teacher’s book clarendon street, oxford ox2 6dp oxford university press is a department of the...
TRANSCRIPT
Roberta Calderbank
Consultants
Khalaf Khulaif Al Harbi
Musaad Abdullah Al Muharib
Teacher�s Book
© Copyright Oxford University Press
Great Clarendon Street, Oxford ox2 6dp
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First published 2011
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© Copyright Oxford University Press
Level 1 Scope and sequence page 4
Introduction page 6
Units
Hello!page 10
Numbers page 22
At school page 34
Revision page 46
Colours page 48
Playtime page 60
Units
R
Contents
© Copyright Oxford University Press
Language area Vocabulary Phonics Structures Written work
Hello!Greetings and introductions
Dad
Mum
Polly
Jack
Betty
Sami
Abdullah
Layla
/ / apple
/ k / car
/ d / doll
/ e / egg
/ f / fish
/ / ink
/ l / lion
/ / orange
/ t / table
/ / umbrella
Hello. / Hi.
What�s your
name?
Hello, I�m
(Dad).
Goodbye.
Left � right
motor skills
practice.
Writing lower
case letters:
a, c, d, e, f, i, l,
o, t, u.
NumbersNumbers 1 � 10
one
two
three
four
five
six
seven
eight
nine
ten
brother
sister
/ g / girl
/ / juice
/ kw / queen
/ j / yo-yo
How old are
you?
I�m (nine).
He�s my (dad).
She�s my
(mum).
He�s number
(three).
Writing
numbers
1 � 10.
Writing lower
case letters:
g, j, q, y.
At schoolClassroom objects
a book
a pen
a pencil
a pencil-case
a rubber
a ruler
a snake
a classroom
/ b / boy
/ h / horse
/ m / mouse
/ n / nine
/ p / pen
/ r / ruler
What�s this?
It�s a (pen).
This is my
(school).
Left � right
practice.
Number
practice.
Writing lower
case letters:
b, h, m, n, p, r.
G
N
C
Level 1 Scope and sequence
workLanguage area Vocabulary Phonics Structures Written w
Level 1 Scope and sequence
© Copyright Oxford University Press
5Level 1 Scope and sequence
Language area Vocabulary Phonics Structures Written work
ColoursColours
black
blue
green
orange
pink
red
yellow
the sky
the sun
/ k / kite
/ s / sun
/ v / vase
/ w / window
/ ks / box
/ z / zoo
What�s this?
It�s (the sun).
What colour is
(the doll)?
It�s (yellow).
My favourite
colour is
(orange).
Letter
matching.
Writing lower
case letters:
k, s, v, w, x, z.
PlaytimeToys
a ball
a boat
a plane
a robot
a skateboard
a train
a computer
game
a toy
a doll�s house
focus on / b /
The names
of letters in
alphabetical
order.
What�s that?
It�s (a plane).
Wow! Sorry.
This is a (car).
That�s a (kite).
This is my
favourite toy.
Number
revision.
Revision of
lower case
letters.
Introduction of
capital letters:
A, B, C, D, E,
F, G, H, I, J.
C
T
© Copyright Oxford University Press
Step Up is a six-level course for young children who are new to English and the Roman alphabet.
Welcome to Step Up is a story-based course. Pupils will share the lives of twins Polly and Jack, their little sister Betty, and their friends in Saudi Arabia � Abdullah, his brother Sami and their sister Layla.
Each unit is based in a new location. This provides a rich and familiar context for the
structures and the lexis the pupils will encounter as they go with the Step Up children to school, to the shop, the zoo, and various other places along the way.
Objectives of the courseThe main objectives of the course are:- to develop an eagerness to learn, using material which is fun, challenging, varied, and appropriate to the interests and real experiences of the children- to provide children with some useful basic
vocabulary, structures, and functions of English which will enable them to communicate on a very simple level, both orally and in writing, both about themselves and with reference to the material and the characters in the book- to develop in children the skills needed to maximize their immediate learning and future progress. The course provides a balanced and graded approach to the four major skills of listening, speaking, reading and writing
- to provide a clear record of the children�s learning and linguistic development- to provide the teacher with tools for teaching that are clear and simple to use, consistent in their presentation and their aims, and that motivate and inspire the teacher- to introduce the sounds and shapes of English in a regular, thorough and enjoyable way.
Course componentsStep Up has the following components:
resources)
cards, word cards, number cards and other photocopiable resources
Class Book and Activity BookThis is a 96-page colour book containing both the presentation material you will need for lessons, and write-in practice material. The Class Book presentation material includes; stories, games, chants, phonics and reading texts. The Activity Book practice material reinforces the language presentations in the Class Book, introduces the shapes and sounds of the English alphabet, practises left-right motor skills and provides additional skills work, particularly listening,
reading and writing tasks. Some of the activities in the Activity Book require the audio, while for other puzzles and writing tasks the input is all in the book. All Activity Book exercises are in two-colour, giving teachers the flexibility to use them for colouring-in if they wish. The write-in practice activities can be completed either in the classroom or at home.
There are five units in the book, each consisting
page in the Class Book, and two-pages of write-in practice activities in the Activity Book at the back of the book. The Activity Book pages are referenced on the corresponding Class Book pages for ease of use.
At the end of every unit there is a self-assessment quiz in the Activity Book in which children review the language of the unit and
assess their own progress.
Step Up is a six level course for young Course componStep Up is a six-level course for young Course
Introduction6
Introduction
© Copyright Oxford University Press
Flashcards
flashcard for every new word taught in
Step Up 1. The flashcards should be used: when new words are being presented, when vocabulary needs to be revised, or when you wish to vary the pace of the lesson with a game.
Teacher�s resource CD
ready unit tests and a bank of photocopiable resources, which include: class evaluation grids, letter cards, word cards, number cards, story activities, phonics dominoes and handwriting practice.
Website for parentswww.oup.com/elt/teacher/stepup
The website provides parents with information about the Step Up course contents. It also gives ideas for ways of supporting children at home with their learning, and provides extra
practice activities.
Course structureStep Up 1 consists of five units. Each unit begins in a different location, providing both a real context and a familiar situation in which to set the language.
In the first four units, children are introduced to the sounds and letters of English in a regular and systematic way. Lower case letters are taught first and the sequence in which they are introduced is based on common shapes � so
the �vertical� letters are taught first � d, f, i, l, t � then the anti-clockwise letters � a, c, e, o, u. In each case, children practise the sound of the letter as they form its shape.
By Unit 5 children have met all the lower case
letters and begin learning the upper case or capital letters. At the same time there is a focus on sounds which can prove difficult for Arabic speakers, e.g. / b /.
MultiROM
interactive activities which practise the
vocabulary, phonics and structures from each unit. These can be used by students working at their own pace at home, or in class. There is
chants and phonics of each unit. The audio can
using the audio player.
Teacher�s BookThe four-colour Teacher�s Book contains comprehensive teaching notes for each lesson, including reduced pages from the Class Book and Activity Book, to make lesson planning
easier. It also provides guidelines for the use of English and Arabic in the classroom.
At the beginning of each lesson there is a statement of the general aim of the lesson, and a summary of the new language to be covered and
of any special materials needed for the lesson.
Audio CDs
the dialogues, stories, chants and sounds in the Step Up 1 Class Book as well as activities specifically designed to help develop more intensive listening skills via listening tasks in the Activity Book.
iTools
class resources. It can be used either on an
The Class Book pages can be viewed on screen and are synchronized with their corresponding pages in the Activity Book so that you can move easily between them. The interactive audio player also appears on screen.
Introduction 7© Copyright Oxford University Press
Introduction8
Book provides a variety of activities to practise the language in different ways.
Lesson 5 Phonics and letter formationThe Fun with Phonics lesson introduces the most common phonics in a controlled way. It is also an opportunity to introduce or revise vocabulary which contains the target sounds. The phonics work in the Class Book is reinforced by the letter practice work in the Activity Book. Children are always asked to say the sound as they form the letters, helping them to memorize both.
In Unit 5, this lesson focuses on a sound which may cause difficulties for Arabic speakers � / b /.
Lesson 6 Review and extension
introduces children to friends, interests and favourite things from his world. Sometimes we also meet Linda, an English girl of a similar age. In this way children begin to learn about the wider English-speaking world and understand that speaking English is a good way to communicate internationally.
The Activity Book lesson revises the main language covered in the unit. There is a regular
personalization opportunity for children to add
to write a caption underneath it.
The self-assessment quiz, Quizzy�s questions, is designed to help children focus on their
learning and think about their progress. It takes the form of a picture quiz in which the children see for themselves what they can remember.
them to assess how well they think they have done as honestly as they can!
Unit structureEach unit is made up of six lessons, and all the units follow the same basic structure:
Lesson 1 Language presentation The first lesson establishes the context, and introduces key lexis via a chant with a clear rhythm to aid pronunciation and help
children vocalize the lexis. The use of chants is also important in that it enables learners to memorize and recall new vocabulary easily.
reinforced by listening and writing tasks in the
Activity Book provide the pupils with a solid reinforcement of the new language and an ongoing record of their learning.
Lesson 2 Structure presentationThis lesson develops the context established in Lesson 1 and introduces a new structure built around some of the lexis already presented. This is achieved using an extended story which children can then act out in the classroom. The language is again consolidated
via listening, reading, and writing activities in the Activity Book.
Lesson 3 Language developmentThis lesson is usually a game and is used to practise or extend the vocabulary introduced
Fun with Phonics one, designed to introduce the sounds and shapes of English � see Lesson 5 below.)As before, the language is consolidated via listening, reading, and writing activities in the
Activity Book.
Lesson 4 Language practiceThe fourth lesson in every unit provides children with a classroom-based opportunity for interaction with a partner by playing a simple
question and answer game, using language they have learnt in the unit so far. Each game is clearly modelled and carefully structured so that the language the children need to use is clearly and realistically controlled. The Activity
© Copyright Oxford University Press
9Introduction
what might happen and to bring to the lesson their own experiences, thoughts and ideas at
a point in the lesson at which motivation and interest are all important.
Throughout the lesson notes, you will find models of the language for you to use on a daily basis in the classroom. This simple instructional language, e.g. Look at page ..., Can you find ...? Show me a ... is an integral part of any language course and will serve the children throughout their language-learning experience.
Monitoring and slower learnersAt the end of every lesson there is a pen and paper activity in the Activity Book which the children are expected to complete quietly on their own. This might be a drawing/colouring
task or a simple writing task. This quiet stage at the end of each lesson allows you to monitor individual children�s progress in a regular and non-threatening way and to work closely with individuals who may be having particular difficulty.
of each lesson allows them to consolidate the language at their own pace. It gives them time for reflection and quiet concentration as well as providing a personal record of their learning and
an awareness of the written form of the language they may have practised only orally/aurally so far.
Involving parentsIt is very important that parents are involved in the learning process that their children are experiencing, since support and encouragement from parents are vital elements in young children�s learning. We hope that the children
will perform some of the chants for their parents, and take home some of their work
able to talk to their parents about what they are doing in their English lessons. The Step Up website gives parents ideas for ways of supporting their children�s learning at home and provides extra practice activities. We hope that you and your class enjoy using this course, and look forward to seeing you again in Step Up 2.
Classroom managementActivity types
initial practice stages of each lesson have been designed as whole-class activities or team games. This enables you to monitor the individual
children closely and ensure that the forms and pronunciation are being correctly reproduced. As the lessons and the units develop, there are also examples of simple pair work games and role-play activities for small groups. The stories in the book can be acted out by the children, who learn in this way to cooperate with their classmates to achieve a common end.
MaterialsThe materials and preparation specified at the beginning of each lesson are specific requirements for that lesson. The basic requirements for every lesson are the Class Book,
In addition, we suggest that you always have available the following aids:- a supply of paper and thin card
- coloured pens/pencils in a range of colours
brown, black, and white are used in this course) for the children to use if they do not have their own- coloured board pens in as many colours as possible- Blu-Tack, scissors and glue- all the flashcards arranged in their topic sets
- if possible, a complete set of word cards so that there is one word card for each flashcard. We suggest that you make these using fairly thick card and laminate them if possible so that you can use them again and again.
Classroom languageThere are occasions, particularly in the early
stages of the course, where the use of Arabic has been suggested. This enables children to talk about the situation more fully, to predict
© Copyright Oxford University Press
Lesson 1
ObjectivesChildren will be able to:- understand greetings - return greetings and recognise names- practise left � right motor skills
New vocabularyDad, Mum, Polly, Jack, BettyHello, I�m �
MaterialsFlashcards: Dad, Mum, Polly, Jack, Betty
Introduction (5 minutes) Say Hello to the class. Ask the class to say Hello to
you.
Say Hello to individual children. Ask the children to say
Hello to you.
Say Hello. I�m (your name).
In Arabic ask the class to look at the cover of their
book and ask them to tell you about the things and
people they can see. Tell the class that in their lessons
they are going to learn about the people and places in
the book.
CB page 4
1 Work with your teacher. (10 minutes)
Dad. Ask the class to say Dad.
Betty.
When all �ve cards are on the board, explain that these
people are a family.
Point to each card and repeat their names.
CB page 4
2 Listen and point. Then listen and
repeat. (5 minutes) Books open. In Arabic explain that children listen and
point to the characters as they hear their names.
Say Listen and point
and point at your book).
Play the �rst part of the recording. The class listens
and points to the pictures.
Listening Dad � Mum � Polly � Jack � Betty. Mum � Jack � Dad � Betty � Polly. Jack � Polly � Betty � Mum � Dad. Polly � Betty � Dad � Mum � Jack. Betty � Dad � Jack � Polly � Mum. Polly � Betty � Dad � Mum � Jack.
Dad � Mum � Polly � Jack � Betty. Polly � Jack � Betty � Mum � Dad. Jack � Mum � Polly � Dad � Betty. Mum � Polly � Dad � Betty � Jack.
Play the �rst half of the recording again. Check that
children are pointing to the correct pictures.
Play the second half of the recording, stopping after
each name for the class to repeat.
CB page 4
3 Listen and say the chant. (5 minutes) Books open. Explain in Arabic that the children listen to
the chant, pointing to each character as they introduce
themselves.
Play the chant as children listen, point and say Hello.
Play the recording again. The children say the chant
Listening (see CB page 4)
Unit 1 Lesson 110
ng Dad � Mum � Polly � JacLesson 1
ListeninDad � MLesson 1
Hello!
© Copyright Oxford University Press
AB page 36
1 Listen and circle. (5 minutes) Explain in Arabic that the children listen and circle the
picture when they hear the character�s name.
Say Listen and circle
the air).
Say Look at number 2. Play the recording as the
children listen and circle Polly.
Play the rest of the recording.
Listening Hello, I�m Dad. Hello, I�m Polly. Hello, I�m Mum. Hello, I�m Betty.Hello, I�m Jack.
Play the recording again for children to check their
answers.
AB page 37
2 Draw the lines from left to right. (5 minutes)
In Arabic ask the class to tell you what they can see in
the pictures.
Still in Arabic, tell the children to look at the �rst
picture. Ask them to follow the line with their �ngers to
the tent.
Repeat with the car and the petrol station.
Hold up your pencil. Say Show me your pencils. Ask
the children to draw the lines from left to right.
drawing the lines correctly.
Stop and think (5 minutes) Ask the children to name the Step Up characters they
met in the lesson.
Ask them to greet you and introduce themselves.
Unit 1 Lesson 1 11© Copyright Oxford University Press
12 Unit 1 Lesson 2
Introduce Abdullah and Sami by putting their
�ashcards in front of your face and saying Hello,
I�m Abdullah/Sami.
Play the recording again. Children follow in their books.
Play the recording again, stopping to ask questions
about each picture in Arabic: What does Jack say
in picture 2 What does he say in picture 3?
What does Abdullah say
Abdullah.) What does Jack ask Sami
name?) What does Sami What does
Jack say in picture 6
Hello and Goodbye
recording again. Children follow and repeat.
Word recognition (5 minutes) Put the �ashcard of Abdullah on the board, point to it
and say Hello. Put the word card Hello on the board.
Goodbye.
Put the word card Goodbye on the board.
Point to each of the words in turn. The class look
and repeat.
Lesson 2
ObjectivesChildren will be able to:- follow a simple story in English- recognize Hello and Goodbye
New vocabularyHello, Goodbye, What�s your name?
Materials Word cards: Hello, GoodbyeFlashcards: Jack, Mum, Dad, Polly, Betty, Abdullah, SamiColoured pencils
Introduction (5 minutes)
Say Hello to the class. Encourage the class to reply
Hello.
Review the characters� names by covering the
bit by bit until the class guesses who the person is.
and Betty.
CB page 5
1 Look and listen. (15 minutes) Books open. Tell the children to look at the pictures.
Ask questions in Arabic: Can you see Jack? Can you
see Dad? How many boys can you see? What are the
boys� names?
Play the recording. The children listen to �nd out the
Abdullah and Sami.)
Listening Abdullah: Oh, Sami!Jack: Hello!Abdullah: Hello!Jack: I�m Jack. What�s your name?Abdullah: I�m Abdullah.Jack: What�s your name?Sami: I�m Sami.Dad: Jack! Jack!Jack: OK, Dad! Goodbye!Abdullah: Goodbye!Sami: Goodbye, Jack!
© Copyright Oxford University Press
13Unit 1 Lesson 2
AB page 38
1 Look and choose �Hello� or �Goodbye�. (5 minutes)
the class to look at picture 1 and asking Hello or
Goodbye? Circle the word Goodbye on the board.
Repeat with picture 2. Circle the word Hello on
the board.
Children work in pairs to choose and circle Hello or
Goodbye in pictures 3 � 6.
Help children as they work. Check their answers orally.
Speaking practice
and Sami. Put them in groups of four to practise
saying Hello and Goodbye.
AB page 39
2 Complete the picture. Draw lines from left to right. (5 minutes)
Books open. Ask the class to look at the picture. In
Arabic tell the children to follow the lines with their
�nger.
your book with your �nger. The class watches and then
does the same.
Ask the class to draw the lines from left to right
carefully and slowly, completing the patterns on
the rug.
You can ask the children to colour the patterns on the
rug for extra practice.
Stop and think (5 minutes)Ask the class to name the seven characters in Step Up
that they�ve met so far. Ask which two characters
are Saudi.
© Copyright Oxford University Press
1 Unit 1 Lesson 3
CB page 6
2 Listen and say the sound. (10 minutes) Play the �rst part of the recording. The children repeat
the sounds / f /, / d /, / t /, / , / l /.
Listening fish � / f /doll � / d /table � / t /ink � / /lion � / l /
Fish, doll, table, ink, lion.
Play the second part of the recording. The class listens
to the words and says the beginning sounds for �sh,
doll, table, ink, lion.
Lesson 3
ObjectivesChildren will be able to:- pronounce and recognize five letters- write the new letters (lower case)
New vocabularyPhonics: / d /, / f /, / /, / l /, / t / doll, fish, ink, lion, table
Materials Letter cards: d, f, i, l, tFlashcards: doll, fish, ink, lion, tableColoured pencils
Introduction (5 minutes) Write the letter l on the board. Say l. Write the letters
i, t, f and d next to the letter l. Say the sound of each
letter as you write it on the board.
Point to the letters as the class says the sounds.
Place the �ashcards of the lion, ink, table, �sh and doll
under the letters as you say the words.
CB page 6
1 Listen. Then listen and say. (10 minutes) Books open. Point to l. Say Look � / l /. Listen � lion.
Stress the �rst letter sound.
Say Point to i. Say Look � / /. Listen � ink. Stress the
�rst letter sound.
Repeat for letters t, f, d.
Play the �rst part of the recording as the class listens
to the �ve sounds and words.
Play the second part of the recording. The class listens
and says the letter sound and words along with the
Listening l � lion; i � ink; t � table; f � fish; d � doll.L � l � l � l � lion. L � l � l � l � lion.I � i � i � i � ink. I � i � i � i � ink.T � t � t � t � table. T � t � t � t � table.F � f � f � f � fish. F � f � f � f � fish.D � d � d � d � doll. D � d � d � d � doll.
L � l � l � l � lion. I � i � i � i � ink.T � t � t � t � table. F � f � f � f � fish. D � d � d � d � doll.
© Copyright Oxford University Press
15Unit 1 Lesson 3
AB page 40
1 Write. (5 minutes) Give letter cards l, i, t, f, d to �ve children and
�ashcards of lion, ink, �sh, table and doll to �ve
other children. The children stand around the room.
Say the letter sound or the word and get the class to
point to the correct cards.
Write the letter l on the board and ask the class to
letter l in the air. Ask the class to copy you. As they
write in the air, they should say the letter sound.
Repeat a few times.
Books open. Ask the class to write the letter l in their
books. In Arabic ask them to start at the dot. They
should say the letter sound as they write.
Repeat for letters i and t
the children write to check they are forming the letters
correctly. Help if necessary.
AB page 41
2 Write. (5 minutes)
AB page 41
3 Match and write. (5 minutes) Put the letter cards l, i, t, f, d on the left of the board
getting the class to say the sounds as you do so.
Put the �ashcards for �sh, ink, doll, table and lion on
the right of the board as the class says the words.
Point to the letter l. Ask the class which word begins
with the sound / l l to the lion
�ashcard. Invite volunteers to come to the board
to draw lines from the remaining letter cards to the
corresponding �ashcards.
Books open. Children complete the matching task.
letters to the pictures using different coloured pencils.
to see any mistakes.) Help if necessary.
Children then write the initial letters following
the example.
© Copyright Oxford University Press
16 Unit 1 Lesson 4
What�s
your name?)
Play the recording again. Children listen and follow
in their books.
children to the front of the class. Hold the �ashcard
of Polly and give the �ashcards of Layla and Betty to
the other children. Say I�m Polly. Throw the ball to the
child holding the �ashcard of Layla and say What�s
your name? Encourage that child to say I�m Layla.
Then the child turns to the next child who is pretending
to be Betty and asks What�s your name? as she
throws the ball.
Play the game with the class, getting them to say their
own names.
Lesson 4
ObjectivesChildren will be able to:- practise introductions - practise recognition of five letters- review vocabulary
New vocabularyI�m � What�s your name?
Materials A soft ball or bean bagFlashcards: Polly, Abdullah, Layla, Betty, lion, ink, fish, table, doll
Introduction (5 minutes) Put the �ashcard of Polly in front of your face. Say
I�m Polly. What�s your name? Encourage the children
to answer I�m (name).
Introduce Abdullah and Layla with the �ashcards to the
class the same way.
Explain in Arabic that Layla is the sister of Abdullah
and Sami.
CB page 7
1 Listen. Then play the game. (10 minutes)
Books open. In Arabic ask the children to look at the
pictures. Ask if they can see Polly in picture 1. What is
A ball.)
Explain to the class that Polly is playing a game with
the ball. Ask them to listen for the question which the
girls ask as they throw the ball.
Play the recording as children listen and follow in
their books.
Listening Polly: I�m Polly�What�s your name?Layla: I�m Layla� What�s your name?Betty: I�m Betty! What�s your name?
© Copyright Oxford University Press
17Unit 1 Lesson 4
AB page 42
1 Listen and join. (10 minutes) Books open. Explain to the class in Arabic that they
will hear two characters talking. They will draw a line
with their �ngers between the two people.
Play the �rst part of the recording of Jack talking
to Sami. Stop the recording. Ask in Arabic: Who is
Jack talking to? Draw a line with your �nger from
Jack to Sami.
Listening Jack: Hello, I�m Jack. What�s your name?Sami: I�m Sami.
Layla: Hello, I�m Layla. What�s your name?Betty: I�m Betty.
Abdullah: Hello, I�m Abdullah. What�s your name?Jack: I�m Jack.
Polly: Hello, I�m Polly. What�s your name?Layla: I�m Layla.
Play the rest of the recording. Children listen and draw
a matching line with their �ngers.
Play the recording again. Children listen and draw
matching lines with their pencils.
AB page 43
2 Find and circle the same. (5 minutes) Using the letter cards, review the letters i, l, f, t, d,
getting the class to call out the sounds as you hold
up the cards.
Put the ink �ashcard on the right of the board. Write
the word ink on the left of the picture. Write on the
board i, l, l, i on the of the board. Hold up the i letter
card. Ask the class to say the letter sound. Ask the
class to �nd other examples of letter i on the board.
Get volunteers to come to the board and circle each
letter i.
Books open. Children complete Activity 2.
checking answers.
AB page 43
3 Circle the correct �rst letter. (5 minutes)
demonstrating with the �sh picture and letter cards.
Children complete Activity 3.
© Copyright Oxford University Press
18 Unit 1 Lesson 5
CB page 8
2 Listen and say the sound. (10 minutes) Books open. Play the �rst part of the recording.
Children repeat the sounds / k /, / /, / /, / /, / e /.
Listening umbrella � / /egg � / e /car � / k /orange � / /apple � / /
Umbrella, egg, car, orange, apple.
Play the second part of the recording. The class listens
to the words and says the initial sounds for umbrella,
egg, car, orange and apple.
Lesson 5
ObjectivesChildren will be able to:- pronounce and recognize five letters- write the new letters (lower case)
New vocabularyPhonics: / /, / e /, / k /, / /, / /apple, car, egg, orange, umbrella
Materials Letter cards: a, c, e, o, uFlashcards: apple, car, egg, orange, umbrellaColoured pencils
Introduction (5 minutes) Put the c letter card on the board. Say the sound / k /.
Put the letters a, o, u and e next to the letter c. Say the
sounds of each letter as you put it on the board.
Point to the letter cards as the class says the sounds.
Place �ashcards of the car, apple, orange, umbrella
and egg under the letter cards as you say the words.
CB page 8
1 Listen. Then listen and say. (10 minutes) Books open. Say Look � / k /. Listen � car. Stress
the �rst letter sound.
Say Look � / /. Listen � apple. Stress the �rst
letter sound.
Repeat for letters o, u, e.
Play the �rst part of the recording. The class listens
to the �ve sounds and words.
Play the second part of the recording. The class says
the letter sound and word along with the children on
Listening c � car; a � apple; o � orange; u � umbrella; e � eggC � c � c � c � car. C � c � c � c � car.A � a � a � a � apple. A � a � a � a � apple.O � o � o � o � orange. O � o � o � o � orange.U � u � u � u � umbrella. U � u � u � u � umbrella.E � e � e � e � egg. E � e � e � e � egg.
C � c � c � c � car. A � a � a � a � apple. O � o � o � o � orange..U � u � u � u � umbrella. E � e � e � e � egg.
© Copyright Oxford University Press
19Unit 1 Lesson 5
AB page 44
1 Write. (5 minutes) Give letter cards c, a, o, u, e to �ve children and
�ashcards of car, apple, orange, umbrella and egg to
�ve other children. The children stand around the room
holding up their cards. Say one of the letter sounds or
words and get the class to point to the child with the
corresponding card.
c on the board. The class says the
letter c in the air. The class copies saying the letter
sound as they do so. Repeat a few times.
Books open. Ask the class to write the letter c in their
books. Tell them to start at the dot. They say the letter
sound as they write.
Repeat for letters a and o
to check children are forming the letters correctly.
Help if necessary.
AB page 45
2 Write. (5 minutes)
AB page 45
3 Match and write. (5 minutes) Put the letter cards c, o, a, u, e on the left of the board.
As you put each card up, the class says the sound.
Put the �ashcards for car, apple, orange, umbrella
and egg on the right of the board as the class says
the words.
Point to the letter c. Ask the class which word
begins with the sound / k c to
the car �ashcard. Invite volunteers to come to the
board to draw lines from the remaining letters to the
corresponding �ashcards.
Books open. Children complete the task using different
coloured pencils to match.
Children then write the initial letters following
the example.
Help if necessary.
© Copyright Oxford University Press
20 Unit 1 Lesson 6
Lesson 6
ObjectivesChildren will be able to:- practise introductions- recognize known letters- complete words with known letters- assess their own learning progress
New vocabularyHi
Materials Flashcards: Abdullah, Layla, Sami, Polly, Jack
Introduction (5 minutes) Review the names of the Step Up characters with the
class. How many can they remember? Which names
begin with the sounds /d/ and / Dad, Abdullah).
Tell the class that they are going to meet some new
children in today�s lesson.
CB page 9
1 Listen and read. (10 minutes)
Saudi Arabia).
Ask the class to listen and follow in their books. Can
they hear the children�s names?
Play the recording as the children listen for the names.
Fahad, Peter, Anne, Sarah.)
Listening Hello, I�m Fahad.Hi, I�m Peter.Hello, I�m Anne.Hello, I�m Sarah.
Play the recording again as the class looks at the
page and says Hello to the new children.
Write Hi on the board. Explain that it is a short
form of Hello.
reading the text.
© Copyright Oxford University Press
21Unit 1 Lesson 6
AB page 46
1 Complete the names. (10 minutes) Put �ashcards for Polly, Jack, Sami, Abdullah and
Layla on the board. Invite children to name the
pictures.
Write S _ m _ on the board. In Arabic, ask the class
a, i)
Write a and i to complete the name on the board.
Books open. Ask the children who they can see. Then
ask them to look at the names. Read the names from
left to right as the class follows in their books.
Children write the missing letters.
Check the spelling of the names with the class. Put up
the word cards as the children spell.
AB page 46
2 Read and draw. (5 minutes) Books open. Point to Jack�s drawing then point to the
About me frame. Tell the children they draw a picture
of themself here.
Check that they can read the word Hello.
AB page 47
Quizzy�s questions (10 minutes) Books open. Go through the activities with the class,
making sure they know what they have to do for each
exercise. Read out the questions. Tell them that we
use for yes and for no.
Tell the class to do the activities on their own. Go
round the class listening and observing but only
helping if the children have problems understanding
the activity. Because this is designed to assess
children�s progress, do not correct or help them with
their answers.
When everyone has answered the questions, go
through the answers with the class.
Point to Quizzy at the bottom of the page. In Arabic
explain that the children assess their progress by
ticking the OK, Good or Excellent circle depending on
how well they feel they are learning.
Stop and think (2 minutes)Ask the class what they learnt in Unit 1.
© Copyright Oxford University Press
????
Unit 2 Lesson 122
Lesson 1
ObjectivesChildren will be able to:- say numbers 1 � 10- write numbers 1 � 5
New vocabularyNumbers 1 � 10, skittles
Materials Flashcards: 1 � 10
Introduction (5 minutes) Say Hello to the class. Review the names of the
Step Up characters Polly, Betty, Layla. In Arabic ask
How many girls? (Three.)
CB page 10
1 Look, listen and repeat with your teacher. (5 minutes)
Put the �ashcard for 1 on the left of the board. Say
One. Ask the class to say One.
Put the number 2 �ashcard on the board. Repeat the
procedure. Now do the same with cards 3 to 10.
When all ten numbers are on the board, point to the
numbers in order as the class says the words from 1 to
Remove one of the cards from the row. Point to the
numbers in order again, including the space where
the number you removed was as the class says the
numbers 1 � 10.
Continue removing one �ashcard at a time until all the
numbers are removed from the board.
CB page 10
2 Listen and point. Then listen and repeat. (10 minutes)
Play the �rst part of the recording while the class
listens and points to the numbers in their books.
Now play the second part of the recording, stopping
after each word for the class to repeat.
NumbersListening One, two, three, four, five, six, seven, eight, nine, ten. Ten, nine, eight, seven, six, five, four, three, two, one.Three, six, ten, eight, one, five, two, nine, four, seven.Eight, one, four, nine, two, seven, ten, five, six, three. Five, seven, two, ten, four, one, eight, three, six, nine. Two, ten, eight, three, seven, nine, six, four, one, five.
One, two, three, four, five, six, seven, eight, nine, ten. Ten, nine, eight, seven, six, five, four, three, two, one.
Four, six, three, ten, eight, two, five, seven, one, nine. Six, nine, one, five, ten, four, seven, eight, three, five. Seven, five, nine, one, eight, six, ten, three, four, two.
CB page 10
3 Listen and say the chant. (5 minutes) Play the chant. Children listen and hold up the correct
number of �ngers for the number words.
Play the recording again. Children join in, saying the
number words in the chant.
Ask in Arabic How many skittles do we need for the
game? (Ten.)
Listening (see CB page 10)
© Copyright Oxford University Press
Unit 2 Lesson 1 23
AB page 48
1 Listen, count and circle. (5 minutes)
the circles.
Say Listen. Four. Circle four of the circles. Say one,
two, three, four. Now say Seven. Circle and count
seven stars.
Play the recording for row 1. Show the class that there
is a circle around the four circles, as an example.
Say Look at number 2. Play the recording for row 2.
Children listen and circle seven stars.
Play the rest of the recording. Complete the task.
Listening Four. One, two, three, four. Four. Seven. One, two, three, four, five, six, seven. Seven.Three. One, two, three. Three. Six. One, two, three, four, five, six. Six.One. One. One. Nine. One, two, three, four, five, six, seven, eight, nine. Nine. Two. One, two. Two. Five. One, two, three, four, five. Five.Eight. One, two, three, four, five, six, seven, eight. Eight. Ten. One, two, three, four, five, six, seven, eight, nine, ten. Ten.
Play the recording again. Children check their answers.
AB page 49
2 Write the numbers. (10 minutes) Use the same procedure as in Unit 1 Lesson 3 to
present the number shapes, drawing each one in the
air as you say the number.
Children then trace, copy and write numbers 1 to 5.
and writing the numbers correctly.
© Copyright Oxford University Press
2 Unit 2 Lesson 2
Lesson 2
ObjectivesChildren will be able to:- ask about age and give their own age- write numbers 6 � 10- practise recognizing numbers 1 � 10
New vocabularyHow old are you?I�m (eight).
Materials Flashcards 1 � 10Word cards: one, two, three, eight, nine.
Introduction (5 minutes) Review numbers 1 � 10 using the �ashcards. Hold up
the �ashcards for the class to say, �rst in order and
then in any order.
CB page 11
1 Look and listen. (15 minutes) Ask the class in Arabic if they can remember the game
that Polly, Layla and Betty were playing in the last
Skittles.) Ask how many skittles were needed
Ten.)
Books open. In Arabic ask what the children are doing
in the pictures. How old do they think Polly, Layla and
Betty are?
Play the recording. Children listen to �nd out how old
the girls are.
Listening Polly: How old are you, Layla?Layla: I�m eight. Polly: I�m nine.Layla: How old are you?Betty: I�m ... nine!Polly: No, Betty! How old are you? One, two ... Betty: Three! I�m three!Polly: That�s right, Betty!
Play the recording again. Children follow in their books.
Play the recording again, stopping to ask questions
about each picture in Arabic: What question does Polly
ask in picture 1 What does Layla
answer? What does Betty say in picture 5?
Play the recording again. Children repeat.
Speaking practice (8 minutes) Ask individual children How old are you? Encourage
them to answer. Get the class to repeat the question
several times. Invite children to ask other children the
question and then to work in pairs to ask and answer.
Word recognition (5 minutes) Put the �ashcards 1, 2, 3, 8 and 9 on the board.
Ask the class to say the numbers.
Put up word cards one, two, three, eight and nine next
to the corresponding �ashcards.
Point to each of the words in turn as the class reads
and repeats.
Remove the �ashcards one by one as the class reads
the word cards that are left on the board.
Ask about the letters that the numbers one, two, three,
and eight o, t and e � letters that the class
learnt in Unit 1).
© Copyright Oxford University Press
25Unit 2 Lesson 2
AB page 50
1 Join the dots. (5 minutes) Books open. Tell the class that they must draw lines
from number one to two to three, etc., to complete the
A �sh.)
AB page 50
2 Listen and match. (5 minutes) Books open. Ask the class to listen for the ages of
the children and draw lines with their �ngers to the
numbers. Tell them to �draw� from top to bottom.
Play the recording. Children listen and draw lines
with their �ngers.
Children listen again and draw the lines, this time
in pencil.
Children check their answers in pairs or groups.
Listening Polly: How old are you?Girl 1: I�m eight. Polly: How old are you?Girl 2: I�m five. Polly: How old are you?Girl 3: I�m nine. Polly: How old are you?Boy 1: I�m seven. Polly: How old are you?Boy 2: I�m six. Polly: How old are you?Boy 3: I�m ten.
AB page 51
3 Write the numbers. (10 minutes) Repeat the procedure from Lesson 1, AB Activity 2 to
present and practise the writing of numbers 6 to 10.
board pen to each team. Pick a number �ashcard and
say the number. Children run to the board and write
the number they hear. Check their answer by showing
the �ashcard. Give points to the team who writes the
correct number.
© Copyright Oxford University Press
26 Unit 2 Lesson 3
Lesson 3
ObjectivesChildren will be able to:- introduce family members- practise writing numbers and letters
New vocabularybrother, dad, mum, sisterHe�s my (brother).She�s my (sister).
Materials Letter cards: f, tFlashcards: fish, table, four, five, ten, two, Jack, Betty, Mum, DadWord card: doll
Introduction (10 minutes)
on the board. Check that the children can remember
their names. Remind the class that these people are
a family.
Put the �ashcards of Abdullah, Sami and Layla on the
board. Get the class to name the children as you put
the cards on the board.
Place the �ashcard of Sami in front of your face. Point
to Abdullah and say He�s my brother. Ask the class to
repeat brother. Point to the picture of Layla and say
She�s my sister. Ask the class to repeat sister.
Place the �ashcard of Polly in front of your face. Point
to Jack and say He�s my brother. Point to Betty and
say She�s my sister. Ask the class to repeat the words.
He�s my dad. Ask
the class to repeat the sentence. Point to the picture of
She�s my mum. Ask the class to repeat
the sentence.
CB page 12
1 Listen and point. (5 minutes) Books open. In Arabic say that the boys are
introducing their families. Point to Polly. Point to Sami.
Play the recording. The children listen and point to the
pictures in their books.
Play the recording again. The children listen and follow
the words in their books.
Listening Abdullah: He�s my dad. Jack: She�s my mum.Abdullah: He�s my brother, Sami.Jack: She�s my sister, Polly.
CB page 12
2 Talk about your family. (5 minutes) Give each child a piece of paper. Ask them to divide
the paper into four parts. Ask them to draw their mum,
dad, sister and brother.
When they �nish, ask them to work in pairs and talk
about their drawing saying He�s / She�s my � .
© Copyright Oxford University Press
27Unit 2 Lesson 3
AB page 52
1 Count and write the numbers. (5 minutes)
Tell the class to count the �owers in the pots and write
the numbers.
necessary.
AB page 52
2 Listen and write the numbers.
(5 minutes) Books open. Ask the children who is missing from the
Polly.)
Play the �rst part of the recording. Ask the class
to write number 1
recording. The class numbers the people in their books.
Listening Number one. He�s my dad.Number two. She�s my mum.Number three. He�s my brother.Number four. She�s my sister.
AB page 53
3 Colour the things that begin with the t sound. (5 minutes)
Use the letter cards t and f to remind children of the
letter sounds.
Use the �ashcards for ten, four, two, �sh, table, ink and
apple to remind children of the words.
Books open. Children colour the pictures of the table,
�two� and �ten�.
Ask volunteers to come to the board and put the
pictures of the items they have coloured under the
letter t.
AB page 53
4 Trace and copy. Then say the sounds. (5 minutes)
Put the doll �ashcard on the board. Place the doll
word card under the picture. Ask the class to say the
�write� the word doll in the air. The class copies you.
Books open. Children trace and copy the letters. They
say the sounds.
© Copyright Oxford University Press
28 Unit 2 Lesson 4
Lesson 4
ObjectivesChildren will be able to:- practise numbers in a game- practise writing numbers and letters
New vocabularyHe�s, She�s
Materials Flashcards: Polly, Jack, Betty, ink, table, lion, fish, doll, 1 � 10Letter cards: i, t, l, f, d, c, a, e, o
Introduction (5 minutes) Put the �ashcard of Polly in front of your face. Say
I�m Polly. I�m nine. How old are you? Encourage
children to answer I�m � .
Put the �ashcards of Jack and Betty on the board.
Point to Jack and say He�s nine. Ask the class to
repeat. Point to Betty and say She�s three. Ask the
class to repeat.
Tell the class that we use he for a boy and she
for a girl.
CB page 13
1 Listen and repeat. Then play the game. (15 minutes)
Books open. Say Look at the pictures. Count the
pictures.
Explain in Arabic that Polly and Layla are playing a
game. Say Listen to Layla and Polly say the words.
Play the recording. Children listen and repeat.
Listening Polly: He�s eight.Layla: Number three!
Say Listen to the recording again and then we will play
the game. Play the recording as children listen and
follow in their books.
She�s ten. The child should answer Number 5. Say
He�s nine. The child answers Number 10. Invite two
children to play the game.
the class to check.
© Copyright Oxford University Press
29Unit 2 Lesson 4
AB page 54
1 Write the numbers in the correct order. (5 minutes)
Ask the class to count from 1 � 10.
Books open. Children write the numbers in the
correct order.
Children check answers in pairs.
on the board.
AB page 54
2 Listen and write the numbers. (8 minutes)
Put the �ashcards of Abdullah and Layla on the board.
Say he is for a boy and she for a girl. Say He�s my
brother. He�s ten. Ask the class Who is ten? Write 10
under Abdullah. Say She�s eight. Ask the class Who�s
eight? Write 8 under Layla.
Books open. Children listen and number the pictures.
Listening Number 1.He�s my brother. He�s ten.She�s my sister. She�s nine.Number 2.He�s my brother. He�s six.She�s my sister. She�s eight.Number 3.He�s my brother. He�s five.She�s my sister. She�s seven.
Play the recording again. Children check their answers.
AB page 55
3 Find and circle the same. (5 minutes)
Activity 2 demonstrating with the car �ashcard and the
letter cards for c, a, e and o.
AB page 55
4 Match, write and say. (8 minutes) Put the �ashcards of ink, table, lion, �sh and doll on
board next to the pictures.
Books open. Children match, then write the initial
letters, saying its sound, following the example.
Help if necessary.
© Copyright Oxford University Press
30 Unit 2 Lesson 5
Lesson 5
ObjectivesChildren will be able to:- pronounce and recognize four letters- write the new letters (lower case)
New vocabularyPhonic: / g /, / /, / kw /, / j / girl, juice, queen, yo-yo
MaterialsLetter cards: g, j, q, yFlashcards: juice, yo-yo, girl, queen, egg, doll, car, apple, umbrella, ink, table
Introduction (5 minutes) Put the letter j on the board. Say j. Put the letters y,
g and q next to the letter j. Say the letters as you put
them on the board.
Point to the letters as the class says them.
Place �ashcards of juice, yo-yo, girl and queen under
the letters as you say the words.
CB page 14
1 Listen. Then listen and say. (8 minutes)
Books open. Ask in Arabic Can you see letter j?
Point to the j. Listen: juice / /, / /, / / juice.
Stress the letter sound.
Say Can you see the letter y? Point to the y. Listen:
yo-yo / j /, / j /, / j / yo-yo. Stress the letter sound.
Repeat for letters g and q.
Play the �rst part of the recording. The children listen
to the four sounds and words.
Play the second part of the recording. The children
listen and say the letter sound and word along with the
Listening J � juice; y � yo-yo; g � girl; q � queen.J � j � j � j � juice. J � j � j � j � juice.Y � y � y � y � yo-yo. Y � y � y � y � yo-yo.G � g � g � g � girl. G � g � g � g � girl.Q � q � q � q � queen. Q � q � q � q � queen.J � j � j � j � juice. Y � y � y � y � yo-yo. G � g � g � g � girl. Q � q � q � q � queen.
CB page 14
2 Listen and say the sound. (8 minutes) Books open. Play the �rst part of the recording.
Children repeat the sounds.
Listening girl � / g /yo-yo � / j /juice � / /queen � / kw /
Girl, yo-yo, juice, queen.
Play the second part of the recording. The class listens
to the words and says the initial sounds.
© Copyright Oxford University Press
31Unit 2 Lesson 5
AB page 56
1 Write. (5 minutes)
letters as in Unit 1, Lesson 5, AB Activity 1.
AB page 56
2 Circle the correct �rst letter. Then say the sound. (5 minutes)
Put the �ashcards of car, apple, umbrella, ink, doll
and table on the board. Ask volunteers to write the
beginning letters or place the letter cards on the board
next to the pictures.
Books open. Children look at the pictures and circle
the correct beginning letters and say the sound.
if necesary.
Children check their answers in pairs and say the
words, repeating the �rst letter sounds.
AB page 57
3 Write. (5 minutes)
letters as in Unit 1, Lesson 5, AB Activity 1.
AB page 57
4 Trace and write. (5 minutes) Put the letter cards e, j, d, y on the left of the board.
Put the �ashcards for egg, juice, doll and yo-yo on
the right of the board as the class says the names.
pictures with the letters. Leave the pictures and
letters on the board.
Put up the word cards egg, juice, doll, yo-yo on the
board. Read the words with the children.
Ask Which word begins with / e /, / /, / d /, / j /?
As the children answer remove the word cards.
Books open. Children complete the tracing and writing.
Children point to and read the words they have written
in pairs.
© Copyright Oxford University Press
32 Unit 2 Lesson 6
Lesson 6
ObjectivesChildren will be able to:- practise reading and listening to numbers- practise writing numbers- assess their learning progress
New vocabularyHe�s number �I�m number �
MaterialsFlashcards: Step Up characters; cards from Units 1 and 2, Flashcards 1 � 10
Introduction (10 minutes)
on the board with two goal posts. In Arabic tell the
class they will review the words they have learnt in
Step Up Units 1 and 2 in a game of football. Explain
the rules of the game. Teacher is referee, goalkeepers
write up the score, teams take turns to answer. They
correct moves gets a goal.
Using the �ashcards review the Step Up characters,
numbers, letter sounds, etc. The team who scores the
most goals wins.
CB page 15
1 Listen and read. (15 minutes) Place the �ashcards 1 � 10 on the board. Get the class
to say the numbers quickly.
remember his name. Ask the class which letter his
name begins with (f).
friends who play football.
Play the recording. Children listen and follow in their
books. Can they hear the numbers? Which numbers?
Listening Fahad: Look. He�s number three.Boy A: I�m number four.Boy B: I�m number five.Boy C: I�m number one. I�m the goalkeeper.
Play the recording again. The children read and say
the numbers.
Say Point to the word three. Repeat for four, �ve
and one.
dialogue.
© Copyright Oxford University Press
33Unit 2 Lesson 6
AB page 58
1 Write the numbers. (10 minutes) Books open. Ask the class to look at the football shirts.
1, 5, 6 and 9.)
Ask the class to write the missing numbers on the
football shirts.
Ask children to check their answers in pairs.
AB page 58
2 Read and draw. (5 minutes) Books open. Say in Arabic Look at Jack�s drawing.
What number has Jack drawn? (9.) How old is Jack?
(9.) How old are you?
Point to the About me part of the activity and explain to
the class that they write the number for their age there.
Check that they can read I�m.
AB page 59
Quizzy�s questions (10 minutes) Books open. Go through the activities with the class,
making sure they know what they have to do. Read
out each of the questions. Remind them that we
use for yes and for no.
Tell the class to do the activities on their own. Go
round the class listening and observing but only
helping if the children have problems understanding
answers.
When everyone has answered the questions, go
through the answers with the class.
Point to Quizzy at the bottom of the page. Tell the
children to assess their progress by ticking the OK,
Good or Excellent circle.
Stop and think (2 minutes)Ask the class what they learnt in Unit 2.
© Copyright Oxford University Press
Unit 3 Lesson 13
Lesson 1
ObjectivesChildren will be able to:- say the names of six school objects- write numbers 1 � 6 in order- practise left to right motor skills
New vocabularybook, pen, pencil, pencil-case, rubber, ruler
MaterialsFlashcards/real objects: a school bag, a pencil, a pen, a rubber, a ruler, a pencil-case, a book
Introduction (1 minute) Tell the class in Arabic that the lesson today is about
school, and they are going to learn the English words
for school things.
Hold up your bag. Shake it and say in Arabic What do
you think I have in my bag? Children guess.
CB page 16
1 Look, listen and repeat with your teacher. (5 minutes)
Books closed. Put your hand inside the bag and take
out a pencil. Hold it up and say A pencil. Ask the class
to repeat.
Repeat the procedure with a pen, rubber, ruler,
pencil-case, book.
When all six objects are out of the bag, hold up and point
to each of them in turn as the class says the words.
CB page 16
2 Listen and point. Then listen and repeat. (7 minutes)
Books open. Say Listen and point.
Play the �rst part of the recording. The children listen
and point to the school objects in their books.
Listening A pencil, a pen, a rubber, a ruler, a pencil-case, a book.
A pencil-case, a rubber, a pencil, a book, a ruler, a pen.
A book, a pencil, a pencil-case, a ruler, a pen, a rubber.
A pen, a pencil-case, a pencil, a rubber, a book, a ruler.
A rubber, a book, a pen, a ruler, a pencil, a pencil-case.
A ruler, a pen, a pencil-case, a book, a rubber, a pencil.
Listening (part 2)A pencil, a pen, a rubber, a ruler, a pencil-case, a book.
A rubber, a ruler, a book, a pencil, a pencil-case, a pen.
A book, a pencil, a ruler, a rubber, a ruler, a pencil-case.
A pen, a ruler, a pencil-case, a book, a rubber, a pencil.
A pencil-case, a book, a rubber, a pencil, a pen, a ruler.
Play the second part of the recording. Children listen
and repeat.
Close books. Hold up your pencil. Get the class to
say the word again. In Arabic ask the class to put their
pencils on their desks.
Continue in the same way with all six school objects.
CB page 16
3 Listen and say the chant. (7 minutes) Books closed. Play the recording. Children listen and
hold up the school objects they hear.
Books open. Ask in Arabic How many things does
Jack drop? Six.)
Play the recording again. The children count the things
Jack dropped.
Play the recording again. Children join in saying
the words.
Listening (see CB page 16)
ng (part A pencil, a pen, a rubber, a rulerLesson 1
ListeninA pencil, aLesson 1
At school
© Copyright Oxford University Press
Unit 3 Lesson 1 35
AB page 60
1 Listen and circle. (10 minutes) Books closed.Write the numbers 1 to 6 on the board.
Put the �ashcards for book, pen, pencil, ruler, rubber
and pencil-case in a row next to number 1.
Say Listen. A pencil. Circle the picture of the pencil.
Books open. Play the recording for number 1 A pencil.
Ask the class to circle the pencil in row 1.
Play the rest of the recording. The children listen
and circle.
Listening Number 1. A pencil.Number 2. A rubber.Number 3. A book.Number 4. A ruler.Number 5. A pencil-case.Number 6. A pen.
Play the recording again. Children check their answers.
AB page 60
2 Draw and say. (7 minutes)A pen.
Books open. Children complete the drawing of
the pen.
Ask the class to complete the drawings of the
other objects.
Children work in pairs to point at the objects they drew
and say the words.
AB page 61
3 Trace, then draw the lines from left to right. (3 minutes)
Books open. Children trace the lines from left to right
with their �ngers then draw the lines with their pencils.
AB page 61
4 Write the numbers in order. (5 minutes) Count from 1 to 6 with the class.
Books open. Children write the numbers in order.
Stop and think (2 minutes)Ask the class which new words they learnt in
the lesson.
© Copyright Oxford University Press
36 Unit 3 Lesson 2
Play the recording again stopping to ask questions
about each picture in Arabic: Picture 1: What does
Abdullah drop?
What is Jack holding?
Picture 5: Why is Jack frightened?
a snake.)
Books closed. Put the �ashcards of the pen, pencil,
rubber, pencil-case on the board. Ask the class to
listen again and put the pictures on the board in the
order they hear them.
Play the recording again. Children repeat the dialogue.
Remind the class of the question What�s this?
Ask the children to to put their school objects on
their desks.
Go around the class picking up objects and asking
What�s this? The class answers.
Put the class in pairs to ask and answer questions
about their school objects using What�s this?
Lesson 2
ObjectivesChildren will be able to:- follow a simple story in English- practise writing numbers in order
New vocabularyWhat�s this? It�s a �a snake
MaterialsFlashcards/real objects: pencil-case, pencil, pen, rubber, ruler, bookNumber cards: 5, 6, 7, 8, 9, 10
Introduction (3 minutes) In Arabic ask the class to tell you the six school objects
words they learnt in the previous lesson.
Hold up a pen and ask in English What�s this? Ask the
class to repeat the question.
Ask individual children to repeat the question as they
hold up a school object. The rest of the class answers
the questions.
CB page 17
1 Look and listen. (12 minutes) Books open. Say in Arabic Look at the pictures. Who
can you see? Where are they? Play the recording.
Children listen and follow in their books.
Listening Abdullah: Oh no, my pencil-case!Jack: What�s this?Abdullah: It�s a rubber. Thank you!Jack: What�s this?Abdullah: It�s a pencil.Jack: Look! It�s a snake! It�s a snake!Abdullah: No, Jack. It�s a pen. Look!Jack: Oh yes!
© Copyright Oxford University Press
37Unit 3 Lesson 2
Stop and think (2 minutes)Ask the class to name the school objects and numbers
they reviewed in the lesson.
AB page 62
1 Listen and write the number. (7 minutes) Books open. Play the recording. Children number the
objects.
Listening Number 1. What�s this?It�s a pencil-case.Number 2. What�s this?It�s a rubber.Number 3. What�s this?It�s a pen.Number 4. What�s this?It�s a ruler.Number 5. What�s this?It�s a pencil.Number 6. What�s this?It�s a book.
Play the recording again. Children check their answers.
Put the six school object �ashcards on the board.
correct �ashcard.
AB page 62
2 Join the dots and write. (7 minutes) Books open. Children join the dots in numerical order
to �nd the the objects. (1 It�s a pencil. 2 It�s a rubber.)
Children check answers in pairs by asking and
answering What�s this? It�s a � .
AB page 63
3 Draw from left to write. (5 minutes) Remind the class in Arabic that English is written from
to right.
Books open. Children trace over the lines from left
to right.
AB page 63
4 Write the numbers in order. (7 minutes) Books closed. Count from 1 to 10 with the class.
Books open. Children write the numbers in order
starting with 5.
© Copyright Oxford University Press
38 Unit 3 Lesson 3
Explain that the class will now play the game. Turn the
�ashcards on the board round and divide the class into
two groups.
Point to a �ashcard and ask the groups in turn What�s
this? Turn the card face forward on the board and if
the answer is correct say Well done. Give points for
correct answers.
Continue until all six cards are face forward. Praise
the winning group.
Play the game again this time with the number
�ashcards.
Lesson 3
ObjectivesChildren will be able to:- name objects and ask what they are- practise writing numbers and letters- recognise and say letter sounds
New vocabularyWhat�s this? / It�s a �Yes, well done.
MaterialsFlashcards: 1 � 10Letter cards: f, c, a, o, e, uFlashcards: pencil, pen, ruler, rubber, book, pencil case, fish, umbrella, orange, four, fiveColoured pencils
Introduction (5 minutes) Put the �ashcards of pencil, pen, ruler, rubber, book,
and pencil-case on the board in a row. Point to each
and ask What�s this? The class answers It�s a � .
Invite a child to the board to ask the question. The
class answers.
CB page 18
1 Listen. Then play the game with your class. (15 minutes)
Books open. In Arabic ask the class to look at the
pictures. Ask Who can you see? Where are they?
What are they doing? Explain that Abdullah and Jack�s
class is playing a game.
Play the recording. The class follows the dialogue
in their books.
Listening Teacher: What�s this?Jack: It�s a ruler.Teacher: What�s this?Pupil: It�s a book.Teacher: Yes, well done!
Play the recording again. The class listens to see which
Ruler and book.)
Check the class answer.
In Arabic ask the class to describe how the game
is played.
© Copyright Oxford University Press
39Unit 3 Lesson 3
AB page 64
1 Colour the picture that is different. (7 minutes)
Books open. Ask the class to look at the pencils. In
Arabic ask How many pencils can you see? Are the
pencils the same? Which one is different? Colour it.
Check that children have coloured the second pencil
on the left.
Children �nd the odd pictures out for the other objects
and colour them.
AB page 64
2 Write the numbers. (5 minutes) Books closed. Count numbers 1 � 10 with the class.
Books open. Children write the numbers below the
ruler in the correct order starting with 1 and ending
with 10.
Get volunteers to order the number �ashcards on
the board.
AB page 65
3 Colour the words beginning with the f sound. (7 minutes)
Books closed. Put the f letter card on the board.
In Arabic ask the class to make the letter sound.
Books open. Children colour the pictures beginning
with the / f Fish, �ve, four.)
AB page 65
4 Say the sounds. Then match and write. (10 minutes)
Books closed. Put the letter cards c, a, o, e, u on
the board. Point to the letters as the class says
the sounds.
Put the �ashcards of orange, apple, umbrella, car, egg
on the board. The class has to name them.
Point to the letter c. In Arabic ask the class which word
Car.
other letters.
Books open. The children say the letter sound and
draw a line from the letter to the word beginning with
the same letter.
© Copyright Oxford University Press
0 Unit 3 Lesson 4
Lesson 4
ObjectivesChildren will be able to:- practise saying school objects and
numbers in a game- practise writing numbers and letters
New vocabularybook, pen, pencil, pencil-case, rubber, rulerNumber �What�s missing?
MaterialsFlashcards: pencil, pen, ruler, rubber, book, pencil-caseSix coloured pencils
Introduction (5 minutes) In Arabic ask the class if they remember how to play
the memory game from Lesson 3. Play the game
quickly using the six school objects �ashcards.
CB page 19
1 Listen and repeat. Then play the game. (15 minutes)
Books open. In Arabic say Look at the pictures. Count
the pictures.
In Arabic tell the class that Polly and Layla are playing a
game. Ask the class if they can guess how the game is
played.
Say Listen to Layla and Polly and say the words. Play
the recording. Children follow in their books.
Listening Polly: A ruler, a pen, and a pencil-case.Layla: Number � six!
Play the recording again. Children listen and repeat.
A pen, a
pencil and a pencil-case. Children answer Number 9.
Say A book, a pen and a pencil-case. Children answer
Number 7.
the class to check.
Ask volunteers to come to the front of the class and
play the game.
If time divide the class into two teams and play the
game again.
© Copyright Oxford University Press
1Unit 3 Lesson 4
AB page 66
1 Draw and say what�s missing. (12 minutes)
Books closed. Put school objects �ashcards on the
board as the class names the objects. Ask the class
to close their eyes and remove the ruler. The children
open their eyes and tell you what�s missing. Repeat
removing the rubber, pen or pencil. Ask What�s
missing? each time. The class repeats the question.
Books open. Ask the class to look at number 1 and
name the three objects. Ask What�s missing? Children
answer and draw a ruler.
Children work in pairs.
Check answers with the class.
AB page 66
2 Trace from left to right and colour. (7 minutes)
Books closed. Ask the class to put six coloured pencils
on their desks. Write 1 � 6 on the board.
Books open. Children look at the numbers 1 � 6 on
the page. They trace the line from number 1 to a pencil
with their �ngers.
Children then trace the line with a red pencil and colour
the pencil at the end of the red line.
Children do the same with numbers 2 � 6 in different
colours.
AB page 67
3 Colour the letters that are the same. (7 minutes)
Books closed. Write 1. g, j, a, g, y, g, o on the board.
Point to the letters as the class says the letter names.
In Arabic ask Which letter is the same?(g).
Books open. Children colour the letters that are the
same in each line.
AB page 67
4 Trace and copy the letters (10 minutes) Books open. The class says the letter sounds.
Children trace and then write the letters.
© Copyright Oxford University Press
2 Unit 3 Lesson 5
CB page 20
2 Listen and say the sound. (8 minutes) Books open. In Arabic say Look at the pictures in
Activity 2. What can you see?
Play the �rst part of the recording. Children repeat
the sounds.
Listening mouse � / m /boy � / b /ruler � / r /nine � / n /pen � / p /horse � / h /
Mouse, boy, ruler, nine, pen, horse.
Play the second part of the recording. the class listens
to the words and says the initial sounds.
Lesson 5
ObjectivesChildren will be able to:- recognise and say six new letters- write the new letters in lower case
New vocabulary Phonics: / b /, / h /, / m /, / n /, / p /, / r /boy, horse, mouse, nine, pen, ruler
MaterialsFlashcards: ruler, nine, mouse, horse, boy, penLetter cards: r, n, m, h, b, p
Introduction (5 minutes) Put the r letter card on the board. Say / r /. Put the
letter cards n, m, h, b, and p next to the r. Say the
sounds of the letters as you put them on the board.
Point to the letters. The class says the letter sounds.
Place the �ashcards of ruler, nine, mouse, horse, boy
and pen under the letters as you say the words.
CB page 20
1 Listen. Then listen and say. (8 minutes) Books open. In Arabic say Look at Activity 1. Ask Can
you see / r /? Point to / r /. Say Can you see / n /? Point to / n /. Repeat for for the
rest of the letters.
Play the �rst part of the recording as the class listens.
Play the second part of the recording. The class listens
and says the letter sound and word along with the
Listening r � ruler; n � nine; m � mouse; h � horse; b � boy; p � pen.
R � r � r � r � ruler. R � r � r � r � ruler.N � n � n � n � nine. N � n � n � n � nine.M � m � m � m � mouse. M � m � m � m � mouse.H � h � h � h � horse. H � h � h � h � horse.B � b � b � b � boy. B � b � b � b � boy.P � p � p � p � pen. P � p � p � p � pen.R � r � r � r � ruler. N � n � n � n � nine. M � m � m � m � mouse. H � h � h � h � horse. B � b � b � b � boy. P � p � p � p � pen.
© Copyright Oxford University Press
3Unit 3 Lesson 5
AB page 68
1 Write. (12 minutes)r on the board. The class says the
r in the air.
Ask the class to copy you. As they �write� they say the
letter sound. Repeat a few times.
Write r on the board as the class watches. Children
write r on their desks or palms of their hands with
their �ngers.
Books open. In Arabic say Write /r/ for ruler in your
book. Start at the dot. Say the letter sound as you write.
Repeat for the letters n and m.
class and check they are forming the letters correctly.
Help if necessary.
AB page 69
2 Write. (12 minutes)
letters h, b, and p.
Stop and think (5 minutes)Ask the class to name the letters they wrote in the lesson
and to name words beginning with the letters.
© Copyright Oxford University Press
Unit 3 Lesson 6
Listening Fahad: Hello! This is my school. This is my
classroom.Linda: Hi, I�m Linda. This is my school. This is
my classroom.
Play the recording again. The class follows and says
the words.
Say Point to the word �Hello�. Repeat for Hi and my.
Play the recording again. The class reads and points
to the words.
Put the word cards for Hello, Hi and my on the board.
Ask the class to say the sounds of the initial letters.
Lesson 6
ObjectivesChildren will be able to:- talk about their classroom- practise writing letters- assess their learning progress
New vocabularyThis is my classroom / school.
MaterialsFlashcards: pencil, pen, rubber, ruler, pencil-case, book, apple, orange, carFlashcards: 1 � 10Word cards: Hello, Hi, my, pencil, apple, orange, car
Introduction (10 minutes)
Arabic they will review the words they have learnt in
Step Up Units 2 and 3 in the same game they played
in Lesson 3. Ask the class to remind you how they play
the game. Review using the cards for the numbers,
school objects, letters, etc. See TB Unit 3, Lesson 3
CB Activity 1 for the game instructions.
CB page 21
1 Listen and read. (15 minutes)
the class if they remember his name. Ask the class
/ f /.)
Point to Linda. Say She�s Linda. Ask the class which
/ l /.)
In Arabic ask the class to look at the pictures in their
books. Ask the class to describe the pictures in
Arabic. How are Fahad�s school and Linda�s school
different / the same?
In Arabic ask What does Fahad say? Play the
recording. The children listen, then answer.
© Copyright Oxford University Press
5Unit 3 Lesson 6
AB page 70
1 Write and match. (10 minutes) Books closed. Put the �ashcards for pencil, apple,
orange and car on the board. Say What�s this?
As children answer, ask about the sound the words
begin with.
Put the word cards for pencil, apple, orange, car under
the pictures.
Ask the class to say the words.
Books open. Tell the class to trace and write the words
and then match the words to the pictures.
AB page 70
2 Read and draw. (7 minutes) Books open. Say Look at Jack�s drawing. What school
object has Jack drawn?
Point to the About me frame and tell the class to draw
their own pencil and write the word.
Check that they can read the word My.
AB page 71
Quizzy�s questions (15 minutes) Books open.
Go through the activities with the class, making sure
they know what they have to do. Remind them that
we use for yes and for no.
Tell the class to do the activities on their own.
Go round the class listening and observing but
only helping if the children have problems
them with their answers.
When everyone has answered the questions, go
through the answers with the class.
Point to Quizzy at the bottom of the page. Children
assess their progress by ticking in the OK, Good or
Excellent circle.
Stop and think (2 minutes)Ask the class to name the words they wrote in the lesson.
© Copyright Oxford University Press
6 Units 1�3 Revision
Revision
ObjectivesChildren will be able to:- review language from Units 1 � 3
Materials Two sets of number flashcards 1 � 10Flashcards: pencil, table, car, snake, book, ruler, ink, lion, doll, table, fish, apple, egg, orange, umbrella, queen, girl, yo-yo, juiceLetter cards: i, l, d, t, f, a, e, o, u, q, g, y, j
Introduction (10 minutes)
number �ashcards 1 � 10 on the left of the line as the
class says the numbers. Put the second set of number
cards on the right of the line.
in random order. Children from each team take turns
to run to the board and touch the corresponding
number card. Give points for the fastest to touch
the correct number.
Congratulate the winners. Children say the numbers
in reverse order as a member of each team removes
the cards.
CB page 22
1 Listen and say the chant. (12 minutes) Books open. Ask the class to tell you about the people
they can see.
Play the recording. Children listen and point to each
person from left to right.
Play the recording again. Children listen and repeat the
numbers holding up their �ngers as they do so.
Ask How old are the boys? How old are
the girls?
lines for He�s � and Group two the lines for She�s � .
Play the recording again. Children say the chant. Then
Listening (see CB page 22)
CB page 22
2 Listen. Then ask your friend. (12 minutes)
Put the �ashcards for pencil, table, car, snake, book,
ruler on the board as the class says the words.
Point to the snake and say What�s this? Wait as the
class answers. Invite children to come to the board
and point and ask the question What�s this? Leave the
cards on the board.
Books open. Tell the class to look at the pictures. Ask
How many pictures are there? Can you see Quizzy?
Can you see Ziggy? Explain that Quizzy asks questions
and Ziggy answers.
The class listens to the recording to see which
question Quizzy asks. Ask which question Quizzy asks.
What�s this?) Ask the class to repeat the question.
Children listen again to see if Ziggy�s answers
are correct.
Children work in pairs. They point to the pictures and
ask and answer questions like Quizzy and Ziggy.
When they �nish, volunteers come to the front,
point to the �ashcards and ask What�s this?
The class answers.
© Copyright Oxford University Press
7Units 1�3 Revision
Listening Q: What�s this?Z: It�s a car.Q: What�s this?Z: It�s a pencil.Q: What�s this?Z: It�s a table.Q: What�s this?Z: It�s a snake.Q: What�s this?Z: It�s a book.Q: What�s this?Z: It�s a ruler.
CB page 23
3 Listen, then say. (12 minutes) Put the �ashcards for ink, lion, doll, table, �sh, car,
apple, egg, orange, umbrella, queen, girl, yo-yo
and juice on the board. Point to the pictures as the
class says the words. As the class says the words
remove the cards. Help with any words they may
have forgotten.
Books open. Say the letter sounds in random order,
e.g. / k /, / t /, / f /, / l /... Children listen to the sounds
and point to the pictures in their books.
Play the recording. The class listens and points
to the pictures.
Listening / / for ink, / l / for lion, / d / for doll, / t / for table, / f / for fish, / k / for car, / / for apple, / e / for egg, / / for orange, / / for umbrella, / kw / for queen, / g / for girl, / j / for yo-yo, / / for juice.
Play the recording again. Check that children are
pointing to the correct pictures.
Ask the class in Arabic to listen again and repeat the
sounds and words they hear.
Play the recording again, stopping after each sound
and word for the class to repeat.
Children work in pairs and say the sounds and words.
making notes of any sounds and words that are
When they have �nished give one of the following letter
cards i, l, d, t, f, a, e, o, u, q, g, y, j to children. Ask
them to say the sound of their letter quietly. Give the
�ashcards to other children and ask them to say the
words quietly.
Then ask the children with letter cards to come to the
front of the class one by one. They say their sound, the
whole class says for and the child with the �ashcard
comes to the front and says the word.
Stop and think (3 minutes)In Arabic ask the class if they enjoyed the revision lesson.
Ask if they need to practise more or if they are unsure
about anything in Units 1 � 3.
© Copyright Oxford University Press
Unit 4 Lesson 18
Lesson 1
ObjectivesChildren will be able to:- say the names of six colours - review numbers 1 � 6- write colour words red, blue, pink, green
New vocabularyblue, green, orange, pink, red, yellow
MaterialsFlashcards: blue, green, orange, pink, red, yellow Word cards: red, blue, pink, green
Introduction (5 minutes) In Arabic tell the children to remind you what
Units 1, 2 and 3 were about and ask them to guess
.
CB page 24
1 Look, listen and repeat with your
teacher. (10 minutes) In Arabic tell the class that the unit is about colours.
Ask them to tell you which colours they know in
Arabic. As the children call out colour words in Arabic,
put the �ashcards for the colours red, green, yellow,
orange, pink, blue on the left of the board and say the
colour names in English.
When all six �ashcards are on the board, point to each
card and repeat the colour names.
CB page 24
2 Listen and point. Then listen and repeat. (5 minutes)
Books open. Play the �rst part of the recording.
The children listen and point to the colours.
Listening Red, green, yellow, orange, pink, blue.Pink, red, orange, yellow, blue, green.Yellow, blue, green, pink, orange, red.Green, pink, blue, red, yellow, orange. Blue, orange, pink, green, red, yellow. Orange, green, red, yellow, blue, pink.
Listening (part 2)Red, green, yellow, orange, pink, blue. Green, blue, red, orange, yellow, pink. Yellow, blue, pink...orange, red, green. Pink, yellow, green, red, blue, orange. Blue, red, orange, green, pink, yellow.
Play the second part of the recording. Children listen
and repeat.
Point to the colour �ashcards on the board as the
children say the words. In Arabic ask them to put a
pencil in that colour on their desks.
CB page 24
3 Listen and say the chant. (5 minutes) Books open. In Arabic ask What is Polly doing?
What is she painting? What colours can you see?
Play the recording. The children listen, hold up
their corresponding coloured pencils and say the
colour words.
Play the recording again. Children to join in.
Listening (see CB page 24)
ng (part Red, green, yellow, orange, pLesson 1
ListeninRed, greenLesson 1
Colours
© Copyright Oxford University Press
9Unit 4 Lesson 1
Stop and think (5 minutes)Children name the colours they learnt in the lesson.
Ask them which colour they like best.
AB page 72
1 Listen and colour the numbers. (5 minutes)
Books open. Children listen and colour the numbers
they hear.
Play the recording for number 1. Check the children
have coloured 1 red.
Play the rest of the recording. Children listen and colour.
Listening Number one � red. Number two � yellow. Number three � green. Number four � pink. Number five � orange. Number six � blue.
AB page 72
2 Colour and say. (5 minutes) Books open. The children colour the paint blocks any
colour they like.
When they have �nished, children work in pairs and
say the colour and number words.
AB page 73
3 Trace the lines from left to right. Then write the letters. (5 minutes)
Books open. Children trace the line from the letter d
to the �ower on the right with their �nger. Ask them to
write the letter d next to the �ower.
Repeat with the other letters. Remind the children to
follow the lines from left to right.
AB page 73
4 Write. (5 minutes) Put the �ashcards for red, blue, pink and green on the
board. Put the colour words next to the pictures. Point
to the picture and the words as the class reads and
says the words. Repeat and remove the �ashcards.
Point to the words cards and say the colour names
with the class.
Books open. Children write the colour words.
© Copyright Oxford University Press
50 Unit 4 Lesson 2
Play the recording again, stopping to ask questions
about each picture in Arabic: What does Betty point to
in picture 2 What does she say in picture 2?
What does Polly point to in picture
sky.) What colour is the sky? (Blue.) Point to the word
�blue�. What does Jack say in picture 6? (It�s black.)
Ask the class to name other things that are black and
to point to any black objects in the room.
Play the recording again. Children follow and repeat.
Word recognition (5 minutes) Put the word cards yellow, blue and black on
the board.
Point to each of the cards. The class looks and
repeats. Remove one of the cards and point to the
space. The children say the missing colour. Continue
until all cards are removed.
Lesson 2
ObjectivesChildren will be able to:- follow a simple story in English- recognize colour words
New vocabularyIt�s the sky / sun.It�s black / blue / yellow.
Materials Flashcards: red, green, yellow, orange, pink, blueWord cards: yellow, blue, blackColoured pencils
Introduction (5 minutes) Place the colour �ashcards on the wall around the
each member a number from 1 � 6. Say Number three,
red. The children who are number 3 race to �nd the
correct card. The winner gains a point for his/her team.
Continue with the other numbers and colours until all
the colour cards have been found.
CB page 25
1 Look and listen. (15 minutes) Books open. Ask in Arabic Can you see Betty? Can
you see Jack? What is Polly painting?
Play the recording. Children listen to see what colour
words they hear.
Listening Polly: Look, Betty! What�s this?Betty: It�s the sun. Polly: Yes, it�s the sun! It�s yellow. And what�s this?Betty: It�s the sky. Polly: Yes, it�s the sky! It�s blue.Jack: No, Polly. Look! It�s black! Polly: Oh, Jack!
Arabic ask the children what they are. Ask them what
colours they are.
Play the recording again. Children follow in their books
to �nd the English words for sun and sky.
© Copyright Oxford University Press
51Unit 4 Lesson 2
numbers. Point to 1 The class says 1. Point to the
space as the class says 2. Put the number 2 card in
the space. Continue until all the number cards 1�10
are on the board in order.
Books open. The children write the missing numbers
in order.
AB page 74
1 Listen and colour. (5 minutes) Books open. Children listen and colour the objects.
Play the recording for a pink pencil-case. Check
children have coloured the pencil-case pink.
Play the rest of the recording. Children listen and colour.
Listening What�s this? / It�s a pencil-case. It�s pink.What�s this? / It�s a rubber. It�s green.What�s this? / It�s a pen. It�s blue.What�s this? / It�s a ruler. It�s yellow.What�s this? / It�s a pencil. It�s red.What�s this? / It�s a book. It�s orange.
AB page 74
2 Colour. Then listen and number. (5 minutes)
Books open. Children say what colour the objects
red. Children colour the strawberry in their books red.
Children colour the rest of the pictures. Explain that the
bird is pink and the panther is black.
Play the recording It�s blue. It�s number 1. Children
write 1 next to the swimming pool. Continue with the
rest of the recording.
Listening It�s blue. It�s number 1. It�s pink. It�s number 2. It�s red. It�s number 3. It�s green. It�s number 4. It�s orange. It�s number 5. It�s yellow. It�s number 6. It�s black. It�s number 7.
AB page 75
3 Match and draw the lines from left to right. (5 minutes)
Books open. Children draw lines from the letters on the
left to the pictures on the right following the example.
r � ruler; n � 9; m � mouse; h � horse; b � boy; p � pen.)
AB page 75
4 Write the missing numbers. (5 minutes) Books closed. Put the number �ashcards 1, 3, 5,
© Copyright Oxford University Press
52 Unit 4 Lesson 3
Play the recording again. Children listen for the objects
and colours mentioned.
class into two groups. Show the class your tray with
a pencil, book, car, apple, pencil-case and rubber on
it. Let the class look at the objects for two minutes.
Cover the objects and ask the groups in turn What
colour is the rubber / pencil-case? etc.
If the answer is correct say Well done and show the
object. Give points for correct answers.
Continue until all the objects have been uncovered.
Praise the winning group.
Lesson 3
ObjectivesChildren will be able to:- ask and answer questions about colours- play a memory game- recognize the letters m, n, u and a
New vocabulary- Well done.- What colour is the �?
Materials Letter cards: m, n, u, aFlashcards: pencil, book, carWord cards; black, blue, green, yellow, orange, red, pink, greenReal objects: a tray, pencil, book, toy car, apple, pencil-case, rubber, ruler, cloth to cover the trayColoured pencils
Introduction (5 minutes) Put the �ashcards of pencil, book and car on the
board. Point to each and ask e.g. What�s this?
(It�s a pencil.) What colour is the pencil It�s yellow.)
Turn the cards face to the board. Ask the class
the questions again. If they answer correctly say
Well done.
Ask the class to repeat the question What colour
is the pencil?
CB page 26
1 Listen. Then play the game with your class. (15 minutes)
Books open. Ask in Arabic Who can you see? Where
are they? What are they doing? Explain that Polly and
Layla are playing a game. Ask the class to look at
picture 1 and to name the objects they see on the tray.
Play the recording. The children listen and follow in
their books.
In Arabic the children describe how the game
is played.
Listening Layla: Look! What colour is the pencil?Polly: It�s � yellow!Layla: Yes! It�s yellow! What colour is the car?
© Copyright Oxford University Press
53Unit 4 Lesson 3
AB page 77
4 Find and draw. (5 minutes) Books open. Children �nd all the letter �m�s and circle
them. Ask How many letter �m�s have you circled? (6).
Children continue with n, u and a, drawing trianges,
�owers and squares around them as in the example.
AB page 76
1 Listen and colour. (7 minutes) Books open. Children name the objects.
Play the recording. The children listen and colour.
Listening What colour is the table? / It�s red.What colour is the apple? / It�s green.What colour is the horse? / It�s black.What colour is the yo-yo? / It�s blue.What colour is the umbrella? / It�s pink.What colour is the orange? / It�s orange!
AB page 76
2 Now ask and answer about your pictures with a friend. (3 minutes)
Children work in pairs, point to the pictures and say
the colour words.
AB page 77
3 Listen, colour and write. (10 minutes) Put the word card for black on the board and say
black. Point to the letter b and ask What sound does
this letter make? In Arabic ask which other colour
begins with the / b / sound. Put the word blue on the
board. Write the letter b in the air. Ask the class to
�write� b in the air several times.
Play the recording. Children colour and write the �rst
letter of the words following the example.
Listening What colour is number 1? / It�s black.What colour is number 2? / It�s orange.What colour is number 3? / It�s red.What colour is number 4? / It�s blue.What colour is number 5? / It�s pink.What colour is number 6? / It�s yellow.What colour is number 7? / It�s green.
© Copyright Oxford University Press
5 Unit 4 Lesson 4
Check which question Polly asks. (What colour is
the �?)
Play the recording. Children listen and repeat the
questions.
Play the recording again. Children listen and follow in
their books.
the questions. Give answers for number 2.
the class as they work. Help if necessary but don�t
interrupt.
Lesson 4
ObjectivesChildren will be able to:- ask and answer questions about colour - review vocabulary- review letters e, a, i, l, t, d, j, y, q, g, m, n- complete words with known letters
New vocabularyWhat colour is the �?
Materials Flashcards: doll, fish, book, table, egg, ink, juice, girl, nine, cat, boy, queenLetter cards: e, a, i, l, t, d, j, y, q, g, m, nColoured pencils
Introduction (2 minutes) Put the �ashcards for doll, �sh, book and table on the
board. Point to the pictures as the class names them.
CB page 27
1 Listen and repeat. Then play the game. (15 minutes)
Books open. Explain in Arabic that Polly and Layla are
playing a game. Ask the class to listen for the question
which Polly asks.
Play the recording as children listen for the question.
Listening Polly: What colour is the doll? Layla: Pink.Polly: What colour is the fish?Layla: Blue.Polly: What colour is the book?Layla: Red.Polly: What colour is the table?Layla: Orange.Polly: Number five!
© Copyright Oxford University Press
55Unit 4 Lesson 4
AB page 78
1 Colour three pictures. Ask and answer with a friend and colour the other three pictures. (15 minutes)
Books open. Children look at the pictures in a and tell
A �sh, an apple, a car.
same for the pictures in b.
colour the a pictures and Bs should only colour the
b pictures.
When they have �nished, ask them to work in AB pairs
without looking at their partner�s pictures. A asks B
about the colour of the objects in the b pictures, and
B answers. Check the questions they ask e.g. What
colour is the umbrella / book / mouse?
Check they are not looking at their partner�s book but
speaking, listening and colouring.
Bs then ask about and colour the a pictures.
When they have �nished, children look at each other�s
books to make sure the pictures are the same.
AB page 79
2 Match and write. (8 minutes) Books open. Children match and write following
the example.
Put the �ashcards girl, queen, boy, doll on the
to the pictures.
AB page 79
3 Circle the correct letter. (5 minutes) Put the egg �ashcard on the board. Put letter cards
e and a under the picture. Point to the picture as the
class says the word. Ask which letter egg begins with.
Circle the letter card e on the board.
Books open. Children circle the letters following
the example.
Check answers with the class.
Stop and think (2 minutes)Ask the class which questions they know how
to ask in English.
© Copyright Oxford University Press
56 Unit 4 Lesson 5
Play the second part of the recording. Children listen
and say the letter sound and word along with the
CB page 28
2 Listen and say the sound. (10 minutes) Books open. Play the �rst part of the recording.
Children repeat the sounds.
Listening kite � / k /zoo � / z /window � / w /sun � / s /box � / ks /vase � / v /
Kite, zoo, window, sun, box, vase.
Play the second part of the recording. The children
listen to the words and say the initial sounds.
Lesson 5
ObjectivesChildren will be able to:- pronounce and recognize six letters- write the new letters (lower case)
New vocabularyPhonics: / v /, / w /, / ks /, / s /, / k /, / z /box, kite, sun, vase, window, zoo
Materials Letter cards: v, w, x, s, k, zFlashcards: van, window, box, sun, kite, zooColoured pencils
Introduction (5 minutes) Put the v letter card on the board. Say the sound / v /.
Put the w, x, s, k and z letter cards next to the v.
Say the sounds of each letter as you put them on
the board.
Point to the letters as the class says the sounds.
Place the �ashcards of vase, window, box, sun, kite,
zoo under the letters as you say the words.
CB page 28
1 Listen. Then listen and say. (10 minutes) Books open. Say Look � / v /. Listen � vase. Stress
the �rst letter sound.
Say Look � / w /. Listen � window. Stress the �rst
letter sound.
Repeat for letters x, s, k, z .
Play the �rst part of the recording. The class listens
to the �ve sounds and words.
Listening v � vase; w � window; x � box; s � sun; k � kite; z � zoo.
V � v � v � v � vase. V � v � v � v � vase.W � w � w � w � window. W � w � w � w � window.X � x � x � x � box. X � x � x � x � box.S � s � s � s � sun. S � s � s � s � sun.K � k � k � k � kite. K � k � k � k � kite.Z � z � z � z � zoo. Z � z � z � z � zoo.V � v � v � v � vase. W � w � w � w � window. X � x � x � x � box. S � s � s � s � sun. K � k � k � k � kite. Z � z � z � z � zoo.
© Copyright Oxford University Press
57Unit 4 Lesson 5
AB page 80
1 Write. (8 minutes) Put the �ashcards for vase, window and box on the
board as the class says the words. Point to each
picture in turn as you say the letter sound along
with the class.
v on the board and ask the class to say
the letter v in the air. Ask the class to copy you. As
they write in the air they should say the letter sound.
Repeat a few times.
Ask children to write the letter v in their books. Tell
them to start at the dot. They should say the letter
sound as they write.
Repeat for letters w and x
the children write to check they are forming the letters
correctly. Help if necessary.
AB page 81
2 Write. (8 minutes)
the letters s, k and z.
Stop and think (5 minutes)Ask the class to say the sounds they know in English.
© Copyright Oxford University Press
58 Unit 4 Lesson 6
Ask the class What colour is the kite / umbrella /
box / �sh?
Play the recording again. The class follows the words
with their �ngers and repeats the words.
Play the recording again stopping at each picture for
the class to repeat. In Arabic ask What does Fahad
say about the kite / umbrella / box? Look at the kite /
umbrella / box.) Ask the class to repeat.
reading the text.
When they �nish ask the class What colour is the �sh?
What�s your favourite colour?
Lesson 6
ObjectivesChildren will be able to:- practise talking about pictures- recognize known letters- complete words with known letters- assess their own learning progress
New vocabularyLook at the �It�s (pink) and (yellow).My favourite colour is �
Materials Flashcards: pink, yellow, red, green, blue, orange, kite, umbrella, box, fish
Introduction (5 minutes)
is going to show them some colour photographs.
Put the colour �ashcards on the board.
CB page 29
1 Listen and read. (10 minutes)
photographs.
Ask the class to listen and follow in their books.
Can they hear the colour words?
Play the recording. Children listen for the colours.
Pink, yellow, red, blue, green, orange.)
Listening Look at the kite. It�s pink and yellow.Look at the umbrella. It�s red, yellow, blue and green.My favourite colour is orange. Look at the box. It�s orange and pink.What colour is the fish?
Play the recording again. The class listens and puts the
colour cards in order on the board.
Put the kite �ashcard on the board. Say in English
Look at the kite. Ask the class to repeat. Put the
umbrella �ashcard on the board and say Look at the
umbrella
the box and �sh �ashcards.
© Copyright Oxford University Press
59Unit 4 Lesson 6
AB page 82
1 Colour and write. (8 minutes) Books closed. Put the �ashcard and word card for
yellow on the board. In Arabic ask the class how to
spell yellow. Ask How many different letters are there
in yellow?( Five.) Ask them to �write� yellow with their
�ngers in the air.
Books open. Children write the letters and words
in pencil.
forming the letters properly.
AB page 82
2 Read and draw. (7 minutes) Books open. Hold up your book and point to Jack�s
drawing. In Arabic tell the class that Jack�s favourite
colour is yellow so he has drawn the sun. Point to
the About me part of the activity and explain that the
children draw and colour a picture in their favourite
colour, then write below.
Ask the children What�s your favourite colour?
AB page 83
Quizzy�s questions (10 minutes) Books open. Go through the activities with the class.
Read out the questions. Remind them that we use
for yes and for no.
Tell the class to do the activities on their own. Go
round the class listening and observing but only
helping if children have problems understanding the
When everyone has answered the questions, go
through the answers with the class.
Point to Quizzy at the bottom of the page. Tell children
to assess their progress by ticking one of the OK,
Good or Excellent circles.
Stop and think (3 minutes)
© Copyright Oxford University Press
Unit 5 Lesson 160
Listening A ball, a train, a boat, a robot, a plane, a skateboard.A plane, a boat, a ball, a skateboard, a train, a robot.
A train, a skateboard, a robot, a ball, a boat, a plane.A boat, a ball, a robot, a skateboard, a plane, a train.A skateboard, a train, a robot, a plane, a boat, a ball.
A robot, a skateboard, a plane, a ball, a train, a boat.
A ball, a train, a boat, a robot, a plane, a skateboard.A boat, a skateboard, a train, a ball, a plane, a robot.A skateboard, a robot, a plane, a train, a boat, a ball.
A train, a ball, a plane, a robot, a skateboard, a boat.
Play the second part of the recording, stopping after
each toy word for the class to repeat.
CB page 30
3 Listen and say the chant. (5 minutes) Books open. Ask in Arabic Who can you see? What
toys can you see? What is Sami / Abdullah holding?
Children listen to the chant and count the toy words
that they hear.
Play the chant as children listen and count the toy words.
Play the recording again and encourage the class
to join in.
Listening (see CB page 30)
Lesson 1
ObjectivesChildren will be able to:- say the names of six toys - write capital letters A, B- identify v, w, x, z
New vocabularya ball, a boat, a plane, a robot, a skateboard, a trainLet�s play a game.
MaterialsFlashcards: numbers, colours, school objects, ball, train, boat, robot, plane, skateboard, AbdullahWord cards: Abdullah, train, boat, robot, skateboard, ball, planeColoured pencils
Introduction (5 minutes) Write the numbers 2, 3 and 4 in a row on the board.
Put �ve school objects, �ve number cards and �ve
colour �ashcards in random order on the board. In
Arabic ask children to come to the board to list the
Ask the class to name the pictures and to say if the
cards are under the correct headings.
CB page 30
1 Look, listen and repeat with your
teacher. (10 minutes) Put the �ashcards for ball, train, boat, robot, plane
and skateboard in a row on the board, and say the
names in English.
Write numbers 1 to 6 above the pictures. Point to
each card and say the numbers. Say the words again
several times as the class says the number.
CB page 30
2 Listen and point. Then listen and repeat. (5 minutes)
Books open. Children listen and point to the pictures
as they hear the words.
Play the �rst part of the recording. The class listens
and points.
ng A ball, a train, a boat, a robot, Lesson 1
ListeninA ball a trLesson 1
Playtime
© Copyright Oxford University Press
61Unit 5 Lesson 1
AB page 85
4 Colour v, w, x and z. (5 minutes) Books open. In Arabic ask the class to colour the
letters v, w, x and z to �nd the hidden picture.
When they have �nished, ask what was hidden in the
A bird.)
AB page 84
1 Listen and write the numbers. (5 minutes)
Books open.
Play the recording for number 1 It�s a plane. Check
that children have written the number 1 in their books
under the plane.
Play the rest of the recording.
Listening Number one. It�s a plane. Number two. It�s a robot. Number three. It�s a boat. Number four. It�s a skateboard. Number five. It�s a ball. Number six. It�s a train.
Play the recording again. Children check their answers.
AB page 84
2 Read and draw. (5 minutes) Books closed. Put the �ashcards for train, robot,
skateboard, boat, ball, plane in a column on the left of
the board. Point to the pictures as the class says the
words. Put the word cards next to the pictures. Point
again as the class says and reads the words. Leave
the pictures and word cards on the board.
Books open. Children read the words and draw the
pictures, using the cards on the board to help.
AB page 85
3 Trace and write. (5 minutes) Put the �ashcard for Abdullah on the board as the
class says his name. Put the word card Abdullah
next to the picture. In Arabic explain that names begin
with capital letters.
A on the board. The class say the letter sound.
A in the air. The class copies
saying the letter sound.
Books open. Children write the letter A. Tell them to
start at the dot. They say the letter sound as they write.
Repeat for letter B.
© Copyright Oxford University Press
62 Unit 5 Lesson 2
Ask the class to repeat the question and to think
about when What�s that? is used. In Arabic explain it is
used to ask about things that are far from the person
asking the question. Say What�s that? as you point to
an object on the far side of the class. Ask the class to
repeat the question What�s that?
Play the recording again. Children follow and repeat
the words.
Sorry! It�s OK.) Ask the
class to repeat the words. Talk about the message
of the story.
Word recognition (5 minutes) Put the �ashcards for plane, boat, robot, ball, train and
skateboard on the board.
Point to each of the words. The children repeat.
Remove one of the cards and point to the space as
the children say the missing word. Continue until all
cards are removed.
Lesson 2
ObjectivesChildren will be able to:- follow a simple story in English- recognize toy words- review colours- write capital letters C, D
New vocabularyWhat�s that? / It�s �Sorry! It�s OK.
Materials Flashcards: ball, train, boat, robot, plane, skateboardWord cards: ball, train, boat, robot, plane, skateboardLetter cards: a, b, c, d and A, B, C, DColoured pencils
Introduction (5 minutes) Place the �ashcards of the six toys on the board.
Point to each in turn and ask What�s this?
question to the class.
CB page 31
1 Look and listen. (15 minutes) Books open. Ask in Arabic Can you see Abdullah?
Can you see Sami? Can you see any toys?
Play the recording. Children listen and follow.
Listening Sami: What�s that, Abdullah?Abdullah: It�s a plane. Look!Sami: Wow! What�s this?Abdullah: Oh, no! Sami! No!Man 1: What�s that? Man 2: It�s a plane.Sami: Sorry! Abdullah: It�s OK.
In Arabic ask the class to tell you what happened
in the story.
Play the recording again, stopping to ask questions
about each picture in Arabic: What does Sami say in
picture 1? What does he say in picture
3? What does the �rst man say in picture
5?
© Copyright Oxford University Press
63Unit 5 Lesson 2
AB page 86
1 Listen and colour. (5 minutes) Books open. Ask the class to tell you what they can
see in the pictures.
Play the recording. Children listen and colour the
pictures. Get them to check their answers in pairs.
Listening What�s that? It�s a plane. What colour is the plane? It�s red. What�s that? It�s a fish. What colour is the fish? It�s green. What�s that? It�s a horse. What colour is the horse? It�s black.
AB page 86
2 Read, choose and circle. (7 minutes) Books closed. Put the �ashcards for boat, ball, robot,
skateboard, train and plane on the left of the board.
Put the word cards for the toys next to the pictures.
Point to the words as the class reads. Leave the cards
on the board.
Books open. Point to the boat, say A boat, read the
words and circle a boat.
to check their answers in pairs.
AB page 87
3 Trace and write. (5 minutes)
In Arabic ask the class if they know any names
AB page 87
4 Write the missing letters. (5 minutes) Books closed Put the letter cards a, b, c, d and A,
B, C, D on the board. Point to the letters as the class
says the letter sounds.
Books open. Children write the missing letters.
Stop and think (3 minutes)Ask the class which questions they can ask in English.
© Copyright Oxford University Press
6 Unit 5 Lesson 3
Play the recording again. Children listen to see which
toys are mentioned.
Ask the class to repeat This is a train. That�s a boat,
as they point near and far.
This is a ball.) and number 3.
That�s a ball.)
Help if necessary.
Ask volunteers to come to the front of the class and
play the game with the class.
Lesson 3
ObjectivesChildren will be able to:- ask and answer questions about objects- play a vocabulary game- write capital letters E, F- review numbers 1 � 10 and letters a � f
New vocabulary- This is a �- That�s a �
Materials Flashcards 1 � 12Letter cards: a � f and E, FFlashcards: train, ball, robot, boat, skateboard, planeColoured pencils
Introduction (5 minutes) Put the �ashcards of the train, ball and robot on
the board. Point to each and say This is a train /
ball / robot.
Put the �ashcards of the boat, skateboard and plane
on the opposite wall and then return to the board.
Point to the pictures and say That�s a boat /
skateboard / plane.
In Arabic tell the class that we use that for objects that
are far and this for objects that are near.
CB page 32
1 Listen and repeat. Then play the game. (15 minutes)
Books open. In Arabic tell the class that Polly and
Layla are playing a game. Ask How many pictures
are there? Which toys can you see?
In Arabic ask the class how they think this game
is played.
Play the recording. Children follow in their books.
Listening Polly: This is a train.Layla: Number six!Polly: Yes!Layla: That�s a boat.Polly: Number two.
© Copyright Oxford University Press
65Unit 5 Lesson 3
AB page 88
1 Listen and choose A or B. (7 minutes) Books open. Ask the class to look at picture 1. Explain
that they listen and circle A or B. Say This is an apple.
A).
Play the recording. The children listen and circle.
Play the recording again to check answers.
1 � A; 2 � B; 3 � A; 4 � A; 5 � A; 6 � A.)
Listening Number one. This is an apple. Yum! Number two. That�s a car. Number three. This is a fish. Number four. That�s a kite. Number five. This is a doll. Number six. This is a yo-yo.
AB page 89
2 Trace and write. (8 minutes)
AB page 89
3 Match and join. (5 minutes) Put the letters cards a, b, c, d, e, and f, on the board.
Point to each letter and ask the class to tell you the
letter sound.
Point to the letter a and ask the class to write A in the
Books open. Children match the lower case letters
with the capital letters by drawing a line.
check they are matching the letters correctly.
Help if necessary.
© Copyright Oxford University Press
66 Unit 5 Lesson 4
CB page 33
2 Listen and say the chant. (8 minutes) Books closed. In Arabic tell the class that they are
going to hear an alphabet chant. Ask the class to listen
and see how many times they hear the alphabet.
Play the recording straight through.
Ask the class how many times they heard the
Three times). Ask if it was the same each
time. Teach the words say, whisper and shout.
Play the recording again. The children join in. Encourage
them to say whisper or shout following the instructions
in the chant.
Say, Whisper and Shout. Play the recording again
with the teams leading the instructions and the others
saying the alphabet following the instructions.
Listening (see CB page 33)
Lesson 4
ObjectivesChildren will be able to:- say the alphabet - review known letters - complete words with known letters
New vocabularyletter names a � z
Materials Letter cards: a, e, i, l, t, d, j, y, q, g, m, nColoured pencils
Introduction (4 minutes) Say Let�s play a game
Put the letter cards a, c, e, g, i, k, m, o, q, s, u, w, y on
the board. Have one child from each team at the front
of the class. Say a letter sound. The children run and
touch the letter with that sound.
CB page 33
1 Listen and repeat. (8 minutes) Books open. Ask in Arabic if the children can see
Small letters.) Explain that the
letters are the English alphabet and have names and
come in a special order.
Play the �rst part of the recording. Children listen and
point to the letters.
Play the second part of the recording. Children listen
and repeat.
Play the �rst part of the recording again, stopping
randomly for children to say the letter which
comes next.
Listening A b c d e f g h i j k l m n o p q r s t u v w x y z.
Abc. Abcdef. Abcdefghi. Abcdefghijkl. Abcdefghijklmno. Abcdefghijklmnopqr. Abcdefghijklmnopqrstu. Abcdefghijklmnopqrstuvwx. Abcdefghijklmnopqrstuvwxyz.
© Copyright Oxford University Press
67Unit 5 Lesson 4
AB page 90
1 Write the alphabet. (12 minutes) Books open. Children write the letters of the alphabet.
forming the letters correctly.
Ask the class to say the alphabet chant in groups.
AB page 90
2 Join the dots. (5 minutes) Write the letters a, b, c, d, e in a circle on the board.
a to b. Invite children to do the same
from b to c and c to d and d to e to form a circle.
Explain in Arabic that the class should draw lines
between the letters in alphabetical order starting with
a and ending with z. Explain that they will �nd a picture
when they reach z.
from the letter a to z.
a kite) and allow the children
to colour their kite.
AB page 91
3 Trace and write. (8 minutes)
AB Activity 3 but with the letters G and H.
AB page 91
4 Write the letters. (8 minutes) Books open. Children complete the capital letters
in order.
Stop and think (2 minutes)Ask the class which English letter their names begin with.
© Copyright Oxford University Press
68 Unit 5 Lesson 5
CB page 34
2 Listen and repeat. (10 minutes) Books open. In Arabic ask the class to look at the
sound machine. Ask which letter Quizzy is putting into
b). How many words has the machine
Five.)
Play the �rst part of the recording. Children repeat.
Listening Quizzy: b � b � b � b � b � b � b � b � b!
Ziggy: Boat! Book! Rubber! Boy! Skateboard!
Play the rest of the recording as the class listens to the
words and says the words for boat, book, rubber, boy,
skateboard stressing the /b/ sounds.
Play the recording again as the class points to
the words. Ask What colour is the letter /b/ in the
words? Red.)
Ask the class to say the sounds and point to and
read the words in pairs.
Lesson 5
ObjectivesChildren will be able to:- pronounce and recognize /b/- review words beginning with /b/- read boy, rubber, robot, box- write letters I, J
New vocabularyPhonics: /b/
Materials Letter cards: b, I, JFlashcards: blue, book, ball, boat, umbrella, fish, rubber, robot, JackWord cards: boy, rubber, box, robot, Jack
Introduction (3 minutes) Put the letter b on the board. Say the sound /b/.
Point to the letter and ask the class if they can
remember any words beginning with the /b/ sound.
Help them by asking for a colour, school object, and
toy word beginning with b. Praise any correct answers
by saying Yes b � blue / book / ball / boat. Well done.
Ask the class to say the /b/ sound several times.
CB page 34
1 Listen and say the chant. (7 minutes) Books open. Say Look � /b/. Listen � ball. Stress the
�rst letter sound.
Say Look � /b/. Listen � robot. Stress the middle
letter sound.
Play the recording. The class listens to the four words
with the /b/ sound.
Play the recording again. The class listens and
says the letter sound and words along with the
Listening (see CB page 34)
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69Unit 5 Lesson 5
AB page 92
1 Choose and circle the correct letter. (7 minutes)
Put the �ashcard for umbrella on the board. Write the
letters u and b above the picture. Point to the picture
as you say the letter sound along with the class. Ask
the class if umbrella begins with / / or / b /. Trace over
and circle the letter u.
Books open. Children look at the pictures and circle
the correct �rst letter.
they are circling the correct letters. Help if necessary.
AB page 92
2 Write �b�. Then match the words and the pictures. (10 minutes)
Books open. In Arabic ask the class to write the letter
b in the four words.
When they have �nished ask the class to read the
words left to right. Children then draw lines form the
words to the pictures as the example.
Check answers using �ashcards and word cards
on the board.
AB page 93
3 Trace and write. (8 minutes)
Activity 3 but with the letters I and J. Use the �ashcard
of Jack for this activity.
AB page 93
4 Match and write the big letters. (5 minutes)
Books open. Children look at the small letters jigsaw
pieces, �nd the matching blank piece and draw
a line from the letter to the blank, then write the
corresponding capital letter in the blank jigsaw piece
following the example.
Stop and think (3 minutes)Ask the class to say the alphabet letters and sounds
they know in English.
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70 Unit 5 Lesson 6
Play the recording again. The class listens and follows
in their books.
Put the �ashcard of the kite on the board. Say in
English This is my kite. Ask the class to repeat.
Put the �ashcard for skateboard on the board and
say This is my skateboard. Ask the class to repeat.
Ask What does Fahad say? Listen.
Play the recording again. The class follows the words
Play the recording again stopping at each picture
for the class to read and repeat. In Arabic ask What
does Fahad / Linda say? Point to the �ashcards on
the board and say This is my computer game, This is
my favourite toy. Ask the class to repeat. Explain that
favourite is the one liked best.
in their books.
they �nish ask the children What�s your favourite toy?
Lesson 6
ObjectivesChildren will be able to:- practise talking about toys- complete words with known letters- assess their own learning progress
New vocabularyThis is my �It�s a �My favourite toy is �
Materials Flashcards: kite, skateboard, ball, boat, plane, carPhotocopied jigsaw flashcards of toys
Introduction (5 minutes) Review toys with the class using the photocopied
�ashcards. Cut up each �ashcard to make a
simple jigsaw.
of his toys in today�s lesson.
Put �ashcards of their suggestions on the board.
CB page 35
1 Listen and read. (12 minutes)
talking about toys.
Ask the class to listen and follow in their books.
Can they hear the toy words?
Play the recording. The children listen for the toys.
Computer game, skateboard, doll�s house.)
Listening Fahad: This is my computer game and this is my skateboard.Linda: This is my favourite toy. It�s a doll�s house.
© Copyright Oxford University Press
71Unit 5 Lesson 6
AB page 94
1 Choose and write. (8 minutes) Books closed. Put the �ashcards and word cards for
Jack and juice on the board. In Arabic ask the class
how to spell juice and Jack. Ask in Arabic which word
begins with a capital J and which word begins with a
small letter j. Ask them to write Jack with their �ngers
in the air and on the palms of their hands or desks.
Repeat for juice.
Books open. Children look at the pictures and write the
capital or small letters.
AB page 94
2 Read, draw and write. (7 minutes) Books open. Point to Jack�s drawing. In Arabic tell
the class that Jack�s favourite toy is a robot so he has
drawn a robot. Then point to the About me part of the
activity and explain to the class that they draw their
favourite toy and write the sentence underneath.
AB page 95
Quizzy�s questions (10 minutes) Books open. Go through the activities with the class.
Remind them that we use for yes and for no.
Tell the class to do the activities on their own.
Go round the class listening and observing
but only helping if the children have problems
them with their answers.
When everyone has answered the questions,
go through the answers with the class.
Point to Quizzy at the bottom of the page. Tell the
children to assess their progress by ticking one of
the three OK, Good or Excellent circles.
Stop and think (3 minutes)Ask the class what they learnt in Unit 5.
© Copyright Oxford University Press
© Copyright Oxford University Press
Teacher�s Book
3
www.oup.com/elt
Step Up is a six-level story-based course set in Saudi Arabia. It is specially designed for children who are new to English and the Roman alphabet.
Appealing stories follow a family and their friends in Saudi Arabia. The stories and chants present new language and show this language in use.
Regular Fun with phonics pages introduce the letters and sounds of the alphabet in a lively and engaging way.
A wide variety of listening, writing and early reading practice activities help children to master left-right motor skills, letter formation and shape recognition.
My world pages feature reading texts that focus on the lives of children in English-speaking countries.
Frequent opportunities to personalize language and create a record of their learning keep children motivated and engaged.
For students
Class Book and Activity Book
Website for teachers and parentswww.oup.com/elt/teacher/stepup
For teachers
Teacher�s Book
FlashcardsAudio CDsTeacher�s Resource CD
Digital Classroom Resource
MultiROM
Audio CDsA di CD
KSA Edition
© Copyright Oxford University Press