball.It’s big.’ Gesture a large ball with your arms andrepeat, ‘It’s big.’ Ask the class to copy the actionand repeat. Now draw a much smaller ball next tothe large one, point to it and say, ‘It’s a ball. It’ssmall.’ Gesture a small circle with your thumb andforefinger and repeat, ‘It’s small.’ Ask the class tocopy the action and repeat. Do this several times.Make it fun, exaggerating your voice when you say‘big’ and diminishing your voice when you say‘small’.

• Now, pointing to the big ball, say, ‘It’s a big ball.’Ask the class to repeat the sentence and make thegesture for a big ball. Then point to the small balland say, ‘It’s a small ball.’ Ask the class to repeatthe sentence and make the gesture for a small ball.

14Unit 14

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• Tell the class to open their Pupil’s Books at page 38and to look at the pictures. Ask which charactersand objects they can see.

• Tell the class they are going to listen to thecassette, then play the cassette for Exercise 1 allthe way through once.

• Play the cassette a second time, pausing after eachsentence and asking pupils to repeat the sentencesafter you. Make sure that pupils are following thepictures as they listen to each sentence.


BILL: What’s that?JILL: It’s a toy box.

BILL: What’s this?JILL: It’s a doll. It’s small.

BILL: What’s this?JILL: It’s a key.

BILL: What’s that?JILL: It’s a ball.

BILL: What’s this?JILL: It’s an umbrella.

JILL: It’s a big umbrella.

Follow up

• Ask a confident pupil to come to the front of theclass. Give him/her flash cards 36 to 40. The pupilholds up the flash cards one by one and asks,‘What’s this?’ The class to respond, ‘It’s a (doll).’

• Now choose a pair of pupils and tell one to asktheir partner, ‘What’s that?’ while pointing to theflash card being held up by the pupil at the front.Their partner responds, ‘It’s a ... .’

• Give as many pupils as possible the opportunity toask and answer the questions.


• Tell the class to open their Activity Books at page 38and to look at the picture at the bottom of the page.Tell pupils that the two words say ‘box’ and ‘key’.Repeat the words and ask pupils to repeat. Say theinitial sound of ‘key’ (/ /) and ask pupils to repeat.The final sound of the word ‘box’ represents thesound of ‘x’ (/ /). At this level it is difficult tointroduce words beginning with x.

• Tell pupils to look at the letters k and x at the top ofthe page. Explain that they are going to trace theseletter shapes, but first you are going to show themhow.


• Now ask pupils to trace the lines of x’s and k’s inthe same way. Explain that they must take care tokeep within the middle two lines of the grid andfollow the lines they are tracing as carefully aspossible.

• Tell pupils to look at the picture at the bottom of thepage again. Ask them what the words say and tellthem to trace the first letter of each word. If there istime they can colour the picture or they can take ithome to colour.

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Lesson 2

Aims

To revise the question: What’s this?To revise adjectives: big, smallTo trace and copy letters k and x

Structures Wh- question: What’s this?Adjectives: big, small


Topic Possessions

Vocabulary (toy)box, doll, key, ball, umbrella

Writing Tracing and copying letters k and x


Activity Book, page 39, Exercise 2Copy, Exercise 3 Finish the picture

Revision 1

• Revise the vocabulary: ‘box’, ‘doll’, ‘key’, ‘ball’ and‘umbrella’ by miming each object and asking pupilsto guess what it is. When you mime ‘box’, pretendto open the lid of a box and look inside, thenperhaps pretend to take objects out of the box.‘Doll’ is more difficult, but you could choose a pupiland whisper that you want her to pretend to be adoll for the class to guess the word. Make theactivity as fun as possible and allow pupils whowant to mime for the class the chance to do.

Revision 2

• Revise the adjectives ‘big’ and ‘small’ using handand arm gestures as before. Ask the class to copyyour gestures and repeat the adjectives after you.

• Draw a large and a small ball on the board andrevise the structures ‘It’s a big ball’ and ‘It’s a smallball’. Ask pupils to repeat after you as you point tothe large or the small ball.


• Tell the class to look at the picture of Salma, Hassanand the toy box on page 39 of their Pupil’s Books.Explain that pupils are going to work in pairs to askand answer the question, ‘What’s this?’ ‘It’s a small/big(key).’ One pupil asks the question and the otheranswers. When they have finished asking/answeringabout each object, pupils swap over.

• Walk round the classroom listening to the pairs andpraising pupils for their efforts.

Answers

It’s a small key. It’s a big key.It’s a small book. It’s a big book.It’s a small ball. It’s a big ball.It’s a small umbrella. It’s a big umbrella.It’s a small doll. It’s a big doll.


• Tell the class to open their Activity Books at page 39.Tell pupils that instead of tracing over lines, theyare going to write the letters k and x themselves bycopying the first letter in the line.



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• Tell pupils to look at the picture of the house. Askthem to tell you which letters are formed by thecurtains and the tiles of the roof (k and x).

• Tell pupils to trace the letter k and x shapes. Theycan colour the picture in class if there is time.

Lesson 3

Aims

To recognise objects beginning with the sameinitial sound

To colour a picture

Topic Possessions

Vocabulary ball, doll, book, bus, car, boat,mouth, desk, chair, door

Writing Colouring

Resources Pupil’s Book, page 40, Exercise 3Point and say

Character flash cards: Bill, Jill;Object flash cards: 3, 4, 6, 7, 11,14-16, 30, 37, 39

Numbers wall chartActivity Book, page 40, Exercise 4

Colour

Revision

• Quickly revise the vocabulary for Exercise 3 onPupil’s Book page 40 using the flash cards, wallchart or real objects.


• Ask pupils to look at the rows of objects on page 40of their Pupil’s Books. Point to each object, say theword and ask pupils to repeat it.

• Now ask pupils to look at the first row again. Say,‘Ball, doll, book.’ Ask the class which two wordsbegin with the same sound. Praise any pupils whocan tell you, then repeat, ‘Ball, book.’ Ask the classand individuals pupils to repeat the two words.

• Follow the same procedure with the other rows,asking pupils to tell you which two words in eachrow begin with the same sound.

Game

• Play I spy, giving the sound of the initial letter of theobject you want them to guess. Say, ‘I spy somethingbeginning with “wuh”,’ and get pupils to guess,‘Window,’ etc. In addition to choosing classroomobjects, you could say the sound (e.g. ‘sss’) andmime an action (e.g. pretend to be eating asandwich). Make the activity fun.


• Ask pupils to look at the picture of Salma, Hassanand the toy box in their Activity Books on page 40.Explain that pupils are to colour the picture asneatly as possible, taking time to do it accuratelyand not to rush.

• Explain that pupils should colour the same objectsthe same colour, for example if they colour thelarge ball yellow, they must colour the small ballyellow too. Walk round the class monitoring pupils’work and giving praise.

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Lesson 1

Aims

To revise previously learnt vocabularyTo revise wh- question: What’s that?To revise adjectives: big, small

Structures Wh- question: What’s that?Adjectives: big, small


Topic Possessions


Writing Tracing and Colouring


Cassette Unit 14, Exercise 1 ListenObject flash cards 1-16, 21-24, 27-40Activity Book, page 41, Exercise 1

Colour

Revision

• Ask the class to open their Pupils Books at page 38again. Tell pupils that they are going to listen to thecassette from the previous unit. Play the cassettefor Unit 14, Exercise 1 and ask the class to look atthe pictures as they listen to the cassette.

• Now play the cassette again, pausing at the end ofeach line and asking pupils to repeat eachsentence. Make sure that pupils are following thepictures as they listen to the cassette. Play thecassette a third time while pupils listen.

• Revise the adjectives ‘big’ and ‘small’. Draw a boxon the board and ask the class what it is. Theyrespond, ‘It’s a box,’ and you repeat, ‘Yes, it’s abox.’ Now draw a much larger box next to it, say,‘It’s a box. It’s big,’ and get pupils to repeat. Nowdraw a much smaller box next to the large one,say, ‘It’s a box. It’s small,’ and get pupils to repeat.

• Point to the big box, say, ‘It’s a big box,’ and askthe class to repeat after you. Then point to thesmall box, say, ‘It’s a small box,’ and ask the classto repeat after you.


• Tell the class to look at the pictures on page 41 ofthe Pupil’s Books. Ask pupils to tell you whichobjects they can see (ball, key, doll, umbrella).Explain that Jill is asking, ‘What’s that?’ and Bill isanswering, ‘It’s a big umbrella.’

• Ask pupils to point to the big umbrella. Walk roundchecking that pupils are pointing to the largeumbrella. Ask pupils to repeat, ‘It’s a big umbrella.’Now ask pupils to point to the small umbrella andto repeat, ‘It’s a small umbrella.’

• Walk round the class asking pupils to point tovarious big/small objects on the page and to say,‘It’s a big/small (key),’ etc. Check that pupils arepointing to the correct pictures.

• Now tell pupils to work in pairs to ask and answer,‘What’s that?’ ‘It’s a (small) (doll),’ etc. Walk roundlistening to the pairs and helping any pupils whoare having difficulties.


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Follow up

• Tell pupils that they are going to play anothermiming game. (They played a miming game inUnits 5 and 14.) Individuals mime a word that theyhave learnt for the class to guess, for example:pencil, book, bag, door, chair, arm, leg, hand, foot,car, computer, key, ball, umbrella, etc. Pupils canmime the word either by pretending to use theobject (e.g. writing with a pencil) or by pointing tothe object (e.g. a hand or a leg) or a flashcard of it.Pupils in the class put their hand up to say what theword is. The pupil who has mimed the word says,‘Yes,’ or, ‘No.’

• When the word is guessed correctly, the pupil whodid the mime makes a gesture to indicate ‘big’ or‘small’, as in Unit 14. Pupils in the class then put uptheir hands to give the answer, ‘It’s a big/small(bag),’ etc.

• This game enables the revision of previousvocabulary and allows pupils to produce thestructure themselves instead of simply repeating it.Make the activity as enjoyable as possible and giveas many pupils as possible the opportunity to mimea word and to give the answer.


• Tell the class to open their Activity Books at page 41.Ask which objects pupils can see (car, computer,ball, boat, box). Explain that pupils are going tolisten carefully as you tell them which colours touse to colour the objects, but first they are going totrace the first letter of each word written underneaththe objects.

• Tell pupils to look at the car. Explain that they aregoing to trace the grey letter c at the start of theword below the picture. Revise how to trace thisshape by writing the letter on the board. Then, withyour back to the class and where they can seeclearly, write a c in the air, saying the sound of theletter as you write. Ask pupils to trace the shape inthe air and then on their desks with their fingers,saying the sound as they write. Now ask them totrace the shape in their books. Walk round makingsure that pupils are tracing the correct letter.

• When pupils have finished tracing the letter c, tellthem to colour the car yellow. Remind pupils that itis more important to colour neatly and stay withinthe lines than to colour quickly.

• When all pupils have finished colouring the car, askthem to point to the computer. Explain that they aregoing to trace the first letter of the word below the

picture. Ask them to trace the c of computer. Whenpupils have finished, ask them to colour thecomputer yellow.

• Repeat the procedure for the letter b in ‘ball’, ‘boat’and ‘box’, but ask pupils to colour the pictures withthese words blue. Walk round the class checkingpupils’ work and praising pupils for effort, accuracyand neatness.

Lesson 2

Aims

To revise previously learnt vocabularyTo revise numbers: 1-10To copy letters: f, p, l, h, k, x


Writing Copying letters f, p, l, h, k, x


Numbers wall chartActivity Book, page 42, Exercise 2

Copy

Revision

• Revise numbers 1 to 10 using the Numbers wallchart. Tell pupils to look at the chart. Point to eachnumber from one to ten in turn, asking the classand then individuals to repeat the numbers afteryou.

• Now point to the numbers out of sequence and askpupils to put up their hands to say the number eachtime.

• Finally, give out the Number flash cards, 1 to 10, atrandom to ten pupils. Ask these pupils to startpassing the flash cards around so they are handedfrom one pupil to another. Explain that when yousay, ‘Stop,’ the ten pupils holding a flash card haveto stand up and say which number they areholding. Do this several times giving as manypupils a turn as possible.

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• Tell the class to open their Pupil’s Books at page 42.Explain that you are going to divide the class intosmall groups to play a game. Tell pupils to look atthe boxes with pictures and ask if they can see thenumbers in the bottom left corner of each box.Make sure they have all seen the numbers. Dividethe class into groups.

• Choose a pupil in each group to say a number from1 to10. Then, the pupil sitting on their right says thename of each object in the squares with thatnumber. For instance, if the first pupil says, ‘Six,’then the pupil on the right says, ‘Hand, eye.’ If theanswer is correct, the answering pupil says anumber and the pupil on his/her right names theobjects in the two squares with that number. If theanswer is incorrect, the first pupil to say the twocorrect objects takes the turn to say the nextnumber, and so on.

• Walk round listening to pupils and making sure thatthey are playing correctly.

Game

• Play I spy again to get pupils thinking about theinitial sounds of words for objects they have learntso far. Explain that you are going to say a soundand they have to think of a word they have learntthat begins with the same sound.

• Say, ‘I spy something beginning with “buh”,’ andpupils respond, e.g., ‘Book.’ Praise any pupils whosay a word beginning with the same sound.

• Play the game using all the initial sounds forobjects that pupils have learnt so far: / / (computer,car, key), / / (sandwich, sofa), / / (tomato, table), / / (bag, book, biscuit, banana, bus, boat, bed, boy,ball), / / (mouth, mother), / / (nose), / / (desk,door), / / (girl), / / (father, family, fridge, foot),/ / (pencil), / / (leg), / / (house, head).


• Ask the class to open their Activity Books at page 42.Explain that pupils are going to copy each letter inthe same way they have done before.

• Tell pupils to look at the first line. Ask if they cantell you the sound of the letter (/ /). Then ask ifthey can think of any words that begin with thissound (father, family, fridge, foot). Demonstratehow to write the letter on the board. With your backto the class, trace the letter in the air and ask pupilsto do the same. Then ask pupils to trace the letteron their desks with their fingers.

• Now tell pupils to write a row of f’s on the gridlines,saying the sound of the letter as they write it. Walkround the class monitoring pupils’ work and helpingany pupils who are having difficulties.

• Follow the same procedure for each row of letters.

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Lesson 1

Aims

To teach the new vocabulary: skirt, shirt, jacket,dress, shoes

To teach wh- question: Who’s that?To introduce the verb: to haveTo complete a letter puzzle

Structures Wh- question: Who’s that?To have: Salah has a blue shirt.

Functions Talking about clothes

Topic Clothes

Vocabulary skirt, shirt, jacket, dress, shoes



Cassette Unit 16, Exercise 1 ListenObject flash cards: 41-45;

Character flash cardsClothes and Family wall chartsActivity Book, page 43, Exercise 1

Circle

Presentation 1

• Pupils learnt the question ‘Who’s this?’ in Unit 9.Revise the question by walking round and placingyour hand on different pupils’ heads and askingeach time, ‘Who’s this?’ The class respond, ‘It’s(Mohamed/Dina),’ etc.

• Now ask five pupils to come to the front of theclassroom and stand in a row. Stand at the side ofthe classroom so that all pupils can see you, but ata distance from the five pupils at the front. Point tothe first pupil in the row and ask, ‘Who’s that?’ Theclass respond. Do the same with all five pupils.Explain to the class that they ask, ‘Who’s that?’ ifthe person is standing at some distance away fromthem.

Presentation 2

• Teach the new vocabulary using the flash cards,wall chart or real objects. Ask, ‘What’s this?’ andget pupils to answer, ‘It’s a (skirt),’ etc.

• Pupils have not yet learnt the plural pronoun ‘they’.Teach this now, explaining that when pupils refer tomore than one object, they use the pronoun ‘they’instead of ‘it’. Say, ‘They are shoes,’ and ask theclass to repeat the sentence.

Presentation 3

• Walk round picking up various objects belonging topupils and saying, ‘(Ali) has a (yellow) (pencil),’‘(Rehab) has a (blue) (bag),’ etc. Ask the class andindividuals to repeat after you.

• Your pupils will all be wearing school uniform, souse the Character flash cards and the Family wallchart to practise talking about the colour of people’sclothes. Hold up the flash cards and say, ‘(Salma)has a (blue) (skirt),’ ‘(Walid) has a (white) (shirt),’ etc.


• Tell the class to open their Pupil’s Books at page 43and to look at the pictures. Tell pupils that there aresome new characters in the story. Point to the newcharacters in the pictures, saying their names andasking pupils to repeat them. Point to the newcharacters at random and ask individuals to saytheir names.

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SALMA: Who’s that?ZEINA: Huda. Huda has a black skirt.

SALMA: Who’s that?ZEINA: Salah. Salah has a blue shirt.

SALMA: Who’s that?ZEINA: Ali. Ali has a green jacket?

SALMA: Who’s that?ZEINA: Enas. Enas has a yellow dress.

SALMA: Who’s that?ZEINA: Dina. Dina has red shoes.

Follow up

• Ask a pupil to come to the front and stand facingthe class. Say, ‘(Blue) (skirt).’ The class must thensay, ‘(Dina) has a (blue) (skirt).’ Repeat with adifferent pupil. This time say, ‘Yellow jacket.’ Theclass respond, ‘(Nabil) has a yellow jacket.’ Do thiswith as many pupils as possible.

• Explain that pupils only say ‘a’ when there is oneobject. With ‘shoes’, which is two objects, they don’tsay ‘a’ so they would say, for example, ‘Dina hasred shoes.’


• Ask the class to open their Activity Books at page 43.Tell pupils that they are going to do another letterpuzzle. Draw a large letter x on the board andexplain that pupils have to find all the x’s in the firstblock of letters and circle them. Before pupilsbegin, practice on the board as you did in Unit 6,Lesson 3. Write a large letter ‘x’ on the left, leave agap, and then write a row of six letters containingtwo letter x’s. Point to and say the sound of eachletter in the row. Repeat and ask pupils to tell youwhen you reach a letter x, then circle it.

• Ask pupils to look at the first block of letters. It isimportant to explain that they do not need to knowthe names or sounds of the letters. They must justfind the same shape as you have drawn on theboard and circle it. Ask pupils to complete the firstletter puzzle in pairs or individually.

• Repeat the procedure with the letter k. Write a k onthe board and do another practice row with thepupils before they complete the second letterpuzzle in pairs or individually.

Lesson 2

Aims

To introduce the new vocabulary: T-shirtTo revise the verb: to haveTo match letters with words and objects

Structures Verb: to have

Functions Describing what people are wearing

Topic Clothes

Vocabulary skirt, shirt, jacket, dress, shoes,T-shirt

Writing Matching letters with words andobjects

Resources Pupil’s Book, page 44, Exercise 2Look and say

Object flash cards: 17-20, 25, 26,41-46

Colours, Clothes and Family wallcharts


Revision

• Use the Object flash cards and the Wall charts torevise colours, clothing and the verb ‘has’ withpupils before they work on the Pupil’s Bookexercise in pairs.

Presentation

• Use Object flash card 46 to introduce the new word‘T-shirt’, as Bill and Jill both wear T-shirts in thePupil’s Book.

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• Tell the class to look at page 44 of their Pupil’sBooks. Ask pupils to tell you the names of thecharacters in the boxes (Salma, Hassan, Bill, Jill,Zeina and Walid).

• Tell the class that Miss Reem is saying, ‘Hassanhas a blue shirt.’ Explain that you want pupils tothink of sentences to describe the characters’clothing. Each pupil should say at least onesentence.

Answers

Salma has a red dress. Salma has black shoes.Hassan has a blue shirt. Hassan has black shoes.Bill has a yellow T-shirt. Jill has a red T-shirt. Zeinahas a green jacket. Zeina has a white T-shirt. Zeinahas blue shoes. Walid has a blue shirt. Walid hasblue shoes.


• Tell the class to look at page 44 of their ActivityBooks. Explain that pupils have to draw lines to

match the letters on the left with the correct wordsand pictures on the right.

• Tell the class to look at the first letter on the left, b.Ask pupils to tell you the sound of b. If they can’tremember, tell them. Now ask pupils to look at theobjects on the right and to find any that begin withthe sound ‘buh’ (bus). Praise any pupils who cantell you. Make sure that all pupils understand, thenask them to trace the first letter in the word ‘bus’.Now tell pupils to draw a line from the b on the leftto the word ‘bus’ on the right.

• Do the same with all the letters, walking round andhelping any pupils who are having difficulties.

Lesson 3

Aims

To revise the verb: to haveTo match letter sounds with objects beginning with

the same sound

Structures Verb: to have

Functions Talking about possessions

Topic Possessions

Vocabulary book, ball, jacket, umbrella, bag,shoes

Writing Matching


Object flash cards: 1-16, 21-24,27-46


Revision

• Ask five pupils (or more) to come to the front andstand in a row facing the class. Give each pupil aknown object (or flash card) to hold up to the class.

• The first pupil in the row starts the game by sayingthe name of the second pupil in the row and theobject he/she has, for example ‘(Gamila) has a(pencil).’ The second pupil in the row then says thename of the third pupil and what he/she has, andso on until the last pupil in the row who says thefirst pupil’s name and what he/she has.

• Bring as many pupils as possible to the front of theclass to practise this activity.

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• Tell the class to open their Pupil’s Books at page 45.Ask pupils who they can see in the pictures (Salma,Bill, Jill, Walid, Hassan and Zeina). Explain thateach character is opening a box and the pupils aregoing to talk about what each character has in thebox.

• Tell pupils to work in pairs. Pupil A looks at the firstpicture and says the name of the object in the box(a book).’ Pupil B then says, ‘Salma has a book.’

• Then pupils look at the second picture and Pupil Bsays the name of the object in the box (a ball) andPupil A says, ‘Bill has a ball,’ and so on.

• Walk round listening to the pairs and helping anypupils who are having difficulties.

Answers

Salma has a book. Bill has a ball. Jill has a shirt.Walid has an umbrella. Hassan has a bag. Zeina hasshoes.


• Ask pupils to open their Activity Books at page 45and to tell you which objects they can see (anumber seven, a skirt, a sandwich, a desk and adoor).

• Now ask pupils to tell you the sounds of the twoletters they can see on the left-hand side of thepage (d and s).

• Tell pupils that they are going to draw linesbetween each letter and the objects on the pagethat begin with that letter. Do the first one with themand then let them work in pairs to complete theactivity.

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Lesson 1

Aims

To teach wh- question: Where?To teach the prepositions: in, on, underTo trace the letters u and y

Structures Wh- question: Where?Prepositions: in, on, under

Functions Asking questionsDescribing where things are

Topic Place and Possessions

Vocabulary doll, table, ball, umbrella, box

Writing Tracing letters u and y

Resources Pupil’s Book, page 38, Exercise 1Listen; page 46, Exercise 1 Listen

Cassette Unit 14, Exercise 1 Listen;Unit 17, Exercise 1 Listen

A doll, a ball, an umbrella, a box (ifyou have these items available)

Activity Book, page 46, Exercise 1Trace

Revision

• Use the cassette from Unit 14, Exercise 1 again, toremind pupils of the vocabulary they learnt in thatlesson.

• Tell the class to open their Pupil’s Books at page 38and to look at the pictures. Play the cassettethrough once.

• Now play the cassette a second time stopping aftereach sentence. Make sure that pupils are followingthe pictures as they listen to the cassette. Askpupils to repeat each sentence.

• Now play the cassette a final time all the waythrough.

Presentation 1

• Put a pencil on a desk and say, ‘The pencil is onthe desk.’ Ask the class to repeat the sentence,then say it again stressing the preposition ‘on’. Askindividuals to repeat the sentence again.

• If your desk opens, put the pencil inside your deskand say, ‘The pencil is in the desk.’ Ask the classand individuals to repeat the sentence, stressingthe preposition ‘in’.

• Now put the pencil under a desk, making sure thatall pupils can see what you are doing. Say, ‘Thepencil is under the desk.’

• Now tell the class that you are going to play agame with them. Explain that you are going to walkround the room putting objects in different placesand pupils have to say, ‘In,’ ‘On,’ or, ‘Under.’ Youcan use any objects - even unknown ones - aspupils only need to say the correct preposition andnot the name of the object. Make the activity funand let the pupils call out the answers.

• After a while, ask individuals to tell you if an objectis ‘in’, ‘on’ or ‘under’.

Presentation 2

• Tell pupils that they are going to learn a newquestion in today’s lesson. They are going to learnhow to ask where things are.

• Continue using the pencil and the desk to modelthe new question and answer. Put the pencil on thedesk and ask, ‘Where’s the pencil?’ Then model theanswer, ‘It’s on the desk.’ Ask pupils to repeat thequestion first and then the answer.

• Now place the pencil in the desk and ask, ‘Where’sthe pencil?’ Then answer, ‘It’s in the desk.’ Askpupils to repeat the question and then the answer.Finally, place the pencil under the desk and ask,‘Where’s the pencil?’ Then answer, ‘It’s under thedesk.’ Ask pupils to repeat the question and thenthe answer.

• Put the pencil back on the desk and ask, ‘Where’sthe pencil?’ See if any pupils answer, ‘It’s on thedesk,’ or, ‘The pencil is on the desk.’ Praise anypupils who can answer. Do the same with ‘in’ and‘under’.

• Now explain that you are going to put severaldifferent objects in different places and pupils aregoing to ask and answer the question about theobjects, for example, ‘Where’s the (bag)? It’s(under) the (chair).’ Practise with the whole classand then with individuals.

• This is a good way to practise vocabulary whilstteaching the question ‘Where?’ and the newprepositions.

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• Tell the class to open their Pupil’s Books at page 46and to look at the pictures. Tell pupils that Bill andJill are in a toy shop. Encourage pupils to talkabout the pictures, for example, ‘The doll is on thetable.’ ‘The ball is under the table.’ ‘The umbrella isin the box.’ Praise any pupils who say thesesentences. Translate the word ‘look’ for pupils.




JILL: Look, it’s a doll.BILL: Where is it?

JILL: It’s on the table.

BILL: Look, it’s a ball.JILL: Where is it?

BILL: It’s under the table.

BILL: Look, it’s an umbrella.JILL: Where is it?

BILL: It’s in the box.

Follow up

• If you have the items available, bring a doll, a balland an umbrella to the classroom. If you do nothave these things, use any objects that pupils havethe vocabulary for. Set up a desk at the front of theclassroom and put the objects in, on or under thedesk.

• Ask, ‘Where’s the ball?’ The class respond, ‘It’s (in)the desk,’ etc. Ask the class about all the objectsand then change the display, moving the objects todifferent positions. Ask the class and individuals toanswer the questions again.

• You could also bring pairs or small groups of pupilsto the front to ask and answer the question‘Where’s the ...?’ about the objects in the display.


• Tell the class to open their Activity Books at page 46.• Ask pupils to look at the picture at the bottom of the

page. Tell pupils that the two words say ‘umbrella’and ‘yellow’. Say the words again and ask pupils to

repeat. Say the initial sound of each word (/ / and/ /) and ask pupils to repeat these sounds.

• Tell the class to look at the letters u and y at thetop of the page. Tell pupils that they are going totrace these letter shapes, but first you are going toshow them how.


• Now ask pupils to trace the lines of u’s and y’s inthe same way. Explain that pupils must take care tokeep within the lines of the grid and to follow thelines they are tracing as carefully as possible.

• Ask the class to look at the pictures at the bottomof the page again. Ask pupils to tell you what thewords say, then tell them to trace the first letter ofeach word. Pupils can colour the picture if there istime, or they can take it home to colour.

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Lesson 2

Aims

To revise the prepositions: in, on, underTo trace and copy letters u and y

Structures Prepositions: in, on, under

Functions Describing position


Vocabulary ball, bag, house, car, doll, chair,key, box, boat, table

Writing Tracing and copying

Resources Pupil Book, page 47, Exercise 2Look and say

Items from the previous lesson fordisplayActivity Book, page 47, Exercise 2


Revision

• Set up a small display at the front of the classroomas you did in the previous lesson. Ask, ‘Where’sthe (doll)?’ etc. Ask the class and individuals torespond, ‘It’s (in) the desk,’ etc.


• Ask pupils to look at the picture of Bill and Jill in thetoy shop on page 47 of the Pupil’s Books. Askpupils what they can see in the picture.

• Explain that Bill and Jill are saying, ‘The ball is inthe bag.’ Tell pupils that you want them to saywhere things are in the same way. Divide the classinto small groups and ask pupils in the groups towork together to make sentences describing wherethings are.

• Ask each group in turn to give you a sentencedescribing where something is in the picture.

Answers

The ball is in the bag. The house/car is on the table.The doll/chair/bed/door is in the house.The key is on the chair. The box is under the chair.The boat is under the table.


• Tell the class to open their Activity Books at page 47.Tell pupils that instead of tracing over lines, theyare going to write the letters u and y themselves bycopying the first letter in the line.

• Explain that they must write their letters keepingthem inside the gridlines, and taking care to writeas neatly as possible. They should say the soundof the letter as they write it.



• Tell pupils to look at the picture of Bill and Jilldriving a train. Explain that pupils are going to tracethe letter u’s that form the curtains and the letter y’scoming out of the funnel of the train.

• Pupils can colour the picture in class if there istime.

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Lesson 3

Aims

To revise the wh- question: What’s that? It’s a(key).

To colour an object according to spokeninstructions

Structures Wh- question: What’s that? It’s a(key).


Topic Possessions

Vocabulary ball, bag, car, boat, key, doll, box

Writing Colouring

Resources Pupil’s Book, page 46, Exercise 1Listen; page 48, Exercise 3 Play

Cassette Unit 17, Exercise 1 ListenObjects wrapped in newspaperActivity Book, page 48, Exercise 4

Colour

Revision

• Ask the class to open their Pupil’s Books at page46 again. Play the cassette for Exercise 1 again torevise prepositions.


• Ask the class to open their Pupil’s Books at page 48and to look at the parts of objects in the windows.Tell the class that Bill is pointing to a window andsaying, ‘What’s that?’ and Jill is replying, ‘It’s akey.’ Ask pupils to work in pairs asking andanswering questions about the objects in thewindows in the same way.

• Pupil A points to a window and asks, ‘What’s that?’Pupil B answers, ‘It’s a ...,’ and then pupils swapover so that they take it in turns to ask thequestion.

• Walk round the class listening to the pairs andmaking sure that they are asking and answeringtheir questions correctly.

Answers

a ball, a bag, a car, a boat, a key, a doll, a box

Game

• For this game you will need to bring in someobjects wrapped up in newspaper. The objectscould include a key, a ball, a bag, a pencil, a box, adoll, a toy car, an umbrella, etc.

• Tell the class that they are going to play a gameand show them the wrapped up objects. Explainthat you are going to give one item to the class andthey must pass it from pupil to pupil until you say,‘Stop.’ The pupil holding the parcel when you say,‘Stop,’ has to feel the object through the paper. Theclass ask, ‘What’s that?’ and the pupil with theparcel tries to guess what is inside. Then the pupilsopens the parcel and says, ‘It’s a (key).’

• Repeat with each of the wrapped objects, giving asmany pupils as possible the opportunity to open aparcel

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• Tell the class to open their Activity Books at page48. Ask pupils to look at the pairs of pictures andtell you what they can see (a doll on a table and adoll in a box, an umbrella in a box and an umbrellaunder a window, a ball on a table and a ball under achair). Discuss the pictures with the class andcheck that pupils know and understand theprepositions.

• Explain that you are going to ask pupils to colourcertain objects in the pairs of pictures. Pupils mustlisten carefully to find out what to colour. Say,‘Colour the doll in the box,’ stressing the preposition‘in’, repeat the sentence and walk round the classchecking that pupils are colouring the correctpicture. Tell pupils to colour their pictures carefullyand neatly.

• Now say, ‘Colour the umbrella under the window,’again stressing the preposition and repeating thesentence as you walk round the class checkingpupils’ work.

• Now say, ‘Colour the ball on the table,’ stressingthe preposition and checking that all pupils arecolouring the correct ball. Praise pupils for effort,neatness and accurate work.

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Lesson 1

Aims

To teach the new vocabulary: salad, bread,chicken, rice, (jug of)water, ice cream

To teach present simple verb: to likeTo use polite language: please, thank youTo trace letters i and j

Structures Verb: to like

Functions To express likes

Topic Food

Vocabulary salad, bread, chicken, rice, (jug of)water, ice cream

Writing Tracing letters i and j


Cassette Unit 18, Exercise 1 ListenObject flash cards: 9-12, 47-52Food wall chartActivity Book, page 49, Exercise 1

Trace

Revision

• Use the Food wall chart to revise food items thatpupils have already learnt: sandwich, biscuit,tomato and banana. Ask individuals to come to thewall chart. Point to a food item and ask, ‘What’sthis?’ The pupil answers, ‘It’s a (banana),’ etc. Theclass clap if the answer is right or shake theirheads and give the answer if it is wrong. Try tomake the activity fun by giving a turn to as manyindividuals as possible, and by working quickly.

Presentation 1

• Use the flash cards or real food to present the newfood vocabulary to the class. Hold up the flash cardof salad and say, ‘Salad.’ Ask the class to repeat.Now do the same with ‘bread’, ‘chicken’, ‘rice’, ‘(jugof) water’ and ‘ice cream’. Ask the class and thenindividuals to repeat the words after you.

• Now hold up various food flash cards, including thepreviously learnt food items, and ask, ‘What’s this?’Ask the class and individuals to respond.

Presentation 2

• Teach the verb ‘to like’. Translate the word ‘like’.Hold up the salad flashcard and say, ‘I like salad.’Gesture, by placing your hand on your stomachand smiling, to show you like salad. Ask the classto repeat the sentence after you.

• Repeat with each food item pupils know. Say, ‘Ilike ...,’ hold up the flash card for that item and askthe class to repeat the sentence after you. Pupilsmay have some difficulty with this as the food itemsin this unit are non-countable nouns and so do notrequire a plural ending, whereas the food itemslearnt in Unit 7 are all countable nouns, requiringan es or an s plural ending, for example, ‘I likebiscuits.’ Do not try to explain about countable anduncountable nouns at this stage, but make sure thatpupils hear quite clearly that with some foods wesay, ‘I like (ice cream),’ with no plural ending whilewith others we say, ‘I like (biscuits),’ with a pluralending.


18Unit 18

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• Tell the class to open their Pupil’s Books at page 49and to look at the pictures of Salma, Hassan andtheir parents having dinner.




SALMA: I like rice.HASSAN: I like salad.FATHER: I like chicken.

MOTHER: Water?SALMA/HASSAN: Yes, please.

SALMA/HASSAN: Thank you, Mum.

MOTHER: Ice cream?SALMA/HASSAN: Yes, please!

Follow up

• Explain that you are going to hold up various foodflash cards and pupils have to say, ‘I like ...,’inserting the name of the food you are holding up.Hold up the flash cards for all the non-countablenouns first (chicken, water, rice, salad, ice cream),and then the countable nouns (biscuit, sandwich,tomato, banana).

• Ask the class and then individuals to respond,‘I like ... .’


• Tell the class to open their Activity Books at page 49and to look at the picture at the bottom of the page.Tell pupils that the two words say ‘biscuit’ and ‘jug’.Say the words again and ask pupils to repeat them.Say the target sound of each word (/ / and / /)and ask pupils to repeat them.

• Tell pupils to look at the letters i and j at the top of thepage. Explain that they are going to trace these lettershapes, but first you are going to show them how.


• Now ask pupils to trace the lines of i’s and j’s in thesame way. Explain that they must take care to keepwithin the lines of the grid and follow the lines theyare tracing as carefully as possible.

• Tell pupils to look at the picture at the bottom of thepage again. Ask them to tell you what the wordssay, then tell them to trace the grey target letter ofeach word. If there is time they can colour thepicture, or they can take it home to colour.

Lesson 2

Aims

To introduce the new vocabulary: appleTo sing a songTo revise numbers 1-10To revise pluralsTo trace and copy letters i and j

Structures Plurals

Topic Food

Vocabulary chicken, rice, salad, water, icecream, biscuit, sandwich, tomato,banana, apple

Writing Tracing and copying letters i and j

Resources Pupil’s Book, page 49, Exercise 1Listen; page 50, Exercise 2 Sing

Cassette Unit 18, Exercise 1 Listen;Exercise 2 Sing

Object flash card: 53Food and Numbers wall chartsActivity Book, page 50, Exercise 2

Copy; Exercise 3 Finish thepicture

Revision 1

• Ask the class to look at the pictures on page 49 oftheir Pupil’s Books and explain that they are goingto listen to the cassette again. Play the cassettethrough once and then a second time, pausing thetape at the end of each line and asking the class torepeat the sentences. Make sure they are followingthe pictures as they listen.

• Now play the cassette a third time all the way through.

Revision 2

• Revise food items by pointing to different foods onthe wall chart and asking, ‘What’s this?’ Pupilsrespond with the name of the food, for example‘Chicken,’ ‘Biscuit,’ etc.

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Revision 3

• Quickly revise the numbers 1 to 10 by askingpupils to count with you from one to ten.

• Point to different numbers on the Numbers wallchart and ask pupils to say which number you arepointing to.

Presentation• Introduce the new word ‘apple’ to pupils by holding

up the apple flash card or pointing to it on the Foodwall chart. Say the word and ask the class andindividuals to repeat after you.


• Tell the class that they are going to learn a newsong and ask them to open their Pupil’s Books atpage 50. Point to each picture of Bill and Jill and askpupils to count the number of apples in each picture.

• Play the song all the way through once or twice.• Play the song again but this time stop the tape at

the end of each line. Repeat the words slowly tothe class and ask them to repeat after you.

• Finally, play the cassette all the way through andlet pupils sing along.

Tapescript

BILL/JILL: One apple,two apples,Three apples,four.Five apples,six apples,Seven apples,more.


• Tell pupils to open their Activity Books at page 50.Explain that instead of tracing over lines, pupils aregoing to write the letters i and j themselves bycopying the first letter in the line.

• Explain that they must write their letters keepingthem inside the lines of the grid, and taking care towrite as neatly as possible. They should say thesound of the letter as they write it.



• Tell pupils to look at the picture of the cake and theballoons at the bottom of page 50. Ask pupils to tellyou the sounds of the letters which form thecandles on the cake and the letters on the balloons.

• Tell pupils to trace the letter shapes i and j. Theycan colour the picture in class if there is time.

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Lesson 3

Aims

To revise wh- question: How many (apples ) arethere? There are ...

To revise pluralsTo trace lettersTo colour

Structures Wh- question: How many (apples)are there? There are ...

Plurals

Functions Counting

Topic Food

Vocabulary sandwich(es), biscuit(s), banana(s),apple(s), tomato(es)

Writing Tracing lettersColouring


Numbers wall chartPaper and coloured pencilsActivity Book, page 51, Exercise 4

Trace and colour

Introduction

• Ask pupils to draw a picture of one of the following:an apple, a sandwich, a biscuit, a tomato or abanana and then to colour their pictures. Walkround admiring pupils’ drawings and asking, ‘What’sthat?’

• Pupils’ drawings can be displayed on theclassroom wall when they are finished.

Presentation

• Quickly revise the question ‘How many ... .’ usingclassroom objects. Hold up two books and ask,‘How many books?’ Wait for pupils to respond,‘Two books.’ Repeat with other objects such aspencils, bags and chairs.

• Now explain that, in English, the question ‘Howmany?’ is usually asked and answered in a slightlydifferent way. Hold up two books again and ask,‘How many books are there?’ Speak slowly so that

pupils can hear the words clearly. Ask the class torepeat the question in two parts: ‘How many books’and then ‘are there?’ When pupils have done thisseveral times, ask the full question and get the classto repeat. Now walk around asking small groupsand then individuals to repeat the whole question.

• Model the answer, ‘There are two books.’ Ask theclass to repeat several times. Translate ‘there’ intoArabic (fi).

• Explain that when we answer the question, ‘Howmany ... are there?’ the answer is ‘There is one ...,’when there is only one object and ‘There are(six) ...,’ when there are two or more objects.(Note: The following exercise revises numbers 5 to 10,so pupils will use only ‘There are ...,’ in their answers.)

• Use the Numbers wall chart to practise asking andanswering the new question.


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• Now tell the class to look at the picture of Bill andJill in the kitchen on page 51 of their Pupil’s Books.Ask pupils to tell you which food items they can see(apples, sandwiches, biscuits, tomatoes, bananas).Explain that Bill and Jill are counting the differentfoods. Tell pupils that Bill is asking, ‘How manyapples are there?’ and Jill is replying ‘There areseven apples.’ Tell pupils that they are going towork in pairs to ask and count the food items in thesame way.

• Pupil A asks, ‘How many (apples) are there?’ PupilB counts and answers, ‘There are (seven) (apples).’Pupils then swap so that Pupil B is asking and PupilA is counting and answering. Walk round listeningto the pairs and helping any pupils who are havingdifficulties by modelling the question and answer forthem.

Answers

7 apples, 3 sandwiches, 10 biscuits, 8 tomatoes,9 bananas


• Ask pupils to tell you which food items they can seeon page 51 of their Activity Books (banana, biscuit,apple, tomato, sandwich, rice, salad).

• Tell pupils that they are going to trace the greytarget letter of each word appearing underneath thefood items and then they are going to colour thepictures.

• Ask pupils to point to the banana and to say thebeginning sound of the word. Remind them how towrite the letter b by writing it first on the board, thentracing the shape in the air with your back to theclass. Ask pupils to trace the shape in the air andthen on their desks with their fingers. Finally, askpupils to trace the letter in their books.

• Repeat this procedure with all the words on thepage.

• Now ask pupils to colour each picture taking theirtime to colour neatly and to keep within the lines.Walk round the class, praising pupils for theirefforts.

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Lesson 1

Aims

To teach the new vocabulary: bird, cat, dog,horse, rabbit

To revise questions: What’s that? It’s a (dog).Is that a (dog)? Yes, itis./No it isn’t.

Tracing the letter r

Structures Wh- question: What’s that? It’s a(dog).

Yes/No question: Is that a (dog)?Yes, it is.


Topic Animals

Vocabulary bird, cat, dog, horse, rabbit

Writing Tracing the letter r


Cassette Unit 19, Exercise 1 ListenObject flash cards 54-58Animal wall chartActivity Book, page 52, Exercise 1

Trace

Revision

• Revise the question, ‘What’s that?’ by pointing topupils’ drawings on the wall from the previouslesson. Ask the class and then individuals toanswer.

Presentation 1

• Teach the new animal vocabulary using the flashcards. As you hold up each flash card, ask theclass to repeat the name of the animal after you.Do this several times, asking the class and thenindividuals to repeat after you.

Presentation 2

• Teach the question, ‘Is that a (cat)?’ by pointing toanimals on the Animal wall chart. Point to eachanimal you have just taught and ask the question.Get pupils to respond, ‘Yes, it is.’

• Now point to the dog and ask, ‘Is that a cat?’Encourage pupils to respond, ‘No, it isn’t. It’s adog.’ Do this with all the animals several times,asking the class and then individuals to respond.


• Tell the class to open their Pupil’s Books at page 52and to look at the pictures. Ask which characters(Walid, Hassan, Zeina, Salma) and then whichanimals (bird, cat, horse, dog rabbit) they can seeon the page. Explain that the children are in theschool library, looking at a book about animals.




HASSAN: What’s that?SALMA: It’s a bird.

SALMA: Is that a cat?WALID: Yes, it is.

19Unit 19

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WALID: What’s that?SALMA: It’s a horse.

ZEINA: Is that a dog?SALMA: Yes, it is.

HASSAN: What’s that?JILL/BILL: It’s a rabbit.

Follow up

• Walk round the class holding up the animal flashcards to ask the questions, ‘What’s that?’ ‘Is that a(rabbit)?’. Do the activity quickly to make it fun andask the class and then individuals to respond. Makesure to ask questions, ‘Is that a ...,’ requiring bothresponses, ‘Yes, it is./No, it isn’t.’


• Tell pupils to open their Activity Books at page 52and to look at the picture at the bottom of the page.Tell pupils that the word says ‘rabbit’. Say theword, ‘rabbit’ again and ask pupils to repeat. Saythe initial sound of the word (/ /) and ask them torepeat.

• Tell pupils to look at the letter r at the top of thepage. Explain that they are going to trace this lettershape, but first you are going to show them how.


• Now ask pupils to trace the line of r’s in the sameway. Explain that they must take care to keepwithin the middle two lines of the grid and followthe lines they are tracing as carefully as possible.

• Tell the class to look at the picture at the bottom ofthe page again. Ask pupils to tell you what the wordsays and tell them to trace the first letter. If there istime they can colour the picture, or they can take ithome to colour.

Lesson 2

Aims

To revise wh- question: How many (rabbits) arethere?

To revise numbers 1-10To revise pluralsTo trace and copy the letter r

Structures Wh- question: How many (rabbits)are there?

Plurals

Functions Counting

Topic Animals

Vocabulary bird, cat, dog, horse, rabbit

Writing Tracing and copying the letter r


Object flash cards 54-58; Numberflash cards: 1-10

Activity Book, page 53, Exercise 2Copy, Exercise 3 Finish thepicture

Revision 1

• Quickly revise numbers 1 to 10 with pupils. Chooseten pupils and give each a flash card from 1 to 10.Get them to form a line at the front of the class,standing in number order.

• The first pupil holds up his/her flash card and theclass says, ‘One.’ Now hold up one of the animalflash cards, for example the rabbit, to prompt theclass to say, ‘One rabbit.’

• Remind pupils that when they are counting objects(or animals), they add an s to the word to make itplural. Now the second pupil in the line holds uphis/her flash card and the class say, ‘Two.’ Hold upthe flash card of, for example the cat. The classsay, ‘Two cats.’ Repeat with numbers 3 to 10, eachtime holding up an animal flash card.

Revision 2

• Revise the question and answer introduced inUnit 18 Lesson 3: ‘How many ... are there?’ ‘Thereis/There are ... .’ Remind pupils that when theyanswer, they use ‘There is one ...’ if there is onlyone object, but ‘There are ...’ if there are two ormore objects.

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• Walk round the room and pick up a pupil’s bag.Ask, ‘How many bags are there?’ and get the classto repeat. Now ask the question again and wait forpupils to answer, ‘There is one bag.’ Praise pupilswho give the correct answer.

• Now walk round the room picking up differentnumbers of various objects and asking, ‘How many... are there?’ Pupils reply, ‘ There is/are ... .’ (Note:The following exercise revises numbers 3 to 10 andso only requires the answer, ‘There are ... .’)


• Ask pupils to tell you which animals they can see inthe picture. It is quite difficult to count each animalbecause there are so many, so do this exercisewith the class.

• Ask pupils to look at the picture and count therabbits first. Ask, ‘How many rabbits are there?’Tell pupils to start at the top of the page and topoint to each rabbit as they count. Praise anypupils who answer, ‘There are eight rabbits.’ Ifpupils are struggling, count with the class pointingto each rabbit as you do so and getting the class topoint and count with you before answering thequestion.

• Repeat with horses, cats, birds and dogs, each timeasking the class to point to and count each animalwith you before answering the question.

Answers

There are: 8 rabbits, 5 horses, 7 cats, 10 birds, 3 dogs

Follow up

• Now ask pupils to work in pairs, taking turns to askand answer, ‘How many are there?’ ‘There are ...,’as they count the number of each animal in thepicture.

• Walk round helping pupils who are havingdifficulties by pointing to the animals with them andcounting before modelling the question and answerfor them.


• Tell pupils to open their Activity Books at page 53.Explain that instead of tracing over lines, pupils aregoing to write the letter r themselves, by copyingthe first letter in the line.

• Explain that pupils must write the letters keepingthem inside the middle two lines of the grid, andtaking care to write as neatly as possible. Theyshould say the sound of the letter as they write it.



• Tell the class to look at the picture of the rabbitjumping hurdles on page 53 of their Activity Books.Ask pupils to look at the letter that forms thehurdles and ask if they can tell you the sound ofthis letter.

• Tell pupils to trace the letter r shapes. They cancolour the picture in class if there is time.

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Lesson 3

Aims

To sing a songTo trace letters: c, d, h, b, rTo colour

Topic Animals

Vocabulary cat, dog, horse, bird, rabbit

Writing Tracing letters: c, d, h, b, rColouring



Activity Book, page 54, Exercise 4Trace and colour

Revision

• Ask pupils to look at the pictures on page 52 oftheir Pupil’s Books and tell them that they are goingto listen to the cassette again.

• Play the cassette for Exercise 1 all the way throughwhile pupils listen.

• Play the cassette a second time, pausing the tapeat the end of each sentence and asking the class torepeat the sentences after you. Make sure thatpupils are following the pictures as they listen tothe cassette.

• Now play the cassette a third time all the waythrough.


• Tell the class that they are going to learn a newsong and ask them to open their Pupil’s Books atpage 54. Ask pupils to tell you which animals theycan see (cat, dog, horse, bird). Translate the word‘says’ for pupils.

• Play the song all the way through once or twice.• Play the song again, stopping the tape at the end of

each line for the class to repeat the words. Makethis activity fun. Tell pupils to point to the animalsas they make the animal noises. (As animal noisesvary from country to country, check that thesesounds are fine.)


Tapescript

The cat says meow,the dog says bow-wow,the horse says neigh-neigh,the bird says cheep-cheep.

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Game

• Divide the class into two groups. Tell Group A thatthey are going to sing the song except for theanimal noises, and Group B that they are going tomake the animal noises. Group A sings, ‘The catsays,’ and Group B sings, ‘Meow,’ etc. The twogroups sing the song in this way and then swap soboth groups have a turn at making the animalnoises.

• Let pupils have fun with this activity. Although theclass may be very noisy, it is only a short song!


• Ask the class which animals they can see on page54 of their Activity Books (cat, dog, horse, bird,rabbit).

• Tell pupils that they are going to trace the first letterof each word underneath the animals and thencolour the pictures.

• Ask pupils to point to the cat and tell you whichsound this word begins with. Remind pupils how towrite the letter c by writing it on the board, thentracing the shape in the air with your back to theclass for pupils to copy. Ask pupils to trace theshape in the air and then write it with their fingerson their desks. Now ask them to trace the letter intheir books.

• Repeat the procedure with all the words on thepage.

• Now ask pupils to colour each picture, taking timeto colour neatly and to keep within the lines. Walkround the class, praising pupils for their efforts.

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Lesson 1

Aims

To revise wh- question: Where?To revise prepositions: in, on, underTo match letters with words and objects

Structures Wh- question: Where is it?Prepositions: in, on, under




Writing Matching Left to right directional practice


Cassette Unit 20, Exercise 1 Listen Activity Book, page 55, Exercise 1

Match

Revision 1

• Revise prepositions by putting a book on a bag andsaying, ‘The book is on the bag.’ Ask the class torepeat, then say the sentence again stressing thepreposition ‘on’. Ask individuals to repeat.

• Now place the book in the bag and say, ‘The bookis in the bag.’ Ask the class and individuals torepeat, stressing the preposition ‘in’.

• Now take the book out of the bag and place it underthe bag, making sure all pupils can see. Say, ‘Thebook is under the bag,’ and ask the class andindividuals to repeat, stressing the preposition ‘under’.

• Now tell pupils that they are going to play a game.Explain that you are going to walk around placingvarious objects in different places and they say, ‘In,’‘On,’ or, ‘Under,’ for each object. You can use anyobjects, even if pupils do not know the names, asthey only need to say the correct preposition. Makethe activity fun and let pupils shout out the answers.

• After doing the activity with pupils answeringrandomly, ask individuals to respond.

Revision 2

• Continue using the book and the bag to revise,‘Where is it?’

• Place the book on the bag and say, ‘Where’s thebook?’ Then model the answer, ‘It’s on the bag.’Ask pupils to repeat the question first and then theanswer.

• Now place the book in the bag and ask, ‘Where’sthe book?’ Model the answer, ‘It’s in the bag.’ Againask pupils to repeat both the question and theanswer. Finally, place the book under the bag andask, ‘Where’s the book?’ Model the answer, ‘It’sunder the bag,’ and get pupils to repeat.

• Put the book back on the bag and ask pupils,‘Where’s the book?’ for pupils to answer, ‘It’s on thebag,’ or, ‘The book is on the bag.’ Praise pupilswho can give you the answer. Repeat with ‘in’ and‘under’.

• Now tell pupils that they are going to ask andanswer the questions. Put various objects indifferent places for pupils to ask and answer,‘Where’s the (bag)? It’s under the (chair).’

• Do this with lots of different objects and ask theclass, small groups and individuals to ask andanswer the questions.



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• Tell the class to open their Pupil’s Books at page 55and look at the pictures. Explain that Bill is trying toremember where he left his book. He thinks he leftit on the table but it isn’t there, then he thinks heleft it under the chair but it isn’t there. Finally, Jillfinds Bill’s book in the fridge and Bill remembersthat he put it there by accident.

• Tell the class that they are going to listen to thecassette, then play the cassette for Exercise 1 allthe way through.



BILL: I have a book.JILL: Where is it?

BILL: It’s on the table.

BILL: Where is it?

BILL: It’s under the chair.

JILL: It’s in the fridge!


• Tell the class to open their Activity Books at page 55.Tell pupils that they are going to draw lines tomatch the letters n and t on the left with thepictures on the right.

• Ask pupils to look at the first letter, n, at the top ofthe column on the left. Ask if anyone remembersthe sound of n, but if not, say the sound, ‘Nuh.’Now ask pupils if they can see any objects on theright of the page that have the same sound (nose,nine). Praise any pupils who can tell you. Makesure that all pupils understand. Now tell pupils todraw a line from the ‘n’ on the left to the picture ofthe nose on the right. Repeat with ‘nine’

• Repeat the procedure for letter t and the remainingpictures. Walk round helping any pupils who arehaving difficulties and praising effort, accuracy andneatness.

Lesson 2

Aims

To revise Yes/No question: Is that a horse? Yes, itis./No, it isn’t.

To match letters with words and objectsTo trace letters: r, h, j, w

Structures Yes/No question: Is that a horse?Yes, it is./No, itisn’t.


Topic Animals

Vocabulary horse, cat, rabbit, (jug of) water,bird, jacket, shirt, dog

Writing Matching letters with words andobjectsTracing letters: r, h, j, wLeft to right directional practice

Resources Pupil Book, page 56, Exercise 2Look and answer

Cassette Unit 19, Exercise 3 SongAll object flash cardsAll wall chartsActivity Book, page 56, Exercise 2

Match

Revision 1

• Revise the animal names by holding up animalflash cards and asking, ‘Is that a (bird)?’ etc. Pupilsreply, ‘Yes, it is,’ or, ‘No, it isn’t. It’s a (horse).’

• Play the song again from Unit 19, Lesson 3. Playthe cassette once while pupils listen. Then play thesong a second time, pausing the tape at the end ofeach line and asking pupils to repeat thesentences. Play the cassette a final time all theway through.

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• Tell the class to open their Pupil’s Books at page 56.Ask pupils what they can see on the flash cards (ahorse, a cat, a rabbit, a (jug of) water, a bird, ajacket, a shirt, a dog). Tell pupils that Miss Reem isasking, ‘Is that a horse?’ and Salma and Hassanare answering, ‘Yes, it is.’

• Ask pupils to point to each flash card in turn as youask, ‘Is that a (cat)?’ etc. Pupils respond, ‘Yes, it is.’

• Now point to various flash cards and ask, ‘Is that a(shirt)?’ making sure that your questions require theresponse, ‘No, it isn’t. It’s a (rabbit).’ Ask the classand then individuals to respond.

Follow up

• Revise all the vocabulary pupils have learnt so farby asking questions using real objects, the flashcards or the wall charts.


• Tell pupils to look at page 56 in their ActivityBooks. Explain that they are going to draw lines tomatch the letters r, h, j and w on the left with thewords and pictures on the right.

• Ask pupils to look at the first letter ‘r’ at the top ofthe column on the left. Say the sound ‘ruh’, or ask ifanyone can tell you the sound. Now ask pupils ifthey can see any objects on the right of the pagethat begin with the same sound (rabbit). Praise anypupils who can tell you. Make sure that all pupilsunderstand and ask them to trace the first letter inthe word ‘rabbit’. Now ask pupils to draw a line fromthe r on the left to the word ‘rabbit’ on the right.


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Lesson 1

Aims

To revise Yes/No question: Is that (Hassan’s)(sandwich)? Yes, itis./No, it isn’t.’

To revise possessive sTo trace letters a and e

Structures Yes/No question: Is that (Hassan’s)(sandwich)? Yes,it is./No, it isn’t.

Possessive s


Topic Possessions

Vocabulary sandwich

Writing Tracing letters a and e


Cassette Unit 21, Exercise 1 ListenObject flash cards: 9-16, 37-40,

47-53Food wall chartActivity Book, page 57, Exercise 1

Trace

Revision 1

• Quickly revise food items with pupils using the flashcards or the Food wall chart.

• Hold up the tomato flash card and ask, ‘Is that atomato?’ Pupils answer, ‘Yes, it is.’ Repeat withseveral flash cards getting pupils to answer, ‘Yes, itis,’ each time.

• Now hold up the banana flash card and ask, ‘Is thatan apple?’ Wait for pupils to respond, ‘No, it isn’t. It’sa banana.’ Repeat with several different flash cards.

• Choose individuals to come to the Food wall chartto point at a food item and ask the class, ‘Is that anice cream?’ The class respond, ‘Yes, it is,’ or, ‘No,it isn’t. It’s a ... .’

Revision 2

• Revise the use of the possessive s from Unit 11,Lesson 1. Pick up a pupil’s pencil and ask, ‘Is thismy pencil?’ Wait for pupils to answer, ‘No,’ or, ‘No,it isn’t.’ Now ask, ‘Is it (Huda’s) pencil?’ The classrespond, ‘Yes, it is.’

• Ask all pupils to put their book or pencil on thedesk in front of them.

• Tell pupils that you are going to walk round andwhen you choose a pupil, he/she has to pick uptheir partner’s book or pencil and ask, ‘Is this ...’s(book/pencil)?’ The class respond, ‘Yes, it is.’ Tryto give all pupils in the class the chance to ask thequestion.


• Tell the class to open their Pupil’s Books at page 57and to look at the pictures of Salma, Hassan, Zeina,Walid, Bill and Jill on a picnic. Discuss the pictureswith them.



• Play the cassette one more time all the way through.

21Unit 21

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Tapescript

BILL: Is that Zeina’s sandwich?SALMA: Yes, it is.

BILL: Is that Hassan’s sandwich?SALMA: Yes, it is.

BILL: Is this my sandwich?HASSAN: No, it isn’t.

HASSAN: Is this Bill’s sandwich?SALMA/ZEINA: Yes, it is.

Follow up

• Give out ten flash cards of different objects to tenpupils and ask the pupils to stand at their desksholding up their flash cards so that everyone cansee them.

• Point to a flash card and ask, ‘Is that ...’s (house)?’etc, using the pupil’s name. Ask the class to repeatyour question and then get them to answer, ‘Yes, itis.’ Repeat with all ten flash cards.

• Now walk round the class putting your hand on aflash card as though to take it back, and ask, ‘Is thismy (house)?’ Wait for pupils to respond, ‘No, itisn’t.’ and then expand their answer to, ‘No, it isn’t.It’s ...’s (car).’ Repeat with each of the ten flashcards.


• Ask the class to open their Activity Books at page 57and to look at the pictures at the bottom of thepage. Tell pupils that the two words say ‘apple’ and‘ten’. Repeat the words and ask pupils to repeat.Say the target sound of each word (/ / and / /) andask pupils to repeat the sounds.

• Ask pupils to look at the letters a and e at the top ofthe page. Tell them that they are going to tracethese letter shapes, but first you are going to showthem how.


• Now ask pupils to trace the lines of a’s and e’s inthe same way. Explain that they must take care tokeep within the middle two lines of the grid andfollow the lines they are tracing as carefully aspossible.

• Tell pupils to look at the pictures at the bottom ofthe page again. Ask pupils what the words say, andtell them to trace the target letter of each word. Ifthere is time they can colour the pictures, or theycan take them home to colour.

Lesson 2

Aims

To revise possessive sTo revise verb: to haveTo revise wh- question: Who?To trace and copy letters a and e

Structures Demonstrative pronoun: thisPossessive s: This is Salma’s bag.


Topic Food

Vocabulary ball, bag, doll, jacket, sandwich

Writing Tracing and copying letters a and e

Resources Pupil’s Book, page 58, Exercise 2Look and say

Activity Book, page 58, Exercise 2Copy, Exercise 3 Finish the picture

Revision

• Tell the class that they are going to play the gamefrom the last lesson but instead of asking,‘Is this ...’s (pencil)?’ they are going to say, ‘This is ...’s(pencil).’ Ask pupils to put one object that belongsto them on their desk in front of them. It must be aword that all pupils know in English, such as abook, pencil, bag, sandwich, biscuit, key, apple,banana or ball. Make sure all pupils have an objecton their desk and that there is a variety of objects.

• Explain that as you walk round and choose pupils,they have to point to or pick up the object on theirneighbour’s desk and say, ‘This is ...’s (key),’ etc.giving their neighbour’s name and the name of theirobject.

• Alternatively, you could play by choosing the firstpupil in a row on one side of the classroom to start.That pupil says what his/her neighbour has, theneighbour then has a turn, then the next person,following on along the rows. In this way every pupilhas a turn.

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• Ask pupils to look at page 58 in their Pupil’s Booksand tell you who they can see (Salma, Hassan,Zeina, Walid and Bill) and what objects they have(bag, ball, doll, jacket, sandwich).

• Tell pupils to look at Salma. Ask which object Salmahas. Wait for pupils to respond, ‘A bag.’ Say, ‘Yes,Salma has a bag.’ Ask pupils to point to Salma’s bagat the bottom of the page. When they are all pointingto the bag, point to it and say, ‘This is Salma’s bag.’Ask the class and individuals to repeat.

• Tell pupils to look at Hassan. Ask which objectHassan is carrying. Wait for pupils to respond, ‘Aball.’ Say, ‘Yes, Hassan has a ball.’ Ask pupils topoint to the ball at the bottom of the page. Point tothe ball and say, ‘This is Hassan’s ball.’ Ask theclass and individuals to repeat.

• Do the same with the Zeina, Walid and Bill saying,‘This is Zeina’s doll.’ ‘This is Walid’s jacket.’ ‘This isBill’s sandwich.’ Ask the class and individuals torepeat the sentences after you.

Follow up

• Tell the class that they are going to work in pairs totalk about the objects on page 58 of the Pupil’sBook and say which object belongs to who.

• Pupil A points to one of the objects and pupil Bsays, ‘This is (Zeina)’s (doll),’ etc. Then they swapso that pupil B points and pupil A answers.

• Walk round the class listening to the pairs andhelping any pupils who are having difficulties.


• Tell the class to open their Activity Books at page 58.Tell pupils that instead of tracing over lines, theyare going to write the letters a and e themselves bycopying the first letter in the line.

• Explain that they must write their letters keepingthem inside the middle two lines of the grid andtaking care to write as neatly as possible. Theyshould say the sound of the letter as they write it.



• Ask the class to look at the pictures of the turtlesholding balloons at the bottom of page 58. Tellpupils that they are going to trace the a shapes ofthe turtles’ backs and the e shapes on the balloons.Ask if anyone can tell you the sounds these lettersmake.

• Ask pupils to trace the turtles’ backs first and thenthe letter shapes on the balloons. Pupils can colourthe pictures in class if there is time, or take themhome to colour.

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Lesson 3

Aims

To revise Yes/No question: Is that (Hassan’s)(sandwich)?

To revise possessive sLeft to right pre-writing practice (Matchingcharacters with objects)

Structures Yes/No question: Is that Hassan’ssandwich?

Possessive s

Functions Expressing possession

Vocabulary sandwich, book, banana, ball, bag

Writing Matching


Cassette, Unit 21 Exercise 1 ListenActivity Book, page 59, Exercise 4

Match

Revision

• Tell pupils to open their Pupil’s Books at page 57and look at the pictures of the children having apicnic again. Tell them that they are going to listento the cassette again, then play the cassette forExercise 1 all the way through.

• Play the cassette a second time, pausing thecassette at the end of each sentence and askingpupils to repeat. Make sure that pupils are followingthe pictures as they listen to the tape.

• Play the cassette a final time all the way through.


• Tell the class to open their Pupil’s Books at page 59.Ask pupils to tell you which characters they cansee (Hassan, Hassan and Salma’s father, Salma,Walid, Hassan and Salma’s mother). Ask them totell you which object each character has. Start bysaying, ‘Hassan has a sandwich.’ Ask pupils torepeat this, then say, ‘Father has a ...,’ and wait forpupils to say, ‘Book.’ Do the same for the remainingthree characters.

• Now point to the picture of Hassan with hissandwich and explain that Bill is asking, ‘Is thatHassan’s sandwich?’ and Jill is replying, ‘Yes, it is.’Get the class to repeat the question and answerafter you. Ask the same question about the otherpictures randomly, ‘Is that Mother’s bag?’ ‘Is thatWalid’s ball?’ etc. and get the class and individualsto respond.

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• Now point to an object a character is holding, butask if it belongs to someone else. Point to Father’sbook and ask, ‘Is that Mother’s book?’ Wait for theclass to respond, ‘No, it isn’t.’ Say, ‘No, it isn’t. It’sFather’s book.’ Do this with all the pictures,changing the name every time and getting pupils togive you the answer, ‘No, it isn’t. It’s ...’s (bag),’ etc.

Follow up

• Use page 59 of the Pupil’s Book. Tell the class towork in pairs asking and answering, ‘Is that(Walid)’s (ball)?’ ‘Yes, it is./No, it isn’t. It’s ...’s(ball).’

• Walk round listening to the pairs and encouragingthem to use the language.


• Ask the class to open their Activity Books at page 59and tell them that they are going to draw lines tomatch the characters with their possessions. Pupilscan remind themselves which possession belongsto each character by looking again at page 58 intheir Pupil’s Books.

• Ask, ‘Who has a bag?’ Wait for pupils to respond,‘Salma,’ and then tell the class to draw a line fromSalma on the left to the bag on the right in theirActivity Books.

• Do the same with all the characters, each timeasking the class to look at the pictures in theirPupil’s Books and asking, ‘Who has a ...?’ Whenpupils give the answer, tell them to draw a line fromthe character to his/her possession.

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Lesson 1

Aims

To teach the new vocabulary: sitting room,kitchen, bedroom,garden

To revise wh- question: Where?To revise personal pronouns: he, sheTo revise prepositions: in, on, underTo trace letters v and w

Structures Wh- question: Where?Prepositions: in, on, underPersonal pronouns: he, she

Topic Family/Home

Vocabulary sitting room, kitchen, bedroom,garden, Mother, Father, (video)

Writing Tracing letters v and w


Cassette Unit 22, Exercise 1 ListenHome wall chartActivity Book, page 60, Exercise 1

Trace

Revision 1

• Tell pupils that they are going to revise thequestion, ‘Where?’

• Use a pencil and a desk to practise the question.Put the pencil on the desk and ask, ‘Where’s thepencil?’ Wait for the answer, ‘It’s on the desk.’Praise any pupils who give the answer. Now askthe class to repeat the question and then theanswer.

• Put the pencil in the desk and ask, ‘Where’s thepencil?’ Wait for the answer, ‘It’s in the desk.’ Askall pupils to repeat both the question and theanswer. Finally, put the pencil under the desk andask, ‘Where’s the pencil?’ Wait for the answer, ‘It’sunder the desk.’ Again ask the class to repeat boththe question and answer.

• Now tell pupils that they are going to ask andanswer the question. Put different objects in variousplaces for pupils to ask and answer, ‘Where’s the(bag)?’ ‘It’s under the (chair).’

• This is a good way to revise both vocabulary andprepositions as well as the question ‘Where?’ Useseveral different objects and ask the class andindividuals to ask and answer the question.

Revision 2

• Remind pupils that instead of using a name whenwe are talking about people, we can say, ‘he’ for aboy and ‘she’ for a girl.

• Point to a male pupil and say, ‘(Ahmed)’s a boy.He’s a boy.’ Ask the class to repeat thesesentences. Then point to a female pupil and say,‘(Zara)’s a girl. She’s a girl.’ Again, ask the class torepeat the sentences.

• Repeat with several different pupils, each timeasking the class and individuals to repeat thesentences and ensuring that they replace thepupil’s name with the correct pronoun.

Presentation

• Use the Home wall chart to present the newvocabulary ‘sitting room’, ‘bedroom’, ‘kitchen’ and‘garden’.

• Point to the sitting room on the chart and explainthat this room is called the sitting room. Ask theclass to repeat the word. Ask pupils to tell you thewords for some of the objects they can see in thesitting room (chair, table, window, door, sofa,[television, video]). Model, then ask the class torepeat such sentences as, ‘The chair is in thesitting room,’ ‘The table is in the sitting room.’

• Now point to the bedroom and tell the class thatthis room is called the bedroom. Ask pupils torepeat the word and then to tell you the words forsome of the objects in the bedroom (bed, window,door, computer, toy box). Ask them to repeat suchsentences as, ‘The bed is in the bedroom.’

• Do the same with the kitchen (fridge, food items)and the garden (ball, bird, cat dog, car, table,chairs).

• Now point to rooms randomly and ask pupils to tellyou the name of the room you are pointing to.

22Unit 22

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• Tell the class to open their Pupil’s Books at page 60and look at the pictures. Point to each picture andask pupils to say which room you are pointing to.Help pupils if they are unsure.

• Now tell pupils they are going to listen to thecassette, then play the cassette for Exercise 1 allthe way through.

• Play the cassette a second time, pausing after eachsentence and asking pupils to repeat the sentencesafter you. Make sure that pupils are following thepictures as they listen to the sentences.

• Play the cassette a final time all the way through.

Tapescript

BILL: Where’s Salma?JILL: She’s in the sitting room.

BILL: Where’s Hassan?JILL: He’s in the kitchen.

BILL: Where’s Mother?JILL: She’s in the bedroom.

BILL: Where’s Father?JILL: He’s in the garden.

Follow up

• Use the Home wall chart to practise the question,‘Where?’ by pointing to the characters on the chartand asking, ‘Where’s Salma?’ ‘Where’s Salma’smother?’ etc. Pupils respond with, ‘She’s in thekitchen/bedroom.’


• Tell pupils to open their Activity Books at page 60and look at the picture at the bottom of the page.Tell pupils that the two words say ‘video’ and‘window’. Say the words again and ask pupils torepeat. Say the initial sound of each word (/ / and / /) and ask pupils to repeat these sounds. (Note:Although ‘video’ is not a word that pupils havelearnt, the word is the same in Arabic and so pupilsare familiar with it.)

• Tell the class to look at the letters v and w at thetop of the page. Tell pupils that they are going totrace these letter shapes, but first you are going toshow them how.


• Now ask pupils to trace the lines of v’s and w’s inthe same way. Explain that they must take care tokeep within the middle two lines of the grid and tofollow the lines they are tracing as carefully aspossible.

• Ask pupils to look at the picture at the bottom of thepage again. Ask them what the words say and tellthem to trace the first letter of each word. If there istime they can colour the picture, or they can take ithome to colour.

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Lesson 2

Aims

To revise wh- question: Where?To revise preposition: inTo revise personal pronouns: he, sheTo copy and trace letters v and w

Structures Wh- question: Where?Preposition: inPersonal pronouns: he, she

Functions Place

Topic Family/Home

Vocabulary sitting room, kitchen, bedroom,garden, Mother, Father

Writing Copying letters v and wTracing

Resources Pupil Book, page 61, Exercise 2Look and answer

Cassette, Unit 22, Exercise 1 ListenActivity Book, page 61, Exercise 2

Copy, Exercise 3 Finish the picturePaper and pencils for drawing

Revision

• Play the cassette from Lesson 1 again to revise‘Where?’ with the class and the vocabulary forrooms in a house.

• Play the cassette all the way through once, lettingpupils listen. Then play the cassette a second timestopping at the end of each line and asking theclass to repeat. Make sure that pupils are followingthe pictures as they listen to the cassette.

• Finally, play the cassette a third time all the waythrough.


• Ask the class to look at the first picture, below Bill,on page 61 of their Pupil’s Books. Ask pupils to tellyou the English words for some of the objects theycan see (a table, a chair, a book). Tell pupils thatBill is asking, ‘Where’s Father?’ Ask the class torepeat the question. Ask the question again andwait for pupils to reply, ‘He’s in the sitting room.’Tell pupils that this is what Jill is saying.

• Now ask pupils to look at the next picture of Motherin the kitchen. Ask them to name some of theobjects they can see (tomato, bread, salad). Ask,‘Where’s Mother?’ and get the class to repeat thequestion. Now ask the question and wait for theanswer, ‘She’s in the kitchen.’

• Repeat with the pictures of Hassan and Salma atthe bottom of the page.

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Follow up

• Tell pupils that they are going to draw a picture.Ask them to choose one person from their family.Tell them to think about which room (or the garden)the person is in and the objects found in that place.They must know the English word for any objectsthey draw. So, for instance, if they choose theirmother in the kitchen, they can draw a picture oftheir mother and an object found in the kitchen,such as a fridge, a table or some food items. If theychoose their brother in the garden, they can drawtheir brother and a car, a ball, a bird or a petcat/dog. Help pupils to decide what to draw bydiscussing all ideas.

• Tell pupils to draw their pictures and walk roundhelping any pupils who are unsure of what to draw.

• When all pupils have finished, walk round askingpupils the following questions to elicit answers asfollows:‘Who’s this?’ ‘This is my (mother/father/sister/brother).’‘What’s this?’ (pointing to the object the pupil hasdrawn) ‘It’s a (fridge).’‘Where’s your (mother)?’ ‘She’s in the (kitchen).’


• Tell the class to open their Activity Books at page 61.Tell pupils that instead of tracing over lines, theyare going to write the letters v and w themselves bycopying the first letter in the line.

• Explain that they must write their letters keepingthem inside the middle two lines of the grid, takingcare to write as neatly as possible. They shouldsay the sound of the letter as they write it.

• Walk round monitoring pupils’ work, and praisingeffort, accuracy and neatness.


• Tell pupils to look at the picture at the bottom ofpage 61 in their Activity Books. Ask them to tell youwhat they can see (birds, a boat, water). Ask pupilsif they can tell you the sounds of the two lettersthat form the waves and the birds.

• Tell pupils to trace the letter shapes v and w. Theycan colour the picture in class if there is time, ortake it home to colour.

Lesson 3

Aims

To revise wh- question: Where?To revise prepositions: in, on, underTo revise possessive sTo colour objects according to aural instructions

Structures Wh- question: Where?Prepositions: in, on, underPossessive s

Functions Asking where something is

Topic Place

Vocabulary book, bed, desk, dress, bag, jacket,chair

Writing Colouring


Object flash cards 2-4, 6, 28, 43, 44Activity Book, page 62, Exercise 4

Colour

Revision 1

• Use the flash cards to revise the vocabulary withpupils. Hold up the cards in turn and ask, ‘What’sthis?’ Pupils respond, ‘It’s a dress,’ etc.

Revision 2

• Tell pupils that they are going to play the game thatthey played in Unit 17 to revise ‘in’, ‘on’ and‘under’. Explain that you are going to walk round,putting different objects in various places and theyhave to say, ‘In,’ ‘On,’ or ‘Under.’ You can use anyobjects, even if pupils do not know their Englishnames as they only need to say the correctpreposition. Make the activity fun and let pupils callout the answers.

• Practise at first with pupils answering randomly,then ask individuals to say if an object is ‘in’, ‘on’ or‘under’.

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• Ask the class to look at the pictures on page 62 oftheir Pupil’s Books. Explain that each character islooking for something.

• Tell pupils to look at the first picture, below Bill, andask them to tell you the English words for some ofthe objects they can see (a bed, a book, a desk, acar, a ball). Now explain that Hassan is looking forhis book and tell them that Bill is asking, ‘Where’sHassan’s book?’ Repeat the question to the classand wait for pupils to answer, ‘It’s under the bed.’Praise pupils who answer and tell them that this iswhat Jill is saying. Ask the class to repeat thequestion and the answer.

• Now tell pupils to look at the next picture. Askpupils to tell you the English words for some of theobjects they can see (a bed, a desk, a bag, a doll, abook, a pencil). Ask, ‘Where’s Salma’s bag?’ andwait for pupils to answer, ‘It’s under the desk.’

• Repeat with the remaining pictures, asking,‘Where’s Mother’s dress?’ (‘It’s in the bag/on thebed.’) and ‘Where’s Father’s jacket?’ (‘It’s on thechair.’)

Follow up

• Ask pupils to practise asking and answering thequestions from Pupil’s Book Exercise 3 in pairs.

• Walk round the class listening to the pairs andasking individuals the questions.


• Tell pupils to look at the pairs of pictures in theirActivity Books on page 62. Ask them to tell youwhat they can see (a ball on a table and a ballunder a table, shoes under a bed and shoes in abox, a cat under a chair and a cat on a chair).Discuss the pictures with the class and check thatpupils know the prepositions.

• Explain to pupils that they must listen carefullybecause you are going to ask them to colourcertain objects in the pairs of pictures. Say, ‘Colourthe ball on the table,’ stressing the preposition ‘on’.Repeat the sentence and walk round the classchecking that pupils are colouring the correct ball.

• Now say, ‘Colour the shoes in the box,’ stressingthe preposition ‘in’ and repeating the sentence asyou walk round the class to check pupils’ work andmake sure that they are colouring the correctshoes.

• Finally say, ‘Colour the cat under the chair,’stressing the preposition ‘under’, and check that allpupils are colouring in the correct cat.

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Lesson 1

Aims

To revise wh- questions: Who’s this/that? What’sthis?

To teach the new adjectives: tall, shortTo revise adjectives: big, smallTo colour a picture according to aural instructions

Structures Wh- questions: Who’s this/that?What’s this?

Adjectives: big, small, tall, shortPossessive s: Colour (Colin’s)

(jacket) (blue).

Functions Description

Vocabulary big, small, tall, short

Writing Colouring

Resources Pupil’s Book, page 41, Exercise 1Play; page 63, Exercise 1 Listen

Cassette Unit 23, Exercise 1 ListenCharacter flash cards Red, blue, yellow and black

colouring pencils for the classPaper for making a tall and a short

paper manSellotape or glueActivity Book, page 63, Exercise 1

Colour

Revision 1

• Quickly revise, ‘Who’s this?’ using the characterflash cards. Hold up the Miss Reem flash card andask, ‘Who’s this?’ The class respond, ‘Miss Reem,’or, ‘It’s Miss Reem.’ Repeat with all the characterflash cards.

• Now walk round, placing your hand on individuals’heads and asking the rest of the class, ‘Who’sthis?’ The class respond with the pupil’s name.

• Point to various pupils on the other side of theroom and ask, ‘Who’s that?’ The class respond with‘It’s (Ahmed/Samira).’

Revision 2

• Ask pupils to look at page 41 of their Pupil’s Booksto revise the adjectives ‘big’ and ‘small’. Go throughthis exercise with them, pointing to objects andasking, What’s this?’ Pupils answer, ‘It’s a big key.It’s a small ball,’ etc.

• Now ask pupils to open their Pupil’s Books atpage 63 and look at the clowns in the first picture.Explain that the clown on the left is called Bobbyand gesture with your hands the height and widthof the big clown. Say, ‘Bobby is big,’ and ask theclass and individuals to repeat the sentence afteryou.

• Tell the class to look at the second picture. Askthem to look at the clown next to Bobby and tellthem that his name is Sammy and that he is small,gesturing with your hands the height and width ofSammy. Say, ‘Sammy is small.’ Ask the class andindividuals to repeat the sentence after you.

• Model both sentences several times asking theclass and individuals to repeat after you.

Presentation

• Ask the class to look at the bottom left picture.Explain that the clown on the right is called Tippyand he is tall. Say, ‘Tall,’ and gesture with yourhand held in the air to indicate height. Ask the classand individuals to repeat the word ‘tall’. Say, ‘Tippyis tall,’ and ask the class and individuals to repeatthe sentence after you.

• Tell pupils to look at the last picture. Explain thatthe clown on the left is called Colin and that he isshort. Say, ‘Short,’ gesturing with your hand next toyour side to indicate a short height. Ask the classand individuals to repeat the word ‘short’. Say,‘Colin is short,’ and ask the class and individuals torepeat the sentence after you.

• If you have the necessary resources, make a talland a short paper man, drawing each on pieces ofpaper taped or glued together. Ask pupils to draweyes, ears, a mouth, a nose, hands, feet, clothes,etc. on the paper men, to revise vocabulary forparts of the body and clothing. When the two papermen are finished, hold each one up in turn againstthe wall and draw a chalk line on the wall to showtheir height. When you hold up the tall man andmark his height on the wall, say, ‘Tall,’ and ask theclass to repeat; when you hold up the short manand mark his height on the wall say, ‘Short,’ andask the class to repeat.

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• Ask the class to look again at the pictures onpage 63. Tell pupils that they are going to listen tothe cassette. Play the cassette for Exercise 1 allthe way through.

• Play the cassette a second time, pausing after eachsentence and asking pupils to repeat after you.Make sure that pupils are following the pictures asthey listen to each sentence.

• Play the cassette a third time all the way throughwhile pupils listen.

Tapescript

BOBBY: Hello. I’m Bobby. I’m big.

SAMMY: Hello. I’m Sammy. I’m small.

TIPPY: Hello. I’m Tippy. I’m tall.

COLIN: Hello. I’m Colin. I’m short.

Follow up

• Tell pupils that they are going to have fun playing agame. Divide the class into groups of about ten

pupils. The game will be played by one group at atime as it involves pupils walking freely around theclassroom.

• Tell the first group to stand at the front of the class.Explain that they have to walk around the room andyou are going to say either ‘tall’ or ‘short’. If yousay, ‘Tall,’ pupils must walk round on tiptoe witharms stretched straight up above their heads; if yousay, ‘Short,’ they must walk round makingthemselves as short as possible by hunching theirshoulders and putting their heads down.Demonstrate for pupils and make sure that theyunderstand what they have to do.

• Begin by asking the pupils to walk round the roomnormally. Then say an adjective: ‘tall’ or ‘short’.Make sure that pupils respond in the correct way.Make the activity fun by changing the adjectivesquickly. When you have used each adjectiveseveral times, ask this group to sit down.

• Explain to the second group that for their turn youare going to say either ‘big’ or ‘small’. For ‘big’ theymust walk round taking large strides, with theirarms stretched out to the side, looking as big aspossible; for ‘small’ they must walk around withtheir hands on their shoulders. Demonstrate forpupils and make sure that they understand whatthey have to do.

• Begin by asking the second group to walk roundthe room normally until you say ‘big’ or ‘small’.Make sure that pupils respond in the correct way.Change the adjectives quickly to make the activityfun.

• Make sure that all pupils have a turn. Depending onthe class size you may have to play the game withas many as five groups of pupils. Change the twoadjectives you use with each new group of pupilsand remind each group of the appropriate actions:‘Tall’: walk on tiptoes with arms stretched straightabove.‘Short’: walk with hunched shoulders and bowedhead.‘Big’: walk with big strides and arms stretched outsideways.‘Small’: walk with hands on shoulders.


• Ask the class to open their Activity Books at page 63.Tell pupils that they are going to colour some of theclowns’ clothes, but they must listen carefullybecause you will tell them which clothes to colourand which colours to use. Explain that it is more

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important to colour neatly and to keep within thelines than to finish quickly. Revise the clowns’names by pointing to each in turn and asking theclass to repeat the names after you.

• Tell the class to look at Bobby. Say, ‘ColourBobby’s trousers red.’ Walk round checking thatpupils are colouring Bobby’s trousers red.

• When all pupils have finished, tell the class to lookat Sammy. Say, ‘Colour Sammy’s shoes black.’Walk round checking that pupils are colouringcorrectly. Praise pupils for effort, neatness andaccuracy.

• Now tell the class to look at Colin. Say, ‘ColourColin’s jacket blue.’ Walk round checking thatpupils are colouring correctly.

• Finally tell the class to look at Tippy. Say, ‘ColourTippy’s shirt green.’ Check that pupils are colouringcorrectly.

• If there is time, pupils can colour the rest of thepicture in class or they can take it home to colour.

Ending

• Praise the class for all their efforts. Ask if theyenjoyed playing the game in this lesson. Tell pupilsthat they are nearly at the end of the book and theyhave learnt to say a lot in English. Remind themhow well they are doing and tell them it is a bigachievement to learn to speak a foreign language.

Lesson 2

Aims

To teach the new adjectives: happy, sadTo revise adjectives: big, small, tall, shortTo sing a songTo match letters with words and objectsTo find and circle letters in a letter puzzle game

Structures Adjectives: happy, big, small, tall,short

Imperative: LookConjunction: and

Topic Size

Vocabulary happy, big, small, tall, short

Writing MatchingCircling letters

Resources Pupil Book, page 64, Exercise 2Sing


Activity Book, page 64, Exercise 2Match; page 65, Exercise 3 Circle

Revision

• Play the cassette from Lesson 1 again to revise theadjectives ‘big’, ‘small’, ‘short’ and ‘tall’.

• Play the cassette once all the way through and thenplay it a second time stopping at the end of eachline and asking pupils to repeat the sentences.

• Finally, play the tape all the way through again,making sure that pupils are following the pictures intheir books as they listen.

Presentation

• Tell pupils that they are going to learn two morewords like ‘big’, ‘small’, ‘short’ and ‘tall’ that can beused to describe people.

• Smile and say, ‘Happy.’ Look sad and say, ‘Sad’.• Tell pupils that you are going to draw a happy

picture and a sad picture on the board and pupilsmust then describe each picture with the Arabicword for ‘happy’ or ‘sad’ to demonstrate that theyunderstand the meanings of the English words.

• Draw two very simple faces on the board. Smile andsay, ‘Happy,’ as you draw a smiley mouth on thefirst face, then ask pupils for the Arabic word. Getthem to repeat ‘happy’ several times, encouragingthem to smile and look happy as they say the word.

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• Now, with a sad expression, draw a downturnedsad mouth on the second face and say, ‘Sad,’ thenask pupils for the Arabic word. Get them to repeat‘sad’ several times, encouraging them to make sadfaces as they say the word.

• Now rub one of the faces off the board, then rubthe mouth off the remaining face. Explain that youare going to draw a happy or a sad face and pupilshave to tell you which it is. Do this several times,giving as many pupils as possible the opportunityto answer.

• Ask individuals to come to the front, whisper,‘Happy,’ or, ‘Sad,’ to them. They must make ahappy or a sad face to the class who have to guessthe correct adjective. Make the activity fun, andencourage all pupils to join in with the answers.


• Tell pupils that they are going to learn a new songwith the words they have just learnt and ask themto open their Pupil’s Books at page 54. Ask themthe names of the clowns: Bobby, Sammy, Tippyand Colin.

• Model the sentence, ‘Look at me,’ ask pupils torepeat, and translate the sentence into Arabic. Alsoteach ‘and’.

• Play the song all the way through once or twice.• Play the song again but this time stop the tape at

the end of each line and ask the class to repeat thewords. Tell pupils to point to each clown as theyhear the words on the tape.


Tapescript

BOBBY: Look at me,I’m happy and I’m big.

SAMMY: Look at me,I’m happy and I’m small.

TIPPY: Look at me,I’m happy and I’m tall.

COLIN: Look at me,I’m happy and I’m short.

Follow up

• Tell the class that they are going to play a gameusing the adjectives ‘big’, ‘small’, ‘tall’, ‘short’,‘happy’ and ‘sad’. Explain that you will askindividuals to come to the front, then whisper one ofthe words to them. They must mime the word forthe class to guess, using actions as for the game inLesson 1:‘Tall’: walk on tiptoes with arms stretched straightabove.‘Short’: walk with hunched shoulders and bowedhead.‘Big’: walk with big strides and arms stretched outsideways.‘Small’: walk with hands on shoulders.‘Happy’: smile broadly.‘Sad’: sad expression.

• Give as many pupils a turn as possible and makethe activity fun. Encourage all pupils in the class toanswer freely.


• Tell the class to look at page 64 in their ActivityBooks. Ask pupils to tell you which objects theycan see (numbers 4 and 5, a hand, a horse and ahead). Now ask them the sounds of the two letters,f and h, on the left of the page.

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• Tell pupils that they are going to draw lines tomatch each letter with the objects that begin withthe same sound as the letter. Do the first one withthe class, then ask pupils to work in pairs tocomplete the exercise.


• Ask the class to open their Activity Books at page 65.Explain that pupils are going to do a letter puzzle.First, demonstrate by writing a large letter v on theleft of the board and, after a gap, a row of sixletters containing two v’s. Point to and say thesound of each letter. Ask pupils to tell you whenyou reach another v, then circle it.

• Ask them to look at the first block of letters andexplain that pupils have to find all the ‘v’s and circlethem. It is important to explain that pupils do notneed to know the names or sounds of letters, theymust simply find the same shape (v) as you havedrawn on the board and circle it. Tell pupils tocomplete the first letter puzzle in pairs orindividually.

• Now clean the board and repeat the procedure, thistime practising with the letter w before pupilscomplete the second letter puzzle in pairs orindividually.

Lesson 3

Aims

To teach the new structure: Who has a (red)(jacket)?

To revise verb: to have

Structures Wh- question: Who has a redjacket?

Verb: to have

Functions Asking for information

Topic Colours

Vocabulary blue, green, red, yellow, black,white, shoes, jacket, trousers, shirt

Resources Pupil’s Book, page 43, Exercise 1Listen; page 65, Exercise 3 Lookand answer

Cassette Unit 16, Exercise 1 ListenObject flash cards: 2, 14-16, 36, 37,

39, 41-46Colour wall chart

Revision 1

• Ask pupils to look at the Colour wall chart. Point tothe different colours and ask, ‘What colour is this?’The class respond, ‘It’s blue/yellow/red,’ etc.

Revision 2

• Ask pupils to open their Pupil’s Books at page 43and look at the picture of Salma and Zeina talkingabout people and what they are wearing. Tellpupils that they are going to listen to the cassetteagain, then play the cassette once all the waythrough.

• Play the cassette again, pausing at the end of eachline and asking pupils to repeat the sentences afteryou. Make sure that pupils are following thepictures as they listen to the tape. Then play thecassette all the way through while pupils listen.

Presentation

• Ask pupils to look at the first picture on page 43 intheir Pupil’s Books. Read out the dialogue in thespeech bubbles. Repeat, ‘Huda has a black skirt,’and ask pupils to point to Huda. Walk round,checking that pupils are pointing to the correct girl.

• Repeat again, ‘Huda has a black skirt,’ and ask,‘Who has a black skirt?’ Wait for pupils to reply,‘Huda,’ and praise any who give you the answer.Then expand the answer into, ‘Huda has a blackskirt.’ Explain that to make the full answer, theyshould replace the word ‘Who’ in the question withthe name of the correct pupil.

• Repeat the procedure with the next four pictures,making sure that pupils repeat the sentences:‘Huda has a black skirt.’ ‘Salah has a blue shirt.’ ‘Alihas a green jacket.’ ‘Enas has a yellow dress.’‘Dina has red shoes.’

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• Tell the class to look at the clowns on page 65 oftheir Pupil’s Books. Ask pupils to tell you the nameof each clown as you point to him. Get pupils totalk in Arabic about what each clown is doing (theydo not have the language to do this in English). Askpupils if they have ever been to a circus, if theyenjoyed it and what they saw.

• Point to a piece of the clowns’ clothing and ask,‘What colour is (Colin’s) (jacket)?’ and wait forpupils to answer, ‘It’s (red).’ Do this several timeswith different clowns and clothes.

• Now ask such questions as, ‘Who has a (green)(jacket)?’ ‘Who has (blue) (shoes)?’ etc. and getpupils to give full answers: ‘Bobby has a greenjacket.’ ‘Bobby has red shoes.’

Follow up

• Use the Object flash cards to practise the questionand answer, ‘Who has a ...?’ ‘... has a ... .’

• Choose five pupils to come to the front. Give eachof them a flash card. Ask them to hold their flashcards up so that all the class can see them.

• Now ask the class, ‘Who has a yellow car?’ andwait for pupils to give the full answer, ‘... has ayellow car.’ Remind pupils that they can make thecorrect answer by replacing the word ‘who’ with thecorrect pupil’s name and then repeating the rest ofthe question.

• Ask the class and individuals to answer thequestion, and give as many pupils as possible thechance to stand at the front with a flash card.

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Lesson 1

Aims

To introduce the alphabetTo sing the Alphabet SongTo trace the letters z and q

Functions To sing the alphabet

Topic The alphabet

Vocabulary Letters of the alphabet

Writing Tracing letters z and q


Cassette Unit 24, Exercise 1 SingAlphabet flash cardsActivity Book, page 66, Exercise 1

Trace

Presentation 1

• This unit presents the whole alphabet to pupils forthe first time. The English alphabet has twenty-sixletters, all of which have been introduced to pupils(with the exceptions of z and q, which areintroduced in the Activity Book in this lesson).Pupils are not expected to learn the alphabet at thisstage (they will learn it in Grade 2). Unit 24 isintended simply as an introduction.

• If you do not have a set of alphabet flash cards, youwill need to make your own. They are simple tomake, with the lower case letter (for example, a) onone side and the upper case letter (for example, A)on the other. Make sure that the cards are largeenough for all pupils to see easily. At this stage,you should present pupils with the lower caseletters only. Upper case letters will be introduced inthe next grade.

Presentation 2

• At first, this song may be quite difficult for the class.Until now, pupils have been introduced only to thesounds of the letters, but they need the names ofthe letters to sing this song. However, the song isintended simply as an introduction to the wholealphabet. It is not important that pupils sing itperfectly, and they should be encouraged to enjoythe activity.

• Before you play the cassette, write the alphabet onthe board and say the sound of each letter, askingpupils for any English words they know beginning

with the same sound.• Now say the name of each letter, asking pupils to

repeat after you.


• Tell the class that they are going to learn theAlphabet Song. Tell them to open their Pupil’sBooks at page 66 and look at the letters.

• Play the song all the way through once or twice.• Play the song again, but this time stop the tape at

the end of each line. Repeat the letters slowly tothe class and ask them to repeat the letters afteryou.

• Finally, play the song all the way through and letpupils sing along.

Tapescript

BILL/JILL: a b c d e f gh i j k l m n o pq r s t u v w x y and z

24Unit 24

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Follow up

• After pupils have sung the Alphabet Song, dividethe class into six groups and explain that they aregoing to sing along to the cassette again, but thistime each group is going to sing a different part ofthe song.

• Tell each group the letters they will sing. Group 1:a, b, c, d, e, f, g; group 2: h, i, j, k; group 3: l, m, n,o, p; group 4: q, r, s; group 5: t, u, v; and group 6:w, x, y and z.

• Practise the letters they will sing with each group.Say the names of the letters and ask the group torepeat after you.

• Now tell the class that you are going to play thecassette and that each group will sing along when itis their turn. Explain that you will point to eachgroup when it is their turn to sing. Play the cassetteand let pupils sing but do not worry if they find thesong difficult. Try to make the activity fun and singalong with them.

Further activity

• Write the alphabet out on the board. Ask sevenpupils to stand near the board and give each childan Alphabet flash card from a to g. Tell the pupilsto look at their flash cards carefully and explain thatwhen you point to a letter on the board and say thesound of that letter, they must look to see if theyare holding the same letter flash card. If they are,they should give their flash card to you and then sitdown. Make sure that you choose the letters insequence from a to g for this activity.

• Repeat the procedure with seven different pupilsand the next seven flash cards, h to n.

• Repeat the procedure with six different pupils andthe next six flash cards, o to t.

• Repeat the procedure with six different pupils andthe last six flash cards, u to z.


• Tell the class to open their Activity Books at page 66and to look at the picture at the bottom of the page.Tell pupils that the two words say ‘quiet’ and‘Zeina’. Say the words again and ask pupils torepeat. Say the initial sound of each word (/ /and / /), and ask pupils to repeat these sounds.

• Tell the class to look at the letters z and q at thetop of the page. Explain that pupils are going totrace these letter shapes, but first you are going toshow them how.


• Now ask pupils to trace the lines of z’s and q’s inthe same way. Explain that they must take care tokeep within the lines of the grid and to follow thelines they are tracing as carefully as possible.

• Ask the class to look at the picture at the bottom ofthe page again. Ask pupils to tell you what the twowords say, then tell them to trace the first letter ofeach word. If there is time they can colour thepicture, or they can take it home to colour.

Lesson 2

Aims

To sing the Alphabet SongTo recognise words beginning with the same initial

soundsTo trace and copy letters z and q

Topic The alphabet

Vocabulary cat, doll, car, horse, house, boat,window, mouth, water, sandwich,chair, sofa

Writing Tracing and copying letters z and q

Resources Pupil’s Book, page 66, Exercise 1Sing; page 67, Exercise 2 Pointand say

Cassette, Unit 24 Exercise 1 ListenAll Object flash cardsWall chartsActivity Book, page 67, Exercise 2

Copy; Exercise 3 Finish thepicture

Revision 1

• Ask the class to open their Pupil’s Books at page 66and to look at the letters of the alphabet again. Tellpupils that they are going to listen to the cassetteand sing the Alphabet Song again.

• Play the song once all the way through. Then playthe song a second time, pausing at the end of eachline, repeating the letters slowly and asking pupilsto repeat them after you.

• Finally, play the song a third time all the waythrough and let pupils sing along.

Revision 2

• Revise the vocabulary for the next exercise usingObject flash cards 6, 8, 9, 13, 15, 16, 24, 27, 37,51, 55 and 57.

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• Ask pupils to look at the rows of objects in theirPupil’s Books on page 67. Point to each object, sayits name, and get pupils to point and repeat thewords after you.

• Now ask the class to look at the first row again.Say, ‘Cat, doll, car,’ and ask pupils to repeat. Nowask pupils if they can tell you which two wordsbegin with the same sound. Praise any pupils whosay, ‘Cat, car.’ Repeat, ‘Cat, car,’ and askindividuals to repeat.

• Repeat the procedure with the other three rows ofpictures.

Follow up

• Give the twelve flash cards out to twelve pupils.Explain that you are going to ask one pupil to cometo the front of the class, hold up his/her card andsay the name of the object on it. Then, any pupil inthe class who has a flash card of an objectbeginning with the same sound, stands up and says

the name of the object. Remember that in thevocabulary for Exercise 2, there is no matchingcard for four of the pictures (doll, house, mouth,chair).

• When pupils have successfully matched cards withobjects beginning with the same sound, take theircards and ask them to sit down. Praise pupils forcorrect matches.

• The game can be continued using flash cards forall vocabulary that pupils have learnt.


• Ask the class to open their Activity Books at page 67.Tell pupils that instead of tracing over lines, theyare going to write the letters z and q themselves bycopying the first letter in the line.

• Explain that they must write their letters keepingthem inside the gridlines and taking care to write asneatly as possible. They should say the sound ofthe letter as they write it.

• Walk round monitoring pupils’ work, and praisingeffort, accuracy and neatness.


• Ask the class to look at the picture of Bill and Jill atthe bottom of the page. Ask pupils to tell you inArabic what Bill and Jill are doing. Ask pupils if theycan tell you the sounds of the letters z and q.

• Ask pupils to trace the z’s around Bill and then theq’s around Jill. They can colour the picture in classif there is time or take it home to colour.

Lesson 3

Aims

To mime actions and wordsTo match letters with words and objects

Topic The alphabet

Vocabulary Revision of all vocabulary

Writing Matching letters with words andobjects


All object flash cardsAll wall chartsActivity Book, page 68, Exercise 4

Match

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Revision

• Tell the class that they are going to play a miminggame to revise some of the English words theyhave learnt so far. Explain that each pupil will takea turn to come to the front. You will whisper a wordto him/her to mime for the class to guess.

• Make the activity enjoyable and make sure that allpupils have a turn at miming a word.

Possible mimes

• Open, close, door, window, happy, sad, tall, short,big, small, book, pencil, chair, food items, water,car, house, colours (by pointing to colours in theclassroom/on the wall chart), numbers (by holdingup fingers)


• Ask the class to open their Pupil’s Books at page 68and look at the letters of the alphabet. Point to eachletter, or write them on the board, and say thesound of each letter, asking the class to repeatafter you.

• Explain that pupils are going to play a game. Tellthem that you are going to say each letter, andthey have to think of at least one word that beginswith the sound of that letter. So, you will start with,‘A is for ...,’ (translate ‘is for’ into Arabic) and pupilswill say a word that begins with the a sound. Askpupils to put their hands up to answer.

• Wait for several pupils to put up their hands. Ifpupils are struggling to think of a word with thecorrect sound, help them by pointing to real objectsor objects on the wall charts, or by holding up flashcards. Note: pupils have not yet learnt any wordswith the initial sounds of the letters e, i, o or x, sodo not use these letters for this activity.

Answers

apple, bag, ball, banana, bed, Bill, biscuit, black,blue, boat, book, box, bread, bus, car, computer,desk, doll, door, dress, family, father, five, foot,four, fridge, girl, green, hand, Hassan, head, house,jacket, Jill, key, leg, mother, mouth, nine, nose,pencil, quiet, rabbit, red, salad, Salma, sandwich,seven, six, skirt, sofa, table, ten, tomato, toy, two,umbrella, video, Walid, white, window, yellow, Zeina


• Tell pupils to open their Activity Books at page 68.Explain that they are going to draw lines to matchthe letters on the left with the words and pictureson the right that have the same starting sound.

• Ask pupils to look at the letter a at the top of thecolumn on the left. Say the sound of the letter, orask pupils to tell you the sound. Now ask them totell you the names of any objects on the right thatbegin with the same sound (apple). Praise anypupils who tell you. Make sure that all pupilsunderstand and ask them to trace the first letter inthe word ‘apple’. Now ask them to draw a line fromthe a on the left to the word ‘apple’ on the right.

• Do the same with all the letters. Walk round andhelp any pupils who are having difficulties.

Ending

• You could end this lesson by playing the AlphabetSong from Lesson 1 again, and asking pupils tosing along.

Lesson 1

Aims

To revise prepositions: in, on, underTo revise the questions: Who’s this/that? How

many boats?What colour is this?What’s this?

To trace letters a-m

Structures Wh- questions: Who’s this/that?How many boats?What colour is this?What’s this?

Vocabulary cat, chair, umbrella, box, ball,chicken, table, bed, shoes, car, foot,bird, red, yellow, boat(s), key(s)

Writing Tracing letters m to z

Resources Pupil Book, page 69, Exercise 1Look and say; page 70, Exercise 2Play

All Object and Character flashcards

Activity Book, pages 69-70,Exercise 1 Trace

Revision 1

• Revise the vocabulary and some of the questionsneeded for this lesson by using the flash cards.Hold up a flash card, for example the box, and ask,‘What’s this?’ Pupils answer, ‘It’s a box.’ Do thiswith all the flash cards, asking the class andindividuals to respond.

• Now use flash cards of objects with one knowncolour only. Hold up, for example the ball flashcard and ask, ‘What colour is this?’ Wait for theresponse, ‘Green.’ Repeat with other cards.

• Now use the character flash cards and ask, ‘Who’sthis?’ Remember that you can practise thepossessive s structure by holding up the flashcards of Salma’s mother, father and family, andZeina’s mother, father, brother, sister and family.

Revision 2

• Tell the class that they are going to revise thewords ‘in’, ‘on’ and ‘under’ by playing a game thatthey played in Units 17 and 22. Explain that youare going to walk around the classroom puttingdifferent objects in various places and they have tosay, ‘In,’ ‘On,’ or, ‘Under,’ to describe where you

put each object. You can use any objects, even ifpupils do not know their names as they only needto say the correct preposition. Make the activity funand let pupils call out the answers.

• After allowing pupils to answer randomly at first,ask individuals to answer.


• Ask the class to open their Pupil’s Books at page 69and say which objects and characters they can see(umbrella, Bill, ball, box, chicken, table, bed, shoes,Zeina, car).

• Tell pupils to look at the picture of Jill, Bill and thecat on the top right-hand side of the page. Ask,‘Where’s the cat?’ and wait for the response, ‘Thecat is on the chair,’ or ‘It’s on the chair.’ Help pupilsif they are unsure of this sentence. Ask the class torepeat the question and the answer.

• Now ask pupils to look at the second picture, of Billand the umbrella. Ask, ‘Where’s Bill?’ Wait forpupils to reply, ‘He’s under the umbrella,’ and then

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ask the class to repeat both the question and theanswer.

• Repeat this procedure with the question, ‘Where’sthe ...?’ for the next four pictures, getting the classto repeat the question and answer each time.


• Tell the class to look at the pictures in the wheel onpage 70 of their Pupil’s Books. Ask pupils to tellyou some of the things they can see (Bobby theclown, three boats, a foot, Miss Reem, a bird, sixkeys). Explain that pupils are going to choose apicture and ask a question about it. Remind them ofthe questions they have just revised: Who’sthis/that? What’s this? What colour is the (car)?How many?

• Holding the page up, point to Miss Reem and ask ifpupils can think of a question to ask about her.Praise pupils if they respond, ‘Who’s this?’ If pupilsare unsure ask, ‘Who’s this?’ or ‘Who’s that?’ andwait for them to answer. Then point to Bobby theclown and ask pupils for a question about him. Waitfor them to ask, ‘Who’s this/that?’ Praise andanswer any pupil who asks the question.

• Now point to the bird and ask pupils for a questionabout it. Wait for the answer, ‘What’s this?’ or ‘Whatcolour is the bird?’ If pupils are unsure, ask thequestion and wait for them to answer. Do the samewith the foot.

• Point to the boats and wait for pupils to give youthe question, ‘How many boats are there?’ Praiseand answer any pupils who ask a correct question.Do the same with the keys.

• Practise the questions and answers several timesusing all the pictures in the wheel.

Follow up

• Ask pupils to work in pairs asking and answeringquestions about the objects in the wheel on page 70of the Pupil’s Book. Walk round listening to thepairs. Help any pupils who are having difficulties bymodelling questions and answers for them.


• Ask the class to open their Activity Books at page 69.Tell them to look at the letters of the alphabet onthe flags on pages 69 and 70, and explain thatpupils are going to trace all of them.

• For each letter, demonstrate how to write it on theboard, saying the letter sound as you write beforeasking pupils to trace the letter in their ActivityBooks. Tell them to trace carefully and neatly andto say the sound of the letter as they write it.

• Walk round while pupils are writing and check thatthey are tracing the letter correctly. Praise effort,neatness and accuracy.

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Lesson 2

Aims

To revise wh- question: How many (birds) arethere? What’s this/that?

To revise numbers 1-10To revise pluralsTo circle letters in a letter puzzle

Structures Wh- questions: How many (birds)are there? What’sthis/that?


Topic Animals



Resources Pupil Book, page 71, Exercise 3Count; page 72, Exercise 4 Play

Different numbers of classroomobjects (pencils, books, bags,chairs, desks)

Activity Book, page 71 Exercise 2Circle; page 72, Exercise 3 Colour

Coloured pencils (red, blue, yellow,green, black, white)

Revision

• Revise the question, ‘How many ... are there?’ bysetting up different numbers of different classroomobjects at the front of the class. For instance, puteight pencils and three books on a desk, place twochairs near the desk and six bags on the flooraround the chairs.

• Ask, ‘How many (bags) are there?’ and wait for theanswer, ‘There are six bags.’ If pupils answer, ‘Six,’or, ‘Six bags,’ say, ‘Yes,’ and expand their answerinto, ‘There are six bags.’ Do the same with theremaining objects.

• Now choose pairs of pupils to come to the front toask and answer the question, ‘How many ... arethere?’ ‘There are ... .’ This gives pupils a turn atboth asking and answering the question.


• Ask the class to open their Pupil’s Books at page 71and say which animals they can see (cats, birds,rabbits, dogs, horses).

• Ask, ‘How many horses are there?’ Tell pupils tocount the horses quietly and put up their handswhen they know the answer. Choose a pupil toanswer, ‘There are two horses.’ Do the same withthe other animals.

• Now ask pupils to work in pairs, asking andanswering the question, ‘How many (rabbits) arethere?’ ‘There are seven (rabbits).’ Walk roundlistening to the pairs and helping any pupils whoare having difficulties.

Answers

ten cats, seven rabbits, five dogs, eight birds, twohorses

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• Ask the class to open their Pupil’s Books at page 72.Explain that the objects on the page are covered infabric and that the pupils must guess what isunderneath. (Pupils did a similar exercise in Unit 4.)

• Tell pupils to work in pairs. Pupil A asks, ‘What’sthis?’ and points to one of the objects covered infabric. Pupil B guesses what is underneath andanswers, ‘It’s a (rabbit).’ Then pupils swap so thatpupil B asks and pupil A answers.

• Walk round checking that pupils are asking andanswering the questions correctly.

Answers

shoes, an apple, a box, a horse, a rabbit, a ball, asofa, (a jug of) water


• Ask the class to open their Activity Books at page 71.Explain that pupils are going to do another letterpuzzle, but this time the puzzle is larger and theyhave to circle two different letters in the samepuzzle. Ask pupils to look at the pictures of Bill andJill. Ask if pupils can tell you the sounds of the twoletters, b and j, in their thought bubbles. Explainthat these letters are the initials of Bill and Jill.

• Draw a large letter b on the board and explain thatpupils have to find all the b’s in the letter puzzleand circle them. Before they do this, write apractice row of letters on the board (as in Unit 6,Lesson 3). Leave a gap after the b on the board,and then write a row of six letters containing twob’s. Point to and say the sound of each letter. Askpupils to tell you when you reach another b, thencircle it. Now ask pupils to find and circle all the b’sin the puzzle.

• Repeat the procedure for the letter j. Walk roundmaking sure that pupils are circling the correctletters.


• Ask pupils to look at the numbers on page 72 oftheir Activity Books. Count up to number ten, withpupils pointing to each number as you do so, orwrite the numbers on the board and count as youwrite.

• Explain that you are going to ask pupils to coloureach number in a different colour, and so they mustlisten very carefully to what you say. Tell them tocolour the numbers as neatly and carefully as theycan.

• Say, ‘Colour number one red.’ Walk roundchecking that pupils are colouring the correctnumber in the correct colour.

• Now say, ‘Colour number two green.’ Walk roundchecking that pupils are colouring correctly.

• Do the same with the remaining numbers, askingpupils to colour each number blue, yellow, blackred or green. Walk round the class praising effort,neatness and accuracy.

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Lesson 3

Aims

To recognise words with the same initial soundTo match letters with words and objectsTo complete a maze


Writing MatchingCompleting a maze

Resources Pupil Book, page 73, Exercise 5Point and say; page 74,Exercise 6 Sing

All Number and Object flash cardsActivity Book, page 73, Exercise 4

Match; page 74, Exercise 5Draw a line

Revision

• Revise the vocabulary for the next exercise usingNumber flash cards 4, 5 and 6 and Object flashcards 6, 8, 20, 26, 31, 35, 43, 45, 49. Hold up acard and ask, ‘What’s this?’ Ask the class andindividuals to respond for each card.


• Ask the class to open their Pupil’s Books at page 73and to look at the objects in rows. Name eachpicture and ask pupils to repeat the words afteryou.

• Now ask pupils to look at the first row again andsay, ‘Window, jacket, white.’ Ask pupils to repeat,then ask which two words begin with the samesound. Praise any pupils who can tell you. Repeatthe answer, ‘Window, white,’ and ask individuals torepeat.

• Repeat the procedure with the other three rows.

Follow up

• Give out the twelve Object flash cards to twelvepupils. Explain that you are going to ask one pupilto come to the front, hold his/her card up to theclass and say the name of the object. Then, anypupil who has a flash card beginning with the samesound should stand up and say the name of theirobject. Remember, there is no matching card inExercise 5 for four of the pictures (jacket, 6, yellowand shoes).

• When pupils match objects beginning with thesame sound, take their cards in and ask them to sitdown. Praise pupils for correct matches. The gamecan be continued using flash cards for all thevocabulary that pupils have learnt.


• Tell the class to open their Activity Books at page 73.Tell pupils that they are going to draw lines tomatch the letters on the left with words and pictureson the right that have the same initial sound.

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• Ask pupils to look at the letter f at the top of thecolumn on the left. Say the sound of the letter f, orask pupils to tell you the sound. Now ask if theycan see any objects on the right of the page thatbegin with the same sound (four). Praise any pupilswho can tell you. Make sure that all pupilsunderstand and ask them to trace the first letter ofthe word ‘four’. Now ask pupils to draw a line from fon the left to the word ‘four’ on the right.



• Tell pupils that they are going to learn the goodbyesong ‘Say Goodbye’. Ask the class to look at theirPupil’s Books and tell you which characters theycan see waving goodbye. Teach and translate intoArabic the words of the song before you play thecassette.

• Play the song all the way through once, letting theclass listen.

• Next, play the song through line by line. Repeat thewords yourself at the end of each line and askpupils to repeat after you.


Tapescript

Say goodbye,It’s time to go.See you next year.We hope so.


• Tell the class to open their Activity Books at page 74.Pupils have completed several mazes in thiscourse. Give the usual instructions for drawing aline through a maze to get from the start to thefinish. Remind pupils that accuracy is moreimportant than speed, so they should take theirtime and be careful not to touch the clouds. Tellpupils that the word on the hot air balloon says‘goodbye’.

• When pupils have drawn their lines from Bill andJill in the hot air balloon to the bottom of the pageand out of the maze of clouds, they can colour thepicture if there is time, or take it home to colour.

Ending

• Praise pupils for all the English they have learntthis year. Tell them that you hope they haveenjoyed their English lessons and that they willkeep practising with each other whenever theyhave the chance. Tell them that they can lookforward to learning more English at school nextyear, and to enjoying a lot more fun in their Englishlessons. Wish the pupils a happy holiday and saygoodbye.

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Appendix

Glossary

Unit

A

a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3animal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19apple . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6arm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

B

bag . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6ball . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14banana . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6bed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14bedroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22big . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14bird . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19biscuit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6black . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12blue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7boat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4box . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14boy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4brother . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9bus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

C

car . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7cat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19chair . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3chicken . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18clap . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13close . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4computer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3count . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

D

desk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3dog . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19doll . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14door . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4dress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

E

ear . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8eight . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11eye . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

115

116

Unit

F

family . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9father . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9fine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1five . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2four . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2fridge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

G

garden . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22girl . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4goodbye . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1green . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

H

hand . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13happy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23Hassan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1head . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13hello . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1horse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19house . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

I

I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1ice cream . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18It . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

J

Jacket . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16jug . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

K

key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14kitchen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22

L

leg . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13look . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23

M

mother . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9mouth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

N

name . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1nine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11no . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6nose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8number . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

117

Unit

O

one . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2open . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

P

pencil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3point . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Q

quiet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

R

rabbit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19red . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12rice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18right . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

S

sad . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23salad . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18Salma . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1sandwish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6seven . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11shake . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13she . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11shoes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16sister . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9sit down . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2sitting room . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22six . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11small . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14sofa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7stand up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

T

teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3ten . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11thanks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1this . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3three . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2tomato . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6touch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8trousers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16T-shirt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16two . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

U

umbrella . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

V

video . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22

Unit

W

Walid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1water . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18what . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2window . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Y

yellow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7yes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6you . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4your . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Z

Zeina . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

118

english for startersnccd.gov.sy/contents/manuals/g1/eng1-tb.pdf · round-up of letter sounds letter...

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