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English 5prim Dlil PDF
English 5prim Dlil PDF
Ministry of Education
Book Sector
2014 ــ2015
الحديثة للطباعة والتغليف غري م�صرح بتداول هذا الكتاب خارج وزارة الرتبية والتعليم
Arab Republic of Egypt
Ministry of Education
Book Sector
TEACHER'S BOOK
Jennifer Taylor
Dorothy Bukantz
Susan Rivers
Setsuko Toyama
2014 ــ2015
غري م�صرح بتداول هذا الكتاب خارج وزارة الرتبية والتعليم
Table of Contents
Syllabus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Sample Pages and Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Conversation Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Word Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Practice Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Phonics Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Reviews . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Teacher Resource Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Classroom Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Multiple Intelligences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Teacher Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Practical Teaching Tips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Teacher’s Log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Unit Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Classroom Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Do You Remember?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Unit 1 : At the Campsite . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Unit 2 : At the Amusement Park . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Unit 3 : Around the House. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Review 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Unit 4 : In Town . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Unit 5 : At the Food festival . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Unit 6 : During the Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Review 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Unit 7 : At the Aquarium . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
Unit 8 : At the Safari Park . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Unit 9 : By the Seashore . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
Review 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Unit 10 : At the Summer Camp . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Unit 11 : At the planetarium . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
Unit 12 : At School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
Review 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
Games and Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
Workbook Instructions and Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
Worksheet Instructions and Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
Revision and Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199
Card List. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 232
Word List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234
Syllabus
READING/
UNIT TOPIC LISTENING/ SPEAKING PHONICS GRAMMAR
WRITING
1 At the Campsite • asking & telling time • write sentences • Distinguish between • Yes / No
• stating what one will eat • read sentences consonant blends: questions with
• expressing a favorite food • vocabulary: camping ch, sh, voiced th, did
• inquiring about past activities activities voiceless th, br, pr, • Simple past
• identify speakers in a gr, tr, dr, cr, sl, pl, fl,
conversation sp, sn, sm
• Associate sound of
letters with written
form
2 At the • expressing physical states • write sentences • Identify sound of • Simple past
Amusement Park • making suggestions • read sentences final ed with irregular
• expressing preferences • vocabulary: leisure • Associate sound of verbs
• asking about & stating a activities letters with written (affirmative
problem form and negative
• offering help statements)
• describing what someone did
or did not do
• identify speakers in a
conversation
3 Around the • offering help • write sentences • Identify sound of • Wh- questions
House • expressing gratitude • read sentences final ed with what
• expressing a physical state • vocabulary: • Associate sound of • Irregular simple
• inquiring about past activities everyday letters with written past
• identify speakers in a household chores form
conversation
4 In Town • asking about location • write sentences • Identify sound of • Future with
• giving directions • read sentences final-le going to
• requesting clarification • vocabulary: actions • Associate sound of (affirmative
• expressing gratitude letters with written and negative
• describing future activities form statements)
• identify speakers in a
conversation
5 At the Food • asking about & offering food • write sentences • Identify sound of • Wh- questions
festival • asking questions about future • read sentences final-er with what
meals • vocabulary: foods • Associate sound of • Future with
• identify speakers in a letters with written going to
conversation form
6 During the Year • eliciting & expressing personal • write sentences • Distinguish between • Future with will
opinion • read sentences sounds of al, au, aw (affirmative
• asking for & giving directions • vocabulary: seasons • Associate sound of & negative
• describing future activities & seasonal letters with written statements)
related to seasons activities form
• identify speakers in a
conversation
4
READING/
UNIT TOPIC LISTENING/ SPEAKING PHONICS GRAMMAR
WRITING
7 At the Aquarium • asking about wants • write sentences • Distinguish between • Comparatives
• expressing comparisons • read sentences sounds of ar, or
• identify speakers in a • vocabulary: • Associate sound of
conversation marine animals letters with written
& adjectives to form
describe them
8 At the Safari Park • expressing excitement • write sentences • Distinguish between • Superlatives
• expressing opinions • read sentences sounds of ou, ow
• asking questions concerning • vocabulary: • Associate sound of
superlatives wild animals & letters with written
• identify speakers in a adjectives to form
conversation describe them
9 By the Seashore • expressing excitement • write sentences • Distinguish between • Wh- questions
• congratulating others • read sentences different sounds with what &
• asking about what someone • vocabulary: outdoor of oo like
likes to do activities • Associate sound of • Affirmative
• identify speakers in a letters with written statements
conversation form with like +
infinitive
12 At School • giving & receiving compliments • write sentences • Distinguish between • Wh- questions
• eliciting & expressing personal • read sentences sounds of vowel with why
opinions • vocabulary: blends: ar, al, au, aw, • Adverbial
• making suggestions occupations ar, or, ou, ow, oo, er, clauses of
• asking about career choice ir, ur, oi, oy reason with
• identify speakers in a • Associate sound of because
conversation letters with written • Affirmative
form statements
with like +
gerund
5
Introduction
6 Introduction
The theory of multiple intelligences suggests that 3. Practice the Target Language
in any language class there are students with Students open their Student’s Books at this stage.
different learning styles (see Multiple Intelligences, Each Student’s Book page provides exercises to
Teacher Resource Guide, page 19). By engaging practice the language. The Teacher’s Book provides
students orally, visually, logically, kinesthetically, detailed instructions on how to fully exploit each
and musically, Time For English activities maximize Student’s Book page. The tapescript, answer keys,
students’ participation during each lesson. and ideas on how to check exercises are provided
The Time For English lesson plans do not follow where appropriate.
one particular teaching methodology. Instead, a
variety of different, successful methodologies are 4. Games and Activities
employed to provide exciting, stimulating lessons. All lessons include games and activities that
Information gap activities, role-play, survey, and offer students further practice with the target
interviews are employed to create a real need for language. Activities frequently combine previously
communication and appeal to as many students learned language with the target language, so
as possible. Students hear the target language that students are continually building on what
before they produce it (receptive exposure before they have learned. Teachers can choose the games
production). Listening is emphasized so that and activities that are appropriate to their needs.
students are exposed to correct pronunciation and Optional photocopiable Worksheets at the back of
intonation. the Teacher’s Books provide extra grammar and
phonics practice.
Lesson Planning
5. Finish the Lesson
Thorough planning and preparation are crucial Each lesson plan concludes with a fun activity that
to the success of any lesson. A well-prepared reviews the new language, gives the lesson a feeling
lesson includes more activites than may seem of closure, and ends the class on a positive note.
necessary. This allows teachers to maintain the
steady pace of the lesson, abandon activities that
are not working and keep students focused on their
learning. A comprehensive lesson plan includes
activities to review previously learned language as
well as introduce and practice new language in a
systematic and enjoyable manner. Time For English
Teacher’s Books provide a detailed, step-by-step
lesson plan for each Student’s Book page. Teachers
are encouraged to be flexible and adapt these
lesson plans to meet their individual needs.
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Conversation Time Sample Page and Lesson Plan
humorous way.
Don’t worry. It won’t hurt you.
Be very careful!
Oh, no!
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Word Time Sample Page and Lesson Plan
8 10 9
4
6 Unit 8
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Practice Time Sample Page and Lesson Plan
3. fat? 4. slow?
elephant turtle
• Students look back to the Word Time
page. Then, using that unit’s vocabulary
and grammar, they make sentences
about various scenes on the page. This
allows students to use the grammar
5. fast? 6. thin?
cheetah snake
C.
• A grammar song or chant in each
Look at page 6. Point to the picture and practise with a partner.
D. Listen and sing along. (See “Which One Is the Tallest?” on page 29.)
unit provides a fun review of the new
grammar patterns.
Unit 8 7
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Phonics Time Sample Page and Lesson Plan
B. Do they both have the same vowel sound? Listen and circle ✓ or ✗.
1. cloud
mouse
2. cow
snow
3. out
owl
4. couch
home
5. clown
town
6. down
shout
• Practice of the target sounds is
✓ ✗ ✓ ✗ ✓ ✗ ✓ ✗ ✓ ✗ ✓ ✗
provided through a variety of exercises
that emphasize listening, reading, and
C. Read the sentences. Write the numbers. Then listen. writing.
1. A silly little mouse lived in a big house.
2. She went to town in an evening gown.
3. She met a brown trout and started to shout.
4. “Please don’t shout, little mouse,” said the trout.
8 Unit 8
ch chair
Games and Activities
sh fish
In order to practice and internalize the new
language, students then practice the sounds
through various games and activities. Three games th , mother , three
and activities are provided in each lesson plan.
- ed , , baked , called ,
Assessment er dessert
Give the unit Test in order to check students’
comprehension of the new language items.
ir bird
There is one Test per unit. An extensive midterm
and final test are also provided. For Tests and
detailed instructions, see Teacher’s Book pages ur purse
198–229.
oi oil
oy boy
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Review: Story Time Sample Page and Lesson Plan
Warm-Up
Games and Activities
1. Students do an activity that reviews the
conversations, vocabulary items, and grammar Students review the conversations, vocabulary,
patterns from the previous three units. At least and grammar patterns further through games
one activity is provided in each lesson plan. and activities. A project and a game or activity
are provided in each lesson plan.
2. Check the Phonics Time Workbook page that
students did in class or for homework. Answer
keys and detailed instructions on how to check Finish the Lesson
the activities are provided at the back of the
Teacher’s Book. 1. Finish the lesson with students doing an
activity to further review the conversations,
vocabulary, and grammar patterns. An
Work with the Pictures activity is provided in each lesson plan.
Students open their Student’s Books to Sokkara’s 2. Explain and assign the first page of the
World. Focus their attention on the pictures and Workbook Review to be done in class or
have them find and name any items or characters for homework. Detailed instructions on
they see in the six scenes. These can be single how to do the activities are provided at
words or phrases. Then describe what is happening the back of the Teacher’s Book.
Review
Activity Time
Each Activity Time page provides two
A.
to three exercises for students to review
Listen and write.
1.
the conversations, vocabulary items,
The _________ and _________ are on the _________. grammar patterns, and/or phonics.
2.
Detailed instructions, and, where
appropriate, tapescripts and answer
The _________ and _________ are in the _________. keys, are provided for each exercise.
3.
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Teacher Resource Guide
Classroom Management down the rules and display them where students
can see them. For example: Listen while others are
Motivating Students
talking. Acknowledge students when these rules
Motivation plays an important role in language are followed.
learning. When motivation is high, students
participate fully in the activities. • Remind students often of what is expected of
them. Basic classroom expectations include
Tips to maintain high student motivation: participation, acceptable behaviour, trying to use
• Be enthusiastic and motivated as a teacher. the new language, and quality work. If the best is
Enthusiasm is contagious! A positive classroom expected of students, they will most likely rise to
atmosphere stimulates creativity and student the occasion!
participation. Consider the reasons behind inappropriate
• Provide activities in which all students behaviour and attempt to address these issues.
participate. This gives students the opportunity Possible reasons for behaviour problems:
to get to know and learn from their classmates • Lesson preparation is not adequate, resulting in
while practicing the language. class disruptions that distract students. Prepare
• Acknowledge or reward all students, especially lessons well and in advance so that there are no
those that are shy and reticent to speak, surprises and the lesson can proceed smoothly
in order to make them feel important and with no major disruptions.
successful. Acknowledge participation, good • The language level of the class does not reflect
behaviour, and helpfulness as well as language students’ abilities. Make a note of students’
proficiency. Give award certificates to students abilities by observing them, and then adjusting
to acknowledge their progress. Words of praise the lesson to the appropriate level. Teacher’s
and acknowledgment: Logs (see pages 22–23) assist in keeping a
Good job. record of students’ abilities and involvement.
Very good. • The teacher-student relationship is tense. Identify
Good try. and rectify any areas of present or potential
That was so much better than the last time. conflict by speaking to the student in question or
Good for you. his/her parents.
You’re showing so much improvement!
Try again. • Some students may be more aggressive than
Thank you so much. others, or may be attention seekers. Try to
Thanks for helping me. understand why a student is aggressive or
What a good helper you are. attention seeking and address the issue with the
I’ve really noticed how hard you’re trying. student and/or his/her parents.
Thank you for working so hard. • External factors such as the weather, family
You’re a really good listener. Thank you. problems, or after-school activities affect
• Provide classroom opportunities for students students’ motivation and behaviour. Be aware
to communicate in English. The more of these factors and address them as necessary.
students speak English, the more confident • Some students may have learning disabilities
and motivated they will become as language or special needs and therefore face greater
learners. educational challenges. Consult their parents or a
• Take care not to make students speak in front professional if necessary.
of the class if they are not ready to do so, as Homework
this can negatively affect their motivation and Homework provides a valuable opportunity for
self-confidence. In any one class there will be students to reinforce the language practiced in
students who are still absorbing the language class. Homework also gives parents an opportunity
and thus not ready to speak, and those who to participate in their child’s learning.
are ready to challenge themselves by using the
new language. Tips to motivate students to do their homework:
• Make sure that the amount of homework is at a
Discipline manageable level, and discuss the purpose and
A well-managed class will keep motivation high importance of homework with students.
and discipline problems to a minimum.
• Explain the homework activity carefully,
Tips to establish and maintain classroom discipline: completing one or two examples with students
• Establish a clear set of rules at the beginning of the in class.
school year, and consistently apply them. Write
Shorouk Press 19
• Control and focus the game so that students • Play English children’s songs while students
use the target language in a meaningful way are working, drawing, or colouring.
and have fun.
Forming Groups and Pairs
Practical Teaching Tips
Utilize quick and easy methods of forming groups Several practical teaching tips:
so that there is minimal class disruption. Consider • Establish a signal to be used to get students’
students’ abilities and personalities when forming attention. For example: clap your hands twice,
groups. flicker the lights, or ring a bell.
Tips to form groups: • Plan to change activities approximately every
• Utilize groups that naturally exist in the five to seven minutes, as young students have
classroom. For example: one row of students short attention spans. It is therefore important
can form one group, or students can form to plan more activities than necessary so that it
groups with students sitting nearby. is possible to quickly change activities without
disrupting the class. It is also recommended to
• Have students count off around the class, then
change activities before students lose interest
have students with the same number form one
or become bored. In this way students will look
group.
forward to doing the activity again in future
• Have students form groups with others wearing lessons.
the same colour shirt, or with the same initials or
• Give students advance notice before changing
birthdays.
activities. Doing so allows students to finish
Storybooks what they are doing and mentally prepare for
Storybooks provide contextualized language whose the next activity.
meaning is clarified by visuals. For this reason • Create a class routine and follow it in each
it is beneficial to create a classroom library of lesson. Students develop a sense of security
storybooks that students can look at before or after if there are few surprises, and this leads to
class. Read storybooks containing language that greater participation.
students know for five minutes at the end of each
class. • Ask students for feedback on the class.
Acknowledge their feedback and make
Tips for adapting storybooks for use in the appropriate changes to meet their needs.
classroom:
English as the Language of Instruction
• Choose volunteers to take on the roles of
Input in the target language increases the efficiency
characters in the story and dramatize their
of language learning. This is especially true in
characters’ lines.
places where English is neither widely heard,
• Choose a volunteer to read the story out loud spoken, nor seen outside the classroom. For this
and have his/her classmates act it out in reason, try to conduct as much of each lesson as
groups. possible in English.
• Have students perform the story with paper Tips to maximize English use in the classroom:
puppets they make.
• Give all instructions in English. Use facial
• Have students draw specific scenes from expressions, body language, or visual aids to
the story on large pieces of paper. Hang convey meaning.
these scenes in sequential order on the walls.
• Use previously learned language in all classes,
Students then narrate or provide a conversation
so that it becomes an integral part of students’
for their scene in the story.
expanding English vocabulary.
• Once students can perform the story
• Look for any occasion to provide opportunities
comfortably, videotape it and play the tape for
for students to use English in a meaningful and
the class and/or parents.
interesting way. For example, invite a native
Songs and Chants English speaker to class to speak to students.
Singing and chanting in class contribute to the
Assessment
children’s language development. Each Time For
Continual student assessment is crucial in order to
English Student’s Book unit contains a song or
determine the areas in which students need further
chant. The Teacher’s Book offers detailed activities
explanation and/or practice. Assessment methods
to enhance each song and chant.
include traditional tests and Teacher’s Logs. In the
Tips to make songs other than those in the latter, the teacher records his/her observations and
Student’s Books an integral part of the classroom: assessments of students usually after each class.
• Choose a new song every month for students to Correcting Students
sing as they clean up after activities. Correcting mistakes is an important part of
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22
Sample Teacher’s Log
(Teacher’s Book pages _________________
32–33 ) Class ____________
Weds. Date ____________
Oct. 4 Time ____________
5:00–5:50pm
Warm-Up and Introduce the Practise the Language Games and Finish the Lesson
Review Language Activities
(Student’s Book page ___)
Lesson Plan 1. Action Review. 1. Pronoun review. 1. Open 1. Ask Questions. 1. Guess the Action.
(5 min.) 2. Did you ___? Student’s Books. (5 min.) (4 min.)
2. Check Yes, __. 2. Play 2. Make the 2. Assign
Workbook. 3. Did you ___? recording and do Sentences. homework.
(2 min.) No, __. exercises. (7 min.) • Workbook p. 3
I ___. 3. Sing 3. Stepping • Worksheet 1
4. Fluency practice. song. Stones (if time!) (4 min.)
(10 min.) (10 min.)
Materials Needed set Unit 1 Word 1 cassette & player Unit 1 Word Time Grammar Cards, 1
Time Word Cards Picture cards, 1 card set per 2 students
per student
Unit 1 Word Time
Word Cards and
Lesson Taught done 3 done 3 done 3 Did: Ask Questions time for
except for song and 3–4 min. review
(play at beginning of Make the done 3
(of next class Sentences
Do Stepping Stone
activity another
• Soha: Having trouble paying attention again. Call parents.
General Notes
Class response • Time games more carefully next time.
Individual response • Students really liked pantomiming/moving during Ask Questions activity (make sure to plan
Areas that need movement activities in future lessons).
more practice
Teacher’s Log
Teacher’s Log
(Teacher’s Book pages _________________ ) Class ____________ Date ____________ Time ____________
Shorouk Press
Warm-Up and Introduce the Practise the Language Games and Finish the Lesson
Review Language (Student’s Book page Activities
_______ )
Lesson Plan
Materials Needed
Lesson Taught
General Notes
Class response
Individual
Response
Areas that need
more practice
23
Classroom Language Listen and repe
at.
Classroom
Language
I can.
Me too. He wants fruit.
Share a book
with your class
mate.
Ask your class
mate a question
about page 24.
Please mem
orize page 18.
Let’s use mine
.
What’s he doing Who wants to
? erase the boar
d?
That’s easy.
I do.
Make a sente
nce with the word
May I get a drink “night”.
of water? No chewing
gum in class
. Please get
rid of it.
Next class, you
a test on Unit will have
3.
Sorry.
Classroom Lang
uage Classroom
Language
iv
24 Classroom Language
Games and Activities
Role-Play. Divide the class into pairs. Students in
each pair work with their partners to role-play
each classroom language situation. After five to
seven minutes, have several pairs of volunteers
come to the front of the classroom and role-play
the dialogues.
Shorouk Press 25
Do You Remember? Do You Re
Listen and poin
member?
t.
Focus: Time For English Level 4 Review 1.
I’m wearing a
2. red
dress. He’s wea and blue
Function: Introducing oneself; giving personal information Hi, I’m Kareem ring a blue cap
Ahmed. .
She’s Mona Sam
y. I have a cam
era
We go to sch
ool by bus.
We live in Sun
3. nyville.
26 Do You Remember?
3. Bring three volunteers to the front of the Finish the Lesson
classroom. Play the recording and have these 1. Introduce Yourself. Using their Student’s
volunteers act out the conversation along with the Books for reference if necessary, students take
recording. They then role-play the conversations turns standing up and introducing themselves
on their own, without the recording. to their classmates using the target language.
4. Divide the class into groups of three and For example: a student stands up and says
have each group role-play the conversation. I’m Iman Zaki. I’m fourteen. I go to school by
They then change roles and role-play the train. I have some paper and a book. I live in
conversation again. Newville. There’s a mountain and some trees.
On Friday, I was at the bookstore. Continue
around the classroom in the same way until
most students have introduced themselves to
Games and Activities the class.
1. Listen Carefully. Write the following 2. Explain and assign Workbook pages i and iii.
sentences on the board. (For instructions, see Teacher’s Book page 148.)
1. Mona and Kareem go to school by ___.
2. Kareem is wearing a ___ cap.
3. Mona and Kareem live in ___.
4. Mona ___ in the morning.
5. ___ plays video games in the morning.
6. On Saturday, Kareem ___ at the ___.
Play the recording. Students listen and fill in
the blanks. Check answers by saying Number
1 and having a volunteer read the sentence.
Do the same for numbers 2–6.
Answer Key:
1. Mona and Kareem go to school by bus.
2. Kareem is wearing a blue cap.
3. Mona and Kareem live in Sunnyville.
4. Mona listens to music in the morning.
5. Kareem plays video games in the morning.
6. On Saturday, Kareem was at the museum.
2. True or False? Say four to five statements
about the Student’s Book conversation (see
Suggested Sentences below). Students say
True if the statement is true, and False if it is
not. If the sentence is false, choose a volunteer
to make it true. For example: say Mona and
Kareem go to school by bicycle. A volunteer
corrects the statement by saying Mona and
Kareem go to school by bus.
Suggested Sentences: Sokkara is a cat. Kareem
has some shampoo. There’s a river in Sunnyville.
Sokkara has a snack in the morning. On
Saturday, Kareem was at the museum.
3. How About You? Divide the class into groups
of three. Students in each group take turns
looking at each scene on the Student’s Book
page, and inserting their personal information
into the sentences (two students in each pair
introduce themselves to the third student). For
example: a student named Ali looks at the first
scene and says I’m Ali Ibrahim. This is Mena
Yossef. The second student, Mena, says We’re
fourteen. Students in each group change roles
until each student has taken on each role.
Shorouk Press 27
1 At the Campsite
Conversation Time At the Cam
1 psite
Smells good.
3. What’s for bre
akfast?
to page vi. Point to each scene and elicit the What’s wrong?
dialogue. Then divide the class into pairs, and I can’t find my
sunscreen.
different scenes.
1
28 Unit 1
Note: It is not important that students understand A: What’s wrong?
each word. This is a receptive exercise focusing B: I can’t find my sunscreen.
on exposure to English. A: It’s next to your camera.
B: Oh! There it is.
Scene 1: Hoda and Mona are camping.
Mona was sleeping and Hoda woke her OPTIOn: Students role-play the conversation.
up. Mona wants to know what time it is.
Scene 2: Hoda tells Mona that it is seven
o’clock, and that it’s time for breakfast. Games and Activities
Mona is glad, because she’s hungry.
1. Say It Together. Divide the class into Groups
Scene 3: They’re having beans and eggs
A and B, The two groups take turns role-
for breakfast.
playing appropriate lines of the conversation
Scene 4: Mona is smiling because beans in unison, speaking and responding to the
and eggs are her favourite. student directly across from them. Groups
2. Ask the following questions while pointing change roles and practice the conversation
to or touching the pictures (bold words) again.
and pantomiming the actions or adjectives 2. Guess the Line. (See Game 2, page 140.) Play
(italicized words). the game using the target conversation.
Scene 1: Who was sleeping? 3. Combine the Conversations. Combine a
Does Mona have her glasses? conversation from Level 4 with the target
Scene 2: What time is it? conversation on the board in the following way:
Is Mona hungry? A: Wake up, Mona! It’s time for breakfast!
Scene 3: What’s for breakfast? B: Okay. But I can’t find my glasses.
(beans) What’s this? A: Here they are.
(eggs) What are these? B: Oh, thank you.
Scene 4: Is Mona sad? Point to and read each line. Students repeat.
Bring two volunteers to the front of the
Practise the Conversation classroom to role-play the conversation as if
they are sisters at home on a Friday morning.
Students then form pairs and role-play the
A. Listen and repeat.
conversation in the same way. They then change
Play the recording (first version of the
roles and role-play the conversation again.
conversation). Students listen and repeat.
1. Hoda: Wake up, Mona!
2. Mona: What time is it, Hoda?
Hoda: It’s seven o’clock. It’s time for breakfast. Finish the Lesson
Mona: Good. I’m hungry.
1. Toss the Ball. Toss a ball to a student and
3. Mona: Smells good. What’s for breakfast? say the first line of the conversation. That
Hoda: We’re having beans and eggs. student responds with the second line of
4. Mona: Yum! My favourite! the conversation, then tosses the ball to
another student who says the third line of
B. Listen and point to the speakers. the conversation, and so on around the class.
Play the recording (second version of the Students continue until everyone has said a
conversation) and have students listen and line of the conversation.
point to the speakers. Play the recording 2. Explain and assign Workbook page 1. (For
as many times as necessary for students to instructions, see Teacher’s Book page 148.)
complete the task.
Shorouk Press 29
Word Time Word Time
A. Listen and rep
eat.
30 Unit 1
1. cook breakfast 2. listen to stories Games and Activities
3. laugh at jokes 4. climb a mountain
5. watch the sunrise 6. play cards 1. Draw the Picture. (See Game 30, page 143.) Play
7. wash the pots and pans 8. clean the tent the game using Unit 1 Word Time Picture Cards.
2. Say the words in random order. Students 2. What Are You Doing? Divide the class into
point to them in the vocabulary box. Teams A and B. A volunteer from Team A (S1)
comes to the front of the classroom. Hand S1 a
B. Point and say the words. Unit 1 Word Time Word Card and turn away
Students point to each of the target vocabulary so you cannot see him/her. S1 pantomimes the
items in the large scene and name them. action on the card. Ask Team A What’s (he)
doing? Elicit (He’s) (cooking breakfast). Turn to
C. Listen and point. face the volunteer and ask Are you (cooking
Play the recording. Students listen to the breakfast)? He/She answers. For each correct
sound effects and words. For the vocabulary, answer, Team A wins a point. A volunteer from
students point to the person/people doing Team B then comes to the front of the classroom.
that action; for the conversations, they point Do the entire activity again in the same way.
to the speakers. (References are shown in Continue until each student has come to the
parentheses.) Play the recording as many times front of the classroom. The team with the most
as necessary for students to complete the task. points at the end wins.
Watch the sunrise. 3. Sentences. Write the following five sentences on
Laugh at jokes. the board (quickly review meaning if necessary):
Clean the tent.
I’m cooking breakfast.
Cook breakfast.
I cooked breakfast.
Play cards.
I didn’t cook breakfast.
Listen to stories.
When do you cook breakfast?
Climb a mountain.
When does he cook breakfast?
Wash the pots and pans.
Point to and read each sentence. Students repeat.
Now listen and point to the speakers.
Then divide the class into groups of four to
A: Do you want eggs? (woman and boy six. Using the target vocabulary and the above
by daytime campfire) sentences as guides, each student writes two
B: No, thanks. I have cereal. sentences, each on a separate piece of paper.
Students place their sentences face- down in the
A: Okay. middle of their group. A student in each group (S1)
A: Whose glasses are those? (girls at begins by picking up a sentence from the middle
right of daytime scene) of the group. If it is a statement, he/she reads the
sentence and pantomimes it. If it is a question, he/
B: I think they’re hers.
she reads it to the student on his/her left (S2), and
A: Yes, they are. S2 answers. Groups continue in the same way, with
A: Hey! Don’t do that. (children by bin) students in each group taking turns picking up the
B: What? sentences, for five to seven minutes.
A: Don’t drop litter. Use the bin. 4. Option: Personalize the Picture. Give each student
B: Oh, I see it. Thanks. a large piece of paper and crayons or markers.
Students make postcards of themselves and friends
D. Write the words. (See pages 32–34.) or family on a camping trip, doing the target
Students turn to page 32 (My Picture activities. Students then take turns holding up
Dictionary), find the picture of each target their postcards for the rest of the class to see and
vocabulary item, and write the words next to it. using complete sentences to describe the activities
the people in the picture are doing. Display the
What Did Sokkara Find?
postcards on the wall for future reference.
Students determine what Sokkara found.
Large Classes: Students can work in groups.
Answer Key: Sokkara found a tube of
toothpaste.
Finish the Lesson
Extra Vocabulary. Students turn to page 1.
Introduce the extra vocabulary items pick up 1. Pantomime. Students take turns standing up,
rubbish, pack the bags, boil water. Students pantomiming one of the target actions, and
then find people doing these actions. saying I’m (playing cards). Continue until each
student has taken a turn.
2. Explain and assign Workbook page 2. (For
instructions, see Teacher’s Book pages 148–149.)
Shorouk Press 31
Practice Time Practice Tim
e
.A. Listen and rep
eat
Language Focus: Yes/No questions with did; simple past [Did Did you coo
(you) (cook breakfast)? Yes, (I) did./ No, (I) didn’t. (I) (played
k breakfast Yes, I did.
?
No, I didn’t.
cards).]
I played car
ds.
cook didn’t = did not
cooked
Unit 1
Introduce the Patterns they and the appropriate gestures from Step 1 to
demonstrate the pronouns.
1. Pronoun Review. (For detailed instructions,
see page 12.) Review I, you (singular), he, she, 4. Practice for Fluency. Divide the class into
we, you (plural), and they. Groups A and B. Say you, play cards. Group
A asks the question and Group B answers.
2. Did (you) (cook breakfast)? Yes, (I) did. Hand a
Continue in the same way with the remaining
volunteer the cook breakfast picture card without
target verbs, eliciting both affirmative and
looking at it. Turn away from S1 and tell him/
negative answers. Groups A and B alternate
her to pantomime the action on the card. After
between asking and answering questions.
several seconds, say Stop. Turn around and ask
S1 Did you cook breakfast? Students repeat. Write
Did you cook breakfast? on the board. Point to and Practise the Patterns
read each word. Students repeat. Then ask S1 the
question again, and elicit a positive response. Say Students open their Student’s Books to page 3.
Yes, I did. S1 repeats. Write Yes, I did. on the board
to the right of Did you cook breakfast? Point to and A. Listen and repeat.
read each word. Students repeat. Do the same with 1. Write the text from the pattern boxes on the
play cards, laugh at jokes, and climb a mountain. board. Play the recording, pointing to each
Then repeat the entire procedure with she, he, you word. Students listen.
(plural), and they and the appropriate gestures A: Did you cook breakfast?
from Step 1 to demonstrate the pronouns. B: Yes, I did.
3. Did (you) (cook breakfast)? No, (I) didn’t. (I) A: Did you cook breakfast?
(played cards). Hand a volunteer (S2) the play cards B: No, I didn’t. I played cards.
picture card without looking at it. Turn away from
S2 and tell him/her to pantomime the action on the cook, cooked listen, listened
card. After several seconds, say Stop. Turn around laugh, laughed climb, climbed
and ask S2 Did you cook breakfast? Then ask S2 the watch, watched play, played
question again, and elicit a negative response. Say wash, washed clean, cleaned
No, I didn’t. I played cards. S2 repeats. Write No, I 2. Play the recording again. Students listen,
didn’t. I played cards. on the board to the right of look at the pattern boxes in their books, and
Did you cook breakfast? Point to and read each word. repeat, pointing to each word.
Students repeat. Do the same with wash the pots 3. Students try to say the patterns on their
and pans, laugh at jokes, and climb a mountain, asking own while looking at the pattern boxes in
Did you cook breakfast? each time. Then repeat the their books.
entire procedure with she, he, you (plural), and
32 Unit 1
4. Write the explanation of the contraction on the Did Ramy clean the tent?
board: didn’t = did not. Point to and read each Yes, he did. Yes, he did.
word. Students repeat. Then say each pattern Did Ramy clean the tent?
with the full form of the contractions. Students Yes, he did. He cleaned the tent.
repeat. Students practice each pattern in the
2. Play the recording again. Students listen
pattern box, using both the contraction and the
and sing along, using their books for reference.
full form of the contraction.
Play the recording as many times as necessary
B. Listen and repeat. Then practise for students to become familiar with the song.
with a partner. 3. Give each student a copy of the song that has
1. Play the recording. Students listen and one word from each line deleted. Play the song
repeat, pointing to each picture in their books. again and have students listen and fill in the
1. Did he wash the pots and pans? missing words. Play the song as many times as
Yes, he did. necessary for students to complete the task.
Shorouk Press 33
Phonics Time Phonics Tim
A. Listen and rep
e
eat.
Sound Focus: Consonant blend review (chair, fish, mother,
three, bread, present, green, tree, drum, cry, slide, plane, flower,
spoon, sneeze, smile) chair
fish
Review mother
Materials Needed: CD/cassette and player.
three
bread
present
green
tree
drum
cry
For general information on Phonics Time,
see pages 14 – 15.
slide
plane
flower
spoon
sneeze
B. Listen and writ smile
e.
1. ___ing
2. ___ell
3. ___ay
Yes, they did from students on the left side of the Unit 1
34 Unit 1
sl /sl/ Games and Activities
slide
1. Bingo! (See Game 23, page 142.) Play the game
pl /pl/
using Unit 1 Phonics Time Picture Cards.
plane
2. Match Sound to Picture. Write br, ch, cr, dr, fl, gr,
fl /fl/
pl, pr, sh, sl, sm, sn, sp, tch, th, and tr on the board
flower
for reference. Then divide the class into pairs and
sp /sp/ give each pair a set of Unit 1 Phonics Time Word
spoon Cards.
sn /sn/ A student in each pair (S1) begins by saying
sneeze the sound of one of the target blends. S2
spells the blend, finds the word card with the
sm /sm/ corresponding blend, then says another word
smile with the same blend. S2 then says the sound of
one of the target blends. Pairs continue in this
B. Listen and write. way with the remaining target sounds.
1. Play the recording. For each number, students
listen and write the blend to complete the word Option: students use the words in their books
they hear. Play the recording as many times as page (4) instead of the word cards and do as
necessary for students to complete the task. above.
1. bring 3. Say the Word, Write the Blend. Divide the class
2. smell into groups of four to five and give each group
3. play a set of Unit 1 Phonics Time Picture Cards.
4. sheep Groups shuffle their cards and place them face
5. train down in the middle of the group. A student in
6. three each group (S1) begins by turning over a card
and saying the word. The student on S1’s right
2. Check answers by saying number 1. bring and (S2) writes the letters that make up that word’s
having a volunteer repeat the word and spell it. target blend then uses the word in a sentence.
Do the same for numbers 2–6. S2 then turns over a card and says the word.
Answer Key: Groups continue like this with the remaining
1. bring picture cards.
2. smell Play As above but use the book instead of the
3. play picture cards (S1) choose a word and say it then
4. sheep continue as mentioned above.
5. train
6. three
Extra Practice
C. Read the sentences. Write the Explain and assign Worksheet 2, Consonant
numbers. Then listen. Blend Review, page 175. (For instructions and
1. Students read the sentences and write the answer key, see page 168.)
number of each line of the rhyme next to the
corresponding picture. Then play the recording.
Students listen to the rhyme as they follow along
in their books. Finish the Lesson
Mother has a fish. She puts the fish on a dish.
Mother sees a tree. She sees three. 1. Spell It. Say /pr/. Students say the letters that
Mother is on a plane. The plane is over Spain. make up the blend, p–r. Then a volunteer says a
Mother eats some cheese. Mother has to sneeze. word that has that blend. Do the same with the
remaining target blends.
2. Check answers by pointing to each picture and
having students say the corresponding line of the 2. Explain and assign Workbook page 4. (For
rhyme. instructions, see Teacher’s Book page 149.)
Answer Key:
2, 4, 1, 3
Assessment
Explain and assign the Unit 1 Test, page 208.
(For instructions and answer key, see page 198.)
Shorouk Press 35
2 At the Amusement Park
Conversation Time At the Am
usemen
2 t Park
Language Focus: It’s so hot. I’m really thirsty./Me, too. Let’s get A.
Conversatio
n Time
some juice./What kind of juice do you want?/Pineapple juice, please./
Listen and rep
eat.
C. Role-play the B. Listen and poin
conversation t to the speake
Uh-oh! I don’t have enough money./That’s okay. It’s my treat./Here you 1.
with two other
students. rs.
offering help
Materials Needed: CD/cassette and player.
3.
Uh-oh! I don’t 4.
For general information on Conversation Time, enough moneyhave
.
That’s okay.
It’s my treat. Here you are
.
see pages 8 – 9. Thanks a lot.
tch, sh, th, br, pr, gr, tr, dr, cr, sl, pl, fl, sp, sn, and Smells good.
What’s for lunc
h?
read it.
Suggested Words: chair, shirt, mother, three, bread,
present, green, tree, drum, cry, slide, plane, flower, B: Uh-oh! I don’t have enough money.
spoon, sneeze, smile Check your pockets and pretend to pull
2. Check Workbook page 4. (For instructions and out just a few coins. Shake your head.
answer key, see Teacher’s Book page 149.) A: That’s okay. It’s my treat.
nod your head, smile, and point to yourself.
36 Unit 2
Student’s Books to page 5. Read the following A: Smells good. What’s for lunch?
“story” while pointing to or touching the B: We’re having spaghetti.
pictures (bold words) and pantomiming the A: Yum! My favourite!
actions (italicized words). B: Here. Help yourself.
Scene 1: It’s hot today at the amusement park. OPTIOn: Students role-play the conversation.
This boy and girl are thirsty, so they are going
to go and get some juice.
Games and Activities
Scene 2: The boy and girl are at the snack bar
now. The boy wants some pineapple juice. 1. Who Was That? (See Game 15, page 141.) Play
Scene 3: He doesn’t have enough money to pay the game using the target conversation.
for the juice, though. The girl will buy it for him. 2. Match the Halves. Divide the class into pairs.
Scene 4: The girl gives the boy the juice. Students in each pair write each line of the
target conversation on a separate piece of paper
2. Ask the following questions while pantomiming and then cut the sentences into halves. Pairs
the actions or adjectives (italicized words). shuffle the pieces of paper and place them face
Scene 1: Is it a cold day? Are the kids hungry? down. Say Go! Pairs try to be the first to turn
Scene 2: What kind of juice does the boy want? over the pieces of paper, match each half of the
sentences, and put the complete sentences in the
Scene 3: Who doesn’t have enough money? correct order. The first pair to do so raises their
Who will pay for the juice? hands and says the conversation they have put
Scene 4: Are they eating pineapples? together. If it is correct, they come to the front of
the classroom and role-play the conversation for
the rest of the class. If it is not correct, all pairs
Practise the Conversation continue to work until one pair has put together
the correct conversation. Students then change
A. Listen and repeat. partners and do the activity again.
Play the recording (first version of the 3. Combine the Conversations. Combine the Unit
conversation). Students listen and repeat. 1 conversation with the target conversation on
1. Girl: It’s so hot. I’m really thirsty. the board in the following way:
Boy: Me, too. Let’s get some juice. A: What time is it?
2. clerk: What kind of juice do you want? B: It’s six o’clock. It’s time for dinner.
Boy: Pineapple juice, please. A: Good. I’m hungry.
3. Boy: Uh-oh! I don’t have enough money. B: Let’s get some burgers.
Girl: That’s okay. It’s my treat. A: Okay. Uh-oh! I don’t have enough money.
B: That’s okay. It’s my treat.
4. Girl: Here you are.
Boy: Thanks a lot. Point to and read each line. Students repeat.
Bring two volunteers to the front of the
B. Listen and point to the speakers. classroom to role-play the conversation as if they
Play the recording (second version of the are about to go out to get some dinner. Students
conversation) and have students listen and then form pairs and role-play the conversation in
point to the speakers. Play the recording the same way. They then change roles and role-
as many times as necessary for students to play the conversation again.
complete the task.
Shorouk Press 37
Word Time Word Time
A. Listen and rep
eat.
Language Focus: Leisure activities (drink juice, eat cotton candy, 1. drink juice
2. eat cotton
candy
B. Point and say
the words.
3. win a prize C.
win a prize, go on a ride, see a show, have lunch, buy tickets, take 5. see a show
4. go on a ride Listen and poi
D. Write the wor
nt.
38 Unit 2
6. have lunch Games and Activities
7. buy tickets
8. take pictures 1. Verb Relay. (See Game 44, page 145.) Play the
game using Unit 2 Word Time Picture Cards.
2. Say the words in random order. Students
point to them in the vocabulary box. OPTIOn:Play using both Unit 1 and 2 Word
Time Picture Cards.
B. Point and say the words. 2. Cut and Paste. Cut the Unit 2 Word Time
Students point to each of the target vocabulary Word Card in half after the verb (for example:
items in the large scene and name them. drink/juice, take/pictures). Then divide
the class into groups of four or six. Give
C. Listen and point.
each group a number of the matching cards.
Play the recording. Students listen to the
Students work together to match the halves.
sound effects and words. For the vocabulary,
Then in pairs students work together to
students point to the person/people doing
write two different sentences using their verb
that action; for the conversations, they point
phrase. For example: I’m drinking juice./
to the speakers. (References are shown in
She can take pictures. Pairs then take turns
parentheses.) Play the recording as many
reading their sentences to the class.
times as necessary for students to complete
the task. 3. Guess the Word. Divide the class into groups
of three to four. A student in each group (S1)
Take pictures.
begins by thinking of a target vocabulary item
Have lunch.
and writing one letter from the word on a
Go on a ride.
piece of paper. The other students try to guess
Drink juice.
the word. If no one can correctly guess the
Win a prize.
word, S1 writes another letter from the word
Eat cotton candy.
on the piece of paper, and continues to do
Buy tickets.
so, spelling the word one letter at a time. The
See a show.
student who first guesses the word correctly
Now listen and point to the speakers. then thinks of the next word. Groups continue
A: Did you wash the pots and pans? in the same way for five to seven minutes.
(workers at pizza place) 4. Option: Personalize the Picture. Divide the
B: No, I didn’t. I baked cookies. class into groups of two to three and give each
A: What time is it? (man and woman seeing group a magazine. Members of each group
a show) work together to find pictures of people doing
B: It’s twelve o’clock. the target actions. Groups cut out the pictures
A: I’m hungry. and make a collage. Groups then take turns
B: Me, too. holding up their pictures for the rest of the
class to see, and naming the activities, saying,
A: May I help you? (people at ticket booth) for example, He’s drinking juice. They’re having
B: Two tickets, please. lunch. Display the collages on the wall for
A: That’s three pounds. future reference.
B: Here you are.
A: Thank you. Option: Students can do this activity at home
looking at the news paper or a magazine, then
D. Write the words. (See pages 32–34.) they bring their collages to the class the next day.
Students turn to page 32 (My Picture
Dictionary), find the picture of each target
vocabulary item, and write the words next to it. Finish the Lesson
What Did Sokkara Find? 1. Pantomime Chain. A volunteer (S1) comes to
Students determine what Sokkara found. the front of the classroom and pantomimes
one of the target actions. Students try to
Answer Key: Sokkara found an ice cream cone. identify the action, saying You’re (winning a
prize). S1 says either Yes, I’m (winning a prize)
Extra Vocabulary. Students turn to page 5.
or no, I’m not (seeing a show). The first student
Introduce the extra vocabulary items stand in
to correctly name the action is next to come
line, read a menu, throw a ball. Students then
to the front of the classroom and pantomime.
find people doing these actions.
Continue in the same way with six to eight
volunteers.
2. Explain and assign Workbook page 6. (For
instructions, see Teacher’s Book page 150.)
Shorouk Press 39
Practice Time Practice Tim
e
A. Listen and rep
Language Focus: Simple past with irregular verbs, affirmative eat.
40 Unit 2
see, saw have, had Games and Activities
buy, bought take, took
1. Drill. Say drink. Students say its simple past
2. Play the recording again. Students listen, look
form, drank. Do the same with the remaining
at the pattern boxes in their books, and repeat,
target verbs. Then do the activity again, having
pointing to each word.
a contest to see who can first correctly say and
3. Students try to say the patterns on their own spell the simple past tense.
while looking at the pattern boxes in their books.
2. Memory Chain. (See Game 50, page 145.)
B. Listen and repeat. Then practise Students play the game using the target patterns.
with a partner. For example: S1 says I drank juice. S2 then says
1. Play the recording. Students listen and repeat, You drank juice. I didn’t drink juice. I went on a ride.
pointing to each picture in their books. OPTIOn:Students play the game as above, but
1. They saw a show. They didn’t have lunch. use verbs from both Units 1 and 2.
2. She took pictures. She didn’t win a prize. 3. Make the Sentences. (See Game 49, page 145.)
3. We had lunch. We didn’t see a show. Do the activity using I, You, He, She, We, They
4. You won a prize. You didn’t take pictures. grammar cards and Unit 2 Word Time Word
5. He went on a ride. He didn’t drink juice. Cards and Grammar Cards.
6. I drank juice. I didn’t go on a ride.
2. Students practice numbers 1–6 in pairs. (S1 Extra Practice
in each pair says the positive statement, and S2 Explain and assign Worksheet 3, Play a Game,
says the negative statement.) They then change page 176. (For instructions and answer key, see
roles and repeat the procedure. page 168.)
C. Look at page 6. Point to the picture
and practise with a partner.
Students remain in pairs and look at page 6. Finish the Lesson
They then take turns making statements about
1. Pantomime and Describe. Bring six volunteers
characters in the large scene using the new
to the front of the classroom. Whisper a Unit
patterns and vocabulary items. For example: S1
2 vocabulary word to one of them. He/She
(pointing to Kareem): He drank juice. S2: I didn’t
pantomimes the action, stops, and says I (saw a
drink juice.
show). I didn’t (eat candy floss). Seated students
then point to the volunteer, look at the teacher,
D. Listen and sing along.
and say (She) (saw a show). (She) didn’t (eat candy
1. Students turn to the Ayman and Amira
floss). Then whisper a different action word to
Bought Tickets song on page 29. They look at
another volunteer, and continue the activity in
the pictures and words and try to read some of
the same way with the remaining volunteers.
the lyrics. Read the lyrics line by line. Students
repeat each line. Play the recording. Students 2. Explain and assign Workbook page 7. (For
listen and follow along in their books. instructions, see Teacher’s Book page 150.)
Ayman and Amira Saw a Show
(Melody: Mary Had a Little Lamb)
Ayman and Amira saw a show, saw a show, saw a show.
Ayman and Amira saw a show.
They didn’t win a prize.
Basem and Mona won a prize, won a prize, won a prize.
Basem and Mona won a prize.
They didn’t buy tickets.
Ali and Iva bought tickets, bought tickets, bought
tickets.
Ali and Iva bought tickets.
They didn’t see a show.
2. Play the recording again. Students listen and
sing along, using their books for reference. Play
the recording as many times as necessary for
students to become familiar with the song.
3. Play the karaoke version. Students sing along,
pantomiming each action as they sing it.
Shorouk Press 41
Phonics Time
Sound Focus: -ed (baked, chopped, kissed, called, cleaned, played)
Materials Needed: CD/cassette and player; Unit 1 Phonics
Time Picture Cards, 1 set; Unit 2 Phonics Time Picture Cards, 1
set per 3–4 students; Unit 2 Phonics Time Word Cards, 1 set per
3–4 students
2. Write ed on the board to the right of the baked B. Do they both have the same -ed
picture card. Say /t/ while pointing to the sound? Listen and circle 3 or 7.
letters. Students repeat. Add bak to the left 1. Play the recording. For each number,
of ed. Say bake-/t/, baked, pointing to the two students listen and write 3 if both words have
parts of the word and then the whole word. the same -ed sound and 7 if they do not. Play
Students repeat. Repeat the entire procedure the recording as many times as necessary for
for chopped, kissed, called, cleaned, and played, students to complete the task.
writing each word to the right of the
1. washed, talked
corresponding picture card.
washed, talked
3. Remove all the picture cards from the board.
2. climbed, walked
Point to each word and have students read it.
climbed, walked
When students read a word correctly, attach
the corresponding picture card next to the 3. cooked, studied
word in order to reinforce word meaning. cooked, studied
4. listened, played
listened, played
42 Unit 2
2. Check answers by saying number 1. in a sentence. He/She then turns over another
washed, talked. Students repeat and then card and names it. Groups continue in the
stand up if they circled 3 and stay seated if same way with the remaining cards.
they circled 7.
Answer Key: Extra Practice
1. 3 2. 7 3. 7 4. 3 Explain and assign Worksheet 4, Phonics Fun
-ed, page 177. (For instructions and answer key,
C. Read the sentences. Write the see page 168)
numbers. Then listen.
1. Students read the sentences and write
the number of each line of the rhyme next
to the corresponding picture. Then play the Finish the Lesson
recording. Students listen to the rhyme as they
follow along in their books. 1. Chant. Place the Unit 2 Phonics Time Picture
Cards on the chalktray facing the class.
She brushed the cat and washed her dress. Establish a 4-beat rhythm. Point to the cleaned
She baked a pie and played some chess. card and, on beats 1 and 2, say What’s that? On
She chopped the logs and kissed the frog. beats 3 and 4, say It’s cleaned. Then touch the
And then she called her mother. baked card, ask What’s this? again on the first
2. Check answers by pointing to each picture 2 beats and elicit It’s baked on beats 3 and 4.
and having students say the corresponding Do the same with the remaining cards. Then
line of the rhyme. do the activity again in the same way, having
a volunteer take on the teacher’s role and ask
Answer Key:
the questions.
2, 4, 3, 1
2. Explain and assign Workbook page 8. (For
instructions, see Teacher’s Book pages 150–151.)
Games and Activities
1. Sort It Out. Write ten to twelve -ed words
with /t/ and /d/ sounds in a column on the Assessment
board (see Suggested Words below). Then Explain and assign the Unit 2 Test, page 211.
have students divide a piece of paper into two (For instructions and answer key, see pages
columns and label one column baked and the 198–199)
other column called. Say one of the words
listed on the board. Students repeat then write
the word on their papers in the column that
corresponds to the word’s -ed sound. Continue
in the same way with the remaining words on
the board. Check answers by saying each word
again and having a volunteer say the column
he/she wrote it in.
Suggested Words: cooked, listened, kissed,
washed, played, climbed, walked, studied, talked,
cleaned, brushed, chopped
Answer Key:
baked: chopped, kissed, washed, talked, walked,
cooked, brushed
called: cleaned, played, climbed, studied, listened
2. Pass the Sounds. (See Game 62, page 147).
Play the game using Unit 1 and Unit 2
phonics words.
3. Say the Word and a Sentence. Divide the
class into groups of four to five and give each
group a set of Unit 2 Phonics Time Picture
Cards. Groups shuffle their cards and place
them face down in the middle of the group. A
student in each group (S1) begins by turning
over a card and naming it. The student on
his/her right (S2) repeats the word and uses it
Shorouk Press 43
3 Around the House
Conversation Time Around th
e House
3
Language Focus: Let me help you, Mom./Thanks. Be careful. It’s A.
Conversatio
n Time
heavy./No problem. I’m strong./Yes, you are./Help!/Watch out!/Are
Listen and rep
eat.
C. Role-play the B. Listen and poin
conversation t to the speake
you okay?/I think so. But look at my skateboard.
with a partne rs.
r.
1.
physical state
Thanks. Be car I’m strong.
It’s heavy. eful.
44 Unit 3
Talk About the Picture D. Review. Listen and repeat.
Volunteers try to read or guess the Puppets’
1. Attach Wall Chart 5 to the board or open a
conversation. Play the recording. Students
Student’s Book to page 9. Students then open
listen and repeat, pointing to each line of the
their Student’s Books to page 9. Read the
conversation.
following “story” while pointing to or touching
the pictures (bold words) and pantomiming the A: What kind of juice do you want?
actions or adjectives (italicized words). B: Orange juice, please. Uh-oh! I don’t have
enough money.
Scene 1: This boy and his mum are coming
C: That’s okay. It’s my treat.
home from a shopping trip. They bought
something that’s very heavy. OPTIOn: Students role-play the conversation.
Scene 2: The boy is going to help his mother carry
the box. The box is heavy, but the boy is strong.
Games and Activities
Scene 3: Uh-oh! The boy is tripping over his
skateboard! 1. Happy Parrots. (See Game 3, page 140.) Play
Scene 4: The boy is okay, but his skateboard the game using the target conversation.
is not. 2. Unscramble. (See Game 18, page 141.) Play
2. Ask the following questions while pointing the game using the target conversation.
to or touching the pictures (bold words) and 3. Combine the Conversations. Combine the
pantomiming the actions or adjectives (italicized Units 1 and 2 conversations with the target
words). conversation on the board in the following
Scene 1: What colour is the boy’s shirt? way:
What colour is his mother’s shirt? A: Smells good. What’s for breakfast?
Scene 2: Is the boy strong? B: We’re having beans, eggs, and juice.
A: Let me help you, Dad.
Scene 3: (skateboard) What’s this?
B: Thanks. Be careful. It’s hot.
Who tripped?
A: No problem. What kind of juice do you want?
Scene 4: Is the boy okay? Is his skateboard okay? B: Apple juice, please.
Point to and read each line. Students repeat.
Bring two volunteers to the front of the
Practise the Conversation classroom to role-play the conversation as if
they are father and son cooking breakfast at
A. Listen and repeat. home on a Friday morning. Students then
Play the recording (first version of the form pairs and role-play the conversation in
conversation). Students listen and repeat. the same way. They then change roles and
role-play the conversation again.
1. Boy: Let me help you, Mum.
Woman: Thanks. Be careful. It’s heavy.
2. Boy: No problem. I’m strong. Finish the Lesson
Woman: Yes, you are.
1. Pantomime. Bring a volunteer to the front
3. Boy: Help!
of the classroom, and have him/her silently
Woman: Watch out!
act out one line of the target conversation.
4. Woman: Are you okay? Seated students try to guess what line the
Boy: I think so. But look at my volunteer is acting out, then say that line of
skateboard. the conversation. The first student to guess
correctly changes places with the volunteer
B. Listen and point to the speakers. and acts out another line of the conversation
Play the recording (second version of the in the same way. Continue in the same way
conversation) and have students listen and with six to eight volunteers.
point to the speakers. Play the recording
as many times as necessary for students to 2. Explain and assign Workbook page 9. (For
complete the task. instructions, see Teacher’s Book page 151.)
Shorouk Press 45
Word Time Word Time
A. Listen and rep
eat.
Language Focus: Everyday household chores (make the bed, 1. make the bed
2. feed the pet
s
B. Point and say
the words.
3. sweep the C.
feed the pets, sweep the floor, take out the rubbish, do the laundry, 5. do the laun
dry
floor
4. take out the
gar bage
Listen and poi
D. Write the wor
nt.
hang up the clothes,put away the groceries, set the table) 7. put away the
groceries
6. hang up the
clothes
ds.
(See pages 32–
34.)
8. set the tab
le
Materials Needed (excluding materials for optional
activities): CD/cassette and player; Wall Chart 6; Unit 3 Word 3
Time Picture Cards, 16 cards per student; Unit 3 Word Time 6
Word Cards, 1 set
46 Unit 3
Students say do the laundry. The first student to
2. Say the words in random order. Students guess the phrase wins a point for his/her team.
point to them in the vocabulary box. Do the same with the remaining target actions.
The team with the most points at the end wins.
B. Point and say the words.
Students point to each of the target vocabulary Suggested Descriptions:
items in the large scene and name them. make the bed: You do this after you get up in
the morning.
C. Listen and point.
Play the recording. Students listen to the sound feed the pets: When your dog is hungry, what do
effects and words. For the vocabulary, students you do?
point to the person/people doing that action; sweep the floor: When there’s a mess on the
for the conversations, they point to the speakers. floor, what do you do?
(References are shown in parentheses.) Play
the recording as many times as necessary for take out the rubbish: You do this when your
students to complete the task. rubbish bin is full.
Feed the pets. hang up the clothes: After you get home from
Take out the garbage. school and change your clothes, you do this.
Do the laundry. put away the groceries: When you get home
Make the bed. from the supermarket, you do this.
Sweep the floor. set the table: Before you eat dinner, you have to
Put away the groceries. do this.
Set the table.
Hang up the clothes. 3. Cold or Hot. Get A volunteer (S1) to go out of
the classroom. Another student (S2) hides one
Now listen and point to the speakers. of the word time picture cards somewhere in
A: Let me help you. They’re heavy. (people by the room. S1 comes back into the classroom and
rubbish bins) walks around trying to find the hidden picture
B: Thanks. Be careful. card. The seated students try to help (S1) find the
A: No problem. I’m strong. card using the words cold and hot. If (S1) is close
A: Hello? (man setting table) to the card, students say hot and if (S1) is far
B: Hello. Is Sameh there? from the card, students say cold. When S1 finds
A: I’m sorry. You have the wrong number. the card, he/she uses the word in a sentence.
He/She then chooses another volunteer to go
D. Write the words. (See pages 32–34.) into the hall and play continues as above.
Students turn to page 32 (My Picture Dictionary), 4. Option: Personalize the Picture. Divide
find the picture of each target vocabulary item, students into groups of two to three. Groups
and write the words next to it. work together to write a short paragraph about
working around the house. For example: I make
What Did Sokkara Find? the bed in the morning. I feed the pets, too.
Students determine what Sokkara found. Yesterday I did the laundry and set the table.
Answer Key: Sokkara found a butterfly. I didn’t hang up the clothes. Help students
with verb tenses and sentence construction as
Extra Vocabulary. Students turn to page 9. necessary. Groups then take turns coming to
Introduce the extra vocabulary items cut the the front of the classroom and reading their
grass, beat the rug, take a nap. Students then paragraph to the rest of the class.
find the people doing these actions.
Shorouk Press 47
Practice Time Practice Tim
e
A. Listen and rep
eat.
Language Focus: Wh- questions with what; irregular simple What did she
do?
past [What did (she) do? (She) (swept the floor).] make
She swept the
floor.
made
She, They, I, you, he, she, and they grammar cards, 1 set per 2
students; Unit 3 Grammar Cards, 1 set per 2 students
3. you/do?
put away the
gro ceries 4. she/do?
do the laundry
the ___ on the board. Say make the ___ and look 11
48 Unit 3
3. Students try to say the patterns on their own 2. Play the recording again. Students listen and
while looking at the pattern boxes in their books. sing along, using their books for reference. Play
the recording as many times as necessary for
B. Listen and repeat. Then practise students to become familiar with the song.
with a partner.
3. Divide the class into groups of three to four.
1. Play the recording. Students listen and repeat,
Students in each group work together to write
pointing to each picture in their books.
each line of the song on a separate piece of paper.
1. What did she do? They then shuffle the pieces of paper. Play the
She made the bed. song again. Students in each group place their
2. What did he do? pieces of paper in the correct order. Play the
He fed the pets. song as many times as necessary for students to
complete the task.
3. What did you do?
I put away the groceries.
4. What did She do?
She did the laundry.
Games and Activities
5. What did they do? 1. Drill. Say make. Students say its simple past
They took out the rubbish. form, made. Do the same with the remaining
target verbs. Then do the activity again, having
6. What did you do?
a contest to see who can first correctly say and
I set the table.
spell the simple past tense.
2. Students practice numbers 1–6 in pairs. (S1 in
2. Add-On. Ask students to stand up at their desks
each pair asks the questions, and S2 answers.)
and pantomime a Unit 2 or 3 target action. Then
They then change roles and repeat the procedure.
have them stop. Ask a volunteer (S1) What did
C. Look at page 10. Point to the picture you do? S1 answers I (set the table). Then S1 turns
and practise with a partner. to the student on his/her right (S2) and asks
Students remain in pairs and look at page 10. What did you do? S2 says I (took out the rubbish).
They then take turns asking and answering S2 then asks S3 the question in the same way,
questions about characters in the large scene and S3 asks S2 about S1, What did (he) do? S2 says
using the new patterns and vocabulary items. For (He) (set the table). Continue until all students
example: S1 (pointing to the girl sweeping the have asked and answered the question.
floor): What did she do? S2: She swept the floor. Option: Students can do this exercise while
seated in rows
D. Listen and sing along.
1. Students turn to the What Did You Do? song 3. Make the Sentences. (See Game 49, page 145.)
on page 30. They look at the pictures and words Do the activity using I, You, He, She, They, I, he,
and try to read some of the lyrics. Read the lyrics she, they grammar cards and Unit 3 Word Time
line by line. Students repeat each line. Play the Word Cards and Grammar Cards.
recording. Students listen and follow along in
their books. Extra Practice
What Did You Do? Explain and assign Worksheet 5, What Did You
(Melody: For He’s a Jolly Good Fellow) Do?, page 178. (For instructions and answer key,
What did you do? see page 169.)
What did you do?
What did you do?
We made the bed.
Finish the Lesson
What did she do?
What did she do? 1. Guess What? Place the Units 2 and 3 Word
What did she do? Time Picture Cards face down on a desk. Have a
She set the table. volunteer (S1) come to the front of the classroom
and choose a card. Turn away so that you cannot
What did he do?
see the student. Then S1 pantomimes the action
What did he do?
for the class. Face the class again and ask What
What did he do?
did (she) do? Students say (She) (fed the pets).
He swept the floor.
Continue in this way with different volunteers
What did they do? and the remaining picture cards.
What did they do?
2. Explain and assign Workbook page 11. (For
What did they do?
instruc- tions, see Teacher’s Book page 151.)
They did the laundry.
Shorouk Press 49
Phonics Time Phonics Tim
A. e
Listen and rep
Sound Focus: -ed (dusted, greeted, invited, planted, waited,
eat.
weeded)
Materials Needed: CD/cassette and player; Unit 3 Word Time -ed dusted
planted
waited
weeded
B. Do they both
end with the
For general information on Phonics Time,
same sound?
Listen and writ
1. pain e ✓ or ✗.
ted 2.
50 Unit 3
1. painted, counted 3. Draw and Write. (See Game 56, page 146.) Play
painted, counted the game using phonics words from the lesson.
2. baked, roasted
baked, roasted
Extra Practice
3. called, waited
Explain and assign Worksheet 6, Phonics Fun
called, waited
-ed, page 179. (For instructions and answer key,
4. needed, folded see page 169.)
needed, folded
5. weeded, dusted
weeded, dusted
Finish the Lesson
2. Check answers by saying number 1 and
having students raise their hands if they wrote 3 1. Turn It Around. Write each of the target
and do nothing if they wrote 7. Do the same for phonics words on the board backwards (for
numbers 2–5. example: detnalp). Hold up a Unit 3 Phonics
Answer Key: Time Picture Card and elicit the word from the
1. 3 2. 7 3. 7 4. 3 5. 3 class. A volunteer then finds the corresponding
backwards word on the board and writes
C. Read the sentences. Write the it correctly underneath. Continue with the
numbers. Then listen. remaining Unit 3 Phonics Time Picture Cards.
1. Students read the sentences and write the 2. Explain and assign Workbook page 12. (For
number of each line of the rhyme next to the instructions, see Teacher’s Book page 151 and
corresponding picture. Then play the recording. 152
Students listen to the rhyme as they follow along
in their books.
An ant wanted a home, so she planted a seed.
She waited and waited, and weeded and weeded. Assessment
Then she dusted, painted, and invited her sisters Explain and assign the Unit 3 Test, page 210.
for lunch. (For instructions and answer key, see page 209.)
She greeted them with roasted beans.
2. Check answers by pointing to each picture and
having students say the corresponding line of
the rhyme.
Answer Key:
1. C 2. A 3.D 4.B
Shorouk Press 51
Review 1
Story Time Review 1
Story Time
Review Focus: Units 1–3 conversations, vocabulary, and A. Listen and rep
eat.
patterns 1
Let me help you 2
Materials Needed: CD/cassette and player; Units 1–3 Word
, Sokkara. No problem.
I’m strong. Yes, you are.
Warm-Up
1. Check Workbook page 12. (For instructions and 5 Are you okay
, Sokkar?
13
52 Review 1
5. Sokkara: Are you okay, Sokkar? Games and Activities
Sokkar: I think so. But look at the breakfast!
1. Did You Hear That? Divide the class into
6. Sokkara: Wake up, Sokkar! It’s time for
groups of four to six and give each group a set
breakfast! of Units 1–3 Word Time Picture Cards. Read
2. Play the recording again. Pause after each line the Sokkara’s World story, in which the words
and have students repeat. Play the recording as depicted on the picture cards are illustrated.
many times as necessary for students to become Alternatively, read a simple story from a
familiar with the story. storybook that includes words depicted on the
picture cards. Students listen to the story and
B. Look at A. Listen and point. hold up cards when they hear them named.
1. Play the recording (second version of the story). Check each time to determine which groups
Students listen and follow along in their books. are holding up the correct cards. Read the story
2. Divide the class into pairs. Students in each again slowly, pausing after words for which
pair take on the role of one of the characters there are cards in order to give groups a chance
(Sokkara or Sokkar). Play the recording again, to hold up cards they may have missed before.
pausing after each line. Students repeat their Option: Students work together to write the words
character’s lines. Students in each pair then on separate pieces of paper and use them as above.
change roles and do the activity again. Play
2. Living Story. Divide the class into groups of six
the recording as many times as necessary for
and give each group a copy of Student’s Book
students to complete the task.
page 13. Students in each group cut out the scenes,
C. Listen. Circle True or False. so that they have six different cards. Students in
1. Play the recording. Students listen and, based each group then shuffle the cards and place them
on the Sokkara’s World story, circle True if the face down. Say Go! Each student picks up one
statement is correct, and False if it is not. of the cards, then they all stand up and arrange
themselves in the order of the story. Each student
1. Sokkar helps Sokkara. then reads the scene that he/she is holding.
Sokkar helps Sokkara.
Option: Do as above but with one group in front of the
2. Sokkar is strong. class and then reshuffle the cards and change the group
Sokkar is strong.
3. Puppets. Students draw Sokkar on one sheet
3. Sokkar cooked breakfast. of paper and Sokkara on another. They cut out
Sokkar cooked breakfast. these characters, and then attach a stick, ruler,
4. Sokkar isn’t hungry. or pencil to the back of each cut-out to make
Sokkar isn’t hungry. puppets. Each student then performs the entire
story for the class using these puppets. Keep
5. Sokkara says, “It’s time for breakfast!”
these puppets so that they can be used in role-
Sokkara says, “It’s time for breakfast!”
plays in later Review Units or whenever these
2. Check answers by saying number 1. Sokkar characters appear in the Student’s Book.
helps Sokkara. Students say True if they circled
4. Make a New Story. Each student divides a piece
True, and False if they circled False.
of paper into six equal parts and comes up with
Answer Key: his/her own version of the story by drawing
1. True 2. True 3. False 4. False 5. True original scenes and new characters. Students then
take turns standing up and describing their story
D. Role-play these scenes. to the rest of the class.
1. Ask students what roles are needed to role-
play the conversation. List the roles on the board Options:
(Sokkar, Sokkara). 1. Students copy the pictures and speech
bubbles from page 13.
2. Divide the class into Groups A and B. Group
A role-plays Sokkara’s lines, and Group B role- 2. Students do the activity in pairs.
plays Sokkar’s lines. Groups then change roles
and role-play the scenes again. Finish the Lesson
3. Bring a volunteer from each group to the front
of the classroom. Play the recording and have 1. Listen and Pantomime. Divide the class into
the volunteers act out the story along with the pairs, and have students in each pair take on the
recording. They then role-play the story on their role of one of the characters in the story. Play the
own, without the recording. recording. Students listen and pantomime their
role. Students in each pair then change roles and
4. Students choose a partner and role-play the pantomime the story again.
story. They then change roles and role-play the
story again. 2. Explain and assign Workbook page 13. (For
instructions, see Teacher’s Book page 152.)
Shorouk Press 53
Activity Time Activity Tim
e
A. Read and find
Review Focus: Units 1–3 vocabulary, patterns, and sounds
the picture. The
n write the lett
1. Manal waited er.
for the bus. ___
Picture Cards, 1 set; Unit 3 Word Time Picture Cards, 1 set per
ed a green cak
e. ___
5. Wael wa
kisstch
eded thr
thre eee
fishfish es. ___
. ___ d
4–6 students
e
6. Amal cleaned f
the plane. ___
3. a
b
4. a
Warm-Up b
5. a
54 Review 1
Games and Activities
1. What’s Different? Say three words, two with
the same -ed sound and one with a different -ed
sound (see Suggested Words below). Students
say the word with the different -ed sound. Do
the same with five to six different sets of words.
Suggested Words: called, played, dusted;
weeded, waited, baked; kissed, chopped,
called; invited, greeted, played; cleaned, baked,
chopped; waited, called, cleaned; planted,
invited, chopped
2. Sentences. Write the following sentences on the
board:
I played cards.
Did you watch the sunrise?
I didn’t take out the rubbish.
Did you have lunch?
I laughed at jokes.
Point to and read each sentence. Students repeat.
Then divide the class into groups of four to six.
Using the Units 1–3 target vocabulary and the
above sentences as guides, each student writes
two sentences, each on a separate piece of paper.
Students place their sentences face down in the
middle of their group. A student in each group
(S1) begins by picking up a sentence from the
middle of the group. If it is a statement, he/she
reads the sentence and pantomimes it. If it is a
question, he/she reads it to the student on his/
her left (S2), and S2 answers. Groups continue
in the same way, with students in each group
taking turns picking up the sentences, for five to
seven minutes.
3. Option: Project. For one week, have students
keep a list of any of the Units 1–3 target Word
Time actions they do. At the end of the week,
have them share their lists in class.
Shorouk Press 55
4 In Town
Conversation Time In Town
4
Language Focus: Excuse me. I’m looking for the museum. Is it Conversatio
n Time
A.
far?/Not really. Walk two blocks. Turn right. It’s on the left./Did you
Listen and rep
eat.
C. Role-play the B. Listen and poin
conversation
say turn right or turn left?/Turn right. It’s on the left./Thank you very with a partne t to the speake
r. rs.
1. Excuse me. I’m
56 Unit 4
Talk About the Picture D. Review. Listen and repeat.
Volunteers try to read or guess the puppets’
1. Attach Wall Chart 7 to the board or open a conversation. Play the recording. Students
Student’s Book to page 15. Read the following listen and repeat, pointing to each line of the
“story” while pointing to or touching the conversation.
pictures (bold words) and pantomiming the
actions or adjectives (italicized words). A: Watch out!
B: Ouch!
Scene 1: This woman is looking for the
A: Are you okay?
museum. She’s asking the man for directions.
B: I think so. But look at the groceries!
Scene 2: The man is using the map to show the
OPTIOn: Students role-play the conversation.
woman how to get to the museum. To get there,
she must walk two blocks, then turn right. The
museum will be on the left.
Games and Activities
Scene 3: The woman is a little confused. She
doesn’t know if she needs to turn right or left. 1. Is It Far? Write the library, Alexandria, your house,
The man tells her to turn right. the chemist on the board. Then write Excuse me. I’m
Scene 4: Now that she has directions, the looking for _____. Is it far? Yes, it is./No, it isn’t.
woman is off to the museum! below the list of words. Divide the class into
pairs, and have each pair practice this part of
2. Ask the following questions while pointing the conversation with their partner, substituting
to or touching the pictures (bold words) and each of the destinations listed on the board.
pantomiming the actions (italicized words).
2. Directions. Divide the class into pairs. Students
Scene 1: (woman) What is she looking for? in each pair practice directing each other (i.e.,
Is it far away? giving directions) to various locations within
Scene 2: How do you get to the museum? and around the classroom. Prompt when
necessary.
Scene 3: (man) What colour is his hair?
What colour is his daughters’ hair? 3. Combine the Conversations. Combine the Unit
2 conversation with the target conversation on
Scene 4: Who is going to the museum?
the board in the following way:
A: I’m so hungry.
Practise the Conversation B: Me, too. Let’s go to a restaurant.
A: Excuse me. We’re looking for the restaurant.
Is it far?
A. Listen and repeat.
C: Not really. Walk four blocks and turn left. It’s
Play the recording (first version of the
on the right.
conversation). Students listen and repeat,
pointing to each speaker in the conversation box. Point to and read each line. Students repeat.
Bring three volunteers to the front of the
1. Woman: Excuse me. I’m looking for the
classroom to role-play the conversation. Students
museum.
then form pairs and role-play the conversation in
Is it far?
the same way. They then change roles and role-
Man: Not really.
play the conversation again.
2. Man: Walk two blocks. Turn right. It’s on
the left.
3. Woman: Did you say turn right or turn left?
Man: Turn right. It’s on the left.
Finish the Lesson
4. Woman: Thank you very much. 1. Quick—Say the Line! (See Game 8, page 140.)
Man: You’re welcome. Have fun! Play the game using the target conversation.
B. Listen and point to the speakers. 2. Explain and assign Workbook page 15. (For
Play the recording (second version of the instruc- tions, see Teacher’s Book pages 152–
conversation) and have students listen and point 153.)
to the speakers. Play the recording as many
times as necessary for students to complete the
task.
Shorouk Press 57
Word Time Word Time
A. Listen and rep
eat.
Language Focus: Actions (see a film, download a video, ride the bus, 1. see a film
2. download
a video
B. Point and say
the words.
C.
visit a friend, buy an ice cream, send an email, get a haircut, take
3. ride the bus
4. visit a friend Listen and poi
nt.
5. buy an ice
cream D. Write the wor
a taxi) 7. get a haircut
6. send an em
ail
ds.
(See pages 32–
34.)
8. take a taxi
Materials Needed (excluding materials for optional activities):
CD/cassette and player; Wall Chart 8; 1 piece of cardboard;
a butterfly clip; Unit 4 Word Time Picture Cards, 1 set per 2
6
58 Unit 4
C. Listen and point. Divide the class into Teams A and B. A
Play the recording. Students listen to the sound student on Team A (S1) begins by spinning the
effects and words. For the vocabulary, students arrow and pantomiming the action for his/
point to the person/people doing that action; for her teammates. His/Her teammates name the
the conversations, they point to the speakers. actions, saying You’re (riding a bus). If the team
(References are shown in parentheses.) Play names the action correctly, that team receives
the recording as many times as necessary for a point. If they do not correctly identify the
students to complete the task. action within 30 seconds, Team B can “steal,”
and identify the action. If they identify it
Get a haircut. correctly, they win a point. A student on Team
Take a taxi. B then takes a turn spinning the arrow and
send an email. pantomiming. Continue in the same way until
Ride the bus. all students have taken a turn. The team with the
See a film. most points at the end wins.
Visit a friend.
Download a video. 3. Verb Tenses. Write each of the target vocabulary
Buy an ice cream. phrases in a column on the board, underlining
each verb. Point to each phrase and have
Now listen and point to the speakers. students read it. Then point to each phrase again
A: I bought the tickets. (children at cinema door) and have students say its simple past tense.
B: Let’s get some popcorn. Prompt when necessary. Once students correctly
A: Okay. Sounds good. say the verb phrase in the past tense, write it on
the board next to its present tense form. Once all
A: How do you like your hair, sir? (hairdresser)
the verb phrases are written on the board in the
B: I like it very short.
past tense, point to each one and have students
A: Okay.
read it. Volunteers then take turns using each
A: Excuse me, is this your shoe? (boy and girl on past tense verb phrase in a sentence.
pavement near the cinema)
4. Option: Personalize the Picture. Divide the class
B: Yes, it is! Thanks so much.
into groups of three to four and give each group
A: You’re welcome.
a large piece of paper and crayons or markers.
D. Write the words. (See pages 32–34.) Members of each group work together to draw
Students turn to page 32 (My Picture Dictionary), a small town. Students draw themselves around
find the picture of each target vocabulary item, town doing the target actions. Groups then take
and write the words next to it. turns holding up their pictures for the rest of the
class to see, and each student names the activity
What Did Sokkara Find? he/she is doing. Display the pictures on the wall
Students determine what Sokkara found. for future review.
Answer Key: Sokkara found a purse.
Shorouk Press 59
Practice Time Practice Tim
A. e
Listen and rep
eat.
Language Focus: Future with going to, affirmative and I’m
negative statements [(I’m) going to (ride the bus). (I’m) not going
She’s going to rid I’m not
e the bus.
We’re She isn’t
going to tak
to (take a taxi)./(She’s) going to (ride the bus). (She) isn’t going to We aren’t e a taxi.
B.
(take a taxi)./(We’re) going to (ride the bus). (We) aren’t going to Listen and rep
1. She/send
eat. Then pra
ctise with a par
tner.
(take a taxi).]
an email
get a haircut
2. He/get a hair
cut
send an email
Function: Describing future activities
Materials Needed: CD/cassette and player; Unit 4 Word
Time Picture Cards, 1 set; Unit 4 Word Time Word Cards, 3. We/see a film
C. Look at page
Warm-Up and Review
16. Point to the
picture and pra
D. Listen and cha
ctise with a par
tner.
nt. (See “I’m
Going to Dow
nload a Video”
on page 30.)
60 Unit 4
B. Listen and repeat. Then practise 3. Divide the class into groups of three to four.
with a partner. Students in each group work together to write
1. Play the recording. Students listen and repeat, each line of the song on a separate piece of
pointing to each picture in their books. paper. They then shuffle the pieces of paper.
Play the song again. Students in each group
1. She’s going to mail a letter. She isn’t going to place their pieces of paper in the correct order.
get a haircut. Play the song as many times as necessary for
2. He’s going to get a haircut. He isn’t going to students to complete the task.
mail a letter.
3. We’re going to see a film. We aren’t going to
rent a video. Games and Activities
4. They’re going to rent a video. They aren’t going 1. Verb Tense Chart. Divide the class into pairs and
to see a film. write the chart below on the board:
5. You’re going to buy an ice cream. You aren’t have lunch buy an take a see a
ice cream taxi film
going to visit a friend.
She had
6. I’m going to visit a friend. I’m not going to buy Past
lunch.
an ice cream.
2. Students practice numbers 1–6 in pairs. S1 in She’s having
Present
lunch.
each pair says the positive statement, and S2
says the negative statement. They then change She’s going
Future
roles and repeat the procedure. to have lunch.
C. Look at page 16. Point to the picture Each pair copies the chart onto a piece of paper and
and practice with a partner. completes it, using the example sentences as guides.
Students remain in pairs and look at page 16.
2. Talking. Divide the class into pairs and give
They then take turns making statements about
them three to four minutes to talk with their
characters in the large scene using the new
partner about their plans for the upcoming
patterns and vocabulary items. For example: S1
weekend (students can take notes if necessary to
(pointing to the woman at the postbox): She’s
remember what their partner says). Then each
going to mail a letter.
pair joins with another pair and each student
S2: She isn’t going to rent a video. tells the others about his/her partner’s plans.
OPTIOn:Do the activity as above, also having
D. Listen and sing along.
1. Students turn to the I’m Going to Rent a Video students draw pictures to illustrate their
song on page 30. They look at the pictures and partner’s plans.
words and try to read some of the lyrics. Read 3. Make the Sentences. (See Game 49, page 145.)
the lyrics line by line. Students repeat each line. Do the activity using I’m, You’re, He’s, She’s,
Play the recording. Students listen and follow We’re, We, They’re grammar cards, Unit 4 Word
along in their books. Time Word Cards and Grammar Cards.
I’m Going to Rent a Video
(Melody: Good Night, Ladies)
Extra Practice
I’m going to rent a video.
He’s going to rent a video. Explain and assign Worksheet 7, Play a Game,
We’re going to rent a video. page 180. (For instructions and answer key, see
We aren’t going to mail a letter. page 169.)
Shorouk Press 61
Phonics Time Phonics Tim
A. e
Listen and rep
eat.
Sound Focus: -le (beetle, bicycle, bottle, candle, puddle, uncle)
Materials Needed: CD/cassette and player; Units 2–3 Phonics
Time Word Cards, 1 set; Unit 4 Phonics Time Picture Cards, 1 -le beetle
candle
62 Unit 4
C. Read the sentences. Write the Finish the Lesson
numbers. Then listen.
1. Is This Your Word? Give each student a Unit
1. Students read the sentences and write the
4 Phonics Time Picture Card. Write one of
number of each line of the rhyme next to the
the target words on the board. The student(s)
corresponding picture. Then play the recording.
with that picture card holds up the card and
Students listen to the rhyme as they follow along
says the word. When all of the words have
in their books.
been said, have students exchange cards and
The beetle is in the middle of a puddle. do the activity again.
Her uncle is on a bicycle.
Option: each students draws a card to use.
He has a little turtle.
It’s a turtle for the beetle in the middle of the puddle. 2. Explain and assign Workbook page 18. (For
instructions, see Teacher’s Book page 153.)
2. Check answers by pointing to each picture and
having students say the corresponding line of
the rhyme.
Answer Key: Assessment
2, 3, 4, 1 Explain and assign the Unit 4 Test, page 211.
(For instructions and answer key, see pages
199–201.)
Extra Practice
Explain and assign Worksheet 8, Phonics Fun -le,
page 181. (For instructions and answer key, see
page 169.)
Shorouk Press 63
5 At the Food Festival
Conversation Time At the Food
5 Festival
Language Focus: What are you eating?/Fried rice. Try some. A. Listen and rep
Conversatio
n Time
It’s good./No, thanks./Come on. Just a little./Oh, all right. But
eat.
C. Role-play the B. Listen and poin
conversation t to the speake
not too much./Here you go./Hey! It’s delicious!/I told you so.
with a partne rs.
r.
1.
64 Unit 5
Scene 3: Ola says that she’ll try some, but she Games and Activities
doesn’t want too much. Samir gives her just a little.
1. Tic-Tac-Toe: Conversation. (See Game 13,
Scene 4: Ola likes it—the rice is delicious!
page 141.) Play the game using the target
2. Ask the following questions while pointing to conversation.
or touching the pictures (bold words) and
2. Match the Halves. Divide the class into pairs.
pantomiming the actions (italicized words).
Students in each pair write each line of the
Scene 1: What’s Samir eating? target conversation on a separate piece of paper
What does Ola have? and then cut the sentences into halves. Pairs
Scene 2: Does Ola want some rice? shuffle the pieces of paper and place them face
Does Samir like rice? down. Say Go! Pairs try to be the first to turn
over the pieces of paper, match each half of the
Scene 3: Is Ola going to eat some rice? sentences, and put the complete sentences in the
Scene 4: Does Ola like the rice? correct order. The first pair to do so raises their
Is Samir happy? hands and says the conversation they have put
together. if it is correct, they come to the front of
the classroom and role-play the conversation for
Practise the Conversation the rest of the class. if it is not correct, all pairs
continue to work until one pair has put together
A. Listen and repeat. the correct conversation. Students then change
Play the recording (first version of the partners and do the activity again.
conversation). Students listen and repeat, 3. Combine the Conversations. Combine the Unit
pointing to each speaker. 2 conversation with the target conversation on
1. Ola: What are you eating? the board in the following way:
Samir: Fried rice. Try some. It’s good. A: What kind of juice are you drinking?
2. Ola: No, thanks. B: Orange juice. Try some. It’s good!
Samir: Come on. Just a little. A: Okay. But not too much.
B: Here you are.
3. Ola: Oh, all right. But not too much.
Samir: Here you go. Point to and read each line. Students repeat.
Bring two volunteers to the front of the
4. Ola: Hey! It’s delicious! classroom to role-play the conversation. Students
Samir: I told you so. then form pairs and role-play the conversation in
the same way. They then change roles and role-
B. Listen and point to the speakers. play the conversation again.
Play the recording (second version of the
conversation) and have students listen and point
to the speakers. Play the recording as many Finish the Lesson
times as necessary for students to complete the
task. 1. The Three Directors. (See Game 12, page 141.)
Play the game using the target conversation.
C. Role-play the conversation with a
partner. 2. Explain and assign Workbook page 19. (For
Students choose a partner and role-play the instructions, see Teacher’s Book page 154.)
conversation. They then change roles and role-
play the conversation again.
Shorouk Press 65
Word Time Word Time
A. Listen and rep
eat.
Language Focus: Foods (green salad, kebab, french fry/french fries, 1. green sala
3. french fry/
d
2. kebab
B. Point and say
the words.
C.
hamburger /hamburgers, spaghetti, barbecued chicken, lemonade, orange 5. spaghetti
french fries
4. hamburger
/hamburgers
Listen and poi
D. Write the wor
nt.
juice)
6. barbecued ds.
7. orange juic chicken
e (See pages 32–
8. lemonade 34.)
4
1 2
For general information on Word Time,
see pages 10 – 11. 5
66 Unit 5
Practise the Words Extra Vocabulary. Students turn to page 19.
introduce the extra vocabulary items pie, pudding,
A. Listen and repeat. brownies. Students then find these items.
1. Play the recording. Students listen and repeat,
pointing to each word in the vocabulary box.
1. green salad 2. kebab Games and Activities
3. french fry, french fries 4. hamburger, hamburgers
5. spaghetti 6. barbecued chicken 1. Beanbags. (See Game 22, page 142.) Play the game
7. orange juice 8. lemonade using Unit 5 Word Time Picture and Word Cards.
2. Say the words in random order. Students 2. Create Meals. Ask students to name as many
point to them in the vocabulary box. food items as they can. Write the words on the
board. Point to each one and have students read
B. Point and say the words. it. Students then create a meal plan for three
Students point to each of the target vocabulary different meals. Students then form groups of
items in the large scene and name them. three to four. Students in each group place their
meal plans in the middle of the group. One
C. Listen and point. student in each group (S1) asks questions about
Play the recording. Students listen to the another student in the group (S2), asking S3 Does
sound effects and words. For the vocabulary, (he) want (Spaghetti)? S3 looks at S2’s meal plan
students point to the named food items; for and replies. Students in each group change roles
the conversations, they point to the speakers. and continue in the same way until each student
(References are shown in parentheses.) Play has asked and answered questions.
the recording as many times as necessary for
3. Survey. Students create a survey on a sheet of
students to complete the task.
paper by writing Name and Do you like _____?
Kebab. in a row at the top of the paper. Students then
Hamburgers. work in group of five or six and ask their
Green salad. classmates Do you like (kebab)? Students respond
French fries. Yes, I like (Kebab) or No, I don’t like (kebab). i
Lemonade. like (chicken). Students record the answers
Barbecued chicken. they hear on their surveys. Continue until all
Orange juice. students have asked all their colleagues in the
Spaghetti. group. Then ask students questions about the
Now listen and point to the speakers. survey. For example: Ask Does Ali like green salad?
Students who know this information respond
A: Excuse me. I’m looking for the green salad. either Yes, he does. or No, he doesn’t. He likes
(girls at rice) (french fries).
B: They’re over there on the left.
A: Did you say on the left? 4. Option: Personalise the Picture. Write the target
B: Yes, I did. food items on the board. Discuss with students
A: Thanks. what countries they think those foods are most
popular in and write those countries on the
A: I’m going to mail a letter. (Mona and Kareem) board. Then work with students to locate those
B: Okay. I’m going to buy some spaghetti. countries on a map.
A: Okay. See you later.
B: Bye. OPTiOn: Plan and carry out your own food
festival, having students make and bring in
A: Would you like a biscuit? (boy and girl at foods from around the world.
orange juice table)
B: No, thanks.
A: How about some candy? Finish the Lesson
B: No, thank you.
1. I Want a hamburger. I Don’t Want Any chicken.
D. Write the words. (See pages 32–34.) Write I want a ______. and I don’t want any _____.
Students turn to page 32 (My Picture Dictionary), on the board and ask volunteers to take turns
find the picture of each target vocabulary item, reading the sentences and filling in the blanks
and write the words next to it. with different food items. Make sure students
are using the count and non-count nouns as well
What Did Sokkara Find?
as singular and plural forms correctly. Continue
Students determine what Sokkara found. until most students have taken a turn.
Answer Key: Sokkara found a spoon.
2. Explain and assign Workbook page 20. (For
instructions, see Teacher’s Book page 154.)
Shorouk Press 67
Practice Time Practice Tim
A. e
Listen and rep
eat.
Language Focus: Wh- questions with what; future with going to What are you
[What are (you) going to have? (I’m) going to have (a hamburger)./ What’s he I’m
going to hav
What are the e? He’s going to hav a hamburger.
What’s (she) going to have? (She’s) going to have (some spaghetti)./What
y e
They’re some spaghe
tti.
are (they) going to have? (They’re) going to have (some spaghetti).] B. Listen and rep
eat. Then pra
ctise with a par
1. tner.
Function: Asking questions about future meals
You?
kebab 2.
he ?
Time Picture Cards, 1 set per 3–4 students; Unit 5 Word Time
Word Cards, 1 set per 2 students; you, he, she, they, I’m, He’s, 3.
She’s, We’re, and They’re grammar cards, 1 set per 2 students;
they?
orange juice 4. you?
Unit 5 Grammar Cards, 1 set per 2 students french fries
Unit 5
Picture Card and have students name it. Then
play the game using the cards. 21
68 Unit 5
3. Students try to say the patterns on their own, 2. Play the recording again. Students listen and
while looking at the pattern boxes in their books. sing along, using their books for reference. Play
the recording as many times as necessary for
B. Listen and repeat. Then practise students to become familiar with the song.
with a partner. 3. Give each student a copy of the song that has
1. Play the recording. Students listen and repeat, one word from each line deleted. Play the song
pointing to each picture in their books. again and have students listen and fill in the
1. What are you going to have? missing words. Play the song as many times as
I’m going to have some kebab. necessary for students to complete the task.
2. What’s he going to have?
He’s going to have some spaghetti. Games and Activities
3. What are they going to have? 1. Interview. Each student writes down three food
They’re going to have some orange juice. items that they are planning to eat within the
4. What are you going to have? next 24 hours. They then work in groups of five
We’re going to have some french fries. or six and ask their classmates What are you going
to have? They write their classmates’ responses
5. What’s he going to have? down. After five to seven minutes, have students
He’s going to some green salad. stop. Point to a student and ask What’s (Mary)
6. What are you going to have? going to have? Students who talked to (Mary) say
I’m going to have some lemonade. (She’s) going to have (some spaghetti), (a hamburger),
2. Students practice numbers 1–6 in pairs. (S1 in and (lemonade). Continue asking the question in
each pair asks the questions, and S2 answers.) the same way for three to four minutes.
They then change roles and repeat the procedure. 2. Place Your Orders, Please. Divide the class into
groups of three to four and give each group a set
C. Look at page 20. Point to the picture of Unit 5 Word Time Picture Cards and Word
and practise with a partner. Cards. Each group will role-play a restaurant
Students remain in pairs and look at page 20. scene, with one student acting as the waiter, one
They then take turns asking and answering student acting as the cook, and the rest acting
questions about characters in the large scene as customers in the restaurant. The customers
using the new patterns and vocabulary items. For lay the word cards face up on a desk to make a
example: S1 (pointing to the girl heading to the menu. The waiter comes to the group and asks
hamburger table): What’s she going to have? S2: She’s each student What are you going to have? Each
going to have a hamburger. customer replies I’m going to have (a) (hamburger).
The waiter then walks to the cook. The cook asks
D. Listen and sing along. What’s (she) going to have? about each customer.
1. Students turn to the What Are You Going to The waiter answers (She’s) going to have (a)
Have? song on page 31. They look at the pictures (hamburger). The cook then finds the Unit 5
and words and try to read some of the lyrics. Word Time Picture Card to fill each order and
Read the lyrics line by line. Students repeat each gives them to the waiter, who “serves” them to
line. Play the recording. Students listen and follow the customers. Students then change roles and
along in their books. do the activity again. Groups continue until each
What Are You Going to Have? student has been both the waiter and the cook.
(Melody: The Farmer in the Dell) option: each group works together to write and draw
What are you going to have? the food items in their restaurant and do as above
What are you going to have? 3. Make the Sentences. (See Game 49, page 145.)
What are you going to have? Do the activity using you, he, she, they, I’m, He’s,
We’re going to have some kebab. She’s, We’re, They’re grammar cards and Unit 5
What’s she going to have? Word Time Word Cards and Grammar Cards.
What’s she going to have?
What’s she going to have?
She’s going to have a hamburger. Extra Practice
Explain and assign Worksheet 9, Bingo, page 182.
What’s he going to have?
(For instructions and answer key, see page 170.)
What’s he going to have?
What’s he going to have?
He’s going to have some chicken. Finish the Lesson
What are they going to have? 1. Memory Chain. (See Game 50, page 145.) Play
What are they going to have? the game using the target patterns.
What are they going to have? 2. Explain and assign Workbook page 21. (For
They’re going to have some french fries. instructions, see Teacher’s Book page 154.)
Shorouk Press 69
Phonics Time Phonics Tim
A. Listen and rep
e
eat.
Sound Focus: -er (blister, butter, dinner, lobster, mother, tiger)
Materials Needed: CD/cassette and player; Unit 4 Phonics
Time Picture Cards, 1 set per 3–4 students; Unit 4 Phonics -er blister
butter
Picture Cards, 1 set per 3–4 students; Unit 5 Phonics Time lobster
Word Cards, 1 card per 2 students B. Listen and circ
mother
tiger
le.
1.
sister 2.
swimmer brother 3.
For general information on Phonics Time, Buster bigger 4.
father
blister
70 Unit 5
C. Read the sentences. Write the
numbers. Then listen. Extra Practice
1. Students read the sentences and write Explain and assign Worksheet 10, Phonics Fun
the number of each line of the rhyme next -er, page 183. (For instructions and answer key,
to the corresponding picture. Then play the see page 170.)
recording. Students listen to the rhyme as they
follow along in their books.
Buster the tiger had a blister.
Mother gave Buster lobster for dinner. Finish the Lesson
“I like lobster,” said Buster.
1. Which Is It? Place the Unit 5 Phonics Time
Buster put butter on the blister.
Picture Cards on the chalktray. Bring a
But the blister got bigger.
volunteer to the board and have him/her
2. Check answers by pointing to each picture hold up a Unit 5 Phonics Time Word Card
and having students say the corresponding and ask What’s this? Seated students reply and
line of the rhyme. the volunteer places the word card over the
Answer Key: corresponding picture card on the chalktray.
2, 3, 5, 4, 1 The volunteer continues in the same way
with the remaining Unit 5 Phonics Time
Word Cards. Do the activity again with a new
Games and Activities volunteer.
2. Explain and assign Workbook page 22. (For
1. I Can See, One, Two, Three. Students form instructions, see Teacher’s Book pages 154–155.)
a circle. Give each student a Unit 4 or Unit 5
Phonics Time Word Card. Students hold their
cards so everyone can see them. Look at the
student on your left and read his/her card Assessment
aloud, then read your own card and then the
Explain and assign the Unit 5 Test, page 212.
card held by the student on your right. The
(For instructions and answer key, see page 200.)
student on your right then reads your card, his/
her own card, and that of the student on his/
her right. Continue in this way, going around
the circle, with everyone saying three words,
until everyone has taken a turn. Have students
exchange cards and play the game again.
Option: students draw their own cards and do
as above.
2. Find the -er Words. Divide the class into pairs
and write the following three sentences on the
board:
What’s mother going to have?
She’s going to have lobster with butter.
Will your brother Peter bring the tiger to dinner?
3. Spell and Write. Divide the class into groups
of three to four and give each group a set of
Units 4–5 Phonics Time Picture Cards or ask
the group to draw them. A student in each
group (S1) begins by holding up a card. The
other students in the group name the card.
Then a volunteer spells the word and S1
writes it down. Another volunteer uses the
word in a sentence. S2 then holds up a picture
card. Groups continue in the same way with
the remaining picture cards.
Shorouk Press 71
6 During the Year
Conversation Time During the
6 Year
Language Focus: What’s your favourite subject?/I like maths. It’s Conversatio
n Time
A.
fun./Excuse me. Where’s the library?/Go straight on. It’s across from
Listen and rep
eat.
C. Role-play the B. Listen and poin
conversation
the music room./Thanks./Sure./Oh. It’s time for art class./Great. That’s with a partne t to the speake
r. rs.
1. What’s your favo
urite subject?
my favourite. I like maths.
It’s fun.
2. Excuse me.
Where’s the libra
ry? Go straight. It’s
D. Review. Listen
and repeat.
Point to the letters and elicit their sound. Write And I swept the
floor.
the Unit 5 Phonics Time target words on the Thank you ver
y much!
maths: Write 2+2=4 on the board. Point to the A: What’s your favourite subject?
equation and say maths. Students repeat. Write Look quizzically at Student B.
maths on the board. Point to the word and have B: I like maths. It’s fun.
students read it. Point to yourself and smile.
straight: Draw two lines on the board, one C: Excuse me. Where’s the library?
straight and one wavy. Point to the straight line Walk up to Students A and B, and look at
and say straight. Students repeat. Write straight them quizzically.
on the board. Point to the word and have A: Go straight on. It’s across from the music room.
students read it. Point straight ahead.
across: Point to two students sitting across from C: Thanks.
one another and say Across. (Mark) is across from Smile.
(Ali) as you point to each student and then the
space between them. Students say across. Write A: Sure.
across on the board. Point to the word and have Smile and nod your head.
students read it. B: Oh. It’s time for art class.
music: Draw several musical notes on the board. Look suddenly at your watch.
Point to them and say music. Students repeat. A: Great. That’s my favourite.
Write music below the drawing. Point to the Smile and point to yourself.
word and have students say it.
72 Unit 6
3. Divide the class into Groups A, B, and C and model B. Listen and point to the speakers.
each line of the conversation again. Group A repeats
Play the recording (second version of the
the first line of the conversation, Group B repeats the
conversation) and have students listen and point
second line, and so on. Encourage students to copy
to the speakers. Play the recording as many times
your facial expressions and body language. Groups
as necessary for students to complete the task.
then change roles and repeat the conversation.
Continue until each group has taken on each role. C. Role-play the conversation with two
Note: If students need additional support, practice other students.
the conversation using the Step 1 visual prompts Divide students into groups of three, and have
on the board. them role-play the conversation. They then change
4. Groups A, B, and C say alternate lines of the roles and role-play the conversation again. Groups
conversation. Groups then change roles and say continue until each student has taken on each role.
the conversation again. Prompt as necessary.
D. Review. Listen and repeat.
Continue until each group has taken on each role.
Volunteers try to read or guess the puppets’
conversation. Play the recording. Students listen and
Talk About the Picture repeat, pointing to each line of the conversation.
A: I put away the books.
1. Attach Wall Chart 11 to the board or open a
B: And I swept the floor.
Student’s Book to page 23. Read the following
C: Thank you very much!
“story” while pointing to or touching the
pictures (bold words) and pantomiming the OPTIOn: Students role-play the conversation.
actions or adjectives (italicized words).
Scene 1: Ramy and Laila are at school. They’re
talking about their favourite subjects. Laila likes
Games and Activities
maths best, because it’s fun. 1. Listen Carefully. Write the following sentences on the
Scene 2: This girl is looking for the library. She board. Play the recording again. Students listen and
can’t find it. Laila tells her that it’s across from write the missing words to complete each sentence:
the music room.
1. The ___ is across from the library.
Scene 3: The younger girl is glad she knows 2. The girl’s favourite subject is ___.
where the library is. 3. Art is Ramy’s favourite ___.
Scene 4: Now Laila and Ramy have to go to art 4. The two children are going to ___ class.
class. Art is Ramy’s favourite subject.
Check answers by saying number 1. A volunteer
2. Ask the following questions while pointing reads the complete sentence. Do the same for
to or touching the pictures (bold words) and numbers 2–4.
pantomiming the adjectives (italicized words).
2. Which Line Doesn’t Belong? (See Game 14,
Scene 1: What’s Laila’s favourite subject? page 141.) Play the game using Units 4–6 target
Scene 2: Where’s the library? conversations.
Where’s the music room? 3. Combine the Conversations. Combine the Unit
Scene 3: Who’s going to the library? 5 conversation with the target conversation on
Scene 4: What’s Ramy’s favourite subject? the board in the following way:
Where are Ramy and Laila going now? A: What are you eating?
B: French fries. They’re good. Try some.
A: Yum. They’re great.
Practise the Conversation
Point to and read each line. Students repeat. Bring
A. Listen and repeat. two volunteers to the front of the classroom to role-
Play the recording (first version of the conversation). play the conversation. Students then form pairs and
Students listen and repeat, pointing to each speaker. role-play the conversation in the same way. They then
1. Ramy: What’s your favourite subject? change roles and role-play the conversation again.
Laila: I like maths. It’s fun.
2. Girl: Excuse me. Where’s the library? Finish the Lesson
Laila: Go straight on. It’s across from the music
room. 1. What’s Your Favourite? Ask a student (S1) What’s
3. Girl: Thanks. your favourite food? S1 responds, and asks
Laila: Sure. another student the same question. Continue in
the same way until all students have taken a turn.
4. Laila: Oh. It’s time for art class.
Ramy: Great. That’s my favourite. 2. Explain and assign Workbook page 23. (For
instructions, see Teacher’s Book page 155.)
Shorouk Press 73
Word Time Word Time
A. Listen and rep
eat.
Language Focus: Seasons and seasonal activities (spring, 1. spring
3. fall 2. summer
B. Point and say
the words.
C.
summer, autumn, winter, plant flowers, pick apples, build a sand 5. plant flow
ers
4. winter
6. pick apples
Listen and poi
D. Write the wor
nt.
10 7
8
74 Unit 6
B. Point and say the words. take turns asking each other When do you (play in
Students point to each of the target vocabulary the leaves)? Groups ask and answer questions for
items in the large scene and name them. four to five minutes.
3. Future/Past. Quickly teach or review next and
C. Listen and point. last. Then write Next spring I’m going to plant
Play the recording. Students listen to the sound flowers. and Last autumn I planted flowers. on the
effects and words. For the vocabulary, they board. Point to and read each sentence. Students
point to the person/people doing that action repeat. Then divide the class into pairs and have
or to the corresponding seasonal poster; for students in each pair practice using the target
the conversations, they point to the speakers. vocabulary to say sentences in this way.
(References are shown in parentheses.) Play
the recording as many times as necessary for 4. Option: Personalize the Picture. Divide the
students to complete the task. class into four groups, one for each season.
Students in each group work together to make
Summer. shadow boxes of their season using pictures,
Spring. greeting cards, and photos. Groups stand and
Winter. name various items and actions depicted in
fall. their shadow boxes. Display the shadow boxes
Go to the beach. around the classroom for future reference.
Pick apples.
Build a sand castle.
Plant flowers. Finish the Lesson
Play in the leaves.
Go skiing. 1. What Season? A volunteer comes to the front of
Now listen and point to the speakers. the classroom and pantomimes one of the target
actions. Seated students name the action and say
A: What did you do? (teacher and girl) which season the activity is generally related to.
B: I swept the floor and I took out the garbage. Do the same with three to five volunteers.
A: Wow! Very good.
2. Explain and assign Workbook page 24. (For
A: What are you eating? (boy with Cotton candy instructions, see Teacher’s Book page 155.)
and girl)
B: Cotton candy. Try some. It’s good.
A: No, thanks.
B: Aw, come on. Just a little.
A: What’s wrong? ((girl and boy looking for
glasses)
B: I can’t find my glasses.
A: Don’t worry. I’ll help you look for them.
B: Okay. Thanks.
Shorouk Press 75
Practice Time Pr
Prac
actic
ticeeTim
A. Timee
Listen and rep
eat.
Language Focus: Future with will, affirmative and negative I’ll plant flow
ers in the spr
statements [(I’ll) (plant flowers) in the (spring). (I) won’t (go
ing.
I’II = I will I won’t go ski
He’ll = He will You’ll = you will ing.
She’ll = She
skiing).]
We’ll = We will will Won’t = will not
They’ll = The
y will
B.
Function: Describing future activities related to seasons
Listen and rep
eat. Then pra
ctise with a par
1. I/go to tner.
the beach/sum
Picture Cards, 1 set; Unit 6 Word Time Word Cards, 1 set per
ch
2 students; i, You, He, She, We, They, i’ll, You’ll, He’ll, She’ll,
We’ll, and They’ll grammar cards, 1 set per 2 students; Unit 6 3. They/build a san
Grammar Cards, 1 set per 2 students plant flowers d castle/sum
mer
4. He/plant flow
ers/
build a sand cas spring
tle
76 Unit 6
Point to and read each word. Students repeat. the recording as many times as necessary for
Then say each pattern with the full form of the students to become familiar with the song.
contractions. Students repeat. Students practice 3. Get a group of students in front of the
each pattern in the pattern box, using both the classroom distribute the pick apples, fall, build a
contractions and the full form of the contractions. sand castle, plant flowers, spring, and play in the
leaves picture cards so that each student has a
B. Listen and repeat. Then practice card. Play the karaoke version. Students sing
with a partner. along, showing their picture card each time it
1. Play the recording. Students listen and repeat, is named. Then change the group and do the
pointing to each picture in their books. activity again.
1. I’ll go to the beach in the summer. I won’t
pick apples.
2. You’ll pick apples in the fall. You won’t go to Games and Activities
the beach.
1. Talking. Divide the class into pairs and give
3. They’ll build a sand castle in the summer. them three to four minutes to talk with their
They won’t plant flowers. partners about their plans for the upcoming
4. He’ll plant flowers in the spring. He won’t year (students can take notes if necessary to
build a sand castle. remember what their partners say). Then each
pair joins with another pair and each student
5. We’ll play in the leaves in the fall. We won’t
tells the others about his/her partner’s plans.
go skiing.
OPTiOn:Do the activity as above, also having
6. She’ll go skiing in the winter. She won’t play
students draw pictures to illustrate their partner’s
in the leaves.
plans.
2. Students practice numbers 1–6 in pairs. (S1 in
2. Write a Story. Give students eight to ten minutes
each pair says the statement in its affirmative form,
to write a short story about their plans for the
and S2 says the statement in its negative form.)
coming year, writing both a positive and a
They then change roles and repeat the procedure.
negative sentence about each season. Students
C. Look at page 24. Point to the picture may use action vocabulary from other lessons in
and practice with a partner. addition to the Unit 6 vocabulary. When most
Students remain in pairs and look at page 24. They students have finished writing, have volunteers
then take turns making statements about characters take turns reading their stories aloud to the class.
in the large scene using the new patterns and OPTiOn: Divide the class into groups of two
vocabulary items. For example: S1 (pointing to the to three and have students in each group work
boy thinking about planting flowers): He’ll plant together to write a story as above.
flowers in the spring. S2: He won’t play in the leaves. 3. Make the Sentences. (See Game 49, page 145.)
Do the activity using I, You, He, She, We, They,
D. Listen and sing along.
I’ll, You’ll, He’ll, She’ll, We’ll, They’ll grammar
1. Students turn to the She’ll Plant Flowers in the
cards and Unit 6 Word Time Word Cards and
Spring song on page 31. They look at the pictures
Grammar Cards.
and words and try to read some of the lyrics.
Read the lyrics line by line. Students repeat each
line. Play the recording. Students listen and Extra Practice
follow along in their books. Explain and assign Worksheet 11, Seasons, page
186. (For instructions and answer key, see page
He’ll pick Apples in the fall 172.)
(Melody: She’ll Be Coming ‘Round the Mountain)
He’ll pick Apples in the fall, in the fall
He’ll pick Apples in the fall, in the fall Finish the Lesson
He won’t build a sand castle 1. Change the Tense. Say I went to the beach, I
He won’t build a sand castle didn’t go skiing. A volunteer (S1) changes the
He’ll pick Apples in the fall, sentences into the present tense, saying I’m
going to the beach. I’m not going skiing. A second
She’ll plant flowers in the spring, in the spring.
volunteer (S2) changes the sentences into the
She’ll plant flowers in the spring, in the spring.
future tense, saying I’ll go to the beach. I won’t go
She won’t play in the leaves.
skiing. Continue in this way until all of the target
She won’t play in the leaves.
phrases have been changed from past to present
She’ll plant flowers in the spring.
to future.
2. Play the recording again. Students listen and
2. Explain and assign Workbook page 25. (For
sing along, using their books for reference. Play
instructions, see Teacher’s Book pages 155–156.)
Shorouk Press 77
Phonics Time Phonics Tim
e
A. Listen and rep
Sound Focus: al, au, aw (fall, talk, laundry, saucer, crawl, draw)
eat.
78 Unit 6
group (S1) begins by choosing a card and using
1. small, small the word in a sentence. S2 in each group repeats
2. law, law that sentence and then chooses a different
3. wall, wall card and creates a related sentence using that
4. chalk, chalk word. Continue in this way, with each student
5. walk, walk repeating the sentence of the student before and
2. Check answers by saying number 1 and creating a new sentence. When all of the target
having a volunteer say and spell the word he/ words have been used in sentences, groups write
she circled. Do the same for numbers 2–5. the string of sentences down. Groups then take
turns reading their “stories” aloud for the class.
C. Read the sentences. Write the Option: students can look at the picture, page 26
numbers. Then listen. instead of using picture cards and do as above.
1. Students read the sentences and write
the number of each line of the rhyme next
to the corresponding picture. Then play the
recording. Students listen to the rhyme as they Extra Practice
follow along in their books. Explain and assign Worksheet 12, Phonics Fun
al, au, and aw, page 185. (For instructions and
Adel isn’t tall. He’s small.
answer key, see page 170.)
Adel can’t talk. He can’t walk. He can’t do the
laundry.
But Adel can crawl. Oh, no! Adel is in the hall.
Adel has chalk. Look at the wall. He can draw. Finish the Lesson
2. Check answers by pointing to each picture and
1. Listen to the Story. Read the following story,
having students say the corresponding line of
and have students raise their hands each time
the rhyme.
they hear the target /O/ sound. Read the story
Answer Key: as many times as necessary for students to
4, 3, 1, 2 complete the task.
Paul will plant flowers in the spring. He won’t go
to the beach. In the autumn, he’ll play in the leaves
Games and Activities and maybe autumn down! Paul likes to draw, so
he’ll buy some chalk and draw a picture.
1. Name It and Claim It. Hold up a Unit 6 Phonics
2. Explain and assign Workbook page 26. (For
Time Word Card. Give the card to the first
instructions, see Teacher’s Book page 156.)
student to correctly read the word, and have
him/her come to the front of the classroom.
Continue in the same way with the remaining
Unit 6 Phonics Time Word Cards. When all of Assessment
the cards have been given out, point to each card Explain and assign the Unit 6 Test, page 213.
held by a student at the front of the classroom. (For instructions and answer key, see pages
The first seated student to correctly read the 200–201.)
card joins the card-holder at the front of the
classroom. Continue in this way for 3 times,
pointing to the cards in random order, until
most students have identified a card and joined
a group at the front of the room. Then have each
group say their word in unison.
2. Say the Word and a Sentence. Divide the class
into groups of four to five and give each group
a set of Unit 6 Phonics Time Picture Cards.
Groups shuffle their cards and place them face
down in the middle of the group. A student in
each group (S1) begins by turning over a card
and naming it. The student on his/her right (S2)
repeats the word and uses it in a sentence. He/
She then turns over another card and names
it. Groups continue in the same way with the
remaining cards.
3. Add-On Story. Divide the class into groups of
three to four and give each group a set of Unit 6
Phonics Time Picture Cards. A student in each
Shorouk Press 79
Review 2
Story Time Review 2
Story Time
Review Focus: Units 4–6 conversations, vocabulary, and A. Listen and rep
eat.
patterns 1
Excuse me. I’m
looking
for the music 2
Go straight. It’s
on the left.
pattern. 27
80 Review 2
4. chef puppet: What are you going to have? scenes again. Continue until each group has
Sokkar: I’m going to have some Kebab, taken on each role.
some french fries, a hamburger,
3. Bring a volunteer from each group to the
some salad, and some lemonade.
front of the classroom. Play the recording and
5. Sokkar: Hey, Sokkara! have the volunteers act out the story along
Sokkara: Hi, Sokkar. It’s time for the with the recording. They then role-play the
show. story on their own, without the recording.
6. Sokkar: Try some, Sokkara. It’s Kebab. 4. Students form groups of six and role-
It’s good. play the story. They then change roles and
Sokkara: No, thanks.
role-play the story again. Groups continue
Puppet: Sh! Be quiet!
until each student has taken on each role.
2. Play the recording again. Pause after
each line and have students repeat. Play the
recording as many times as necessary for Games and Activities
students to become familiar with the story.
1. Did You Hear That? Divide the class into
B. Look at A. Listen and point. groups of four to six and give each group a
1. Play the recording (second version of the story). set of Units 1–3 Word Time Picture Cards.
Students listen and follow along in their books. Read the Sokkara’s World story, in which
2. Divide the class into groups of six. Students in the words depicted on the picture cards
each pair take on the role of one of the characters are illustrated. Alternatively, read a simple
(Sokkara, the principal, Sokkar, the young puppet, story from a storybook that includes words
the chef puppet, or the other puppet). Play the depicted on the picture cards. Students
recording again, pausing after each line. Students listen to the story and hold up cards when
repeat their character’s lines. Students in each they hear them named. Check each time to
pair then change roles and do the activity again. determine which groups are holding up the
Play the recording as many times as necessary for correct cards. Read the story again slowly,
students to complete the task. pausing after words for which there are
cards in order to give groups a chance to
C. Listen. Circle True or False. hold up cards they may have missed before.
1. Play the recording. Students listen and,
Option: Students work together to write the
based on the Sokkara’s World story, circle True
words on separate pieces of paper and use
if the statement is correct, and False if it is not.
them as above.
1. Sokkara is looking for the art room.
Sokkara is looking for the art room.
2. Listen Carefully. Play the recording of the
story again. Students listen and write down
2. Sokkar wants an ice cream. three things that Sokkar is going to eat. Then
Sokkar wants an ice cream. divide the class into pairs and have students in
3. Sokkar likes the Kebab. each pair share their lists with their partners.
Sokkar likes the Kebab. 3. Retell the Story. Students take turns
4. Sokkar is going to have a hamburger. retelling the story in their own words.
Sokkar is going to have a hamburger. 4. Make a New Story. Each student divides a
5. Sokkar is a quiet puppet. piece of paper into six equal parts and comes
Sokkar is a quiet puppet. up with his/her own version of the story by
drawing original scenes and new characters.
2. Check answers by saying Number 1. Sokkara
is looking for the art room. Students say True if
Students then take turns standing up and
they circled True, and False if they circled False. describing their story to the rest of the class.
Answer Key: 1. False 2. True 3. True 4. False 5. False
Finish the Lesson
D. Role-play these scenes. 1. Listen and Pantomime. Divide the class
1. Ask students what roles are needed to role- into groups of six, and have students in
play the conversation. List the roles on the
each group take on the role of one of the
board (Sokkara, the principal, Sokkar, the young
puppet, the chef puppet, the other puppet).
characters in the story. Play the recording.
Students listen and pantomime their role.
2. Divide the class into Groups A, B, C, D, E, Students in each pair then change roles and
and F. Group A role-plays Sokkara’s lines, pantomime the story again.
Group B role-plays the principal’s lines, and so
on. Groups then change roles and role-play the 2. Explain and assign Workbook page 27. (For
instructions, see Teacher’s Book page 156.)
Shorouk Press 81
Activity Time Activity Tim
e
A. Listen and writ
Review Focus: Units 4–6 vocabulary patterns and sounds 1. R ____ y
e.
is going to t ___
_ k to a tig ___
Materials Needed (excluding materials for optional 2. Pet ____ _.
is going to dr
____ a bott ___
3. The lobst ___ _.
activities): CD/cassette and player; Units 4–6 Phonics Time 4. My moth ___
_ is going to
_ is going to
cr ____ l in the
pudd ____.
Warm-Up
4. I’m hungry on the beach.
. I’ll have chic
ken and rice
5. We’ll play for _________
in the leaves _____.
in the ______
6. They’ll go ________.
to the beach
7.
Review 2
Review
Students open their Student’s Books to page 28.
Answer Key:
A. Listen and write. 1. He’ll plant flowers in the spring.
1. Play the recording. Students listen and 2. I’m going to download a video. I’m not going
fill in the missing letters to complete each to see a show.
sentence. 3. we’ll build a sand castle on the beach.
1. Ramy is going to talk to a tiger. 4. I’m hungry, I’ll have chicken and rice for
Ramy is going to talk to a tiger. lunch.
5. we’ll play in the leaves in the fall
2. Peter is going to draw a bottle. 6. They’ll go to the beach in the summer.
Peter is going to draw a bottle. 7. I’ll go skiing in the winter.
3. The lobster is going to crawl in the puddle. 8. I’m going to send an email.
The lobster is going to crawl in the puddle. I’m going to have some french fries.
4. My mother is going to make dinner for my uncle.
My mother is going to make dinner for my uncle.
2. Check answers by saying number 1 and
having a volunteer read the entire sentence Games and Activities
and spell the words he/she wrote. Do the
same for numbers 2–4. 1. Verb Tense Chart. Divide the class into pairs
and write the following chart on the board:
Answer Key:
1. Ramy is going to talk to a tiger. get a go to the see a
go skiing
2. Peter is going to draw a bottle. haircut beach film
3. The lobster is going to crawl in the puddle. She went
4. My mother is going to make dinner for my Past
skiing.
uncle.
She’s going
B. Complete the puzzle. What’s Mona Present
skiing.
going to have?
She’ll go skiing
1. Students use the clues to complete the Future
next week.
puzzle. They then write the mystery word in
the space provided. Each pair copies the chart onto a piece of paper
2. Check answers by saying number 1 and and completes it, using the example sentences as
having a volunteer say and spell the word he/she guides.
wrote. Do the same for numbers 2–8.
82 Review 2
2. Talking. Divide the class into pairs and
give students three to four minutes to talk
with their partners about their plans for the
coming weekend (students can take notes if
necessary to remember what their partners
say). Then each pair joins with another pair
and each student tells the others about his/
her partner’s plans.
OPTiOn:Do the activity as above, and have
students draw pictures to illustrate their
partner’s plans.
3. Spell and Write. Divide the class into groups
of three to four and give each group a set of
Units 4–6 Phonics Time Picture Cards or ask
the groups to draw them. A student in each
group (S1) begins by holding up a card. The
other students in the group name the card.
Then a volunteer spells the word and S1
writes it down. Another volunteer uses the
word in a sentence. S2 then holds up a picture
card. Groups continue in the same way with
the remaining picture cards.
4. Option: Project. Divide the class into groups
of three to four. Students in each group work
together to determine how to make one of the
Unit 6 target food items. Groups then take
turns demonstrating the procedure to the rest
of the class, using pictures, diagrams, and
gestures as necessary to convey the meaning
of unfamiliar words.
5. Option: Project. Students do research at the
library or on the internet to find a country in
which the seasons are not the same as they
are in the student’s locale. For example: in
Australia, Lailauary is hot and July is cold,
while in the United States, Lailauary is cold
and July is hot. Students take turns telling
their classmates about the information they
discovered.
Assessment
Explain and assign the Midterm Test, pages
214–217. (For instructions and answer key, see
pages 201–202.)
Shorouk Press 83
7 At the Aquarium
Conversation Time At the Aqua
7 rium
see pages 8 – 9.
Are you sure
?
4.
Great. Let’s get
it.
sound. Then say one of the Unit 6 Phonics Time Excuse me. I’m
looking for the
bathroom. Is
it far?
Not really. Go
target words. Students repeat, then write the word
straight. It’s
on the left.
Thanks.
in the air with their index finger. Do the same with No problem.
84 Unit 7
Talk About the Picture D. Review. Listen and repeat.
Volunteers try to read or guess the puppets’
1. Attach Wall Chart 13 to the board or open a conversation. Play the recording. Students
Student’s Book to page 1. Read the following listen and repeat, pointing to each line of the
“story” while pointing to or touching the conversation.
pictures (bold words) and pantomiming the
actions (italicized words). A: Excuse me. I’m looking for the bathroom. Is
it far?
Scene 1: This girl wants to buy a T-shirt,
B: Not really. Go straight . It’s on the left.
but she’s not sure which one she wants.
A: Thanks.
Scene 2: It’s time to go, so her father B: No problem.
wants her to make up her mind. The girl
OPTiOn: Students role-play the conversation.
chooses this T-shirt.
Scene 3: The father wants to make sure
that the girl picked the T-shirt she really Games and Activities
wants, so he asks Are you sure?
Scene 4: The father doesn’t see the cash 1. The Prompter. (See Game 5, page 140.) Play
register, where they’ll pay for the T-shirt, so the game using the target conversation.
the girl says Dad, the cashier is over here. 2. Add On the Next Word. Divide the class
2. Ask the following questions while pointing to into group of four to five. A student in each
or touching the pictures (bold words). groups begins by saying the first word of the
conversation. The next student in the group
Scene 1: (T-shirts) What are these? repeats the first word and then adds the
Who wants to buy one? next word. The next student continues in the
Scene 2: (daughter) What does she want? same manner saying the first two words and
Scene 3: (girl) Does she really want the adding the next word. Groups continue until
T-shirt? they have said the entire conversation twice.
Scene 4: Where is the cashier? 3. Combine the Conversations. Combine the Unit
5 conversation with the target conversation on
the board in the following way:
Practise the Conversation
A: What are you going to eat?
A. Listen and repeat. B: Oh, I don’t know. It all looks good.
Play the recording (first version of the A: Try the spaghetti. It’s great.
conversation). Students listen and repeat. B: Okay. I’ll have some spaghetti and iced tea.
1. Father: Which one do you want? Point to and read each line. Students repeat.
Girl: Oh, I don’t know. They’re all cute. Bring two volunteers to the front of the
classroom to role-play the conversation as if they
2. Father: Well, it’s time to go. Please make up
are in a cafeteria. Students then form pairs and
your mind.
role-play the conversation in the same way. They
Girl: Um, Okay. I’ll take this one.
then change roles and role-play the conversation
3. Father: Are you sure? again. Continue until each student has taken on
Girl: I’m positive. each role.
4. Father: Great. Let’s get it.
Girl: Dad, the cashier is over here.
Finish the Lesson
B. Listen and point to the speakers.
Play the recording (second version of the 1. Pantomime. Bring a volunteer to the front
conversation) and have students listen and of the classroom, and have him/her silently
point to the speakers. Play the recording act out one line of the target conversation.
as many times as necessary for students to Seated students try to guess what line the
complete the task. volunteer is acting out, then say that line of
the conversation. The first student to guess
C. Role-play the conversation with a correctly changes places with the volunteer
partner. and acts out another line of the conversation
Students choose a partner and role-play the in the same way. Continue in the same way
conversation. They then change roles and with five to six new volunteers.
role-play the conversation again. 2. Explain and assign Workbook page 1. (For
instructions, see Teacher’s Book page 157.)
Shorouk Press 85
Word Time Word Time
A. Listen and rep
eat.
Language Focus: Marine animals and adjectives to describe 1. whale
2. dolphin
B. Point and say
the words.
C.
them (whale, dolphin, eel, shark, octopus, crab, big, small, fast, slow)
3. eel
4. shark Listen and poi
nt.
5. octopus D. Write the wor
6. crab ds.
Materials Needed (excluding materials for optional 7. big
8. small
(See pages 32–
34.)
86 Unit 7
9. fast Games and Activities
10. slow
1. Give Her a Shark. Write Do you want an eel? Yes,
2. Say the words in random order. Students
I do./ No, I don’t. I want a whale. on the board.
point to them in the vocabulary box.
Point to the sentences and have students read
B. Point and say the words. them. Quickly review meaning if necessary.
Students point to each of the target vocabulary Divide the class into pairs and give each
items in the large scene and name them. pair a set of Unit 7 Word Time Picture Cards
(excluding the adjective cards). A student in
C. Listen and point. each pair (S1) begins by asking S2 Do you want
Play the recording. Students listen to the a (shark)? if S2 says Yes, I do, S1 gives S2 the
sound effects and words. For the vocabulary, (shark) picture card. if S2 says No, I don’t. I want
they point to the named marine animal or a (dolphin), S1 gives S2 the (dolphin) picture card.
the thing described by the adjective; for the S2 then places the card back on the desk and
conversations, they point to the speakers. asks S1 the question. Pairs continue like this
(References are shown in parentheses.) Play until they have asked and answered the question
the recording as many times as necessary for about each card. Students then change partners
students to complete the task. and do the activity again in the same way.
Dolphin. Option: students do the activity as above but
Shark. looking at the pictures in their books instead
Whale. of cards
Eel. 2. Descriptions. Brainstorm with students to
Crab. come up with a list of adjectives they might
Octopus. use to describe the target animals. Write the
Big. list of adjectives on the board, then divide the
Slow. class into groups of three to four. A student
Fast. in each group (S1) begins by using some of
Small. the adjectives on the board to describe one of
Now listen and point to the speakers. the target animals. For example: It’s small and
it’s red. The other students in the group try
A: Mm. I’m thirsty. (Mona and Kareem) to name the animal S1 is describing. The first
B: What are you going to have? student to correctly name S1’s animal then
A: I’m going to have some orange juice. How takes a turn describing a different animal.
about you? Groups continue until each student has
B: Hm. I don’t know. described two to three animals.
A: Which fish do you like? (boys looking at red 3. Listen Carefully. Students number a piece of
fish and blue fish) paper from 1–5. Read each of the following
B: I like the blue fish. sentences, and have students write down the target
A: Really? I like the red fish. It’s my favourite. vocabulary word(s) they hear in each sentence.
A: Joe! Don’t throw paper. (teacher and boy) 1. The eel swims in the ocean.
B: Pardon me? 2. That whale is very big!
A: Don’t throw paper. 3. I like to watch the dolphin.
B: Sorry. 4. This crab is so cute!
5. An octopus has eight arms.
D. Write the words. (See pages 32–34.)
Students turn to page 32 (My Picture 4. Option: Personalize the Picture. Divide the class
Dictionary), find the picture of each target into groups of four to six and have each group
vocabulary item, and write the word next to it. create a mobile of the target marine animals.
Two groups then join together and tell each
What Did Sokkara Find? other about their mobiles, saying, for example,
Students determine what Sokkara found. This is a whale. It’s grey and it’s big. That’s an eel.
It’s ugly and long. Display the mobiles around the
Answer Key: Sokkara found a camera.
classroom for future reference.
Extra Vocabulary. Students turn to page
1. introduce the extra vocabulary items sea
Finish the Lesson
horse, starfish, seal. Students then find these 1. Guess What’s Missing. (See Game 34, page
animals. 144.) Play the game using Unit 7 Word Time
Word Cards.
2. Explain and assign Workbook page 2. (For
instructions, see Teacher’s Book page 157.)
Shorouk Press 87
Practice Time Practice Tim
e
A. Listen and rep
eat.
Language Focus: Comparatives [The (whale) is (bigger) than The whale is
bigger than
the (dolphin).]
the dolphin. big bigger
fast small smaller
faster
B. Listen and rep
slow slower
one word from each line (either the adjective or than) deleted
from each line, 1 copy per student; Unit 7 Word Time Picture
Cards, 1 card per 4–5 students; Unit 7 Word Time Word Cards,
1 set per 2 students; Unit 7 Grammar Cards, 1 set per 2 students 3. whale/big/
eel
4. octopus/big/
crab
88 Unit 7
2. Students practice numbers 1–6 in pairs. They students make big/small comparisons about
then change partners and repeat the procedure. the two items. Ask two volunteers to say their
birthdays, then have students make old/young
C. Look at page 2. Point to the picture comparisons about the two volunteers. Ask two
and practise with a partner. students to go to the back of the classroom and
Students remain in pairs and look at page 2. then run to the front. Seated students make fast/
They then take turns making statements about slow comparisons about the two volunteers.
animals in the large scene using the new patterns
3. Make the Sentences. (See Game 49, page 145.)
and vocabulary items. For example: S1 (pointing
Do the activity using the Unit 7 Word Time
to the crab and the dolphin): The crab is slower
Word Cards and Grammar Cards.
than the dolphin. S2 (pointing to the whale and
the dolphin): The whale is bigger than the dolphin.
Extra Practice
D. Listen and chant. Explain and assign Worksheet 13, Eels and
1. Students turn to the The Whale Is Bigger Than Sharks, page 186. (For instructions and answer
the Dolphin chant on page 29. They look at the key, see page 171.)
pictures and words and try to read some of
the lyrics. Read the lyrics line by line. Students
repeat each line. Play the recording. Students
listen and follow along in their books. Finish the Lesson
The Whale Is Bigger Than the Dolphin
1. True or False? Say four to five comparative
The whale is bigger than the dolphin. statements about the target animals (see
The dolphin is smaller than the whale. Suggested Sentences below). Students say True if
The octopus is faster than the crab. the statement is true, and False if it is not. if the
The crab is slower than the octopus. sentence is false, choose a volunteer to make it
The dolphin is bigger than the octopus. true. For example: Say The crab is faster than the
The octopus is smaller than the dolphin. eel. A volunteer corrects the statement by saying
The shark is faster than the eel. either The eel is faster then than the crab or The crab
The eel is slower than the shark. is slower than the eel.
2. Play the recording again. Students listen and Suggested Sentences: The whale is bigger than the
chant, using their books for reference. Play crab. The shark is smaller than the crab. The eel is
the recording as many times as necessary for slower than the crab. The octopus is faster the shark.
students to become familiar with the chant. The dolphin is smaller than the eel.
3. Give each student a copy of the chant that has 2. Explain and assign Workbook page 3. (For
one word — either the adjective or than — from instructions, see Teacher’s Book pages 157-158.)
each line deleted. Play the chant again and have
students listen and fill in the missing words.
Play the chant as many times as necessary for
students to complete the task.
Shorouk Press 89
Phonics Time Phonics Tim
A. Listen and rep e
eat.
Sound Focus: ar, or (barn, farm, yard, corn, fork, storm)
Materials Needed: CD/cassette and player; Unit 7 Phonics
ar
Time Picture Cards, 1 card per student barn
farm
yard
1. circle.
ar or 2.
ar or 3.
ar or 4.
ar or 5.
C. ar 6.
90 Unit 7
2. Check answers by saying number 1. shark 3. Draw and Write. (See Game 56, page 146.) Play
and having a volunteer repeat the word and the game using phonics words from the lesson.
say the letters he/she circled. Do the same for
numbers 2–6.
Answer Key: Extra Practice
1. ar 2. or 3. or 4. ar 5. ar 6. or Explain and assign Worksheet 14, Phonics Fun ar
and or, page 187. (For instructions and answer
C. Read the sentences. Write the key, see page 171.)
numbers. Then listen.
1. Students read the sentences and write the
number of each line of the rhyme next to the Finish the Lesson
corresponding picture. Then play the recording.
Students listen to the rhyme as they follow along 1. Read It and Use It. Attach a unit 7 phonics time
in their books. picture cards to the board. Students read it. Get
a volunteer use it in a sentence. Continue in the
Salim had a farm. One day there was a storm. same way until you attach all the picture cards.
The sky was dark, but Salim was smart. He put
the corn in the barn. 2. Explain and assign Workbook page 4. (For
But the wind blew very hard. instructions, see Teacher’s Book page 158.)
Look at the corn in the yard!
2. Check answers by pointing to each picture and
Assessment
having students say the corresponding line of
Explain and assign the Unit 7 Test, page 218.
the rhyme.
(For instructions and answer key, see page 202.)
Answer Key:
3, 2, 1, 4
Shorouk Press 91
8 At the Safari Park
Conversation Time At the Safa
8 ri Park
Language Focus: Dad! Guess what!/What?/There’s a monkey on the A. Listen and rep
Conversatio
n Time
car!/Quick! Shut the window./Look! There it is./Oh, it’s cute./It’s not cute.
eat.
C. Role-play the B. Listen and poin
conversation t to the speake
It’s scary./Don’t worry. It won’t hurt you./Aw! It’s going away.
with two other rs.
students.
1.
Dad! Guess wha
t!
Function: Expressing excitement; expressing opinions
2.
What?
1. Phonics Review: Read the Words. Write ar and Aw! It’s goin
g away.
elicit its sound. Then write six to seven ar and I’m going to
take a picture
or words on the board (see Suggested Words
.
Be very carefu
l!
92 Unit 8
Talk About the Picture change roles and role-play the conversation
again. Groups continue until each student has
1. Attach Wall Chart 15 to the board or open a taken on each role.
Student’s Book to page 5. Read the following
“story” while pointing to or touching the D. Review. Listen and repeat.
pictures (bold words) and pantomiming the Volunteers try to read or guess the puppets’
actions or adjectives (italicized words). conversation. Play the recording. Students
listen and repeat, pointing to each line of the
Scene 1: Oh my! Something is climbing on the
conversation.
car. What could it be?
A: I’m going to take a picture.
Scene 2: Oh! There’s a monkey on the car.
B: Be very careful!
Mona is excited, and Kareem is a little scared.
A: Oh, no!
Scene 3: Mona thinks the monkey is cute. B: I told you to be careful.
Kareem doesn’t.
OPTiOn: Students role-play the conversation.
Scene 4: Mona is sad that the monkey is
leaving. What Did Sokkara Find?
2. Ask the following questions while pointing to or Students determine what Sokkara found.
touching the pictures (bold words) and panto- Answer Key: Sokkara found a butterfly.
miming the actions (italicized words).
Scene 1: Are there any trees?
Whose car is that? Games and Activities
What is Mona’s father doing?
1. Missing Words. (See Game 4, page 140.) Play
Scene 2: (monkey) What’s that? Where is it? the game using the target conversation.
Who’s driving the car?
2. Match the Halves. Divide the class into pairs.
Scene 3: Is there any grass? Students in each pair write each line of the target
Are there any mountains? conversation on a separate piece of paper and
(Kareem) Is he happy? then cut the sentences into halves. Pairs shuffle the
Where’s Sokkara? pieces of paper and place them face down. Say Go!
Scene 4: Where’s the monkey? Pairs try to be the first to turn over the pieces of
paper, match each half of the sentences, and put
the complete sentences in the correct order. The
Practise the Conversation first pair to do so raises their hands and says the
conversation they have put together. if it is correct,
A. Listen and repeat.
they come to the front of the classroom and role-
Play the recording (first version of the
play the conversation for the rest of the class. if it is
conversation). Students listen and repeat,
not correct, all pairs continue to work until one pair
pointing to each speaker in the conversation box.
has put together the correct conversation. Students
1. Mona: Dad! Guess what! then change partners and do the activity again.
Dad: What?
3. Combine the Conversations. Combine previous
2. Mona: There’s a monkey on the car! language with the target conversation on the
Kareem: Quick! Shut the window. board in the following way:
3. Kareem: Look! There it is. A: Kareem! Guess what!
Mona: Oh, it’s cute. B: What?
4. Kareem: It’s not cute. It’s scary. A: I’m going to go to the beach on Saturday!
Dad: Don’t worry. It won’t hurt you. B: Great. Have fun!
Mona: Aw! It’s going away. Point to and read each line. Students repeat.
Bring two volunteers to the front of the
B. Listen and point to the speakers. classroom to role-play the conversation. Students
Play the recording (second version of the then form pairs and role-play the conversation in
conversation) and have students listen and point the same way. They then change roles and role-
to the speakers. Play the recording as many play the conversation again.
times as necessary for students to complete the
task.
Finish the Lesson
C. Role-play the conversation with
two other students. 1. Quick—Say the Line! (See Game 8, page 140.)
Divide students into groups of three, and have Play the game using the target conversation.
them role-play the conversation. They then 2. Explain and assign Workbook page 5. (For
instructions, see Teacher’s Book page 158.)
Shorouk Press 93
Word Time Word Time
A. Listen and rep
eat.
Language Focus: Wild animals and adjectives to describe 1. elephant
3. giraffe
2. cheetah
B. Point and say
the words.
C.
them (elephant, cheetah, giraffe, snake, turtle, chimpanzee, tall, 5. turtle
4. snake
6. chimpanzee
Listen and poi
D. Write the wor
nt.
94 Unit 8
5. turtle Games and Activities
6. chimpanzee
7. tall 1. Create Sentences. Divide the class into pairs and
8. short give each pair a set of Unit 8 Word Time Picture
9. fat Cards. Each pair places the tall, short, fat, and
10. thin thin cards in one pile, and the animal cards in
another pile. A student in each pair (S1) begins
2. Say the words in random order. Students point by choosing a card from each pile, showing
to them in the vocabulary box. them to S2, and asking is the (snake) (fat)? S2
answers either Yes, it is or No, it isn’t. The (snake)
B. Point and say the words.
is (thin). Pairs continue in the same way with
Students point to each of the target vocabulary
the remaining cards. Students in each pair then
items in the large scene and name them.
change roles and do the activity again. (Students
C. Listen and point. can create their own word and picture cards by
Play the recording. Students listen to the sound drawing or writing them).
effects and words. For the vocabulary, they point 2. Comparisons. Say five to six comparative
to the named animal or the animal described statements about the target animals (see
by the adjective; for the conversations, they Suggested Sentences below). Students say True if
point to the speakers. (References are shown in the statement is true, and False if it is not. if the
parentheses.) Play the recording as many times sentence is false, choose a volunteer to make it
as necessary for students to complete the task. true. For example, say The turtle is faster than the
Chimpanzee. cheetah. A volunteer makes the sentence correct
Cheetah. by saying either The turtle is slower than the
Giraffe. cheetah or The cheetah is faster than the turtle.
Snake. Suggested Sentences: The giraffe is taller than the
Turtle. chimpanzee. The snake is fatter than the elephant.
Elephant. The cheetah is thinner than the elephant. The snake is
Fat. shorter than the cheetah. The turtle is faster than the
Thin. cheetah. The turtle is taller than the giraffe.
Tall. 3. Guess the Animal. Attach one of a Unit 7 or Unit
Short. 8 Word Time Picture Card to student’s back. this
Now listen and point to the speakers. student tries to determine which animal is on
A: Hey, Mum! Did you see the chimpanzees? his/ her back by going around the classroom and
(boy and mother in jeep) asking his/ her classmates questions. For example:
B: Yes, I did. Be careful. Please sit down. Is it big? What color is it? How many legs does it have?
A: Sure. Continue until the student knows which picture
card is on his/ her back. Get another volunteer
A: Try some. (driver and friend in jeep) and another card, then do the activity again.
B: All right.
A: Here you go. Option: Get a student sit in front of the
B: Hey! It’s delicious. classroom facing the students. And write the
target word on the board. Continue as above.
A: What are you looking at? (woman and man
standing up in jeep) 4. Option: Personalize the Picture. Divide the
B: I’m looking at the birds. class into groups of five to six. Students in each
A: Are there any airplanes? group take turns telling the group about any of
B: No, there aren’t. the Units 7–8 target animals that they have seen.
They give as many details as possible about their
D. Write the words. (See pages 32–34.) experiences such as when they saw the animal,
Students turn to page 32 (My Picture Dictionary), where they saw it, who they were with, and what
find the picture of each target vocabulary item, the animal was like (tall, short, brown, etc.).
and write the word next to it.
Finish the Lesson
Extra Vocabulary. Students turn to page 5.
introduce the extra vocabulary items zebra, lion, 1. What Animal Is She? A volunteer comes to the
gorilla. Students then find these animals. front of the classroom and pretends to be one of the
wild animals. The first student to correctly name the
animal is next to come to the front of the classroom
and pretend to be a different animal. Continue in
the same way for three to four minutes.
2. Explain and assign Workbook page 6. (For
instructions, see Teacher’s Book page 158.)
Shorouk Press 95
Practice Time Practice Tim
e
A. Listen and rep
Language Focus: Superlatives [Which one is the (tallest)? The
eat.
Which one is
(giraffe) is the (tallest).]
the tallest?
The giraffe
is the tallest
.
Function: Asking questions concerning superlatives
tall tallest
fat short shortest
fattest
fast thin thinnest
fastest
Word Cards, 1 set per 2 students; Unit 8 Grammar Cards, 1 set chimpanzee 2. tall?
giraffe
per 2 students
96 Unit 8
1. Which one is the shortest? Games and Activities
The chimpanzee is the shortest.
1. Drill. Say tall. Students say its comparative and
2. Which one is the tallest?
superlative forms, taller, tallest. Do the same with
The giraffe is the tallest.
short, fat, and thin. Then do the activity again,
3. Which one is the fattest? having a contest to see who can first correctly
The elephant is the fattest. say and spell the comparative and superlative
4. Which one is the slowest? forms of the adjectives.
The turtle is the slowest. 2. Solve the Riddle. Divide the class into groups
5. Which one is the fastest? of four to five, and give each group a set of
The cheetah is the fastest. Units 7–8 Word Time Picture Cards. Ask Which
animal is the slowest? Students in each group
6. Which one is the thinnest? work together to find the slowest animal. Call
The snake is the thinnest. on one group to say The (turtle) is the slowest. if
2. Students practice numbers 1–6 in pairs. (S1 in some groups have different answers, discuss and
each pair asks the questions, and S2 answers.) then come to a consensus as a class as to which
They then change roles and repeat the procedure. animal is the slowest. Do the same with tallest,
shortest, fattest, thinnest, and fastest.
C. Look at page 6. Point to the picture
Option: students look at the pictures page 34 and do
and practise with a partner.
as above.
Students remain in pairs and look at page 6.
They then take turns asking and answering 3. Make the Sentences. (See Game 49, page 145.)
questions about animals in the large scene using Do the activity using the Unit 8 Word Time
the new patterns and vocabulary items. For Word Cards and Grammar Cards.
example: S1: Which one is the tallest? S2 (pointing
to the giraffe): The giraffe is the tallest.
Extra Practice
D. Listen and sing along. Explain and assign Worksheet 15, Cheetahs and
1. Students turn to the Which One Is the Tallest? Turtles, page 188. (For instructions and answer
song on page 29. They look at the pictures and key, see page 171.)
words and try to read some of the lyrics. Read
the lyrics line by line. Students repeat each line.
Play the recording. Students listen and follow Finish the Lesson
along in their books.
1. Make the Motion. Work together with students
Which One Is the Tallest? to develop a set of body motions to represent
(Melody: Did You Ever See a Lassie?) tallest, shortest, fattest, thinnest, fastest, and slowest.
Which one is the tallest, the tallest, the tallest? Then divide the class into Groups A and B, and
Which one is the tallest, the tallest you see? have the two groups look at each other hold up
The giraffe is the tallest, the tallest, the tallest. the giraffe picture card so that the students in
The giraffe is the tallest, the tallest I see. Group B only can see it, and make the motion
for tallest. Group B students make the motion
Which one is the shortest, the shortest, the shortest? for tallest and ask Which animal is the tallest?
Which one is the shortest, the shortest you see? Group A responds The giraffe is the tallest. Then
The turtle is the shortest, the shortest, the shortest. hold up an animal picture for Group A to see.
The turtle is the shortest, the shortest I see. Make the motion and ask the question. Continue
Which one is the thinnest, the thinnest, the thinnest? in this way for four to five minutes.
Which one is the thinnest, the thinnest you see? 2. Explain and assign Workbook page 7. (For
The snake is the thinnest, the thinnest, the thinnest. instructions, see Teacher’s Book page 159.)
The snake is the thinnest, the thinnest I see.
2. Play the recording again. Students listen
and sing along, using their books for
reference. Play the recording as many times as
necessary for students to become familiar with
the song.
3. Play the karaoke version. Students sing along,
pantomiming each adjective as they sing it.
Shorouk Press 97
Phonics Time Phonics Tim
A. e
Listen and rep
Sound Focus: ou, ow (house, mouse, mouth, brown,
eat.
gown, town)
Materials Needed: CD/cassette and player; Unit 8 Word ou
house
Time Picture Cards, 1 set; Unit 8 Phonics Time Picture
mouse
mouth
98 Unit 8
1. cloud, mouse 2. Do You Hear It? Read the following paragraph
cloud, mouse aloud. Students raise their hands when they hear
a word that contains the /aÜU/ sound. Read
2. cow, snow the paragraph several times, until students have
cow, snow identified each word with the /aÜU/ sound.
3. out, owl Then read it again, sentence by sentence, slowly.
At the end of each sentence, volunteers come
out, owl
to the board and write the /aÜU/ words they
4. couch, home heard in the sentence. Help with spelling as
couch, home necessary.
5. clown, town The clown jumped up and down. She looked
clown, town around on the ground. Her mouth was red. Her
voice was loud. The clown began to shout to the
6. down, shout crowd. “Where is my mouse, my small brown
down, shout mouse? It must be found. I have my cow. I have
2. Check answers by saying number 1. cloud, my owl. I want my small brown mouse!”
mouse. A volunteer repeats the words then says
yes if he/she circled 3 and no if he/she circled 7. 3. Write a Story. Divide the class into groups of
Do the same for numbers 2–6. three to four. Students in each group work
Answer Key: together for seven to ten minutes to write a
1. 3 short story using Units 6–8 Phonics Time words.
2. 7 Students may refer to their Student’s Books as
necessary for help with spelling. Groups then
3. 3 exchange stories and take turns reading the story
4. 7 they receive aloud to the rest of the class.
5. 3
6. 3
Shorouk Press 99
9 By the Seashore
Conversation Time By the Seas
9 hore
100 Unit 9
Talk About the Picture listen and repeat, pointing to each line of the
conversation.
1. Attach Wall Chart 17 to the board or open a A: Guess what!
Student’s Book to page 9. Read the following B: What?
“story” while pointing to or touching the A: There’s a butterfly on your head!
pictures (bold words) and pantomiming the B: Oh, no!
actions or adjectives (italicized words). A: Don’t worry. It’s cute. It won’t hurt you.
Scene 1: Mona and Kareem are playing volleyball OPTiOn: Students role-play the conversation.
with friends. Mona and Kareem lost the game and
they’re sad. What Did Sokkara Find?
Scene 2: Mona and Kareem are congratulating the Students determine what Sokkara found.
other team. They are shaking hands. Answer Key: Sokkara found some sunscreen.
Scene 3: The kids are all sitting on the pier and
they’re talking.
Scene 4: The kids are going to play another game
Games and Activities
of volleyball. 1. Say It Together. (See Game 10, page 140.)
2. Ask the following questions while pointing to or Divide the class into groups of five and play the
touching the pictures (bold words) and pantomiming game using the target conversation.
the actions or adjectives (italicized words). 2. Which Conversation? Divide the class into
Scene 1: Who won? groups of three to four. Students in each group
Scene 2: Was it close? work together to write each line of the Units
8–9 target conversations on a separate piece
Scene 3: (kids) What did they do? of paper. Groups shuffle the papers and place
Did they play cards? them face down. Say Go! Groups try to be the
Scene 4: (kids) What are they going to do? first to turn over the cards, divide them into
the two conversations, and then put them
in the correct order. The first group to do so
Practise the Conversation says the two conversations they have put
together. if they are correct, they come to the
A. Listen and repeat. front of the classroom and role-play one of
Play the recording (first version of the the conversations. if they are not correct, all
conversation). Students listen and repeat. groups continue to work until one group has
1. Kareem: Oh! I missed the ball. put together the correct conversations. Students
Sarah: We won! We won! then change groups and do the activity again.
3. Bill: Do you want to play again? A: Nice game. That was close.
Kareem: Sure. B: Yeah, it was. Now I’m so hot.
A: Me, too. I’m really thirsty.
4. Mona: This time we’ll win. B: Let’s get some juice.
Sarah: We’ll see.
Point to and read each line. Students repeat.
B. Listen and point to the speakers. Bring two volunteers to the front of the
Play the recording (second version of the classroom to role-play the conversation as if they
conversation) and have students listen and point have just finished a hard game of basketball.
to the speakers. Play the recording as many times Students then form pairs and role-play the
as necessary for students to complete the task. conversation in the same way. They then change
roles and role-play the conversation again.
C. Role-play the conversation with three
other students.
Divide the class into groups of four and Finish the Lesson
have students in each group role-play the
conversation. They then change roles and role- 1. Conversation Review: The Three Directors. (See
play the conversation again. Groups continue Game 12, page 141.) Play the game using the
until each student has taken on each role. target conversation.
D. Review. Listen and repeat. 2. Explain and assign Workbook page 9. (For
instructions, see Teacher’s Book page 159.)
Volunteers try to read or guess the puppets’
conversation. Play the recording. Students
pages 10–11.
102 Unit 9
B. Point and say the words. 3. Verb Tense Chart. Divide the class into pairs and
Students point to each of the target vocabulary write on the board the chart below:
items in the large scene and name them.
play listen to
snorkel go sailing
volleyball music
C. Listen and point.
Play the recording. Students listen to the sound She
Past
effects and words. For the vocabulary, they snorkelled.
point to the person/people doing that action; She’s
for the conversations, they point to the speakers. Present
snorkelling.
(References are shown in parentheses.) Play
the recording as many times as necessary for Future
She’ll
students to complete the task. snorkel.
Go sailing.
Go fishing. Each pair copies the chart onto a piece of paper
Play ping-pong. and completes it, using the example sentences as
Play volleyball. guides.
Listen to music.
4. Option: Personalize the Picture. Students make
In-line skate.
a postcard of a place where they spent (or would
Snorkel.
like to have spent) their holiday, making sure
Go horseback riding.
that people on the postcard are engaged in a
Now listen and point to the speakers. variety of activities that students can name in
A: Which one do you want? (children with ice English. They also write several sentences on
cream) the back of the postcard about what they did
B: I don’t know. on holiday. Then divide the class into pairs and
A: Please make up your mind. have each student tell his/her partner about his/
B: Okay. I’ll take this one. her postcard. Display the postcards around the
classroom for future reference.
A: Go faster! Go faster! (children in-line skating)
B: Are you sure? OPTiOn: Students address their postcards to them-
A: Positive! selves and send them to their homes. When
the postcard arrives, students tell their families
D. Write the words. (See pages 32–34.) about the postcard.
Students turn to page 32 (My Picture Dictionary),
find the picture of each target vocabulary item,
and write the word(s) next to it. Finish the Lesson
Extra Vocabulary. Students turn to page 9.
introduce the extra vocabulary items surf, jog, 1. Name the Card. Hold up a Unit 9 Word Time
ride a skateboard. Students then find people Picture Card and have a volunteer name the
doing these actions. card, pantomime the action, and use the action
word(s) in a sentence. Continue in the same way
with the remaining Unit 9 Word Time Picture
Cards.
Games and Activities 2. Explain and assign Workbook page 10. (For
instructions, see Teacher’s Book pages 159-160.)
1. Dance of the Ostriches. (See Game 27, page
143.) Play the game using Unit 9 Word Time
Picture Cards.
2. Pantomime and Describe. Bring six volunteers
to the front of the classroom. Whisper a Unit
9 vocabulary word to one of them. He/She
pantomimes the action, stops, and says I (played
ping-pong). I didn’t (snorkel). Seated students then
point to the volunteer, look at the teacher, and
say (She) (played ping-pong). (She) didn’t (snorkel).
Then whisper a different action word to another
volunteer, and continue the activity in the same
way with the remaining volunteers.
104 Unit 9
3. What do you like to do? Games and Activities
I like to snorkel.
1. Memory Chain. (See Game 50, page 145.) Play
4. What do you like to do? the game using the target patterns.
We like to play volleyball.
2. Survey. Students create a survey on a sheet of
5. What does he like to do? paper by writing Name and What do you like to
He likes to in-line skate. do? in a row at the top of the paper. Students
6. What do they like to do? then work in groups of five to six and ask their
They like to play ping-pong. classmates What do you like to do? Students
2. Students practice numbers 1–6 in pairs. (S1 in respond I like to (in-line skate). Students record
each pair asks the questions, and S2 answers.) the answers they hear on their surveys. Continue
They then change roles and repeat the procedure. until all students have asked at least six other
students the question. Students sit down. Then
C. Look at page 10. Point to the picture ask students questions about the survey. For
and practise with a partner. example: Ask What does Bill like to do? Students
Students remain in pairs and look at page 10. who know this information respond Bill likes to
They then take turns asking and answering (go horseback riding).
questions about the characters in the large scene 3. Make the Sentences. (See Game 49, page 145.)
using the new patterns and vocabulary items. Do the activity using I, He, She, We, They, you, he,
For example: S1 (pointing to the woman fishing): she, they grammar cards and Unit 9 Word Time
What does she like to do? S2: She likes to go Word Cards and Grammar Cards.
fishing.
106 Unit 9
3. moose, school, hood again. Students then take turns reading their
moose, school, hood sentences out loud. For example:
4. scooter, hook, zoo (S1) Look at the moon.
scooter, hook, zoo (S2) The moon is bigger than the broom.
(S3) She is sweeping the room with the broom.
5. rooster, took, wood
(S4) There is a cook in the room.
rooster, took, wood
2. Check answers by saying number 1 and
Extra Practice
having a volunteer say and spell the word he/
she circled. Do the same for numbers 2–5. Explain and assign Worksheet 18, Phonics Fun
oo, page 191. (For instructions and answer key,
Answer Key: see page 172.)
1. boot
2. foot
3. hood
4. hook
5. rooster Finish the Lesson
C. Read the sentences. Write the 1. Do You Hear It? Read the following paragraph
numbers. Then listen. aloud. Students raise their hands when they
1. Students read the sentences and write the hear a word that contains either the /U/ or /U/
number of each line of the rhyme next to the sound. Read the para- graph several times, until
corresponding picture. Then play the recording. students have identified each word with /U/
Students listen to the rhyme as they follow along or /U/ sounds. Then read it again, sentence by
in their books. sentence, slowly. At the end of each sentence
volunteers come to the board and write the /U/
Ms. Hood and her poodle went to the zoo.
and /U/ words they heard in the sentence. Help
They saw a red rooster and a kangaroo.
with spelling as necessary.
They looked at a moose, and they looked at the moon.
And then they went to school on a scooter. The poodle went to school. It hid under the stool in
the room. The cook saw its foot. That is not good.
2. Check answers by pointing to each picture and
The cook used a spoon to stir the batter. She made
having students say the corresponding line of
a cookie to give to the poodle. The poodle liked
the rhyme.
the cookie. It went out of the room and out of the
Answer Key: school.
4, 3, 2, 1
2. Explain and assign Workbook page 12. (For
instructions, see Teacher’s Book page 160.)
Book page 41, 1 per 6 students; Units 7–9 Word Time Picture
Cards, 1 set per 4–6 students
Hmm. I don’t Hurry, Sokkar.
know. Make up you
r mind.
I know! The gira
3 ffe is the talle
108 Review 1
1. Sokkara: Let’s play a game. There’s a dog, a D. Role-play these scenes.
giraffe, and an elephant. Which one 1. Ask students what roles are needed to role-
is the tallest? play the conversation. List the roles on the board
Sokkar: Hmm. I don’t know. (Sokkar, Sokkara).
2. Sokkara: Hurry, Sokkar. Make up your mind. 2. Divide the class into Groups A and B. Group
Sokkar: I know! The giraffe is the tallest. A role-plays Sokkara’s lines, and Group B role-
3. Sokkara: You’re right! Congratulations! Do plays Sokkar’s lines. Groups then change roles
you want to play again? and role-play the scenes again.
Sokkar: Sure! This is fun. I like to play games. 3. Bring a volunteer from each group to the front
4. Sokkara: A dog, a whale, and a turtle. Which of the classroom. Play the recording and have
one is the biggest? the volunteers act out the story along with the
Sokkar: The whale is the biggest. Right? recording. They then role-play the story on their
own, without the recording.
5. Sokkara: Right! Do you want to play again?
Sokkar: No, Sokkara! This time you play. 4. Students choose a partner and role-play the story.
Which puppet is the cutest? They then change roles and role-play the story again.
110 Review 1
2. Real-Life Comparisons. Ask two volunteers
to stand up at their desks. Seated students
make tall/short comparisons about the two
volunteers. Then hold up a book and a pencil
and have students make big/small comparisons
about the two items. Ask two volunteers
to say their birthdays, then have students
make old/young comparisons about the two
volunteers. Ask two students to go to the back
of the classroom and then run to the front.
Seated students make fast/slow comparisons
about the two volunteers. Do the entire
activity again, this time with three volunteers
or objects each time, to elicit superlatives.
3. Write a Story. Divide the class into groups of
three to four. Students in each group work
together for seven to ten minutes to write
a short story using Units 7–9 Phonics Time
words. Students may refer to their Student’s
Books as necessary for help with spelling.
Groups then exchange stories and take turns
reading the story they receive aloud to the rest
of the class.
4. Option: Project. Take students to a local zoo
or aquarium and talk in English about the
animals they see.
moon, pool, and tooth on the board. Point to each What do you
like to do?
112 Unit 10
Talk About the Picture listen and repeat, pointing to each line of the
conversation.
1. Attach Wall Chart 19 to the board or open a
Student’s Book to page 15. Read the following A: What do you like to do?
“story” while pointing to or touching the B: I like to play ping-pong.
pictures (bold words) and pantomiming the A: Do you want to play?
actions or adjectives (italicized words). B: Sure.
Scene 1: Mike and Laila are at an after school OPTiOn: Students role-play the conversation.
activity centre. Laila made a beautiful kite. It
has a butterfly on it. She’s very proud of her kite.
Scene 2: Those two children are playing a game Games and Activities
of chess.
1. Which Line Doesn’t Belong? (See Game 14,
Scene 3: There’s a girl knitting a sweater. page 141.) Play the game using Units 7–10 target
Scene 4: There’s some paper and string. There conversations.
isn’t any paint. That boy is playing the trumpet. 2. Substitution. Write fried rice and sandwich on the
2. Ask the following questions while pointing to or board, and divide the class into pairs. Each pair
touching the pictures (bold words). practices the conversation using the two new
Scene 1: What did Laila make? items. For example:
Unit 10
Unit 10
114
B. Point and say the words. OPTiOn: Do the activity as above, having
Students point to each of the target vocabulary students draw pictures to illustrate their
items in the large scene and name them. partner’s likes.
3. Survey. Write Did you take a nap? Yes, I did./No, I
C. Listen and point.
didn’t. on the board. Point to each sentence and
Play the recording. Students listen to the sound
have students read it. Quickly review meaning
effects and words. For the vocabulary, they point
if necessary. Then have students create a survey
to the person/people doing that action; for
on a sheet of paper by writing Name and Did you
the conversations, they point to the speakers.
_____? in a row at the top of the paper. Students
(References are shown in parentheses.) Play
then work in group of five or six and ask their
the recording as many times as necessary for
classmates about their actions in the last month,
students to complete the task.
asking Did you (collect stickers)? Students respond
Sing. Yes, I did or No, I didn’t. Students record the
Cycle. answers they hear on their surveys. Continue
Paint. until all students have asked at least four other
Take a nap. students the question. Students sit down. Then
Make a video. ask students questions about the survey. For
Build a model. example, ask Did Bill collect stickers? Students
Read a comic book. who have this information respond either Yes, he
Collect stickers. did or No, he didn’t.
Now listen and point to the speakers. 4. Option: Personalize the Picture. Each student
A: I won! I won! (girls playing video games) draws a picture of himself/herself doing three
B: Congratulations! Do you want to play again? actions that he/she likes to do. When students
A: Sure. have finished drawing, go around the classroom
and ask each student What do you like to do?
A: Which one do you want? (girls with stickers) Students show their picture to the class and say
B: Oh, I don’t know. They’re all cute. I like to make videos. I like to listen to music. I like to
A: Are you finished? (boy and girl at easel) collect stickers.
B: No, not yet.
A: Please hurry.
Finish the Lesson
D. Write the words. (See pages 32–34.)
Students turn to page 32 (My Picture Dictionary), 1. Pantomime Chain. A volunteer (S1) comes to
find the picture of each target vocabulary item, the front of the classroom and pantomimes one
and write the word(s) next to it. of the target actions. Students try to identify the
action, saying You’re (building a model). S1 says
What Did Sokkara Find? either Yes, I’m (building a model) or No, I’m not
Students determine what Sokkara found. (building a model). The first student to correctly
name the action is next to come to the front of
Answer Key: Sokkara found a book.
the classroom and pantomime. Continue in the
Extra Vocabulary. Students turn to page 15. same way with six to eight volunteers.
introduce the extra vocabulary items knit, play 2. Explain and assign Workbook page 16. (For
chess, play the trumpet. Students then find people instruc- tions, see Teacher’s Book page 161.)
doing these actions.
Shorouk Press
115
Practice Time Practice Tim
e
A. Listen and rep
eat.
Language Focus: Affirmative and negative statements with We like
singing, but we don’t
like + gerund; conjunctions (but) [(We) like (singing), but (we)
She likes
she doesn’t like building
models.
don’t like (building models)./(She) likes (singing), but (she) doesn’t collect
read
collecting
reading
sing singing
build
build a model
building mod
els
116 Unit 10
3. She likes cycling, but she doesn’t like taking naps. Games and Activities
4. He likes taking naps, but he doesn’t like cycling. 1. Drill. Say collect. Students say its gerund form,
5. You like reading comic books, but you don’t like collecting. Do the same with the remaining target
painting. verbs. Then write the following sentences on the
6. She likes painting, but she doesn’t like reading board:
comic books. 1. I like singing. I don’t like cycling.
2. Students practice numbers 1–6 in pairs. They 2. He likes making videos. He doesn’t like
then change partners and repeat the procedure. painting.
3. They like playing volleyball. They don’t like
C. Look at page 16. Point to the picture snorkelling.
and practise with a partner.
4. She likes going sailing. She doesn’t like
Students remain in pairs and look at page 44.
taking naps.
They then take turns making statements about
5. You like singing. You don’t like in-line skating.
characters in the large scene using the new
patterns and vocabulary items. For example: Divide the class into pairs and have students
S1 (pointing to the man taking a nap): He in each pair work together to make each pair
likes taking a nap, but he doesn’t like singing. S2 of sentences into one sentence using but. Check
(pointing to the girl painting): She likes painting, answers by having pairs take turns reading their
but she doesn’t like cycling. sentences to the class.
2. Talking. Divide the class into pairs and give
D. Listen and chant. students three to four minutes to talk with their
1. Students turn to the i Like Painting chant on partner about their likes and dislikes (students
page 30. They look at the pictures and words can take notes if necessary to remember what
and try to read some of the lyrics. Read the their partner says). Then each pair joins with
lyrics line by line. Students repeat each line. another pair and each student tells the others
Play the recording. Students listen and follow about his/her partner’s likes and dislikes.
along in their books.
OPTiOn:Do the activity as above, having
I Like Painting students draw pictures to illustrate their
I like painting, partner’s likes and dislikes.
but I don’t like making videos. 3. Make the Sentences. (See Game 49, page 145.)
She likes making videos, Do the activity using I, You, He, She, They, I, you,
but she doesn’t like painting. he, she, they grammar cards and Unit 10 Word
I like singing, Time Word Cards and Grammar Cards.
but I don’t like building models.
He likes building models,
but he doesn’t like singing. Extra Practice
I like collecting stickers, Explain and assign Worksheet 19, Play a Game,
but I don’t like taking naps. page 192. (For instructions and answer key, see
They like taking naps, page 172.)
but they don’t like collecting stickers.
We like cycling,
but we don’t like reading comic books. Finish the Lesson
They like reading comic books,
but they don’t like cycling. 1. Memory Chain. (See Game 50, page 145.) Play
the game using the target patterns.
2. Play the recording again. Students listen and
chant, using their books for reference. Play the 2. Explain and assign Workbook page 17. (For
recording as many times as necessary for students instructions, see Teacher’s Book page 162.)
to become familiar with the chant.
3. Give each student a Unit 10 Word Time Picture
Card. Play the karaoke version. Students chant,
standing up and showing their picture card each
time it is named.
1
2
3
4
5
6
118 Unit 10
2. Check answers by saying number 1 and
having a volunteer say and spell the word he/ Extra Practice
she matched it to. Do the same for numbers 2–6. Explain and assign Worksheet 20, Phonics Fun
er, ir, and ur, page 193. (For instructions and
C. Read the sentences. Write the
answer key, see page 172.)
numbers. Then listen.
1. Students read the sentences and write the
number of each line of the rhyme next to the
corresponding picture. Then play the recording. Finish the Lesson
Students listen to the rhyme as they follow along
in their books. 1. Turn It Around. Write each of the Unit 10
Phonics Time words on the board backwards
Kamal the clerk was in a hurry.
(for example: tressed). Hold up the dessert
He ripped his shirt. He burned the curry.
picture card and elicit the word. A volunteer
He hurt his foot. He called a nurse.
then finds tressed on the board and writes dessert
And then he ate a big dessert.
below it. Continue in the same way with the
2. Check answers by pointing to each picture and remaining Unit 10 Phonics Time Picture Cards.
having students say the corresponding line of the
2. Explain and assign Workbook page 18. (For
rhyme.
instructions, see Teacher’s Book page 162.)
Answer Key:
2, 4, 3, 1
see pages 8 – 9. .
Please, Miss
Nadia. We’ll hurry.
And I’m thirsty.
planets: in students’ native language, name several C: No, kids. We don’t have time.
of the planets. Then say Planets. Those are planets. Shake your head.
Students repeat. Write planets on the board. Point A: Aw. But I want to buy a gift for my dad.
to the word and have students read it. Look disappointed.
stars: Draw a star on the board. Point to it and say B: And I’m thirsty.
star. Students repeat. Write star below the picture. Look disappointed.
Point to the word and have students read it. A: Please, Miss Nadia. We’ll hurry.
snack bar: Say I’m at a museum and I’m hungry, so Clasp your hands and look beseechingly at
I go to the snack bar to get food. Snack bar. Students Student C.
repeat snack bar. Write snack bar on the board. C: Sorry, kids. We have to catch the bus.
Point to the words and have students read them. Shake your head.
gift shop: Say I’m at a museum. I want to buy 3. Divide the class into Groups A, B, and C
something for my mum, so I go to the gift shop. Gift and model each line of the conversation
shop. Students repeat gift shop. Write gift shop on again. Group A repeats the first line of the
the board. Point to the words and have students conversation, Group B repeats the second line,
read them. and so on. Encourage students to copy your
catch the bus: Explain that catch the bus is an facial expressions and body language. Groups
expression that means get on the bus before it leaves. then change roles and repeat the conversation.
2. Bring three students to the front of the Continue until each group has played each role.
classroom. Stand behind each student and Note: if students need additional support, practice
model his/her lines of the conversation with the the conversation using the Step 1 visual prompts
following actions: on the board.
A: Wow! Did you see all the planets and stars? 4. Groups A, B, and C say the appropriate lines of
Open your eyes widely, look amazed. the conversation. Groups then change roles and
B: Yeah! That was a great show. say the conversation again. Prompt as necessary.
nod excitedly. Continue until each group has played each role.
120 Unit 11
Talk About the Picture again. Groups continue until each student has
taken on each role.
1. Attach Wall Chart 21 to the board or open a
Student’s Book to page 19. Read the following D. Review. Listen and repeat.
“story” while pointing to or touching the Volunteers try to read or guess the puppets’
pictures (bold words) and pantomiming the conversation. Play the recording. Students
actions or adjectives (italicized words). listen and repeat, pointing to each line of the
Scene 1: The students are on a field trip at the conversation.
planetarium. They were just in the planetarium A: I saw a film at the museum today.
looking at the planets and stars. B: Did you have lunch at the museum?
Scene 2: Kim wants to go to the snack bar, and A: No, I didn’t. I’m hungry.
Ramy wants to go to the gift shop. Miss Nadia B: Let’s have some dinner.
says no. OPTiOn: Students role-play the conversation.
Scene 3: Ramy and Kim are both unhappy. Ramy
is thirsty. And Kim wants to buy a gift for her dad.
Games and Activities
Scene 4: Kim and Ramy really want to go. But
they can’t, because they have to catch the bus. 1. Tic-Tac-Toe: Conversation. (See Game 13, page
141.) Play the game using target conversation.
2. Ask the following questions while pointing to or
touching the pictures (bold words). 2. Match the Halves. Divide the class into pairs.
Students in each pair write each line of the
Scene 1: Where are the students?
target conversation on a separate piece of paper
What did they see?
and then cut the sentences into halves. Pairs
Scene 2: What does Kim want to do? shuffle the pieces of paper and place them face
What does Ramy want to do? down. Say Go! Pairs try to be the first to turn
Scene 3: Is Ramy hungry? over the pieces of paper, match each half of the
sentences, and put the complete sentences in the
Scene 4: Why can’t they go to the gift shop and correct order. The first pair to do so raises their
snack bar? hands and says the conversation they have put
together. if it is correct, they come to the front of
Practise the Conversation the classroom and role-play the conversation for
the rest of the class. if it is not correct, all pairs
A. Listen and repeat. continue to work until one pair has put together
Play the recording (first version of the the correct conversation. Students then change
conversation). Students listen and repeat. partners and do the activity again.
1. Kim: Wow! Did you see all the planets 3. Combine the Conversations. Combine the Unit
and stars? 2 conversation with the target conversation on
Ramy: Yeah! That was a great show. the board in the following way:
2. Kim: Miss Nadia, can we go to the A: Can we go to the snack bar?
snack bar? B: Sure. Let’s get some juice and popcorn.
A: Uh-oh. I don’t have enough money.
Ramy: Can we go to the gift shop?
B: That’s okay. It’s my treat.
Miss nadia: No, kids. We don’t have time. A: Thanks.
3. Kim: Aw. But I want to buy a gift for my dad. Point to and read each line. Students repeat.
Ramy: And I’m thirsty. Bring two volunteers to the front of the
classroom to role-play the conversation. Students
4. Kim: Please, Miss Nadia. We’ll hurry. then form pairs and role-play the conversation in
Miss nadia: Sorry, kids. We have to catch the same way. They then change roles and role-
the bus. play the conversation again.
7 8
5
6
122 Unit 11
2. Say the words in random order. Students point OPTiOn:Ask a volunteer (S1) to stand in the
to them in the vocabulary box. middle of the classroom and act as the sun.
Another volunteer (S2) acts as Mercury, and
B. Point and say the words. walks slowly around S1, as if orbiting. Another
Students point to each of the target vocabulary volunteer acts as Venus, orbiting around the
items in the large scene and name them. sun as well, and so on until all the planets are
orbiting around the sun. Point to each student
C. Listen and point. and have him/her say I’m (Mercury).
Play the recording. Students listen to the sound
effects and words. For the vocabulary, they point 2. Listen Carefully. Students number a piece of
to the named planet; for the conversations, they paper from 1–5. Read each of the following
point to the speakers. (References are shown in sentences, and have students write down the
paren- theses.) Play the recording as many times target vocabulary word in each sentence.
as necessary for students to complete the task. 1. Mercury is the planet closest to the sun.
Earth. 2. I think that Pluto is the smallest planet.
Jupiter. 3. We live on Earth.
Pluto. 4. Have you ever been to Neptune?
Venus. 5. Is Jupiter the coldest planet?
Mercury. 3. Descriptions. Say five to six descriptive
Uranus. sentences about the planets, and have students
Saturn. name each planet you describe (see Suggested
Mars. Sentences below). Students can use their
Neptune. Student’s Books for reference if necessary.
Now listen and point to the speakers. Suggested Sentences: We live on this planet. It
A: Did you see the show? (boy and girl near is the biggest planet. It is the smallest planet. This
planetarium entrance) planet is red. This planet is bigger than Saturn. The
B: Yes. It was cool. Here’s a ticket. name of this planet begins with M.
A: Wow! Thanks. 4. Option: Personalize the Picture. Divide the class
A: That’s a cool camera. (boy and girl with into groups of three to four. Members of each
cameras) group work together to draw, colour, or paint
B: Thanks. I like taking pictures. the planets. Students label the planets, and hang
A: Me, too. them from the ceiling, creating a universe in the
classroom. Be sure students hang the planets in
A: What’s wrong? (planetarium worker and boy) the correct order from the sun.
B: I can’t find my teacher.
A: Don’t worry. I’ll help you find your teacher. OPTiOn:Buy and hang glow-in-the-dark stars all
over the classroom, or decorate the planets with
D. Write the words. (See pages 32–34.) glow-in- the-dark paint.
Students turn to page 32 (My Picture Dictionary),
find the picture of each target vocabulary item,
and write the word next to it. Finish the Lesson
What Did Sokkara Find? 1. Chant. Place the Unit 11 Word Time Picture
Students determine what Sokkara found. Cards on the chalktray facing the class. Establish
a 4-beat rhythm. Point to the Mars card, and on
Answer Key: Sokkara found a ticket. beats 1 and 2, say What’s that? On beats 3 and
Extra Vocabulary. Students turn to page 19. 4, say It’s Mars. Then touch the Venus card. Ask
introduce the extra vocabulary items Sun, Moon, What’s this? again on the first 2 beats and elicit
comet. Students then find these items. it’s Venus on beats 3 and 4. Do the same with
the remaining cards. Then do the activity again,
having a volunteer ask the questions.
Games and Activities 2. Explain and assign Workbook page 20. (For
instructions, see Teacher’s Book pages 162-163.)
1. Planetary Order. Divide the class into groups
of nine, and give each group a set of Unit 11
Word Time Picture Cards. Each student takes a
card, and group members arrange themselves
in the order that the planets are from the sun.
Once groups are in the correct order, students in
each group take turns naming their cards. Then
students exchange cards and do the activity
again.
124 Unit 11
2. Students practice numbers 1–6 in pairs. Games and Activities
They then change partners and repeat the
procedure. 1. Matching. Divide the class into pairs and
write the following sentences in two columns
C. Look at page 20. Point to the picture on the board:
and practise with a partner. 1. They want to see Pluto. Let her look.
Students remain in pairs and look at page 48. 2. I want to see Venus. Let me look.
They then take turns making statements about 3. She wants to see Saturn. Let them look.
the characters in the large scene using the new 4. He wants to see Mars. Let him look.
patterns and vocabulary items. For example: 5. I want to see Uranus. Let me look.
S1 (pointing to any boy): He wants to see
Mars. S2: Let him look. Students in each pair work together to match
each sentence in the left-hand column to the
D. Listen and sing along. corresponding sentence in the right-hand
1. Students turn to the i Want to See Mercury column, writing down each pair of sentences
song on page 31. They look at the pictures and on a piece of paper. Check answers by having
words and try to read some of the lyrics. Read students take turns reading the sentences they
the lyrics line by line. Students repeat each matched.
line. Play the recording. Students listen and 2. Substitution. Write play ping-pong, go fishing,
follow along in their books. and drink cake on the board. Then write I want
I Want to See Mercury to play ping-pong. Let me play. on the board.
(Melody: When Johnny Comes Marching Point to and read each word. Students repeat.
Home) Then divide the class into groups of three
to four, and have them practice substituting
I want to see Mercury.
the activities on the board into the target
Hurrah, hurrah!
pattern (making sure to practice with different
I want to see Mercury.
pronouns, too). After four to five minutes,
Hurrah, hurrah!
each group writes down four of the target
I want to see Mercury.
patterns that they made and then reads them
I want to see Mercury.
to the class.
Let me look. Let me look.
Please let me look. 3. Make the Sentences. (See Game 49, page
145.) Do the activity using I, He, She, We, They
She wants to see Jupiter.
grammar cards and Unit 11 Word Time Word
Hurrah, hurrah!
Cards and Grammar Cards.
She wants to see Jupiter.
Hurrah, hurrah!
She wants to see Jupiter. Extra Practice
She wants to see Jupiter. Explain and assign Worksheet 21, Planets, page
Let her look. Let her look. 194. (For instructions and answer key, see page
Please let her look. 173.)
He wants to see Saturn.
Hurrah, hurrah!
He wants to see Saturn. Finish the Lesson
Hurrah, hurrah!
He wants to see Saturn. 1. I Want To.... Write I want to collect stickers.
He wants to see Saturn. on the board. Then hold up a Unit 9 Word
Let him look. Let him look. Time Picture Card and elicit I want to (go
Please let him look. sailing) from a volunteer. Do the same with
the remaining Units 9–10 Word Time Picture
2. Play the recording again. Students listen Cards.
and sing along, using their books for
reference. Play the recording as many times as 2. Explain and assign Workbook page 21. (For
necessary for students to become familiar with instructions, see Teacher’s Book page 163.)
the song.
3. Divide the class into groups of three to four.
Students in each group work together to write
each line of the song on a separate piece of
paper. They then shuffle the pieces of paper.
Play the song again. Students in each group
place their pieces of paper in the correct order.
Play the song as many times as necessary for
students to complete the task.
2. Write oi on the board to the right of the boil picture B. Do they both have the same
card. Say while pointing to the letters. Students vowel sound? Listen and write 3 or 7.
repeat. Add l to the right of oi. Say -/l/-oil 1. Play the recording. For each number, students
pointing to the two parts of the combination and listen to the two words. if they both have the
then the whole combination. Students repeat. Then same vowel sound, students write 3. if the two
write b to the left of oil. Say /b/-oil, boil, pointing words have different vowel sounds, students
to the two parts of the word and then the whole write 7. Play the recording as many times as
word. Repeat the entire procedure for point, oil, joy, necessary for students to complete the task.
oyster, and boy, writing each word to the right of the
1. Roy, boil
corresponding picture card.
Roy, boil
3. Remove all the picture cards from the board.
2. join, joy
Point to each word and have students read it.
join, joy
When students read a word correctly, attach the
corresponding picture card next to the word in 3. nose, toy
order to reinforce word meaning. nose, toy
4. soy, son
Practise the Sounds soy, son
Students open their Student’s Books to page 22. 5. frown, boys
frown, boys
A. Listen and repeat.
Focus students’ attention on the oi and oy 2. Check answers by saying number 1 and
words at the top of the page. Play the recording. having a volunteer say and spell the word he/
she circled. Do the same for numbers 2–5.
126 Unit 11
Answer Key: 3. Do You Hear It? Read the following paragraph
1. 3 aloud. Students raise their hands when they hear
2. 3 a word that contains the /OI/ sound. Read the
3. 7 paragraph several times, until students have
4. 7 identified each word with the /OI/ sound. Then
5. 7 read it again, sentence by sen- tence, slowly.
At the end of each sentence volunteers come to
C. Read the sentences. Write the the board and write the /OI/ words they hear
numbers. Then listen. in the sentence. Help students with spelling as
1. Students read the sentences and write the necessary.
number of each line of the rhyme next to the
Roy went to the store. He gave them a coin for an
corresponding picture. Then play the recording.
oyster. He came home and boiled the oyster in oil.
Students listen to the rhyme as they follow along
It was delicious! Roy pointed to the oyster and
in their books.
said, “Yum!”
Roy and the boy loved oysters. They loved them
boiled.
They loved them broiled. Extra Practice
They loved them cooked in oil. Explain and assign Worksheet 22, Phonics Fun oi
They put them in foil. and oy, page 195. (For instructions and answer
And jumped and jumped for joy! key, see page 173.)
2. Check answers by pointing to each picture and
having students say the corresponding line of
the rhyme. Finish the Lesson
Answer Key: 1. Is This Your Word? Give each student a Unit
(starting from boiling oysters and moving 11 Phonics Time Picture Card. Write one of the
clockwise) 1, 3, 2, 5, 4 target words on the board. The student(s) with
that picture card holds up the card and says the
word. When all of the words have been said, have
Games and Activities students exchange cards and do the activity again.
1. Complete the Sentences. Divide the class into Option: Ask each student to write a unit 11
groups of three to four, and write the following phonics time word on a piece of paper. Show the
sentences on the board: students one of the target picture cards or attach
it to the board the students (s) with that word,
1. Please p_ _nt to Mars. holds up the piece of paper and says the word.
2. Do you want to eat an _ _ster? Continue until you finish all the phonics time
3. Let’s b_ _l the vegetables. picture cards.
4. R_ _ wants to see Mercury.
5. Put _ _l in the curry. 2. Explain and assign Workbook page 22. (For
instructions, see Teacher’s Book page 163.)
Students in each group work together to
complete the sentences. Groups then take turns
standing up and reading a sentence to the class.
2. Volume Control. With the students, invent Assessment
arm motions to indicate volume. For example, Explain and assign the Unit 11 Test, page 222.
holding your hands in front of you with palms (For instructions and answer key, see page 204.)
facing the floor, pressing down, could indicate
decreasing volume, while turning your palms
upwards and pushing up could indicate
increasing volume. Point to a volunteer and
have him/her say a sentence that includes an /
OI/ word. The rest of the class repeats the /OI/
word, raising or lowering the volume of their
voices as you “conduct” them with your hand
motions. Continue until most students have
taken a turn saying a sentence.
see pages 8 – 9.
Well, practise
D. Review. Listen
and repeat.
1. Phonics Review: Upside Down. Write oi and
oy on the board. Point to each combination and
What’s your favo
urite subject?
I like art. Loo
elicit its sound. Then hold a Unit 11 Phonics
k at my kite.
That’s great.
Did you make
128 Unit 12
Talk About the Picture A: What’s your favourite subject?
B: I like art. Look at my kite.
1. Attach Wall Chart 23 to the board or open a A: That’s great. Did you make it?
Student’s Book to page 23. Students then open B: Yes, I did. It was easy.
their Student’s Books to page 23. Read the
OPTiOn: Students role-play the conversation.
following “story” while pointing to or touching
the pictures (bold words) and pantomiming the What Did Sokkara Find?
actions or adjectives (italicized words).
Students determine what Sokkara found.
Scene 1: The students are at music class.
Kareem loves playing music.
Answer Key: Sokkara found a comic book.
3
5
7
For general information on Word Time, 8 6
130 Unit 12
2. Say the words in random order. Students point Option: Do as above but write the words on the
to them in the vocabulary box. board instead of using cards.
3. Descriptions. Say five to six descriptive
B. Point and say the words. sentences about the target occupations, and have
Students point to each of the target vocabulary students name each occupation you describe (see
items in the large scene and name them. Suggested Sentences below). Students can use
their Student’s Books for reference if necessary.
C. Listen and point.
Play the recording. Students listen to the sound Suggested Sentences: This person helps cats
effects and words. For the vocabulary, they point and dogs. This person likes practicing the piano.
to the named person; for the conversations, they This person works in a hospital. This person paints
point to the speakers. (References are shown in pictures. This person builds department stores. This
parentheses.) Play the recording as many times person uses computers.
as necessary for students to complete the task. 4. Option: Personalize the Picture. Students create
Engineer. Build things. a survey on a sheet of paper by writing Name
Artist. Draw. and What do you like to do? in a row at the top of
Computer programmer. Program computers. the paper. Students then work in groups and ask
Musician. Play the violin. each other What do you like to do? Students record
Nurse. Take care of people. the answers they hear on their surveys. Continue
Vet. Help animals. until all students have asked at least six other
students the question. Then ask students
Now listen and point to the speakers.
questions about the survey. For example, ask
A: I want to see the cats. Let me look. (girls by cats) Does Bill like to build things? Students who have
B: Sure. this information respond either Yes, he does. or No,
A: Thank you. They’re cute! he doesn’t.
A: What a cool picture. Did you make it? (boy
and computer programmer)
B: Yes, I did. Finish the Lesson
A: Was it hard?
1. Pantomime. Bring a volunteer to the front of the
B: No, it wasn’t. I’ll show you.
classroom and have him/her pantomime a target
A: What are you looking for? (boys down on action. The first student to correctly identify
floor looking for watch) the action and corresponding occupation is
B: My watch! I can’t find it. next to come to the front of the classroom and
A: What colour is it? pantomime. Continue in the same way with six
B: It’s black. to eight volunteers.
D. Write the words. (See pages 32–34.) 2. Explain and assign Workbook page 24. (For
Students turn to page 32 (My Picture Dictionary), instructions, see Teacher’s Book page 164.)
find the picture of each target vocabulary item,
and write the word(s) next to it.
Extra Vocabulary. Students turn to page 23.
introduce the extra vocabulary items dance
teacher, dance, photographer, take pictures.
Students then find these people and actions.
clauses of reason with because; affirmative statements with does she want to be a vet?
Because I like
she likes helping anima
like + gerund [Why do (you) want to be a (vet)? Because (I) like
ls.
play
playing
program build
programming building
132 Unit 12
B. Listen and repeat. Then practice again and have students listen and fill in the
with a partner. missing words. Play the song as many times as
1. Play the recording. Students listen and repeat, necessary for students to complete the task.
pointing to each picture in their books.
1. Why do you want to be an engineer? Games and Activities
Because I like building things.
1. Groups. Divide the class into groups of four and
2. Why does he want to be a computer programmer?
give each student a Unit 12 Word Time Picture
Because he likes programming computers.
Card (excluding actions). A student in each group
3. Why does she want to be a vet? (S1) begins by looking at the card of the student on
Because she likes helping animals. his/her left (S2) and asking Why do you want to be a
4. Why does he want to be a nurse? (nurse)? S2 replies using the target pattern. Then S2
Because he likes taking care of people. asks the question to the student on his/her left in
the same way, and the game continues around the
5. Why do you want to be an artist? circle. Once each student has asked a question, they
Because I like drawing. exchange cards and do the activity again.
6. Why does she want to be a musician? Option: Do as above. but students write the job they
Because she likes playing the violin. like on a piece of paper instead of using picture cards.
2. Students practice numbers 1–6 in pairs. (S1 2. Match Why and Because. Write six Why
in each pair asks the question, and S2 answers.) questions on the left side of the board, and six
They then change roles and repeat the procedure. corresponding Because sentences on the right
side of the board (see Suggested Sentences
C. Look at page 24. Point to the picture
below). Point to each sentence and have students
and practise with a partner.
read it. Clarify word meaning if necessary. Then
Students remain in pairs and look at page 24.
divide the class into pairs. Each pair matches
They then take turns asking and answering
each Why question with the corresponding
questions about the characters in the large scene
Because sentence and writes the matching
using the new patterns and vocabulary items.
question and answer on a piece of paper. When
For example: S1 (pointing to the girl standing
students have completed the task, have pairs
at the programmer’s table): Why does she want
take turns reading their questions and answers.
to be a computer programmer? S2: Because she
likes programming computers. Suggested Sentences:
Why is she happy? Because she won a prize.
D. Listen and sing along. Why do you want to have lunch? Because I’m hungry.
1. Students turn to the Why Do You Want to Be Why is he buying tickets? Because he wants to see a film.
a Vet? song on page 31. They look at the pictures Why do you want to be an artist? Because I like painting.
and words and try to read some of the lyrics. Why is she going to take a nap? Because she’s tired.
Read the lyrics line by line. Students repeat each 3. Make the Sentences. (See Game 49, page 145.)
line. Play the recor- ding. Students listen and Do the activity using 2 sets of I, you, he, she
follow along in their books. grammar cards and Unit 12 Word Time Word
Why Do You Want to Be a Vet? Cards and Grammar Cards.
(Melody: When the Saints Go Marching In)
Why do you want to be a vet?
Why do you want to be a vet? Extra Practice
Because I like helping animals. Explain and assign Worksheet 23, Occupations,
Oh, yes, I want to be a vet. page 196. (For instructions and answer key, see
page 173.)
Why does he want to be a programmer?
Why does he want to be a programmer?
Because he likes programming computers.
Oh, yes, he wants to be a programmer. Finish the Lesson
Why does she want to be a nurse? 1. Complete the Sentences. Write the following
Why does she want to be a nurse? sentences on the board:
Because she likes taking care of people. 1. Why does she want to be a musician? Because
Oh, yes, she wants to be a nurse. she likes ___.
2. Play the recording again. Students listen and 2. Why do you want to be an ___? Because I like
sing along, using their books for reference. Play drawing.
the recording as many times as necessary for 3. ___ do you ___? Because I like helping animals.
students to become familiar with the song. Volunteers take turns reading the sentences and
filling in the missing words.
3. Give each student a copy of the song that has
2. Explain and assign Workbook page 25. (For
one word from each line deleted. Play the song instructions, see Teacher’s Book page 164.)
1. Pattern Review: Tell Me Why. Look at the 1. Did you see the numbers.
Then listen.
the tall, thin cler
k?
She walked into
student at the front of the first row (S1) and 2. Paul has a
a big blue shir
saucer, a fork
t.
134 Unit 12
ou Games and Activities
cloud
1. Match Sound to word. Write ar, al, au, aw, or,
ow
ou, ow, oo, er, ir, ur, oi, and oy on the board for
shower
reference. Then divide the class into pairs. A
oo student in each pair (S1) begins by saying the
cook sound of one of the target blends. S2 spells the
oo blend, finds the word with the corresponding
spoon blend, then says another word with the same
blend on page 54. S2 then says the sound of
er one of the target blends. Pairs continue in this
clerk way with the remaining target sounds.
ir 2. Say the Word, Write the Blend. Divide the
shirt class into groups of four to five Each group
works together to words on separate pieces
ur
of paper or cards Write unit 12 Phonics Time
purse
Picture Cards. Groups shuffle their cards and
oi place them face down in the middle of the
coin group. A student in each group (S1) begins
oy by turning over a card and saying the word.
boy The student on S1’s right (S2) writes the
letters that make up that word’s target blend
B. Listen and circle. then uses the word in a sentence. S2 then
1. Play the recording. For each number, turns over a card and says the word. Groups
students listen and circle the word they hear. continue in the same way with the remaining
Play the recording as many times as necessary cards.
for students to complete the task. 3. Bingo! (See Game 23, page 142.) Play the
1. saw, saw game using Unit 12 Phonics Time Picture
2. yarn, yarn Cards.
3. food, food
4. call, call
Extra Practice
5. short, short
6. fork, fork Explain and assign Worksheet 24, Vowel Blend
Review, page 197. (For instructions and answer
2. Check answer by saying number 1. A key, see page 173.)
volunteer says and spells the word he/she
circled. Do the same for numbers 2–6.
Materials Needed: CD/cassette and player; Units 10–12 Word You’re kidding.
Was it hard?
Time Picture Cards, 1 set per 4–6 students No, it was eas
y. I love baking.
Thanks, Sokkar
I made it mys
elf.
3 I like baking,
Warm-Up
5 Later...
Review 2
136
2. Sokkar: You’re kidding. Was it hard? 2. Divide the class into Groups A and B. Group
Sokkara: No, it was easy. I love baking. A role-plays Sokkara’s lines, and Group B role-
3. Sokkar: I like baking, too. But I don’t bake well. plays Sokkar’s lines. Groups then change roles
Sokkara: Sure you do. I have an idea. Let’s bake and role-play the scenes again.
together. 3. Bring a volunteer from each group to the front
4. Sokkar: Great! Let’s bake a big cake together. of the classroom. Play the recording and have
What do we need? the volunteers act out the story along with the
Sokkara: I’ll show you. recording. They then role-play the story on their
Later... own, without the recording.
5. Sokkar: That wasn’t hard. It was easy. This 4. Students choose a partner and role-play the
cake is great. story. They then change roles and role-play the
Sokkara: Well, practice makes perfect. story again.
Shorouk Press
137
Activity Time Activity Tim
e
A.
Review Focus: Units 10–12 vocabulary, patterns, and sounds
Listen and writ
e.
1.
3.
For general information on Activity Time,
see page 17.
B. Read and ma
tch.
1. Why do you wan
Warm-Up
t to be an eng
ineer?
Because I like
2. helping animals.
Why do you wan
t to be a vet?
Because I like
1. Review Units 10–12 Vocabulary, Patterns, and 3. Why do you wan playing the viol
t to be a musici in.
an?
Review 2
Review
4. Why do you want to be an artist?/
Students open their Student’s Books to page 28.
Because i like drawing.
A. Listen and write.
C. Listen and circle a or b.
1. Play the recording. For each number,
1. Play the recording. For each number,
students write the sentence they hear. Play
students listen and choose the picture that
the recording as many times as necessary for
corresponds to the sentences they hear. Play
students to complete the task.
the recording as many times as necessary for
1. Point to the bird in the park. students to complete the task.
Point to the bird in the park.
1. I want to see Jupiter. Let me look.
2. Roy likes to cook curry. 2. I like making videos, but I don’t like reading
Roy likes to cook curry. comic books.
3. Bert eats oysters with a fork. 3. You dance really well.
Bert eats oysters with a fork. Thanks. I love dancing.
2. Check answers by saying number 1 and 2. Check answers by saying number 1 and
having a volunteer read the sentence he/she having a volunteer say the letter he/she
wrote. Do the same for numbers 2–3. circled. Do the same for numbers 2–3.
Answer Key:
B. Read and match. 1. b 2. a 3. a
1. Students match each question in the left-
hand column to the corresponding answer in
the right- hand column. Games and Activities
2. Check answers by reading each question and
having volunteers say the answer they matched 1. Match Why and Because. Write six Why
it to. questions on the left side of the board, and
six corresponding Because sentences on
Answer Key: the right side of the board (see Suggested
1. Why do you want to be an engineer?/ Sentences below). Point to each sentence and
Because i like building things. have students read it. Clarify word meaning
2. Why do you want to be a vet?/Because i if necessary. Then divide the class into pairs.
like helping animals. Each pair matches each Why question with the
corresponding Because sentence and writes
3. Why do you want to be a musician?/
the matching question
Because i like playing the violin.
138 Review 2
and answer on a piece of paper. When students Finish the Lesson
have completed the task, have pairs take turns
reading one or two of their questions and 1. Explain and assign Checklist 2 (see Student’s
answers. Book page 36) for students to do at home or in
class.
Suggested Sentences:
2. Explain and assign Workbook page 28. (For
1. Why does she want to cook breakfast? Because
instructions and answer key, see Teacher’s
she’s hungry.
Book page 165.)
2. Why do you want to be a vet? Because I like
* you can assign work book pages 29-32 for
helping animals.
general practice. (for instructions and answer
3. Why is he drinking soda pop? Because he’s thirsty. key, see teachers book pages 165-167).
4. Why do you want to buy a doughnuts? Because I’m
hungry.
5. Why did she buy tickets? Because she wanted to Assessment
see a film. Explain and assign the Final Test, pages 224–
6. Why did you feed the pets? Because they were 229. (For instructions and answer key, see pages
hungry. 205–207.)
2. Say the Word and a Sentence. Divide the class
into groups of four to five and give each group
a set of Units 10–12 Phonics Time Picture
Cards. Groups shuffle their cards and place
them face down in the middle of the group. A
student in each group (S1) begins by turning
over a card and naming it. The student on his/
her right (S2) repeats the word and uses it in a
sentence. He/She then turns over another card
and names it. Groups continue in the same
way with the remaining cards.
Option: Students work together to write the
target words on separate pieces of paper and use
them as above instead of using the picture cards
3. Option: Project. invite students’ parents or
other members of the community to class
to tell students about the occupations they
have. Students take notes. Help students
with English spelling if necessary. Then ask
students questions about the people they
have heard speak. For example: Why does Mr.
Khaled like being a banker?
4. Option: Project. Each student makes a list of
his relatives or neighbors and their jobs. (You
may help them with the new vocabulary) then
they write sentences about them. For example:
My father is a teacher. [they can do this
activity as homework]
of these two students, and have them put their 1. Both volunteers draw a picture of the same
hands behind their backs. Say Go and have the two word.
students try to name the card on the other student’s 2. Limit the drawing time to one minute. For extra
back, while at the same time trying to make it so challenge, shorten the amount of time even more.
the other student cannot name the card on his/
3. Bring a volunteer from one team to the front
her back. The student who correctly names the
of the classroom. Ask him/her to choose a word
other student’s card first wins a point for his/her
from the hat and draw that word. The rest of the
team. Bring two new students to the front of the
team guesses what is being drawn. Time how
classroom and continue in the same way until all
long it takes them to answer correctly. record
students have come to the front of the classroom.
the time, then have a student from the other
The team with the most points at the end wins.
team take a turn in the same way. Continue until
VAriATiOn: Give each pair just 30 seconds all words have been chosen from the hat. At the
to correctly name their partner’s card. if the end of the game, add up each team’s times. The
team with the shortest time wins.
Answer Key
1. shirt 2. present
3. aeroplane 4. smile
5. tree 6. flower
7. chair 8. three
Answer Key
What are you going to have?/We’re going to Unit 6
have some orange juice.
What are they going to have?/They’re going
to have some spaghetti.
Conversation Time, Page 21
What’s he going to have?/He’s going to have
A. Find the words. Then fill in the blanks
a some kebab.
and match.
What’s she going to have?/She’s going to
Students find each of the words missing from the
have some green salad.
conversation below. They then write the missing
B. Look and Writ. words to complete each line of the conversation.
For each number, students look at the small picture Then they match each line of the conversation in
cue and then find that person in the large scene the left-hand column to the subsequent line in the
above. They then write the corresponding target right-hand column.
question and answer about that person. Ask Check answers by saying number 1 and having
students to pay attention to punctuation. a volunteer read the corresponding two lines of
Check answers by saying Number 1 and having the conversation. Do the same for numbers 2–4.
a volunteer say the corresponding question and Answer Key
answer. Do the same for numbers 2–4. 1. What’s your favourite subject?/i like maths.
Answer key it’s fun.
1. What’s he going to have? He’s going to 2. Excuse me. Where’s the library?/Go
have some barbecued chicken. straight on. it’s across from the music
2. What are they going to have? They’re going room.
to have some hamburgers. 3. Thanks./Sure.
3. What’s she going to have? She’s going to 4. Oh! it’s time for art class./Great! That’s my
have favourite.
some spaghetti.
B. Look at the chart. Write the questions
4. What’s he going to have? He’s going to and answers.
have some lemonade. Students look at the chart to get the information
necessary to complete the sentences below about
Phonics Time, Page 20 each person.
A. Fill in the blanks. Check answers by saying Number 1 and
Students use the words in the support box to having a volunteer say the corresponding
complete the paragraph. question and answer. Do the same for numbers
Check answers by reading the paragraph and 2–4.
pausing at each missing word. A volunteer says Answer Key
and spells each of these words. Then have a 1. What’s Mona’s favourite animal? She
volunteer read the entire paragraph. likes dogs.
Answer Key 2. What’s Mona’s favourite colour? She likes
My name is Peter. i have a blister on my red.
finger. i have a computer on my desk. i have 3. What is Basem and reem’s favourite
some paper in my desk. i don’t have a rubber, subject? They like English.
but i have a ruler and a marker. 4. What’s kareem’s favourite animal? He
likes lizards.
B. Fill in the blanks.
Students use the words in the support box to Word Time, Page 22
complete the paragraph.
A. Look and match. Then write the phrases
Check answers by reading the paragraph and
pausing at each missing word. A volunteer says in the correct category.
and spells each of these words. Then have a Students match each picture to the words that
volunteer read the entire paragraph . make up the corresponding verb phrase. They
Unit 1 Unit 2
Worksheet 1: Did She Play Cards? Worksheet 3: Play a Game
Focus students’ attention on the support box at the Focus students’ attention on the support box at the
top of the page. Elicit the patterns. top of the page. Elicit the patterns.
Worksheet 6: Phonics Fun -ed B. Pairwork. Are the sentences the same?
Divide the class into pairs. Students fold the page
A. Do they both have the same -ed sound? on the dotted line and look at their respective
Write 3 or 7. columns. Student 1 begins by reading the first
For each number, students read the two words and sentence in the left-hand column. Student 2 listens
then write 3 if they both have the same -ed sound and silently reads the first sentence in the right-
and 7 if they do not. hand column. if the two sentences are the same,
Student 2 writes 3. if they are not, he/she writes
Answer Key 7. Pairs do the same for number 2. Student 2 then
1. 7 2. 7 3. 3 takes a turn, reading the sentences in the same way
4. 3 5. 7 6. 3 for numbers 3–4.
B. Complete the puzzle. Answer Key
Students look at the picture cues and write the 1. 7 2. 3 3. 3 4. 7
corresponding words in the puzzles.
Answer Key
Across Down
1. invited 3. waited
2. dusted 4. weeded
5. planted
6. greeted
A. Ask Your classmates the question. Then Cut out the cards. Make a Bingo grid. Play
listen and write. Bingo.
Students work in group and ask each other What do Students cut out each square, and arrange the
you like to do? They record the answers they hear on squares in any order in the shape of a 3 x 4 grid.
their charts. Cut out a set to use when calling out the patterns.
Answer Key Play Bingo using these cards. (See Game 23, page
Answers will vary. 142.) use the target patterns to call the cards.
.A. Pairwork.
Student 1 Student 2
Ask the question. Listen and circle. Answer the question.
1. a. b. 1.
2. a. b. 2.
FOLD
3. 3. a. b.
4. 4. a. b.
Student 1 Student 2
Read the word. Listen and circle.
1. fish 1. ch sh tch
2. present 2. br pr gr
FOLD
3. cry 3. tr dr cr
• • • • •
•
smile
•
mother
•
cry
•
chair
•
watch
1 5 1 4 2 1 4 6
3 4 3 3 3 3 1 5
Student 1 Student 2
Read the word. Listen and circle.
1. chopped 1. kissed played
2. called 2. chopped cleaned
FOLD
172 Worksheets
Unit 3, Worksheet 5: What Did You Do?
Student 1 Student 2
Ask the questions. Listen and Answer the questions. Ask and
write. write.
2.
3. 2. 6.
5.
1.
174 Worksheets
Unit 4, Worksheet 7: Play a Game
She’s going to take a taxi. She isn’t going to ride the bus.
We’re going to get a haircut. We aren’t going to buy an ice cream.
1 5 1 4 2 1 4 6
3 4 3 3 2 3 1 5
I/rent a video
You/ride the bus They/take a taxi They/visit a friend see a film
download a video ride the bus take a taxi
She/get a haircut
I/take a taxi visit a friend
get a haircut They/ride the bus
see a film
Student 1 Student 2
Read the sentence. Listen, read, and write 3 or 7.
1. My uncle goes to work by 1. My turtle goes to work
bicycle. by bicycle.
2. The beetle swims in the 2. The beetle swims in
FOLD
puddle.
the puddle.
Listen, read, and write 3 or 7. Read the sentence.
3. Do you want a bottle of 3. Do you want a bottle of
juice? juice?
4. The paddle is small and red. 4. The bicycle is big and red.
176 Worksheets
Unit 5, Worksheet 9: Bingo
✂
✂
A. Which words end with the same sound? Read and circle.
1. butter 2. lobster 3. mother 4. thirsty 5. paper 6. butter
Peter tiger paper mother Peter lobster
bottle zebra monkey lobster pencil bicycle
B. Pairwork.
Student 1 Student 2
Read the word. Listen and circle.
1. butter 1. butter better
2. blister 2. plaster blister
3. tiger 3. tiger bigger
FOLD
178 Worksheets
Unit 6, Worksheet 11: Seasons
A. Pairwork.
Student 1 Student 2
Listen and circle the correct
Read the sentence. picture.
1. They’ll go to the beach in the 1. a. b.
summer. They won’t play in
the leaves.
4. a. b.
4. I’ll build a sand castle in the
summer.
I won’t pick flowers.
Student 1 Student 2
Read the word. Listen and circle.
1. fall 1. al au aw
2. laundry 2. al au aw
FOLD
3. draw 3. al au aw
180 Worksheets
Unit 7, Worksheet 13: Eels and Sharks
Pairwork.
Student 1 Student 2
Read the sentence. Listen and write 3 or 7.
1. The whale is bigger than the 1.
shark.
2.
2. The dolphin is faster than
FOLD
the eel.
• • •
•
The shark is faster
•
The eel is smaller
•
The whale is bigger
than the crab. than the whale. than the dolphin.
4. 5. 6.
ar ar ar
or or or
182 Worksheets
Unit 8, Worksheet 15: Cheetahs and Turtles
B. Pairwork.
Student 1 Student 2
Ask the question. Listen and Answer the question.
circle. 1.
1. short?
elephant giraffe turtle
2.
2. thin?
FOLD
• • • •
•
h___se •
m___th •
g___n •
m___se
B. Pairwork.
Student 1 Student 2
Read the word. Listen and write.
1. house 1. _______________
2. gown 2. _______________
FOLD
3. brown 3. _______________
a. The house is in town. a. The mouse has a gown. a. This mouth is big.
b. The house isn’t in town. b. The mouse has a sock. b. This mouth is small.
184 Worksheets
Unit 9, Worksheet 17: Survey
Activity
Name
broom
Student 1 Student 2
Read the sentence. Listen, read, and write 3 or 7.
1. The cook looked for the 1. The mouse looked for
broom. the broom.
FOLD
186 Worksheets
Unit 10, Worksheet 19: Bingo
✂
✂
• • • •
•
b___d •
sh___t •
dess___t •
p___se
Student 1 Student 2
Read the word. Listen and circle.
1. bird 1. er ir ur
2. girl 2. er ir ur
FOLD
3. purse 3. er ir ur
t u r b c u r r y i r
o e r i d e s s e r t
s h i r t r p u r s e
k d c d c g i r l p r
188 Worksheets
Unit 11, Worksheet 21: Planets
2.
I want me
to see Saturn. Let look.
They wants them
3.
He want us
to see Mercury. Let look.
We wants him
2. She/to/Pluto/see/wants/. look/her/./Let
oy
B. Pairwork.
Student 1 Student 2
Read the word. Listen and circle.
1. joy 1. boy joy
FOLD
190 Worksheets
Unit 12, Worksheet 23: Occupations
Pairwork.
Student 1 Student 2
Ask the question. Listen and Answer the question.
circle. 1.
1. Why does she want to be a
nurse?
a. Because she likes helping
animals.
b. Because she likes taking
care of people. 2.
4. 5. 6.
B. Pairwork.
FOLD
192 Worksheets
Revision and Answer Key
For each listening exercise, read the script as many times as necessary for students to
complete the task.
194 Revision
C. Look and circle. C. Unscramble and write.
Students look at each picture and circle the words Students unscramble and write each word.
that make up the corresponding verb phrase. Answer Key
Answer Key 1. kebab 2. chicken
1. see a film 3. spaghetti 4. lemonade
2. ride the bus 5. french fry 6. orange juice
3. visit a friend
4. buy an ice cream D. Look and write.
Students look at the picture and complete the
D. Look and write. sentences about each person.
Students look at each pair of pictures and write the Answer Key
corresponding sentences. 1. What’s she going to have? She’s going to
Answer Key have some barbecued chicken.
1. They’re going to mail a letter. They aren’t going 2. What’s he going to have? He’s going to have
to get a haircut. some hamburgers.
2. He’s going to take a taxi. He isn’t going to ride 3. What’s she going to have? She’s going to
the bus. have some lemonade.
A. Listen. Then write the sentences in the A. Listen and match. Then write.
correct order. Read the script. For each number, students
Read the script. Students listen and then write the listen and draw a line between the two lines of
lines of conversation in the correct order. conversation that they hear. They then write the
Teacher: missing word to complete each line. If students
A. Listen. Then write the sentences in the correct order. need additional support, write the following on the
What are you eating? board: Great your fun Excuse class across
Rice. Try some. It’s good. Teacher:
Hey! It’s delicious. A. Listen and match. Then write.
I told you so. 1. What’s your favorite subject?/I like Maths. It’s fun.
Answer Key 2. Excuse me. Where’s the library?/Go straight on. It’s
1. What are you eating? across from the music room.
2. Rice. Try some. It’s good. 3. Thanks./Sure.
3. Hey! It’s delicious. 4. Oh. It’s time for art class./Great. That’s my favourite.
4. I told you so. Answer Key
1. What’s your favourite subject?/I like Maths. It’s fun.
B. Does it have -er? Listen and circle 3 2. Excuse me. Where’s the library?/Go straight on.
It’s across from the music room.
or 7. 3. Thanks./Sure.
Read the script. Students listen to each word then 4. Oh. It’s time for art class./Great. That’s my favourite.
circle 3 if it has the final -er sound and 7 if it does
not. B. Listen and circle.
Teacher: Read the script. Students circle each word they hear.
B. Does it have -er? Listen and circle 3 or 7. Teacher:
1. tiger B. Listen and circle.
2. uncle 1. call
3. bottle 2. law
4. blister 3. yawn
5. mother 4. walk
Answer Key 5. laundry
1. 3
C. Look and write.
2. 7
Students look at each picture and write the
3. 7
corresponding words.
4. 3
5. 3 Answer Key
1. go skiing
2. pick apples
3. go to the beach
4. plant flowers
196 Revision
3. What are you eating? Rice. Try some. It’s good. which style they are going to use. Divide the class
4. Hey! It’s delicious. I told you so. into groups. Get 2 students of each group to stand
up. It’s advisable to be the first and the last one. Tell
B. Match and write. students that those 2 students are the capital letter
Students match each verb in the left-hand column and the full stop or the question mark. Whenever
to the appropriate phrase in the right-hand students say “capital letter”, the first student raises
column. They then write the complete verb phrase. his hand and when they say “question mark, or full
Check answers by saying Number 1 and having a stop”, the last student raises his hand. Repeat this
volunteer say the complete verb phrase. Do the with punctuation exercises. If you need commas
same for numbers 2–8. or apostrophes or exclamation marks, ask more
students to stand up and act this.
Answer Key
Answer Key
1. see a film 2. visit a friend
1. Try some kebab, sokkara.
3. send an email 4. build a sand castle
5. take a taxi 6. get a haircut 2. What’s Israa going to have?
7. download a video 8. buy an ice cream
A. Choose the correct answer from a, b, c Check answers by pointing to the first column
and saying /u/. A volunteer reads the words
or d. in the column. Do the same with the remaining
Divide the class into groups. Ask each group to columns.
choose the correct answer. Answer Key
Discuss the groups’ different answers and why oo: broom, spoon
they choose that answer and how they can make ar: barn, yard
the other answers correct. ou: mouse, house
204 Revision
oo: wood, cook c) False d) singing
or: corn, fork e) He likes building things
ow: gown, town
B. Choose the correct answer from a, b, c
or d
Review 2 Divide the class into groups. Ask each group to
choose the correct answer. Discuss the groups’
Page 33 different answers and why they choose that answer
and how they can make the other answers correct.
A. Read and match. Then fill in the blanks. Answer Key
Students match each line of the conversation in 1. hurts 2. likes
the left-hand column to the subsequent line of 3. does 4. gift
conversation in the right-hand column. They then
write the missing word to complete each line of the General Revision
conversation.
Check answers by saying Number 1 and having General Revision Page 35
a volunteer say the corresponding two lines of
conversation. Do the same for numbers 2–6. A. Rearrange the following words to make
correct sentences:
Answer Key 1. She plays really well.
1. Was it hard?/No, it was easy. 2. They love playing music.
2. I don’t sing very well./Sure you do. You’re a 3. Can we go to the shop?
good singer. 4. What are you eating?
3. Did you see all the planets and stars?/Yeah!
That was a great show. B. Fill in the gaps using words in the box:
4. I have an idea. Let’s practice together./ Students fill in the missing words to complete each
sentence. Check answers by saying number 1 and
That’s a great idea. Thanks.
having a volunteer read the answer. Do the same
5. Wow! What a cool kite!/Thanks. I made it
for numbers 2-4.
myself.
6. You play really well./Thanks. I love playing Answer Key
1. wins 2. fries
music.
3. juice 4. on
B. Circle the odd one and replace it with C. Punctuate the following:
a correct one. One group of students plays the role of parts of
Read out the words loudly and students raise their sentences. Ask other groups to rearrange them.
hands when they hear the odd word. Ask students Repeat this with the question.
to write down the word that categorically belong
Answer Key
to the others. Check different answers and compare
1. Kareem and Dad came on Friday.
between them.
2. Where is Sameh’s horse?
Answer Key
1. stickers teacher General Revision Page 36
2. snake pluto
3. cycle videos Find 14 activities. Then write the words.
4. vet Mars Students find 14 actions that they can name
5. nurse draw in English. They then write the corresponding
words — in any order they choose — in the space
Page 34 provided.
A. Read. Then answer the questions. Check answers by having students take turns
Students read the paragraph. They then use the pointing to and naming the actions they found
information from the paragraph to answer the in the scene.
questions in complete sentences.
Answer Key
Check answers by saying Number 1 and having (answers can be in any order)
a volunteer read the question. Another volunteer
1. ride a horse 2. take out the rubbish
reads the answer he/she writes. Do the same for
numbers 2–4. 3. feed the pets 4. ride a bicycle
5. mail a letter 6. ride the bus
Answer Key 7. make a video 8. in-line skate
a) True 9. tell a story 10. take pictures
b) True (It can change according to the school 11. laugh at jokes 12. plant flowers
year). 13. play volleyball 14. snorkel
Check answers by saying Number 1 and having 5. Wow! What a cool kite!
a volunteer say the word and the letters that Thanks. I made it myself.
correspond to its vowel blend sound. Do the You’re kidding!
same for numbers 2–8. No, it’s true. I made it.
Answer Key 6. Oh! I missed the ball!
1. er 2. aw We won! We won!
3. oi 4. ur Congratulations.
5. ar 6. ou Nice game. It was close.
7. or 8. oo Answer Key
B. Which word has a different -ed 1. 3 2. 3 3. 3
sound? Read and circle. 4. 7 5. 3 6. 7
For each number, students read the words and B. Listen and match.
circle the one that has a different final ed sound. Read the script. For each number, students listen
Check answers by saying Number 1. walked, and match the sentence(s) in the left-hand column
kissed, weeded, chopped and having students to the most logical response in the right-hand
raise their hands when they hear the word they column.
circled. Do the same for numbers 2–4. Teacher:
Answer Key B. Listen and match.
1. weeded 2. cleaned 1. Are you sure?/I’m positive.
3. baked 4. washed 2. Wow! What a cool kite!/Thanks. I made it myself.
3. Can we go to the gift shop?/No, kids. We don’t have time.
C. Listen and circle. 4. You play really well./Thanks. I love playing music.
Read the script. Students listen and circle each 5. Let’s practice together./That’s a great idea.
word they hear. 6. What are you eating?/Rice.
Teacher:
D. Listen and circle. Page 40
1. joy 2. spoon 3. fork C. Listen and circle the sound you hear.
4. broom 5. bird 6. coin Read the script. For each number, students listen
7. called 8. chair 9. butter and circle the vowel blend sound they hear.
10. bicycle
Teacher:
General Revision C. Listen and circle the sound you hear.
1. arm 2. moon 3. Gert
General Revision Page 39 4. book 5. boy 6. house
7. corn 8. purse
A. Listen and circle 3 or 7.
Answer Key
Read the script. For each number, students look
1. ar 2. oo 3. er
at the picture and listen to the conversation. If the 4. oo 5. oy 6. ou
picture illustrates the conversation, students circle 7. or 8. ur
3. If it does not, students circle 7.
206 Revision
D. Listen and circle. Answer Key
Read the script. Students listen and circle each 1. Which one is the tallest? The giraffe
word they hear. is the tallest.
2. Which one is the fattest? The elephant is
Teacher:
the fattest.
D. Listen and circle.
3. Which one is the thinnest? The snake is the
1. joy 2. spoon 3. fork
thinnest.
4. broom 5. bird 6. coin
4. Which one is the shortest? The turtle is
7. called 8. chair 9. butter
the shortest.
10. bicycle
E. Listen and write. J. Read and match.
Read the script. Students listen and write each Students match each of the sentences in the left-
word they hear. hand column to the most logical response in the
right-hand column.
Teacher:
E. Listen and write. Check answers by saying Number 1 and having a
1. barn 2. mouse 3. bird volunteer read the corresponding sentences. Do the
4. moon 5. bottle 6. fork same for numbers 2–6.
7. weeded 8. planted Answer Key
1. Can we go to the snack bar?/ No, we don’t
Page 41 have time.
F. Look and circle. 2. Wow! What a cool kite!/ Thanks. I made it
Students look at each picture and circle the myself.
corresponding word(s).
3. Are you sure? / I’m positive.
Answer Key
4. It’s not cute. It’s scary. / Don’t worry. It
1. whale 2. go fishing 3. Earth won’t hurt you.
4. cheetah 5. take a nap 6. artist
5. You play really well. /Thanks. I love
G. Look and write. playing music.
Students look at each numbered spot in the large 6. We won! We won!/ Congratulations!
scene. Then, for each number, they write the
corresponding word(s) below. Page 43
Answer Key
1. play cards 2. drink apple juice K. Look and write.
3. hamburgers 4. lemonade Students look at each picture and write the
5. french fries 6. wash the pots and pans corresponding sentences.
7. clean the tent 8. climb a mountain Answer Key
9. take pictures 1. Did she clean the tent? No, she didn’t. She
washed the pots and pans.
Page 42 2. What did she do? She made the bed.
H. Read and match. 3. What are they going to have? They’re
For each number, students match the sentence in going to have some lemonade.
the left-hand column to the most logical response
in the right-hand column. 4. He’ll plant flowers in the spring. He won’t
play in the leaves.
Answer Key
1. Which one is the tallest?/The giraffe is the 5. The cheetah is shorter than the giraffe.
tallest. 6. He wants to see Neptune. Let him look.
2. What does he like to do?/He likes to play
volleyball.
3. Did they have lunch?/Yes, they did.
4. What did he do?/He set the table.
5. Why does he want to be a vet?/Because he
likes helping animals.
6. What’s she going to have?/She’s going to
have some spaghetti.
1. kite lemonade oil water milk 8. Look and write a paragraph of FOUR sentences:
(4 marks - one mark each)
2. musician father engineer vet engineer
Use the following guiding words.
3. build draw program boil paint\read
planetarium - planets - far - again
4. tigers trees animals cats turtles Four Coherent and grammatically Correct
5. ice cream cake water curry chicken sentences
......................................................................................
4. Fill in the gaps using words in the box:
......................................................................................
(4 marks - one mark each)
......................................................................................
doctor - thirsty - vet - painter - hungry ......................................................................................
......................................................................................
In the future, I’d like to be a painter. A ....... (1)
......................................................................................
........... painter ........... can draw and paint nice
pictures. My brother wants to be a .......... (2) vet 9. Punctuate the following :
(2 marks - quarter a mark each)
...... He is kind to animals. He offers them food and
1. Ahmed and Mary can see Saturn.
drink when they are ........... (3) hungry ......... or
2. Did you see Heba’s book?
....... (4) thirsty ............ My sister would like to be a
computer programmer.
5. Read the passage and answer the questions
(5 marks - one mark each):
Mr. Magdy, his wife and the kids were at the
Safari Park. Kareem saw the giraffe. It is very tall.
Hoda loved the elephant and gave it potatoes. They
all laughed at the monkeys. Monkeys ate bananas.
The animals were happy. The kids were kind to the
small animals.
1. sp sn sm 2. ch th sh 3. br pr dr 4. gr tr dr 5. sl pl fl
2. They __________________.
3 _____________ win a prize.
3. He ___________________.
_____________ have lunch.
212 Revision
Revision Unit 3
3. 4.
3. 4.
the pets an ice cream
visit buy
a friend a table
214 Revision
Revision Unit 5
2.
He’s going to have.
3.
2
1. 2. 3. 4.
fall:
pick apples 3 7 1. They’ll fall.
fall: won’t .
play in the leaves 7 3
Summer:
build a sand castle 7 3 2. summer.
winter:
go swimming 3 7
216 Revision
General Revision
3 7 3 7 3 7
5. 6. 7. 8.
F. Do they both end with the same sound? Listen and
write 3 or 7.
1. 2.
3. 4.
• • • •
• • • •
4 2
1
3
3. 4.
2.
He’s going to mail a letter.
• • He isn’t going to get a
haircut.
3.
They’ll go to the beach in
• • the summer. They won’t
go skiing.
3 7 3 7 3 7
3. 4.
3. 4. 6.
2.
than/is/whale/dolphin/the/the/smaller/.
3. 4.
222 Revision
Revision Unit 9
1. 3 7 2. 3 7 3. 3 7 4. 3 7 5. 3 7
go didn’t
3. They on a ride. They have lunch.
went don’t
do like
4. What she like to do? She to go sailing.
does likes
want them
5. I to see Mars. Let look.
wants me
do like
6. Why he want to be an artist? Because he drawing.
does likes
224 Revision
Revision Unit 11
•
2. We want to see Venus. Let us look.
• b.
3. 4.
the animals of people
play take care
the violin of things
2.
__________ she _______________________?
3.
226 Revision
General Revision
3 7 3 7 3 7
4. 5. 6.
3 7 3 7 3 7
ar or ow oo ar er oo oi
5. 6. 7. 8.
ou oy ou ar or ir ur oo
5. 6. 7. 8.
4. 5. 6.
cheetah take a nap vet
octopus play the violin artist
2
6
3 5
•
1. Which one is the tallest? • He set the table.
2. What does he like to do? • • Because he likes helping animals.
3. Did they have lunch? • • She’s going to have some spaghetti.
4. What did he do? • • The giraffe is the tallest.
5. Why does he want to be a vet? • • Yes, they did.
6. What’s she going to have? • • He likes to play volleyball.
•
5. You play really well. • Thanks. I made it myself.
6. We won! We won! • • No, we don’t have time.
2.
What _______ she _________________?
She _____________________________.
3.
What are they ______________________?
4.
He’ll ________________________ spring.
5.
The ___________ shorter ____________.
6.
He _______________________ Neptune.
_____________________________ look.
video 16 planted 12
A drank 7
J Play cards 2
T
art class 23 drum 4 just a little 19 take a nap 9
Play in the
ate 7 dusted 12 take a taxi 16
K leaves 24
take out the
B E Kebab 20
played 3 garbage 10
kind of 5 poodle 18 take pictures 6
baked 8 eat cotton candy 6
Kissed 8 positive 29 talk 26
barbecued chicken 20 enough 5
present they’ll 25
beetle 18
bicycle 18 F program 4 three 4
fall (n.) 24 laugh at jokes 2 puddle 18 throw a ball 5
blister 22
laughed 3 put away the tiger 22
blocks 15 fall (v.) 26
laundry 26 time for 1
boil water 1 far 15 groceries 10
left 15 told you so 19
bottle 18 fed 11
bought 7 feed the pets 10 lemonade 20 R took 7
tree 4
bread 4 fish 4 library 23 read a menu 5
try some 19
breakfast 1 flower 4 listen to stories 2 read the newspaper15 turn 15
sand castle 4 french fry 20 listened 3 ride the bus 16
butter 22 french fries 20 little 19 ride the bus 16 U
buy an ice cream16 lobster 22 right 15 uncle 18
buy tickets 6
get a haircut 16
M S
use the ATM 15
C go camping 23 made 11 V
saucer 26
called 8 go ice skating 24 mail a letter 16 visit a friend 16
saw 7
go on a ride 6 make a
careful 9
go skiing 24 phone call 15
see a film 16 W
chair 4 see a show 6 waited 12
chopped 8 go to the beach 24 make the bed 10
going to 17 send an email 16 wake up 1
clean the tent 2 make up your
green 4 set the table 10 wash the pots
cleaned 3 mind 29
greeted 12 she’ll 25 and pans 2
climb a mountain 2 math 23
skateboard 9 washed 3
climbed 3 mother 4
cook breakfast 2
H music room 23 slide 4
watch out 9
watch the
cooked 3 had 7 my treat 5 smile 4 sunrise 2
hang up the sneeze 4
cry 4
clothes 10 N spaghetti 20
watched 3
curry 20 we’ll 25
have lunch 6 not really 15
cut the grass 9 spoon 4 weeded 12
heavy 9
D he’ll 25
P spring 24 went 7
pack the bags 1 straight 23 win a prize 6
delicious 19 hamburger (s) 20
pick apples 24 strong 9 winter 24
did 3 hung 11 won 7
pick up garbage 1 subject 23
didn’t 3 won’t 25
pie 19 summer 24
dinner 22
do the laundry 10 I’ll 25 plane 4 sweep the floor 10 Y
invited 12 plant flowers 24 swept 11 you’ll 25
download a
The numbers to the right of the entries indicate the Student Book page on
which the word is introduced. Words in blue appear only in the art (on the
Conversation Time pages).
draw 24 snake 6
A drawing 25
J P snorkel 10
again 9 jog 9 paint 16 starfish 1
artist 24 E joy 22 painting 17 stars 19
Earth 20 Jupiter 20 photographer 23 storm 4
B easy 15
planets 19 string 5
barn 4 eel 2
K play chess 15 Sun 19
Play in the surf 9
because 25 elephant 6 knit 15 play ping-pong 10
big 2 engineer 24
L play the T
bigger 3 trumpet 15
bird 18 F lion 5 play the violin 24
take care of
people 24
boil 22 farm 4 listen to music 10 playing 25 take
boy 22 fast 2 look 12 Pluto 20 photographs 23
broom 12 faster 3 love 23 point 22
taking 17
brown 8 fat 6 perfect 23
build a model 16 fattest 7
M computers 24
tall 6
programming 25 tallest 7
build a fork 4 make a video 16 than 3
build things 24 purse 18
making 17 them 21
building 17 G marker 26 R thin 6
C gift shop 19 Mars 20 read a comic book 16 thinnest 7
giraffe 6 Mercury 20 reading 17 time to go 1
cashier 1 town 8
go fishing 10 missed 9 ride a skateboard 9
catch the bus 19 go hiking 10 skateboard 9 turtle 6
monkey 5
cheetah 6
chimpanzee 6
horseback moon 12 S U
riding 10 Moon 19
clerk 18 Saturn 20 Uranus 10
go sailing 10 mouse 8
collect stickers 16 scary 5 us 21
gorilla 5 mouth 8
collecting 17 gown 8 musician 24
seahorse
seal
1
1
V
computer guess what 5 Venus 20
myself 15 shark 2
programmer 24 shirt 18 vet 24
congratulations 9 H N
cook 12
short 6 W
hard 15 need 15 shortest 7
corn 4 help animals 24 Neptune 20 show 15 whale 2
crab 2 helping 25 shower 26 why 25
nice game 9
cute 1 her 21 shut 5 wood 12
noodles 12
cycle 16 him 21 nurse 24
sing
singing
16
17
Y
cycling 17 house 8 yard 4
O slow 2
you’re kidding 15
D I octopus 2
slower
small
3
2
dessert 18 in-line skate 10 oil 22 smaller 3 Z
dolphin 2 it was close 9 oyster 22 snack bar 19 zebra 5