Prim 6

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Libya T U
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21
Eng Primary 6 Teacher’s Book
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LBY_G6 Primary_TB_BOOK.indb 1 20/09/2021 10:50

English for Libya Primary 6 Teacher’s Book
State of Libya
Ministry of Education
Curricula and Educational Research Centre
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Published by
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Garnet Publishing Ltd.

8 Southern Court, South Street,
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Reading RG1 4QS, UK

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First edition, copyright © 2019 Garnet Publishing Ltd.
Reprinted 2020, 2021.

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The right of the authors to be identified as authors of this work has been asserted by
them in accordance with the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval
system, or transmitted in any form or by any means, electronic, mechanical,
photocopying, recording, or otherwise, without the prior written permission
of the C.E.R.C (Libya). Any person who does any unauthorized act in relation to this
publication may be liable to criminal prosecution and civil claims for damages.
‫ لجنة من مركز المناهج التعليم ّية والبحوث التربو ّية‬:‫اإ�شراف‬

CONTENTS
Introduction ............................................................................................. 4
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Unit 1 Family and Work ........................................................................... 18
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Unit 2 What is it? ..................................................................................... 42
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Unit 3 Health and Fitness ........................................................................ 66
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Unit 4 Revision (1) ................................................................................... 88
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Unit 5 Then and Now .............................................................................. 96
Unit 6 Food and Drink ............................................................................. 116

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Unit 7 Celebrate! .................................................................................... 140

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Unit 8 Revision (2) ................................................................................... 160

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Phonetic Chart ........................................................................................ 168

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Introduction
21st Century English for Libya is a modern, engaging Key features

course, which integrates a general English syllabus
with an element of 21st century skills, such as study • Lively pupil-centred activities
skills, teamwork, critical thinking and problem- • A range of communicative speaking activities
solving – the essential skills for students of English to • Core language is presented by friendly, visually
thrive in the 21st century. appealing characters in familiar contexts
• Increasing inclusion of 21st century skills through
This level of 21st Century English for Libya has level-appropriate activities
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been developed for teaching English to children in • Audio files (including songs and rhymes, look,
the sixth year of primary. The course is a colourful, listen and repeat activities, dialogues and stories)
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engaging way to introduce children to English. It • Teacher’s
eacher’s reference audio (with all key material for
follows an integrated approach to skills development modelling, pronunciation and lesson preparation)
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and initiates children in literacy in English through • Further letter and word recognition practised
a systematic programme of motivating activities, through fun activities
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games, songs and stories. • Lots of writing practice
• Picture/word flashcards for all target vocabulary
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Throughout the 21st Century English for Libya • Posters: alphabet posters (lower case and lower
course, there is inclusion of 21st century skills – the
skills that will enable young people to live and
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and family scene
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work effectively in modern society. Skills such as • The TTeacher’s Book contains comprehensive
collaboration, communication, critical thinking and teaching notes with ideas for both extension and
creativity are developed and recycled all the way support activities.
through the course.
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In the primary levels of the course, 21st century Components

skills are featured in the lessons through activities
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like pairwork, puzzles, stories, ‘find the difference’ • Pupil’s Book (PB)
activities, dialogue practice and games. In Primary • Activity Book (AB)
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6, the four basic 21st skills of communication, • Teacher’s Book

collaboration (working effectively with others), • Teacher’s Resources (including
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critical thinking and creativity are regularly built in pronunciation audio)

to activities; those activities are flagged with the • Website with a range of resources for teacher
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21st century icon. support: www.englishforlibya.com

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The course provides integrated speaking activities

that give opportunities to repeat language, practise Pupil’s Book (PB)
pronunciation and develop fluency in a meaningful
context. The recorded materials also provide a This book presents language and structures through
model for speaking activities and a reference for its large, colourful pictures, songs, rhymes, listening
pronunciation for both pupils and teachers. to stories, and speaking activities.

Introduction
Stories Audio
The Pupil’s Book includes three stories [When I The audio provides a rich variety of recorded
Grow Up, Looking After Ali and A Card for Our materials, such as songs, dialogues, stories, look,
Teacher]. See page 8 for ideas about how you can listen and say activities, rhymes, instructions and
use stories with your pupils. descriptions. Children are encouraged to interact
with the material non-verbally by matching, circling,
Book Map ticking, pointing and doing actions.
At the beginning of the PB there is a Book Map
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which provides a summary of the theme vocabulary The recorded materials give children an opportunity
and language covered in each lesson. The Book Map to listen to the natural stress and rhythm of English.
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is not intended for pupils to use but it will be helpful The audio provides an accurate model for speaking
for parents, giving them a clear picture of what their activities and serves as a useful reference for
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children are learning throughout the academic year. pronunciation.
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Activity Book (AB) The course
In the Activity Book, children continue to practise

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Course structure
their literacy skills. The AB provides further practice
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This course has eight units per PB, and there
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and development of language skills and includes are eight lessons in each unit. All lesson material
recycling of vocabulary and grammar from the PB. is introduced in the full-colour Pupil’s Book and
is supported by a variety of activities in the
Activity Book.
Teacher’s Book
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Topics
This book has been written in order to give teachers Each unit is centred on a topic. The topics create a
as much support as possible. It includes detailed context for vocabulary sets and reflect the fact that
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lesson notes, listening scripts, additional activities children of this age are interested in themselves and
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(extension and support), homework ideas and the immediate world around them. Topics include
language games. Family and Work, Health and Fitness, and Food
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and Drink.
There is also an audio file which provides model
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pronunciation as well as the key vocabulary and The topics in Primary 6 start with more child-centred
language covered in the course. subjects like school and home but as the pupils work
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through the book, they will explore much broader

The lesson notes clearly explain the procedure for topics, such as foods from different countries and ideas
teaching the language and grammar that’s covered about the future.
in each lesson.
Characters
Teacher’s Resources Children readily associate with characters as
Teacher’s Book friends who can help them learn. The characters in
Audio (rhymes, songs, texts, stories, pronunciation) the course can also be used to initiate citizenship
discussions, add humour, and bring a sense of
security and familiarity to learning.

Introduction
Lesson structure Aims connected to specific learning objectives:

Lessons in this book are based on a mix of receptive The aims are to:
skills (listening and reading), and productive skills 1 consolildate the English alphabet;
(speaking and writing), to help pupils learn at their 2 consolildate the sound of English through
own pace and in a supportive way that is appropriate recorded material, and take advantage of the
to their maturity. pupils’ ability to imitate spoken language;
3 enable pupils to identify and name an increasing
Children are encouraged to be active participants in number of people and objects in English;
their own learning and to develop age-appropriate 4 continue to expose pupils to high-frequency
learning skills. The Activity Book, whilst included phrases, sentences and utterances, allowing them
as part of the lesson throughout these teaching to acquire these at their own pace;
notes, can be used as extended learning for pupils to 5 extend the pupils’ reading skills;
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do in their own time. This would help to encourage 6 continue to develop handwriting and extend the
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independent learning and encourage pupils to start writing of pupils to word, phrase and sentence
to take responsibility for their own learning. level as they work through the book;
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7 apply taught skills through the medium of 21st
Listening century practice that encourages critical thinking,
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It is important to remember that, in addition to the problem-solving, research skills, teamwork,
audio material, you also provide listening practice collaboration and other skills, at a very young age.
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for your pupils each time you speak to the class:
your greetings, explanations, requests, instructions, Teaching English to very young children
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and praise are all meaningful examples of listening There are some important characteristics of young
for children. They also help the pupils to become learners which affect teaching and learning and
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more familiar with the sound of English. Remember which have been taken into account in the design of
to check your intonation and pronunciation with the course. These are:
the materials recorded on the audio, and with your
colleagues, because your pupils will listen to you • Emotional characteristics:
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and copy you. - likes talking about self and is more interested
in self than in others;
- needs to be taught to co-operate with others;
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Aims of 21st Century English for - likes school and teachers;

Libya, Primary 6 - needs whole-group activities;
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- learns during play as well as formal teaching;

- responds well to praise.
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Aims designed to create the right kind of

learning atmosphere:
• Physical characteristics:
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Pupils will be curious and enthusiastic about

- can only concentrate on a particular activity
starting to learn English, and it is important that
for a short time;
they remain enthusiastic if they are to make progress
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- is active and energetic;

in the language. Overall, lessons should be fun. The
- gets overexcited very quickly;
aims are to:
- gets tired easily;
1 engage pupils in learning the language so that
- learns at own individual pace.
they enjoy it and want to continue learning it;
2 give pupils the confidence to participate;
• Educational characteristics:
3 provide pupils with opportunities to
- needs realistic objectives suited to cognitive
communicate in English;
level;
4 make pupils aware of situations that the English
- needs challenge;
language is used in.
- needs to learn by doing;
- needs activities that interest and make sense
to him/her;
- needs constant recycling of language.

Introduction
• Linguistic characteristics: Using 21st Century English for Libya,

- is good at pronunciation; Primary 6
- has few inhibitions;
- needs to speak; The activities in the course are designed to promote
- needs to make mistakes; understanding and enjoyment, as well as promoting
- needs clarity; these specific language-learning aims:
- needs to use own language; • imitating the rhythm and sounds of the language;
- may need a period of time before being ready • carrying out spoken instructions and commands
to produce language independently. within the syllabus;
• naming people and objects and using different
These characteristics have important structures as they are presented within the
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implications for the teacher: syllabus;
1 Children learn through doing things that they • remembering the lower and upper-case
upper-case letters of
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enjoy. Try to make the learning experience fun. the alphabet and their sounds and names;
2 Lessons need to have a variety of activities. • learning an increasing number of words, phrases
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Follow the advice in the lesson notes. Vary the and sentences;
pace of the lesson when possible. • remembering that English is written from left
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3 Children learn best in a stress-free environment to right;
and some of them are often nervous and timid • developing skills in writing in the English script.
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and need more time than others to feel at ease.
Don’t expect instant production from every Teaching
Ueaching the four skills – listening, reading,
child; don’t put pressure on the children to speaking and writing
respond or co-operate immediately. Give them There are three types of listening text in 21st Century
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time. Do not over correct or make correct English for Libya, Primary 6 6.
utterance the only goal. 1 Instructions: These include the instructions in
4 It is important to have realistic objectives in the audio, the teacher’s classroom instructions,
terms of language goals for young learners. and recorded instructions to carry out certain
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They are interested in identifying, naming actions. These also occur in language games,
and counting things, but are not yet able such as ‘Salman says’.
to understand structures in a formal way
way. 2 Longer texts, such as songs and stories.
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Therefore, 21st Century English for Libya, 3 Simple task-listening texts, e.g., Listen and circle,
Primary 6 concentrates on vocabulary and Listen and tick, Listen and point and Listen
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language which the children can use in the and do.

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classroom and outside. Don’t try to go beyond

the limits of the syllabus. Don’t worry too General advice for listening activities
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much about explaining grammar rules. A good Be sure to use all the listening activities in the PB,
grounding in the basics in the early years of as they will significantly support pupils’ learning
learning English will mean that the children can as well as providing an alternative method of
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make good progress later. presentation. It is extremely useful for pupils to hear
5 Because children need whole-group activities, the native English speakers and the audio tracks provide
teaching notes recommend whole-group teaching good models of pronunciation and intonation.
for the most part. However, the standard Children have to learn to listen to the recorded
procedures recommend dividing the class into material. You should therefore try to make the
groups and pairs for controlled practice and pupils feel comfortable with this activity. The pupils
for games. Group and pairwork activities should never come to a listening activity without
encourage cooperation, comparing and sharing, preparation. In the real world, listeners usually
for example, when finding and counting objects have visual clues to help them, e.g., setting, gestures
hidden in a picture, looking at one another’s and the attitude of the speaker. This is why the
work, and suchlike. teaching notes include suggestions for introducing

Introduction
the listening, except where the same type of text is is the game ‘Salem says’. As TPR activities are so
repeated frequently. The PB illustrations should be appealing to energetic young children, you may wish
used as much as possible to help understanding. to add some of your own throughout the year.
Classroom instructions Songs and rhymes

Listening to and following instructions is a basic Songs and rhymes are an important feature of 21st
requirement in the classroom. This can be exploited Century English for Libya, Primary 6. They have a
in the English classroom to give the pupils the very useful role to play in the early years of learning.
opportunity to listen and respond to authentic Young children enjoy songs and rhymes, so they find
language. There are four simple requirements: them motivating. Songs and rhymes also provide
1 Instructions should be given when the pupils are excellent practice in the rhythm and stress of the
quiet and paying attention. language. The pupils are not expected to learn all
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2 They should be supported by clear gestures. the words immediately, but they can join in the
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3 They should be accompanied by demonstration, repeated lines as they listen and at this age, pupils will
if appropriate. probably be quite quick to pick up the words of songs
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4 The language should be clear and simple. The and rhymes. The focus should be on enjoyment, with
same language for the same instruction should an emphasis on rhythm and rhyme. Some are action
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be used every time. songs, which always appeal to young children.
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Note: It is not essential that all the pupils understand A basic procedure for songs and rhymes is
what to do immediately after an instruction is given. as follows:
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What happens next is equally important; for example, 1 Discuss any pictures on the page, using them to
sometimes the pupils will understand through the present some of the new language.
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actions of others in the class, sometimes by you going 2 Play the song or rhyme and get the pupils to do
around the class to check individual pupils, pairs or a simple task, for example, mime with you or
groups and providing additional support. It is vital point to pictures in their books.
that you monitor at all times, to be aware of those 3 Play the first verse line by line for repetition.
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pupils, pairs or groups that need additional support. 4 Play the whole song or rhyme and encourage
the pupils to join in where they can. Focus
Total Physical Response (TPR) particularly on repeated words and phrases.
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Total Physical Response or TPR activities are 5 Get the pupils to sing the song or say the rhyme
particularly useful with young learners. TPR involves in different lessons, sometimes along with the
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associating a physical action or movement with recording and sometimes with you.
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particular words, language, instructions or situations. 6 Where possible, allow pupils to join in with
It can be especially helpful in teaching vocabulary, some form of TPR.
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classroom language, instructions or reading stories.

TPR is also a good tool for varying the pace of the The songs are based around known words and
lesson or for giving excited young learners the chance themes. However, they also sometimes contain new
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to move around and get rid of some of their ‘energy’ words, phrases or grammatical features that the
before they settle down to work. TPR is a fun tool, pupils have not yet studied. It is not necessary to
it’s memorable and so aids learning, and it is also teach such items; pupils can enjoy songs and rhymes
good for kinaesthetic learners. TPR works well in without knowing the meaning of every word.
both small and large classes and is also effective
in mixed-ability groups. Children can understand Stories
information they hear much more easily than they The stories in Primary 6 are intended to encourage
can produce it. So TPR enables the learner to focus the habit of listening to stories extensively and for
on listening to an instruction or a command and pleasure. Pupils may not be familiar with all the
respond with a physical movement without having language when they first listen, but they will begin
to make a spoken response. A good example of this to develop a feeling for the rhythm of English and

Introduction
will be able to understand by associating the pictures 5 Recycle the stories in other lessons. Tell the story
with the words they hear. yourself, but make intentional mistakes. The
pupils should listen and put up their hands when
The stories provide good listening practice, as well they hear a mistake. They can tell you what the
as the opportunity to contextualize language that correct version of the story is.
has been presented. The recommended procedure
suggests inviting the pupils to join in with the words Pronunciation
in the stories after hearing them several times. This Pronunciation practice should be made as
also provides good speaking practice. entertaining as possible. It is easy to use humour
in such activities, by exaggerating the mouth shape
If possible, you can build up a ‘book corner’ in the required to produce a particular sound, by using
TPR to prompt pupils to mime when they are
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classroom. If possible, set aside a regular half lesson
each week for ‘story time’. This is a special time learning and practising sounds, or by using different
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for you to sit with the class (or smaller groups, if tones of voice or different emotions when providing
you can organize this) and tell them the story, or an example sentence.
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talk about the pictures with them. You can also use
selected flashcards and other drawings to help you The focus on words and phrases is designed to build
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tell a story to the whole class. up a solid foundation of pronunciation. The pupils
have a natural gift for imitating sound and it is
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Suggestions for using the stories: important to exploit this ability. Although you have
1 Talk about the pictures. Get the pupils to identify a big part to play in teaching pronunciation, the
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people and objects they are familiar with. Take pupils need a lot of additional exposure to recorded
this opportunity to present key words. sounds, words and phrases. Make full use of the
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2 Play the audio while the pupils listen and look audio material at every opportunity.
at the pictures. A simple task is suggested in
the teaching notes so that they have something Vocabulary practice
to listen for.. Or, read the story, using gestures Vocabulary needs frequent recycling and this is built
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and mime to make the meaning clearer. (If you into the course. However, it is assumed you will take
choose this method, remember to listen to the every opportunity to do this, too.
recording several times yourself when planning
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your lesson.) Vocabulary is recycled in activities throughout the

3 If you have set a question, elicit the answer
answer, but course, as well as through games and using the
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don’t confirm it. Play the recording again, with picture/word cards. It is essential that you use games
from time to time; the pupils will enjoy them and
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pauses if necessary, so that everyone can find

the answer. they are an excellent learning tool.
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4 Encourage pupils to help you tell the storystory. If it is

appropriate, agree with them a mime or a sound Question and answer exchanges
effect to cue the words and phrases they know. There are plenty of ‘real life’ pairwork activities in
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Note: As pupils become familiar with the story, Primary 6, such as talking about family, routines
pauses without cues may be enough for the and times, school subjects. These are practised
pupils to say the next bit of the story – either the in question and answer exchanges and short
next word, or the next few words. If they can, conversations. The key to these activities is good
they will do this automatically. If they are not yet preparation. When you ask the pupils to work in
ready to respond in English during the pauses, pairs, they should be able to make a good attempt.
don’t be discouraged. Let them produce the
target language in their own time. The opportunity to practise independently of the
teacher not only provides more time for producing
the language, but also lets the pupils develop
confidence in their speaking ability.

Introduction
A basic procedure for question and answer made by pupils and to remodel where appropriate.
exchanges is as follows:
1 Elicit pronunciation of the examples from the In addition, you should provide the necessary
pupils’ material. prompts to engage the attention of the class.
2 Practise with class repetition.
Talking about the unit topics
3 Divide the class into two groups; practise the
exchange, prompting substitution with Picture/ The pupils will generally have a lot of things they
Word Cards. want to say about new topics, but little English with
4 Practise in open-class pairs. which to express their ideas. When introducing a
5 Practise in pairs. new topic, you may very occasionally want to let
pupils use some Arabic. During such a discussion,
Note: When the pupils are working in pairs, it is not encourage them to use English where possible and
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possible to monitor the whole class. Instead, you can make sure you tell them all the English words they
need to know.
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go round listening to a few pairs to assess progress.
Accept that they will make mistakes. If
Further opportunities for speaking
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you feel the class is having too much difficulty, stop
There are many opportunities for speaking in the
the activity and go back to group practice or open
classroom. For example, you should prompt the
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pair practice.
pupils to use English in group work and pairwork
activities and when playing games. Use as much
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Short conversations
English as possible when setting up an activity; many
There are a number of conversations in Primary 6. U
of the necessary instructions should be familiar to
These will increase in subsequent courses as the
the pupils and you can build on these. Pupils will
pupils’ vocabulary and language control develop.
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not only improve in their ability to listen, but also
start to use these words themselves. If explaining in
Conversations put the language in a realistic setting
English is too complicated, show the pupils how to do
with which the pupils can identify.
something by example, only resorting to Arabic if it
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is really necessary.
A basic procedure for exploiting conversations is
as follows:
If English lessons always take place in the same
1 Discuss what is happening in the pictures.
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classroom, it is a good idea to display frequently

2 Play the audio while the pupils follow
used classroom language on the wall. You can write
the pictures.
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signs with useful phrases as the class learn them,

3 Ask several check questions to consolidate
such as:
understanding.
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Pardon? I don’t understand. What does … mean?

4 Play the audio line by line for the pupils to repeat.
Can you say that again, please? How do you
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5 Role-play the conversation in pairs.

spell …? Can I borrow a pen?
6 Choose pupils to act out the conversation in
front of the class.
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If these signs are decorated by the pupils and then

alking about pictures
Talking displayed on the walls, they can be used as prompts
Teachers should take every opportunity to capitalize in class, until the pupils begin to use them naturally
on pupils’ interest in a topic in this way. Pupils to carry out classroom business.
should be encouraged to talk about the material in
Reading
English as much as possible, even if direct questions
Reading tasks in Primary 6 continue to progress
are not supplied in the teaching notes. Pupils should
to global comprehension of short descriptions, sets
be encouraged to talk about the pictures in any way
of instructions, conversations and picture stories.
they can. This might involve one-word answers,
Reading texts include:
mispronunciation and even some discussion in
• sentences and paragraphs
Arabic. The job of the teacher is to accept the effort
• instructions
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Introduction
• conversations 5 Point to the picture cards and read the words

• descriptions with the class.
• short stories with visuals 6 Take the picture cards and word cards off the
board and distribute them to groups around the
There is an increase in the number of words on class. Say a classroom object and get the groups
the pages of the pupils’ material, compared with with that word card or picture card to stand up,
previous levels. Pupils should not be expected to holding the card.
read all this text, particularly the lyrics of songs 7 Get the rest of the class to check that the two
or words in the stories. However, as the year cards match. Do this several times with each
progresses, they should be developing their ability to classroom object.
read independently with the help of illustrations. 8 Put the word cards back on the board (without
the picture cards) and see if pupils can read
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Words, phrases and sentences the words.
There are three main approaches to reading adopted
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in Primary 6. These are: Note: There are many variations to the steps
1 whole-word recognition and
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above, some easier and some more challenging.
high-frequency words Use variety when introducing and practising new
2 a phonics-based approach
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words. This will keep pupils engaged and keen to
3 audio-assisted reading meet the challenge.
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Pupils make use of the reading strategies that they
Pupils should already be familiar with the words
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have learned and used in earlier levels to carry out
aurally and orally before they are asked to read
reading activities. The synthetic phonics approach,
them. Recognition practice need not be restricted to
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which involves learning the sounds of the letters,
words; it can also be applied to short phrases and
enables pupils to sound out unfamiliar words. It also
sentences. When individual words become familiar
assists pronunciation and spelling. Pupils have been
to the pupils, they can be used for sentence building.
developing their understanding of the sound/spelling
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relationship since the beginning of the course.

Using word cards in sentences helps focus attention
However,, many words are not phonetically regular
on grammatical features such as word order. Once
and children need to learn these words as whole
the sentences have been built up, they can be
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units, using their visual memory.

manipulated by substituting other known words.
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To recognize words easily, the pupils need regular

practice in identifying words. A basic procedure for sentence building is as follows:
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1 Practise recognition of individual word cards for

A basic procedure for using Picture/Word Cards is target vocabulary.
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as follows: 2 Stick word cards on the board to form a

1 Name the picture cards for the lesson with pupils sentence; elicit pronunciation of each word as it
is displayed. For example, I go to school by car.
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and stick them on the board.

2 Get pupils to close their eyes. TTake away one 3 Substitute individual cards to form similar
card and get pupils to open their eyes. sentences and elicit pronunciation from the class.
3 Point to the gap and ask, What is it? Let pupils For example, I go to school by train/bike.
call out the missing picture. Do this several 4 Invite pupils to the front to substitute cards and
times, with different picture cards. form similar sentences.
4 Hold up a word card, say the name and get
pupils to repeat. Put the word card below its
corresponding picture card. Do this for all
of the word cards. (To do this, you will need
two sets of cards, or make your own set of
word cards.)
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Introduction
High-frequency words The classroom

High-frequency words are often phonetically
irregular and therefore do not fit into a phonic Atmosphere and aids
scheme. They are often difficult to represent visually • Try to create a bright and cheerful environment
since they tend to be grammatical words rather than for learners by having pictures and posters on
nouns (for example, the, have, who, what, said). the walls. Pupils’ drawings can also be displayed
During the course, children meet such words in to encourage them, as well as to decorate the
stories, but also as part of the functional language room. Putting up pupils’ work shows them that
and structures they are using. In Primary 6, pupils you value what they do. They will also enjoy
learn to spell common high-frequency words using seeing what their classmates have done.
the ‘Look, say, cover, write, check’ strategy. • Teachers
eachers of young learners need to be very active
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and having teaching aids permanently fixed to
There are spelling practice grids included in walls will save time and keep lessons moving at
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Primary 6 at the end of the AB, on page 108. a good pace.
• Playing a song when the class are doing a
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The audio-assisted reading approach involves the colouring or drawing activity helps to promote
pupils listening to words, phrases, sentences and a relaxed atmosphere. This also helps to
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texts while following in their books. This helps them ensure that the pupils continue hearing English
make a connection between sounds and spelling throughout the lesson and they can sing or hum
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and reinforces recognition of individual words. along quietly as they work, if they wish.
Some of the listening activities focus on pictures, • If the pupils do not have their own colouring
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i.e., the pupils listen to the audio and point to the pencils or crayons, sets will be needed in the class.
appropriate picture. There are also activities that • Sticky tack, magnets or drawing pins are useful
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involve listening and pointing to individual words, to fix picture cards to the board.
or attempting to identify words in sentences, for
example, in a conversation. As the pupils develop Classroom organization
their skills in this aspect of the English language, Because language is a social activity, pupils need to
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they will become more confident in recognizing be able to communicate and interact with each other
words and also decoding words they have not seen in the classroom. Many classrooms have fixed desks
before. They will gradually move on to reading and seating which will restrict how easily pupils can
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phrases and short texts. move around. Teachers have to make the best of the
physical space and limitations of their classrooms.
R
Individual learning However, if desks are fixed or too heavy to move

A
Children naturally develop and learn at and space is limited, try to keep an area where
different rates. children can stand up and move around for games
G
and activities. Even with very limited, desk-only

Praise space, children can still stand up and do TPR-type
Whatever the children are doing, and however activities next to their desks.
©
quickly or slowly they are progressing, do praise

them at every possible opportunity, and keep Classroom discipline
corrections to a minimum. At this stage in their Though young children are active and energetic, they
English language learning, your pupils need plenty expect and respect rules and enjoy clear classroom
of support and encouragement, and they need to routines. You need to establish firm and fair
know it is OK for them to make some mistakes. classroom rules from the beginning, within a secure
Remember that all types of participation in the atmosphere. Young children appreciate routine and
classroom activities offer learning opportunities, not like repetition. Therefore, from the start of the school
just completing formal tasks. year, set routines and expectations (e.g., how children
come into the classroom, where they sit, what they
12

Introduction
do with their bags and other things, whether they please.; Hands up!; Come here, please.; Listen.;
take their books out straight away, etc.). Listen again.; Listen and say.; Look at your book;
Look at me.; Look at the picture.; Look at page 8.;
The teaching notes encourage you to establish lesson Open your book at page 8, please.; Close your
routines (e.g., begin every lesson by greeting the book.; All together.; Point to the picture.; You need
children and getting their response, end the lesson in your colouring pencils.; Let’s sing a song.; Let’s play
a similar way, use standard classroom instructions a game.; Good!; Well done!; Excellent!; Yes, that’s
like Open your book at page 8, please.). You will right.; Can I have a pencil, please?; Thank you.
have your own preferences and routines, but taking
time to establish class rules and routines has long- Assessment
term advantages. Your pupils will probably like to be There was no formal assessment in the early primary
involved in discussing what rules and routines they grades. This occurs for the first time in Primary 6.
N
6
think are best! However, you should evaluate your pupils’ progress
O
on a regular basis.
Note: If a whole class is participating in a language
TI
activity, the room cannot be totally silent. Some Evaluating pupils’ progress
activities will be quite noisy. However, this is In order to keep track of every child in a class, it
different from uncontrolled noise, which should not
A
is useful to keep a progress chart. You should note
be encouraged. progress in the following areas for each pupil:
C
1 Degree of confidence
Tip 1: Use gestures to support your English U a) to join in choral activities;
instructions. Say Ssh! when you want quiet, and put b) to produce language individually
individually.
your finger to your lips; say Go! when you want the 2 Degree of interest and enthusiasm for
ED
pupils to begin, and wave your arm as if starting a learning English.
race; and say Tiptoe! when you want pupils to move 3 Interaction with others.
from one place to another quietly, and mime tip- 4 Behaviour.
toeing in front of your desk.
ET
Tip 2: Make use of a small bell, squeaky toy or other Monitoring progress regularly is very important and
‘friendly’ device to signal that you want the pupils to will allow you to be aware of children who are having
stop an activity. problems, and to provide help for those who need it.
N
Classroom language Try to make sure you get opportunities to observe

R
Try to avoid using Arabic in the lessons. each pupil individually, to assess their progress in
A
There will be times when it is tempting to explain general. In addition, look regularly at each pupil’s
something in the pupils’ first language, but there are work (drawing, colouring, tracing) to see how well
G
other ways to convey meaning and Arabic should their motor skills are developing.
only be used as a last resort. If you can use mime or
board drawings to aid understanding, do so. You can When you are assessing progress, focus on:
©
provide pupils with a great deal of real language by

frequently using classroom instructions in English, Listening
supported by mime and gesture. Gradually, the • ability to concentrate on what is being heard;
pupils will understand the English, and some will • ability to imitate pronunciation models;
even be able to produce it. Instructions on the audio • ability to carry out TPR tasks;
are intended to work in the same way. • degree of understanding of what is heard.
The list of essential classroom language below is Speaking

included in the pronunciation audio material. It is • ability to name people, colours and objects
not an exhaustive list, but is a good starting point. presented in the course;
Sit down, please.; Stand up, please.; Ssh! Quietly, • ability to respond to questions presented in
13

Introduction
the course; 4 Good lesson planning often takes time at the

• ability to initiate as well as respond in English; beginning, but pays dividends later on and
• pronunciation; makes your daily teaching commitment easier;
• performance in ‘ask and answer’ pairwork your pupils will enjoy their lessons more and
activities. they will learn more. Teachers will naturally feel
more confident and more relaxed if they go into
Reading and writing a lesson with a well-thought out lesson plan and
• recognition of letters and digraphs, numbers and that will help the pupils feel more confident and
the words and phrases that are presented; relaxed about the lesson, too.
• knowing the sounds of letters; 5 Finally,, remember that sharing ideas, successes
• ability to blend letter sounds to make words; and frustrations with other colleagues is really
• writing skill development; important and very beneficial.
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• ability to read unknown words, phrases and
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sentences;
• ability to write at word, phrase and sentence
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level.
Now I can …
A
At the end of every unit, there is a set of Now I
can … statements that are there to highlight what the
C
pupils have learned in the unit. As well as being both U
useful and motivating in showing pupils how they are
progressing, these statements serve as a good reference
ED
for parents wanting to follow their children’s progress.
The Now I can … statements are also useful for
teachers as they can highlight areas where pupils are
having difficulty, and/or areas that need a bit more
ET
work. Teachers should work through the statements

with pupils as a class at the end of every unit.
N
Evaluating your lessons

Questions for you to ask yourself, and to note at the
R
end of lesson plans, are:

1 How well did the lesson achieve its learning aim?
A
If the answer is ‘not very well’, ask yourself: Was

there too much or not enough material? Was
G
there something wrong with the material? Was it

the methodology? Was it my lesson plan?
©
2 Were ere the pupils engaged throughout the lesson?

Why (not)?
3 How do the pupils feel about the lesson? It is a
very good idea to ask a few questions in Arabic
at the end of any lesson to try to find out. For
example, Did you enjoy the lesson today? Did
you like the song/rhyme/game today? Will you
tell mum and dad about your lesson today?
Wherever possible, use the language presented
in lessons to ask questions relating to the
pupils themselves.
14

Introduction
Aims Language
Language
• Identify and learn about new characters • How many [cousins/brothers] do

• Learn names for family relationships you have?
• Ask about family members • I have two cousins/brothers …
• Learn names and ask about jobs and places of work • How old is …? He/She is …
• Practise sentences with be and have • What’s your dad’s/mum’s job? He’s/
• Use 3rd person present simple She’s a(n) …
Unit 1
• Use prepositions in/on/at • Where does [an engineer] work? He

• Review daily routines, times of day, and wh– questions works in/on/at …
• Review common collocations (go home, start at) • When I grow up, I want to …
• Say what you want to be and why • I want to be a(n)/ … because I like/I
• Read and understand information produced graphically want to …
• Read, listen to and extract information from texts
N
• Write a paragraph about your family following a model
• Read about a teacher’s job and routine
• Learn to spell four high-frequency words (aunt, uncle, easy, interesting)
O
TI
• Learn words to describe what things are made of (materials) • What’s/What are the … made of? It’s/
What’s/What
• Review singular and plural nouns and verb agreement They’re made of …
• Look at order of adjectives before the noun • It’s/They’re
It’s/They’re too … expensive/small …
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• Learn the names of shops and decide where to go to buy what you want • Contrast this/that, these/those: This is
• Practise asking for something in a shop pretty. That is prettier. These are too
• Use this/that and these/those short. Those are longer.
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• Write advertisements for shop windows • A plant comes from a seed. A pot is
Unit 2
• Learn and select adjectives to describe things U made from clay.

• Recognize common homophones (to, two, too) • Describing objects: It is …, It has …, It’s
• Use comes from/made from made from …
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• Write questions with is/are and do/does • I like tea and I like coffee. / I like tea,
• Read a blog about a hospital doctor but I don’t like coffee.
• Review present simple (routines) and present continuous (current actions)
• Use and/but to add and contrast information
• Do a project – following a model to design a backpack
• Learn to spell four high-frequency words (only,
(only, enough, many, usually)
usually
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• Learn vocabulary for parts of the body and feeling unwell • How are you today? / How are
• Talk about how you feel you feeling?
N
• Read and give advice for common health problems • I don’t feel well. / I feel hot and I have
should/shouldn’t)
(you should/shouldn’t) a headache. / I feel sick. / I’m fine. / I’m
• Read an email from a friend and give advice very well.
R
• Look at reflexive pronouns • You don’t look well. What’s the matter?
• Learn vocabulary for and practise a conversation about using I have a stomach ache. You shouldn’t
A
the internet eat so much cake. / I have a headache.

Unit 3
• Write
rite a paragraph following a model about how to write an email • You should go to bed. / You should take
G
• Read about having fun and staying safe online some medicine. / You shouldn’t wear
• Look at rules and advice ((must/mustn’t, should/shouldn’t) thick clothes.
• Write
W rite an email to a friend following a model • I hurt myself. / She cut herself.
• Do a project – following a model about healthy habits • You should be nice to people online. /
©
• Read about a family choosing a new laptop You must keep your password safe. /
• Order and retell a story You mustn’t meet a person that you
• Learn to spell four high-frequency words (knee, thumb, only know online.
stomach, cough)
• Do a class challenge • Revision of Units 1–3

• Review language from Units 1–3
Unit 4
• Review prepositions with places of work

• Review describing objects
• Review asking and answering questions
• Write short paragraphs about topics in Units 1–3
15

Introduction
Aims Language
• Contrast past, present and future • When I was younger my mum dressed
• Read and ask questions about inventions me. / Now I dress myself. / In the
• Learn how to make a ‘string telephone’ future, I will buy my own clothes.
• Practice saying words ending in –tion • In the future, I think / don’t
• Correct common spelling mistakes think that …
• Read and talk about changes in our world • Our lives are getting better. / Computers
• Learn verbs for talking about change are getting more intelligent. / Buildings
Unit 5
• Use will/won’t to talk about predictions are getting safer.

• Practise using the comparative form of adjectives and look at • I think there will be … / There
spelling rules won’t be …
• Read about and check statements about the solar system • When’ss your birthday? It’s in April.
• Read about space travel and match captions with extra information / It’s on 7th April. / It’s on Monday.
N
• Use prepositions in, on, from, to with time periods
• Distinguish between words with the same pronunciation (e.g., sun, son)
O
• Listen to and say a rhyme
• Learn to spell four comparative adjectives (easy, easier, heavy, heavier)
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• Learn verbs and noun phrases for cooking/food preparation processes, and • Can we make a pizza? W We need some
common cooking utensils bread, tomatoes …
A
• Read a recipe – the ingredients and the instructions; decide on the order of • Yesterday, my mum baked a cake.
instructions and learn abbreviations for quantity • I’m going to slice the onions. / I’m
C
• Look at everyday household tasks and describe a kitchen scene going to grate the cheese.
• Categorize pictures into ‘good’ and ‘bad’ road safety behaviour
U • You must be careful when you slice
the onions.
Unit 6
• Give instructions using the imperative form of the verb

• Read about accidents at home and write safety rules • Spread the butter on the sandwich.
• Learn the names of dangerous things in the home • Put on your seatbelt. / Cross the road
ED
• Read a magazine article ‘Stay safe on your bike’ and give safety rules on the zebra crossing.
• Look at spelling rules and practise using the comparative/superlative forms • Keep knives/medicines/cleaning
of adjectives materials/electrical devices away
• Use because to add a reason to a sentence from children.
• Write
rite notes to a brother or sister following a model • Don’t play with matches.
ET
• Do a project – follow a model and make a poster about staying safe at home • Wear a helmet when riding your bike.
• Learn to spell four high-frequency words (should,
(should, shouldn’t, must, mustn’t)
mustn’t • Check your brakes before you ride
• Play a ‘safety’ game your bike.
N
• Look at plans and a ‘T‘To

o do’ list for a party • Do the shopping / clean the house /
• Use going to for future plans (already agreed) do the cooking / buy presents / wrap
R
• Use the present continuous for future arrangements (time and place known) presents / put up decorations / make
• Read and answer an email a card
A
• Complete a conversation about shopping for a party • Let’s write a shopping list.
• Write
rite about a present you are going to buy following a model • He’s wrapping up presents. / She’s in the
• Review shops in a mall and prepositions of place kitchen baking a cake. / They’re making
G
Unit 7
• Make a story English for Iraq Teacher’s Book 6th Primary:a Book mapputting up decorations. /
card. / He’s
• Use adjectives in the correct order to describe wrapping paper They’re blowing up balloons.
• Say what people are doing now and talking about
©
• Correct mistakes in present continuous sentences

• Read about Mother’
Mother’s Day
• Read, follow instructions and write some special day messages in a card
• Do a project – follow a model and make a poster about a ‘special day’ card
• Learn to spell four words for materials (woollen, wooden, leather, metal)
• Read, order sentences and retell a story
• Do a class challenge • Revision of Units 5–7

• Review language from Units 5–7
Unit 8
• Listen, read and answer questions about Teacher’s Day

• Write a description of a picture following a model
• Read an email to grandparents and complete sentences
• Practise a spelling game conversation and play a spelling game
• Listen to and sing a song When I grow up
16

Introduction
N
O
TI
A
C
U
ED
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N
R
A
G
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17

Unit 1 Family and Work
Aims
Listening Reading
• Listen to and learn names for • Read about family relationships, jobs
family relationships. and places of work.
• Listen to and learn names of jobs. • Read about family members’ routines.
N
• Listen to match jobs and places of work. • Read and identify jobs.
• Listen to follow reasons for job choices. • Read and extract information about
O
• Listen to check information about two families.
TI
two families. • Read a story about jobs.
• Listen to a story about jobs.
A
riting
Writing
C
Speaking • WWrite
rite the names of family members.
• Ask and answer questions about family • W
U Write
rite the names of jobs.
members (How old ...? How many ...?). • Complete sentences about places
ED
• Practise saying names of jobs. of work.
• Ask and answer questions about family • Answer questions about a family.
members’ jobs. • Write questions about Anwer’s family.
ET
• Ask and answer about Anwer’s

Anwer’s family’s • Write sentences about two families.
daily routines. • Write a paragraph about your family
• Ask and answer questions about places following a model.
N
of work. • Learn to spell four words (aunt, uncle,

R
• Talk
alk about jobs and places of work. easy, interesting).
• Say what you want to be ((I want to be • Select six new words for ‘My new words’
A
...).
a(n) ... + because ...). from Unit 1 to remember and spell.
G
• Express opinions about job pictures.

©
18

Language and Word list

Word list policeman – /pəˈliːsmən/ Language
Family relationships pilot – /ˈpaɪlət/ How many [cousins/brothers] do
mother/mum/mummy – /ˈmʌðə/ banker – /ˈbæŋkə/ you have? – /haʊ ˈmɛni [ˈkʌznz/
mʌm/ˈmʌmi/ cook – /kʊk/ ˈbrʌðəz] dʊ jʊ hæv?/
father/dad/daddy – /ˈfɑːðə/dæd/ zoo keeper – /zuː ˈkiːpə/ I have two cousins/brothers. –
N
ˈdædi/ officer – /ˈɒfɪsə/ /aɪ həv tuː ˈkʌznz/ˈbrʌðəz./
grandfather/grandpa –/ grocer – /ˈgrəʊsə/ How old is …? – /haʊ əʊld ɪz …?/
O
ˈgrændˌfɑːðə/ˈgrænpɑː/ fisherman – /ˈfɪʃəmən/ He/She is … – //hiː/ʃi
hiː/ʃi ɪz …/
grandmother/grandma – / artist – /ˈɑːtɪst/ What’s your dad’s/mum’s job? –
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ˈgrænˌmʌðə/ˈgrænmɑː/ /wɒts jə dædz/mʌmz ʤɒb?/
brother/sister – /ˈbrʌðə/ˈsɪstə/ Places of work He’s/She’s a(n) … – /hiz ʃiz
A
cousin – /ˈkʌzn/ office – /ˈɒfɪs/ ə(n) …/
uncle – /ˈʌŋkl/ building site – /ˈbɪldɪŋ saɪt/ Where does [an engineer] work? –
C
aunt/auntie – /ɑːnt/ˈɑːnti/ restaurant – /ˈrɛstrɒnt/ /weə dəʊz [ən endʒɪnɪə] wɜ:k?/
twin – /twɪn/ roads – /rəʊdz/ He works in/on/at … – /ˈhi: ˈwɜːks
U
hospital – /ˈhɒspɪtl/ ɪn/ˈɒn/ət …/
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Jobs oil refinery – /ɔɪl rɪˈfaɪnəri/ When I grow up, I want to … –
engineer – /ˌɛnʤɪˈnɪə/ home – /həʊm/ /wen ˈaɪ ɡrəʊ ʌp, ˈaɪ ˈwɒnt tu …/
IT programmer – /ɪt ˈprəʊgræmə/ farm – /fɑːm/ I want to be a(n)/ … because I
farmer – /ˈfɑːmə/ like/I want to … – /ˈaɪ ˈwɒnt
ET
teacher – /ˈtiːʧə/ Adjectives tu bi ə(n)/ … bɪˈkɒz ˈaɪ laɪk/ˈaɪ

housewife – /ˈhaʊswaɪf/ easy – /ˈiːzi/ ˈwɒnt tu …/
shop assistant – /ʃɒp əˈsɪstənt/ hard – /hɑːd/
N
nurse – /nɜːs/ interesting – /ˈɪntrɪstɪŋ/

bus driver – /bʌs ˈdraɪvə/ boring – /ˈbɔːrɪŋ/
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waiter – /ˈweɪtə/ dangerous – /ˈdeɪnʤrəs/

doctor – /ˈdɒktə/ safe – /seɪf/
A
G
©
19

Unit 1 Lesson 1: • Ask for volunteers to read out the words in the
box. Alternatively, say each word and ask pupils
My Family •
to point as you say.
Tell the class they are going to listen to Anwer
talking about his family. Pause the recording
Aims: To identify new characters after each speaker so that pupils can point to the
To learn names for family people and say each family word.
relationships
To ask/answer about family
members
 Track 1
Listen, point and say these family words.
How old/How many … do you/
Ali: Hello, I’m Anwer’
Anwer’ss little
does he have?
N
brother. My name is Ali and
Materials: Pupil’s Book pages 8–9
I’m 6.
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Activity Book pages 4–5
Grandmother: I’m Anwer’
Anwer’ss grandmother.
Track 1 Taher: Hello, I’m Anwer’
Anwer’s cousin. My
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name is Taher.
Warmer Uncle: I’m Anwer’
Anwer’s uncle. I have two
A
5 mins
children, Taher and Hiba.
Dania: My name is Dania. I’m
C
• Tell pupils they are going to start a new book –
Anwer’s sister. I’m older than
English for Libya Primary 6. U Anwer – I’m 13.
• Discuss some of the following points with them:
Grandfather: I am Anwer’s grandfather.
– Elicit words that pupils know to talk about
ED
family members.
– Talkalk about big and small families – lots of
2 Listen again and write the family
aunts, uncles, cousins, etc.
words under the correct pictures.
– Get them to tell you what they like about
ET
6 mins
learning English.
– Ask them when and where they hear and
• Play Track 1 again and let pupils write the
speak English.
words in the gaps under the pictures.
N
• Introduce the lesson. Use appropriate language

• Check the answers by saying a number (at
to tell pupils what they will do in the lesson.
R
random) and getting pupil responses.

• Explain that in this lesson the pupils will:
• See if pupils can tell you the names of Anwer’s
– meet some new characters.
A
sister and brother (Dania and Ali) and his two

– find out about family relationships.
cousins (Taher and Hiba).
G
– learn about jobs

Answers
2 grandmother, 3 grandfather, 7 uncle, 9 sister,
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1 Listen, point and say these family 11 brother, 13 cousin

words. 5 mins
• Ask pupils to open the Pupil’s Book on page 8. 3 Read about Anwer’s family. 6 mins
• Ask what they can see (family tree). Pupils don’t

know this word, but you can demonstrate how • Let pupils work individually.
the relationships are like the branches of a tree. • Ask a few questions about his family, and as you
• Point to the illustration labelled Me and tell ask, get pupils to look at the ‘Let’s check’ box at
pupils that this boy’s name is Anwer– write his the bottom of the page and follow the questions
name on the board. you ask.
• Give pupils time to look at the family tree and
read the words there and in the box at the top
of the page.
20

4 Ask and answer. Use How old …? / Bottom line left to right: brother, sister,
How many …? 5 mins cousin, cousin
• Hold up a Pupil’s Book on page 9 and ask the Additional/Support

class How old is Taher’s sister? (She’s 12.). • Some words can take either a singular
• Ask pupils to point to the part of the text where or plural verbal agreement depending on
they found this information (… they are the how the speaker sees the family/team/
same age as I am). group/class, etc.
• Ask pupils How many cousins does Taher have? • In sentence 1 of Activity 3, the word
and find the part of the text where the answer is. family is given with a singular agreement
• Pupils work in pairs and practise asking (lives). A family can be seen as a single
entity even though it is made up of
N
questions about Anwer’s family.
• They can look at the ‘Let’s check’ box on page 9 more than one person. This double
O
of their Pupil’s Book for support. status often causes confusion as to
• Monitor and support as necessary. whether the verbal agreement is singular
TI
or plural.
• As long as you are consistent, you can
A
Activity Book use either singular or plural agreement
depending on how you see the noun: use
C
1 Match the family words for men and women the singular if you see the family as a
and write the numbers. 5 mins U group of people; use the plural if you see
• Ask pupils to open the Activity Book on page 4 the family as made up of individuals.
and look at Activity 1. Examples:
ED
• Pupils will be familiar with how this type of – My family lives in Tripoli./My family
activity works from earlier grades. live in Tripoli.
• Read the rubric (as a class or by asking for – Her family is on holiday. (You see
a volunteer). the family as a single group.)/The
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• Recap on what they have to do. family are on holiday. (You see the
• Pupils work individually and then check their family as individual members.)
answers in pairs. Other common collective nouns:
N
• Check the answers as a class by saying a team, group, staff, company, audience
relationship (family) word and getting pupils to
R
say the matching word, or get confident pupils 3 This is what Anwer wrote about his family.
A
to take your role. Write about your family. 8 mins

• Get the class to look at the ‘Look’ box at the top
Answers
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of page 5 of the Activity Book.

1 mother / father
father,, 2 aunt / uncle, 3 cousin / cousin,
• Elicit what they call their mother and father
4 grandfather / grandmother, 5 brother / sister
at home in Arabic – there are formal and
©
informal words.
2 Write
rite the words from Activity 1 on the
• Read the words in the ‘Look’ box together
family tree. 5 mins
as a class.
• Ask pupils to complete Activity 2.
• Read out the rubric for Activity 3 (as a class or
• As above, get pupils to work individually to
individually).
do the activity and then to check their answers
• Remind pupils to look back at Pupil’s Book
in pairs.
page 8 if they need help with remembering the
Answers family words.
Top line left to right: grandfather, grandmother Note: For the writing activity on page 5, you
Middle line left to right: father, mother, might like to collect in the Activity Books at the
uncle, aunt beginning of the next lesson to check that they
21

are continuing to form letters correctly and write Warmer 3 mins

sentences with capital letters and punctuation.
• Start the class by asking pupils what day it is.
Additional/Support Write the day on the board. See if pupils can
• Let pupils work in pairs or small groups tell you which month it is and write that on
and ask each other about their families the board.
(if necessary for support) using the • Do not do the exact date now because pupils
questions in the ‘Let’s check’ box at the have not yet covered all the necessary
bottom of page 9 of the Pupil’s Book. ordinal numbers.
• Play the microphone game: demonstrate by
using your hand as a pretend microphone.
Rounding off
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Ask questions to individual pupils: How many
brothers/sisters do you have? Do you have an
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• Spend a few minutes at the end of the lesson to older/younger brother/sister? How many cousins
review with pupils what you have done together. do you have? How many aunts/uncles do you
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Get them to tell you which parts of the lesson have? Where do your grandparents live? How
they enjoyed the most and the least. many aunts do you have?
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• Ask for volunteers to tell you any new words • Let pupils practise in small groups.
that they have learnt.
1
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Look, listen and say. 4 mins
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• Ask pupils to open the Pupil’s Book on page 10.
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Unit 1 Lesson 2: • Look at the top activity
activity.
• Ask a few general questions, for example: How
Jobs many pictures are there? How many men/
women can you see? How many pictures are
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Aims: To o learn more about the inside/outside?

new characters • Read the title of the lesson (Jobs) and tell pupils
that all the pictures show different jobs.
N
To
o learn names of jobs
To
o ask about family • Play Track 2 and get pupils to say each
job they hear and point to the picture at the
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members’ jobs
To
o practise sentences with be same time.
A
and have
Materials: Pupil’
Pupil’ss Book pages 10–11  Track 2
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Activity Book pages 6–7 Look, listen and say.

Tracks 2–4 1 doctor
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2 waiter
3 teacher
Note: 4 bus driver
5 engineer
• An IT programmer is one of the jobs pupils 6 shop assistant
learn in Lesson 2. IT is the common 7 farmer
abbreviation for information technology. An IT 8 nurse
programmer (also computer programmer) writes 9 IT programmer
computer programs. 10 housewife
22

2 Write the jobs under the pictures. 3 I work at home. I cook and clean the house
5 mins and look after my family. What’s my job?
Yes, that’s right, I’m a housewife.
• Ask pupils to look at the job names at the 4 I work in a shop. The shop sells food
bottom of page 10. and drink. What’s my job? Yes, I’m a
• Play Track 2 again and get pupils to point to shop assistant.
the words they hear as they listen. 5 I make programs for computers. I sit at a
• Pupils work individually and then check their desk and there are lots of computer screens
answers in pairs. to look at. What’s my job? Yes, I’m an
• Check the answers as a class by saying the IT programmer.
number of each picture and getting pupils to say 6 I make new roads and buildings. I wear
a hard hat when I am working and a
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the job name.
• Put pupils in pairs and let them practise doing special orange jacket. What’s my job?
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the same – one pupil says a number and their Yes, I’m an engineer.
partner says the job. Pupils swap over. 7 I grow vegetables and I often drive a
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• While pupils are writing the job names, monitor tractor.. I love working outside. What’s my
their handwriting and make sure that they are job? Yes, I’m a farmer.
A
continuing to form their letters correctly. 8 I work in a hospital. I look after people and
make them well again. What’
What’s my job? Yes,
Answers
C
I’m a doctor.
1 doctor, 2 waiter, 3 teacher, 4 bus driver,
U 9 I help the doctors in the hospital where I
5 engineer, 6 shop assistant, 7 farmer, 8 nurse,
work. I look after the patients and help
9 IT programmer, 10 housewife
them get well again. What’
What’s my job? Yes,
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I’m a nurse.
10 I work in a school. I’m teaching you now!
3 Listen and number the pictures in
What’s my job? Yes, I’m a teacher.
order. 8 mins
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Answers
• Ask pupils to look at page 11 of the
1 bus driver, 2 waiter, 3 housewife, 4 shop
Pupil’s Book.
assistant, 5 IT programmer, 6 engineer, 7 farmer,
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• Give them time to look at the illustrations before

8 doctor, 9 nurse, 10 teacher
you play Track 3.
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• Read the rubric together.

together.
• Play Track 3. Pause after each What’s my
4 Listen and say.
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6 mins
job? to give pupils a chance to guess the job.
• Ask pupils to check their answers in pairs. See if
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• Ask pupils to look at the second activity on

everyone agrees.
page 11.
• necessary,, play Track 3 again. Class check
If necessary
• Allow a few moments for pupils to look at
©
by asking What number is the shop assistant/

the illustrations of the children and read the
teacher, etc.?
speech bubbles.
• Ask What’s the name of the boy on the left/
 Track 3 the girl on the right? (to remind pupils who the
Listen and number the pictures in order. characters are).
1 I drive children to school in my big yellow • Tell pupils they are going to listen to the children
bus. What’s my job? Yes, I’m a bus driver. asking about their parents’ jobs.
2 I work in a very busy restaurant in the • Play Track 4 and have pupils listen only.
centre of the city. I serve food to the • Then play it again, pausing after each question
customers. The restaurant is famous for and answer for pupils to repeat.
pizza. What’s my job? Yes, I’m a waiter.
23

• Ask volunteer pairs to read a question from Answers

the left side of the page and an answer from 2 Is she a nurse? / No, she isn’t a nurse. / She’s
the right. an engineer.
• Put pupils in pairs and let them practise asking 3 Are they teachers? (or another job) / No,
and answering. they aren’t teachers. / They’re builders.
• Make sure pupils swap over so that they practise 4 Is he a farmer? (or another job) / No, he isn’t
both the questions and the answers. a farmer. / He’s an IT programmer.
3 Find the mistakes, circle them and write the

 Track 4 sentences correctly. 5 mins
Listen and say.
• Read the rubric and then point out to pupils that
Anwer: What’s your dad’s job?
there is one mistake in each sentence.
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Taher: He’s an engineer.
• Tell
ell pupils that they will check their answers
Anwer: What’s your mum’s job?
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with a partner (Activity 4).
Hiba: She’s a teacher.
• Remind pupils to look back at Pupil’s Book
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pages 8–11 if they need help with words and
Activity Book spellings.
A
Answers
1 Write the endings for these jobs. 5 mins 1 cousins, 2 a doctor, 3 have, 4 a brother and
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• Ask pupils to open the Activity Book on page 6. a sister, 5 brother’s, 6 live, 7 older, 8 is
• Ask them to tell you how many job words there
are in Activity 1.
U
4 Work
W ork with a partner. Say the correct
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• Make this a timed activity. sentences. 4 mins
• Tell pupils they should put up their hands as • Pupils can use Activity 4 to check their answers
soon as they finish. to Activity 3.
• Set a time limit. Let pupils work in pairs and • Read the speech bubbles to the pupils.
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write the nine endings. • Pupils work in pairs to practise the dialogue and
• When they have finished, get pupils to open the confirm their answers.
Pupil’s Book on page 10.
• Ask How many endings did you get right?
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Additional/Support
What’s the ending of teacher? or How do you The importance of monitoring handwriting
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spell teacher? • You need to collect in pupils’ books

Answers on a regular basis to make sure that
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1 doctor, 2 waiter, 3 teacher, 4 bus driver, your pupils are completing the tasks
successfully and that their writing
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5 engineer, 6 farmer, 7 IT programmer,

8 shop assistant, 9 nurse (letter formation, space between words,
punctuation, etc.) continues to be
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2 Look at the example. W Write sentences for done well.

each picture. 5 mins • Pupils have now spent five years learning
• Read out the rubric for Activity 2 (as a class the basic mechanics of writing; it is very
or individually). important that emphasis continues to be
• Look at number 1 in Activity 2. Ask for a placed on this aspect. Good automatic,
volunteer to read it out. mechanical skills learnt in early years are
• Repeat for the first sentence in number 2. important for future progress.
• Elicit ideas for the next two sentences following The importance of giving feedback
the pattern in number 1. • With large classes, it is difficult for
• Explain that pupils should complete numbers teachers to look at and give feedback on
2–4 in pairs. all pupils’ work. However, feeding back
• Check answers together. to pupils on their work is very important
24

if work is to be a) seen as important for

pupils to complete and to have value in
Unit 1 Lesson 3:
their eyes, and b) for teachers to see how
their pupils are progressing and if they
Where do they work?
are having difficulties.
The practicalities of giving feedback on work Aims: To learn more about the
• Suggestion: divide your class into groups. new characters
See each group on a regular basis for To learn names for places of work
more individual feedback. In this way, To ask about family members’
you can change groupings to deal with jobs and places of work
certain types of problems. For example, Daily routines and present simple
3rd person singular present simple
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you can look at task understanding
problems with some pupils, writing/ form (with -s)
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punctuation/spelling with another group, Prepositions in/on/at with places
and so on. of work
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Materials: Pupil’
Pupil’ss Book pages 12–13
Tracks 5 (Parts 1, 2 and 3),
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Rounding off
6–8
C
• Round off game Full House: As a quick, fun
round-off activity, choose a job and on the U
board draw short lines to represent each letter Warmer 4 mins
of the word, e.g. _ _ _ _ _ for nurse.

ED
• Pupils take turns to guess the word by calling • Start the class by asking pupils what day it is.
out letters. If the letter is part of the word, write Write the day on the board.
W
it in. If it is not, draw part of a simple house on • See if pupils can tell you which month it is and
the board. write that on the board.
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• Continue until pupils guess the job or until the • Do not do the exact date at the moment because
house is complete. pupils have not yet covered all the necessary
• If you complete the house, then the teacher wins. ordinal numbers.
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If not, the pupils win! If there’s

there’s time, repeat for
other jobs.
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• Spend a few minutes at the end of the lesson to 1 Listen, match and write the
numbers. 8 mins
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review with pupils what you have done togethertogether.

Get them to tell you which parts of the lesson
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they enjoyed the most and the least. • Ask pupils Do you remember what job Taher’s
father/mother does? (engineer, teacher)
• Ask Where does a teacher work? Elicit He/She
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works in a school./In a school.

• Look at the red column on the left.
• Play the first part of Track 5. Then read the
names of the jobs in the red column together
as a class.
• Make sure pupils point to each word as
they read.
25

 Track 5 • Ask pupils to look at the ‘Let’s check’ box at the

Part 1 Listen and say. bottom of page 12 of the Pupil’s Book.
waiter • Repeat Track 5, Part 3 and get pupils to
IT programmer practise saying each job and place of work
engineer as a class.
housewife • As they say each one, ask them to point to the
doctor/nurse preposition they hear (in, on or at).
farmer
bus driver
builder
2 Look, listen and say. 5 mins
• Point to yourself and say Where does a teacher
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• Look at the blue column. Play the second part of
work? Again, elicit He/She works in a school./In
Track 5.
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a school. or You work in a school.
school
• Then read the names of the places of work in
• Play Track 6 and let pupils read the speech
the blue column together as a class.
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bubbles on page 13 as they listen.
• Make sure pupils point to each word as
• Play Track 6 again and get pupils to repeat.
they read.
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• Pupils practise saying the words in the speech
bubbles in pairs.
 Track 5
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Note: Either full sentences or abbreviated
Part 2 Listen and say. U answers are acceptable.
office
building site
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restaurant
 Track 6
Look, listen and say.
roads
Anwer: A farmer works on a farm.
hospital
Dania: That’s easy! Where does a
oil refinery
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doctor work?
home
Anwer: In a hospital. Where does an IT
farm
programmer work?
Dania:
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In an office, I think. Who works in

• Explain that pupils should match the jobs on the
an oil refinery?
left to the places of work on the right.
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• Let pupils work in pairs and match the jobs and

places of work.
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3 Read and complete the sentences

• Play Track 5, Part 3 and let pupils check
with the correct preposition, in, on
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their answers.
or at. 5 mins
 Track 5
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Part
art 3 Listen, match and write the numbers. page 13 of the Pupil’s Book.
1 waiter I work in a restaurant. • Ask pupils to look at the six sentences and think
2 IT programmer I work in an office. about what type of word is needed to complete
3 engineer I work in an oil refinery. each blank.
4 housewife I work at home. • Pupils may not remember the word preposition,
5 doctor/nurse I work in a hospital. but they should be able to say something like
6 farmer I work on a farm. ‘small words like in’.
7 bus driver I drive a bus and I work on • Ask pupils to cover page 13.
the roads. • Complete the six sentences orally as a class.
8 builder I work on a building site. • If pupils cannot remember the preposition, let
them quickly check page 12 of the Pupil’s Book.
26

• Ask pupils to work individually to complete Answers

the sentences. doctor, builder, farmer, driver, teacher, waiter,
• Get them to check their answers in pairs. IT programmer, sister, brother, mother, father
Monitor and support.
2 Complete the sentences and write the jobs.
Answers
5 mins
1 in, 2 in, 3 on, 4 in, 5 on, 6 at
• Activity 2 uses the sentence structure ‘This
person works (in a hospital).’ This structure
Activity Book avoids the need to use a relative clause with
‘who’, i.e., This is a person who works in
1 Listen and say. Draw a line under the strong a hospital.
• Make sure pupils understand what they
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part of the word. 6 mins
• Ask pupils to look at the jobs column on page have to do. Read out the rubric (as a class or
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12 of the Pupil’s Book and count how many job individually).
words end in -er (There are five and there is one • Remind pupils to look back at Pupil’s Book page
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ending in -or). 12 if they need help with words and spellings.
Note: If pupils add engineer to their number, • Pupils can work in pairs to do the exercise.
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explain that this is not an -er word because it • Let pupils check their answers with a partner
ends in -eer. before doing a class check.
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• Ask pupils to look at page 8 of the Activity Book • Ask for volunteers to read out what they
and the ‘Let’s say it’ box at the top of the page.
U have written.
• Read the note and the rubric. • Encourage pupils to redo those that they got
Play Track 7 and let pupils listen. wrong.
ED
•
• Tell them to listen to the sound the -er and -or at Answers
the end of each word makes. 1 in a hospital, a doctor
Note: -er and -or make the sound ‘schwa’ /ə ə/.
//ə/.
/. 2 at home, a housewife
Play Track 7 again and let pupils repeat
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• 3 on the roads, a bus driver (taxi driver)

each word. 4 in an office, an IT programmer
• As they say each word, get them to use a hand to
mark the ‘strong’ part of the word (the word stress).
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3 Write your own sentences and the jobs.

• Show them how to do this using the first two 4 mins
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words they hear (doctor,

doctor,, builder
doctor builder)) – hold up • Ask pupils to work with the same partner as in
your hand and make a fist to emphasize the Activity 2 and construct 3 new sentences and
A
stressed syllable. name the jobs as they’ve just done in Activity 2.

• Play Track 7 again and let pupils underline • Check answers by asking for three volunteers to
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the stressed (strong) syllable of each word. read out their completed sentences and jobs.
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 Track 7 4 Listen, read and write the job. 4 mins

Listen and say
say. • Ask pupils to look at Activity 4 on page 9 of the
doctor Activity Book.
builder • Read the rubric and the title as a class or ask for
farmer a volunteer.
driver • Explain that pupils should listen and think about
teacher what job the people in paragraphs 1–4 do.
waiter • Tell them that the pictures show the new words,
IT programmer most of which they will not know (stethoscope,
sister patients, hard hat, tools, tractor, sheep, tray(s),
brother knives/forks/spoons/napkins).
mother • Play Track 8 and then let pupils look at each
father paragraph in their own time and decide what
they think the job is for each one.
27

 Track 8 Additional/Support
Listen, read and write the job. • Get pupils to draw a game card with
1 I usually wear a white coat and use a nine squares.
stethoscope. I look after patients. I work in • Ask them to write four of the jobs they
a big building with lots of other people who have learnt randomly, one in each square
do the same job and with lots of nurses too. and the four corresponding places of
2 I usually wear a hard hat. These hats are work in another four squares.
usually yellow. My work is hard and I must • Ask them to fill in the remaining 9th
be strong. I need lots of tools for this job. square – this can be any square they
3 I usually work outside. I like both sunny choose. It is a ‘free’ square.
and rainy weather. I drive a tractor and use • Call out the jobs, again randomly.
randomly.
Pupils cross out each job they hear and
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it for working in the fields to grow things.
I also have animals. My animals are cows, its corresponding place of work. The
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sheep and hens. first pupil(s) to get four jobs and the
4 I work in a place where there are lots of corresponding places of work crossed
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people talking, eating and drinking. I carry out on their game card(s) is/are the
food and drinks on trays to the tables. winner(s).
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I clean the tables too and then I set them Note: For less confident pupils, let them work
with knives, forks, spoons and napkins for with a partner and share a card.
C
the next customers. Example of a winning card:
Answers
U restaurant housewife doctor
home farm
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1 doctor, 2 builder, 3 farmer, 4 waiter
farmer waiter hospital
5 ork with a partner. Ask and answer.
Work
4 mins
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• Pupils can use Activity 5 to check their answers

to Activity 4 with their partner.
•
•
Read out the speech bubbles in Activity 5.
Pupils work in pairs. Monitor and assist
Unit 1 Lesson 4:
N
where needed.
Our Daily Routine
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• When finished, check answers to Activity 4 with

the class – elicit the answer for each job from the
A
whole class. Aims: To review daily routines

To read about family
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relationships, jobs and places

Rounding off of work
To practise wh- questions
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• Play a quick game: ask pupils to close their To review times of day
books. Say a job and see if pupils can say the To review common collocations
corresponding place of work and vice versa. (go home, take an hour, start
• Spend a few minutes at the end of the lesson to at, etc.)
review with pupils what you have done together. Materials: Pupil’s Book pages 14–15
Get them to tell you which parts of the lesson Activity Book pages 10–11
they enjoyed the most and the least. Tracks 9–10
28

Warmer 5 mins My dad works five days a week, but my mum

only works three days a week. When she is not
• Start the class by asking pupils what day it is. Write working in the hospital, she is a housewife at
the day on the board. See if pupils can tell you home. She has two jobs.
which month it is and write that on the board. By Anwer
• Call out true and false statements about the
family relationships, jobs and places of work.
For example: 2 Answer the questions. 5 mins
1 Anwer is Dania’s sister. (False)

2 Taher and Hiba are twins. (True) • Ask pupils to look at the four questions on page
3 Anwer and Taher are grandfathers. (False) 15 and think about the answers.
• Encourage them to read the text on page 14
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4 A doctor works in a hospital. (True)
5 A farmer works on a building site. (False) again to see that they are getting the
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• As a TPR activity, you can ask pupils to stand correct answers.
up if the sentence is true or to remain seated if it • Ask pupils to write their answers. Monitor and
TI
is false. Alternatively, you can ask pupils to say support as necessary
necessary..
true or false. • Elicit answers. Encourage pupils to give their
A
• Let pupils practise their own sentences in answers as complete sentences.
small groups. Answers
C
1 He works in an office.
Anwer’ss mother is a nurse.
2 Anwer’
1 Listen and read about Anwer’s
U 3 She leaves home at 7.30.
family routine. 5 mins
ED
4 She works three days a week.

• Let them look at the pictures on the right of 3 Write four questions about
the page. Anwer’s family. 5 mins
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• Ask for volunteers to say what they can see in

each picture. For example: I think the man is • Explain that pupils are now going to write their
an IT programmer./A woman is cooking (in own questions about Anwer’s family.
N
the kitchen). • Remind pupils to look at the questions they have

• Play Track 9 and let pupils read as they listen.
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already answered in the first activity on page 15

if they need help forming their own questions.
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 Track 9 • Draw pupils’ attention to the orange

Listen and read
read about Anwer’s ‘Remember’ box – they must remember to
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family
amily routine. use question marks.
My family routine • Monitor and support as necessary.
©
My mum is a nurse and my dad works in an

office. He’
He’ss an IT programmer. He makes
computer programs about buildings.
4 Work with a partner. Ask and
My sister, Dania, and I go to school by bus. We
answer the questions. 5 mins
leave home at 7.30. My grandma and grandpa
live very near to our house. So, my grandma • For the activity at the bottom of page 15, let
takes our little brother to school. pupils do a ‘class-mingle’ survey (i.e., walking
My dad drives to work and he takes our mum around and asking their questions to four other
to the hospital first. They leave home at 6.45 pupils at random).
because it takes more than an hour to get to the • Alternatively, they can do the same in
hospital and then to the office. small groups.
29

Activity Book 3 Match the verbs with the words in the

circles. Look at Activity 1 to check your
1 Choose the correct form of the verbs and answers. 5 mins
complete the sentences. 5 mins • Ask pupils to look at page 10 of the
• Ask pupils to look at Activity 1 on page 10 of Activity Book.
the Activity Book. • Make Activity 3 a pair or group activity.
• Read the rubric to the class. • Make this a challenge activity and set a time
• Let pupils work by themselves and decide on the limit (perhaps no more than one minute).
verb needed to complete each gap. • Pupils match the verbs with the words in the
• Give pupils time to check their answers with circles below.
a partner. • If they are not sure about the match, encourage
them to reread the text in Activity 1 to check
N
• First, read out sentences stopping at each
blank for pupils to volunteer the missing verb in their ideas.
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its correct form. By this stage, pupils should be • Explain that pupils score 1 point for each correct
able to use the 3rd person singular -s match. Ask for answers in open class. Say go
TI
without prompting. for number 1, and elicit the match. Get all those
Note: If pupils are unsure about the correct who agree to put up their hands. Say Yes if
A
form of the verb (i.e., with or without -s), then correct, or No if not and ask for another match.
remind them to think whether the start of the • Give pupils time to correct the matches
C
sentence (the subject in these sentences) is about they made.
one person/thing (3rd person singular with -s), U Answers
or whether the start of the sentence is about 1 go to work
more than one person/thing (3rd person plural
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2 leave home
without -s). 3 take an hour
Answers 4 walk to school
See Answers for Activity 2 below. 5 have breakfast
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6 open at
2 Look at the times in Activity 1. Put the 7 start at
sentences in the correct order. 5 mins 8 drive to work
N
• In pairs, let pupils look at the times and put the

sentences in the correct order
order.. Note that number Note: Remember that there are a number of
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1 is given – it is the introduction to the text. possible matches.

• The remainder of the ordering can be easily
A
completed by the times that are given, but pupils 4 Read about Ahmed’s day and circle the
will need to read carefully to realize that there correct answer. 5 mins
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are two times (9.30 and 8 o’clock) that are • Read out the rubric (as a class or individually).
irrelevant to the ordering task. • Ask for three volunteers to read a
©
• Elicit ideas for the order of the sentences. paragraph each.

• Make sure pupils understand what they have
Answers
to do.
(with order of sentences in brackets)
• Pupils work individually to complete the activity.
is, is (1)
• You might like to let pupils check their answers
leaves, drives, takes (4)
with a partner before doing a class check.
works, opens, goes (6)
• Ask for volunteers to read out what they have
have (3)
put for Activity 4.
walk, starts (5)
• Move onto Activity 5 for pupils to check
get up (2)
their answers.
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Answers Rounding off

1 6.30, 2 chef, 3 breakfast, 4 black trousers and
a white shirt • Play a quick game. Ask pupils to close their
books. Say a verb and see if pupils can add a
5 Listen and check your answers. noun phrase or a preposition.
• Play Track 10 for pupils to check Examples:
their answers. leave: (home/leave home at)
go: (go to school, go to work, go home)
drive: (to work, to school)
 Track 10
start: (at)
Listen and check your answers.
have: (breakfast, lunch, dinner)
1
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• Spend a few minutes at the end of the lesson to
A: What time does the breakfast service start?
review with pupils what you have done together
together.
B: It starts at 6.30.
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2
they enjoyed the most and the least.
A: What is another word for a cook in
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a restaurant?
B: It’s a chef.
A
3
A: Which service does Ahmed prefer?
Unit 1 Lesson 5:
C
B: He prefers to start early with the
breakfast service.
4
U My Favourite Job
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A: What is his uniform?
B: He wears black trousers and a white shirt. Aims: To think about what pupils want
to be when they grow up
Additional/Support To say why you want to be
ET
• For strong classes or groups, let pupils something (job), using I want to
do the spelling test amongst themselves be … + because
with two small groups playing against To read and understand
N
each other.. Again, pupils can either do a information presented graphically

mixture of both jobs and places of work, To recognize spelling mistakes in
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or just concentrate on one set of words. words for jobs

• Pupils check spellings by calling out Materials: Pupil’s Book pages 16–17
A
individual letters using the Pupil’s Book Activity Book pages 12–13
to be certain of accuracy. Track 11
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• Groups score one point for each correct

spelling. The group with the most points
©
are the winners. Note:

• Let pupils work in pairs and have a
quick spelling test for jobs and places of • On page 17, the characters use both like and
work. Depending on your class, you can love to talk about what they want to be when
either concentrate on jobs or places of they grow up. Both like and love are used
work, or do a mixture of both. commonly in modern English. The choice is
• Check spellings by calling out individual just a matter of degree – how much the speaker
letters. Give 1 point for each correct thinks they enjoy something. For example, I like
spelling. The pairs with the most points chocolate/I love chocolate. The word love can be
are the winners. used without any idea of emotional attachment.
31

Warmer 4 mins Answers

1 When I grow up, I want to use computers
• Start the class by asking pupils what day it is. and make programs. (d)
Write the day on the board. See if pupils can tell 2 When I grow up, I want to help people when
you which month it is and write that on they are ill. (f)
the board. 3 When I grow up, I want to work outside and
• Hand out a small piece of paper to each pupil grow things. (c)
and ask them to write down what job they 4 When I grow up, I want to have a job where
would like to do when they grow up. You might I travel a lot. (g)
need to help if pupils have a job that they do not 5 When I grow up, I want to work with
have the word for. children and help them learn a lot. (a)
6 When I grow up, I want to drive cars, buses
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• Ask pupils to swap papers with their partner. Let
them read what their partner wrote. or trucks. (e)
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• Ask for volunteers to tell you what they wrote. 7 When I grow up, I want to build things. (b)
Write the words on the board (correct any
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spelling as necessary, but do not concentrate on
spelling here). 2 Listen. What do you want to be
when you grow up? 5 mins
A
• Ask for a show of hands for other pupils who
wrote the same jobs.
C
• Draw pupils’ attention to the ‘Think and discuss’
U box at the top of page 17.
1 Read and match the pictures to • Remind pupils what this means – it is for pupils
the sentences. 5 mins to think about the reasons they may have for
ED
wanting to do a particular job.
• Look at the title of Lesson 5, ‘My Favourite Job’. • Explain that these are their own thoughts
Ask for ideas about favourite jobs (pupils have and reasons and that there is/are no right or
thought about this in the ‘Warmer’). wrong answer(s).
ET
• Ask pupils to open the Pupil’s Book on page 16. • Ask for a volunteer to read Dania’s speech
• Get them to look at the pictures. Ask a few bubble (I want to be a(n) ___ because …).
introductory questions: • Explain that pupils are going to listen to Dania,
N
How many pictures are there? (7) Anwer, Taher and Hiba saying what they want
What can you see in picture e? (someone to be.
R
driving/a person driving/a man driving) • Pupils listen and follow the reasons in the
blue boxes.
A
How many pupils can you see in picture a? (4)

What is the farmer holding? (carrots) • Pupils should not write anything, but should just
G
• Read the rubric at the top of page 16 together listen and find the matching blue boxes.
as a class. • Play Track 11.
• Ask pupils to read out the statement in the
©
middle of the page. Explain that the second  Track 11

halves of the sentences (following on from When Listen. What do you want to be when
I grow up, I want …) are at the bottom of the you grow up?
page and the pictures show some reasons why Voice: What do you want to be when you
people want to do these jobs. grow up, Dania?
• Get pupils to read sentence endings 1–7 Dania: I want to be a doctor because I want
and think about which picture matches to help people when they are ill.
which sentence. Voice: What about you, Anwer?
• Let pupils compare their ideas in pairs. Anwer: I want to be a teacher because I
• Read out each sentence and let pupils say the want to help young people learn.
matching picture letter. It’s a very important job.
32

Voice: And you Hiba, what do you want Answers

to be? 1 T, 2 T, 3 F, 4 T, 5 F
Hiba: I want to be an engineer because I
want to build things. 2 Write which job you think is … 4 mins
Voice: And Taher, what about you? • Let pupils work individually and write down
Taher: I want to be an IT programmer their own ideas, not the ideas in the survey in
because I love using computers. Activity 1.
• Remind them that they can use any jobs in Unit
1 (or ask you for ones that they don’t know).
3 What do you think? Read and • When everyone has finished, ask for volunteers
tick (3). 4 mins to say which job they think is easy/hard, etc.
• Get the rest of the class to put up their hands if
N
• Explain that pupils should read the seven blue they think the same.
O
boxes again and decide what they want to be
when they grow up. 3 Complete the conversation. 5 mins
TI
• Remind them that there is no right or • Ask pupils to read and complete the
wrong answer. conversation with their own ideas.
A
• They should put their own reasons. Of course, • Once pupils have finished writing, read each
some pupils may have other ideas. question and ask for volunteers to read an
C
answer each.
•
U Ask pupils to put up their hand after each
4 Discuss with a partner. 4 mins
answer,, if their answer was the same.
answer
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• Ask pupils to look at the speech bubbles for 4 Practise the conversation with a partner.
Taher and Hiba at the bottom of page 17. 5 mins
• Ask for volunteers to take the parts of Taher
aher and • In pairs, pupils practise the conversation.
Hiba and read their speech bubbles. • Monitor and support as necessary.
ET
• In pairs, ask pupils to practise the conversations

using their own ideas. 5 Find the spelling mistakes. Tick (3) or write
• Ask for volunteer pairs to present their the words correctly. 4 mins
N
conversations to the class. • Make sure pupils understand what they have
• Get the class to put up their hands if they have to do.
R
the same reasons. • Read out the rubric (as a class or individually).
A
• Draw attention to the ‘Test yourself’ note.

• Tell pupils not to look back until they have tried
Activity Book
G
to spell the words correctly.
1 Look at the job survey. Are the sentences Answers

©
true (T) or false (F)? 5 mins 1 doctor, 2 housewife, 3 engineer – correct,

• Ask pupils to look at page 12 of the Activity 4 teacher – correct, 5 nurse, 6 bus driver
Book and read the rubric, either using a
volunteer or as a class.
• Give pupils time to look at the table and let them
ask you any questions about it in general.
• Ask pupils to work by themselves to read
sentences 1–5 and decide whether they are true
(T) or false (F).
• Let pupils check their ideas with a partner.
33

Additional/Support
• Ask pupils to make sentences about what
Unit 1 Lesson 6:
they want to be when they grow up. For
example: When I grow up, I want to be
Two Families
a doctor because it is interesting.
• But be careful – you don’t want pupils Aims: To read and listen to information
to make sentences such as: When I about two families
grow up, I want to be a waiter because To read and extract information
it is boring. to label pictures
• For slower readers, make sets of cards To
o read and extract information
for the sentence halves on page 17 of the to complete sentences
Pupil’s Book. To
o write a paragraph about your
N
• Pupils can then use these to play ‘Snap’. family following a model
O
• Each pair or small group will need a Materials: Pupil’ss Book pages 18–19
full set of Part A cards: ‘When I grow Activity Book pages 14–15
TI
up, I want to be a(n) + waiter/teacher/ Track 12
builder/farmer/IT programmer/bus
A
driver/engineer/nurse/doctor’ and Part B
‘because’ cards. Note:
C
• One side starts and turns over a card; the
other side turns over their card. If there 1
U In the text on page 18, pupils meet the word
is a match, then the first pupil or group paddy – Rice grows in paddy fields. Paddy fields
to say ‘Snap’ gets a point and keeps the are flooded fields used for growing rice. In the
ED
two matching cards. 20th century this was the most common method
used to grow rice. The word paddy comes from
the Malay word padi which means rice plant.
Rounding off 2 In the text on page 19, pupils meet the
ET
description my big sister. Pupils have already met

• Spend a few minutes at the end of the lesson to little brother in other grades. Here the adjectives
together. little and big do not refer to size, but to age. You
N
Get them to tell you which parts of the lesson can say my little brother or my younger brother/
they enjoyed the most and the least. my big sister or my older sister.
R
A
Warmer 5 mins
G

Write the day on the board. See if pupils can
©
tell you which month it is and write that on

the board.
• Play a word association game. Get pupils to
stand in a big circle around their desks. Say a
family word from Lesson 1 (e.g., grandfather).
Ask the pupil standing on your right to say an
associated word (e.g., grandmother, mother,
father, etc.). The next pupil says another
associated word (e.g., aunt, uncle). Continue until
pupils cannot continue the chain. Then start again
from the last pupil with a new family word.
34

Note: You can also use the diminutive forms 2 Listen to Han and Farah talking
(mum, mummy, granny, etc.). about the jobs their families do.
10 mins
1 Read and write a sentence under • Play Track 12 in full and let pupils listen and
the photos. 10 mins read along.
• Ask pupils to look at pages 18 and 19 of the

Pupil’s Book.  Track 12
• Explain that, throughout Grade 6, they will read Listen to Han and Farah
arah talking about
different articles about interesting subjects. the jobs their families do.
• Ask pupils to look first at page 18. Hello! My name is Han and I’m Chinese. I live
N
• Ask how many photos they can see. with my mum and dad on our farm. Both are
farmers and my grandparents were farmers,
O
• Ask if they can guess which country it is (China).
• Ask pupils to read the text quietly to themselves too. I have an older cousin. He lives with us
funny.
and works on the farm. He is very funny
TI
and think about a sentence that they can write to
describe each of the four photos. Wee grow rice and lots of vegetables like the
cucumbers my cousin is holding in the photo.
A
• Ask some comprehension questions (but not
ones that give the answers needed to label the Rice grows in paddy fields. Can you see the
buffalo in the field? Here the farmer is getting
C
four photos). For example:
What’s the boy’s name? U the field ready to plant the rice.
What’s his nationality? Hello, I’m Farah. I live with my family in
What’s his father’s job? Tripoli.
T ripoli. My father is a pilot and he flies planes
ED
What’s his mother’s job? for Libyan Airlines. My mother is a housewife
• Ask pupils to work in pairs and decide on a now, but she was a nurse.
sentence to write under each photo. We live in a flat near the centre of Tripoli. I live
• Ask for volunteers to read their sentences. with my mum and dad, my two younger sisters,
ET
Write the suggestions on the board and see if my big sister and my aunt.
everyone agrees. Here is a picture in the cockpit of my dad’s
plane. He and the co-pilot are getting ready to
Possible answers
N
leave Dubai.
Farmers are planting rice. This picture is at the airport in London. You
R
His mother and father are farmers. can see my grandmother, my mother and my
A farmer is getting the field ready. aunt with their bags ready to check in.
A
Han’s cousin is holding some cucumbers.

G
• Repeat the process for page 19. Possible sample Additional/Support

comprehension questions: • Put pupils in pairs.
©
What’ss the girl’s name?

What’ • Allocate the text about Han to one pupil
Where does she live? and the text about Farah to the other.
What’s her mother’s job? • Give pupils a few minutes to write down
What’s her father’s job? three or four questions about their text.
Possible answers • Get pupils to close their Pupil’s Book
Farah’s father works for Libyan Airlines / is and ask their questions to their partner.
a pilot. • Pupils should decide if the answer is
Farah lives with her family in Tripoli. correct or not. If they disagree, pupils
Her family are at the airport. should refer to the text.
This is the cockpit of a plane.
35

Activity Book • Get pupils to look at the ‘Punctuation’ notes at

the bottom of page 15.
1 Put the words into the correct list. 5 mins • Tell pupils that it is important that they use
• Ask pupils to open the Activity Book on proper punctuation in the writing task.
page 14. Note: We use capital letters to name something
• Put pupils in pairs and ask them to work specific – proper nouns. Therefore, names of
together to put the words into the specific hospitals, airlines, shops, etc. are written
correct columns. with capital letters. For example:
• Ask a volunteer to read out all the words they Libyan Airlines, Green Tree Primary School,
have listed in the first column. Mansour Mall.
• Repeat for the other three columns. Note: You will need to collect in the task
for Activity 4 to monitor pupils’ progress. If
N
• Check that everyone agrees.
possible, see each pupil and give your feedback.
Answers
O
Family: grandparents, aunt, cousin
Additional/Support
Food: rice, cucumbers, vegetables
TI
• If pupils have access to the internet, they
Verbs: live, grow, sit, leave, see, plant, fly
might like to find out some more facts
Prepositions: in, on, at
A
about a subject referred to in either of
the ‘Two
‘Two Families’ texts.
2 Look at pages 18 and 19 of the Pupil’s Book.
C
• They can tell the class about what they
Use the words from Activity 1 and write U have found out at the beginning of
sentences. 5 mins
Lesson 7.
• Ask pupils to look at Activity 2 on page 14 of
• Encourage pupils to read the texts in
ED
the Activity Book.
both the Pupil’s Book and Activity
• Read the rubric.
Book again.
• Ask for volunteers to read out sentences 1 and 2.
• Ask them to underline any new words.
• Pupils work by themselves to write four
• They will be able to use these in ‘My
ET
more sentences.
new words’ in Lesson 8.
• Monitor and support as necessary
necessary..
• Get volunteers to read out their
N
completed sentences. Rounding off

• See if the rest of the class agree that the sentences
R
are correct. Clear up any problems. • Spend a few minutes at the end of the lesson to
review with pupils what you have done together.
A
3 Read about Hiba and her family. 5 mins • Get them to tell you which parts of the lesson
• Ask pupils to look at Activity 3 in the Activity
G

Book on page 15.
• Ask a confident pupil to read the text about
©
Hiba and her family

family.
• Check understanding and help with any
vocabulary as necessary.
4 Write about yourself and your family.

5 mins
• This is the first time that pupils have done
an activity like this. It is important that they
understand what they have to do.
• There will be three other writing activities
following a model in Grade 6.
36

Unit 1 Lesson 7: Check •

•
Ask pupils to compare their answers in pairs.
If necessary, pupils can look back at pages 18
my Understanding •
and 19 to confirm their answers.
Ask the class Do you agree with your partner?
• Read out sentences 1–8 and get pupils to
Aims: To review and check respond with ‘Yes’ or ‘No’.
understanding of ‘Two Families’
Answers
from Lesson 6
1 Yes, 2 Yes, 3 No, 4 No, 5 No, 6 Yes,
To read about a teacher’s job and
7 No, 8 Yes
routine
To transfer details from the text to
an information file
N
2 Use the pronouns in the box to
To learn to spell four high- complete the sentences. 5 mins
O
frequency words (aunt, uncle,
easy, interesting)
• Ask pupils to look at the second activity on page
TI
20 of the Pupil’s Book.
Book.
• Read the rubric or ask for a volunteer to do so.
Track 13
A
• Get pupils to complete sentences 1–7 using the
correct pronoun.
C
• partner.
Let pupils check their answers with a partner
Warmer 5 mins
• Ask for volunteers to read out their sentences.
U For example:
ED
engineer. He works in an
1 My father is an engineer
oil refinery.
the board. Answers
• Call out true and false statements about the 1 He, 2 It, 3 They, 4 It, 5 She, 6 We, 7 He
ET
children in Lesson 6.
• This acts as a preview to the first activity on
page 20 of the Pupil’s Book.. For example: 3 Choose and tick (3) the correct
N
1 Han’ss mother is from Japan. (False) job. 5 mins

2 His grandfather was a farmer farmer.. (True)
R
3 They grow cucumbers on their farm. (True) • Ask pupils to open the Pupil’s Book on page 21.
4 Farah’ss mother was a nurse. (True) • Read the rubric and make sure pupils understand
A
• Again, as a TPR activity

activity,, you can ask pupils what they have to do.
• Get pupils to complete the activity by
G
to stand up if the sentence is true or to remain

seated if it is false. themselves.
• Alternatively,, you can ask pupils to say true
Alternatively • Do not confirm answers at this stage.
©
or false.
false
4 Work with a partner. Ask and

1 Read ‘Two Families’ in Lesson 6 answer. 5 mins
again and tick (3) Yes or No. 5 mins
• Tell pupils to use the speech bubbles at the
• Ask pupils to work individually and complete bottom of the page and to check their answers to
the first activity on page 20 of the Pupil’s Book. Activity 3 with a partner.
• Tell them that they should not look back at • Monitor and support as necessary.
pages 18 and 19 at this stage.
• Pupils tick ‘Yes’ or ‘No’.
37

5 Listen and check your answers. 2 Complete the information file about the
How many did you get correct? school. 5 mins
6 mins • Ask the pupils to read the information file
individually and to check they understand what
• Play Track 13. Pupils check their answers and they have to do.
count how many they got correct. • Pupils can work in pairs to do this activity.
• If necessary, you can play Track 13 again. • When they have finished, use full questions to
elicit the answers. For example:
What type of school does the teacher work in?
 Track 13 Is it big or small?
Listen and check your answers. What time does school start?
1 I’m a doctor. I work in a big hospital What is this week’ss English lesson about?
N
in Tripoli.
2 This is my new car. I’m a taxi driver. Answers
O
3 I love my job baking bread – yes, I’m Type of school: primary school
a baker. Size of school: small
TI
4 Here I am in my shop cutting up some School starts at: 8 o’clock
meat. I’m a butcher. School finishes at: 1 o’clock
A
5 I work in a shop. I am a grocer. This week’s English lesson: project about healthy
6 I’m a pharmacist. It is an important job. food and drink
C
7 This is me standing next to my police car. For the lesson pupils need: paper, scissors, glue
and crayons
8
I’m a policeman.
I work in a big bank in the centre of town.
U
ED
I’m a banker. 3 Look, say, cover, write, check. 4 mins
9 I have a boat and some big nets. I’m • In Grade 6, pupils continue to look at the
a fisherman. spelling of common, high-frequency words using
the ‘Look, say, cover, write, check’ strategy.
ET
Answers • The four words for the unit are aunt, uncle,
1 doctor, 2 taxi driver, 3 baker, 4 butcher, easy, interesting.
5 grocer, 6 pharmacist, 7 policeman, 8 banker, • Ask pupils to look at the activity at the bottom
N
9 fisherman of page 17 of the Activity Book.

• Write the rubric ‘Look, say, cover, write, check’
R
on the board and read it with the class.

Activity Book • Elicit what pupils have to do.
A
• If necessary, copy the table onto the board and

1 Read about a teacher’s job. 5 mins remind pupils that this time they will use the
G
• Ask pupils to read the rubric and look at the ‘Write 1’ column.
pictures and tell you what they can see. • Check that pupils are ready to write.
©
• Ask them to guess what they think the text will • Get them to follow the ‘Look, say, cover,
be about. write, check’ procedure and complete the
• Ask three confident pupils to read a ‘Write 1’ column.
paragraph each.
• At the end of each paragraph, ask the pupils if
they have any questions.
38

Additional/Support Warmer 5 mins

• Write the letters of the alphabet on the
board and number them 1–26. • Start the class by asking pupils what day it is.
• Write the name of a job, a place of Write the day on the board. See if pupils can tell
work or a family relationship using the you which month it is and write that on
number code and ask the pupils to work the board.
it out (for example, 4-15-3-20-15-18 = • Play a spelling game letter by letter. Call out
doctor). the first letter of a word for a job (use the jobs
• Tell the pupils to choose three words from the story on pages 18 and 19). Go round
each and to write their words using the the class with pupils providing the next and
number code in the same way. subsequent letters. Start again with a new word
• Put pupils in pairs to read out their
N
beginning where you left off with the last word.
coded words (using the numbers) and
O
work out the answers.
• Encourage pupils to read the text on 1 Listen, look and read. 20 mins
TI
page 16 of the Activity Book again.
• Ask them to underline any new words. • Explain that pupils are going to listen to and
A
• They will be able to use these in ‘My read a story
story..
new words’ Lesson 8. • rite the title of the story on the board and read
Write
C
it with the class.
•
U Get pupils to look at the first picture on page 22
Rounding off and ask Who can you see in picture 1? What is
she pointing to?
ED
• Spend a few minutes at the end of the lesson to • Ask pupils to read the story as they listen.
together. • Put pupils in pairs. Allocate numbers 1, 3, 5 and
Get them to tell you which parts of the lesson 7 to Pupil A, and allocate numbers 2, 4, 6, and 8
they enjoyed the most and the least. to Pupil B.
ET
• Ask pupils to tell their parts of the story to their

partner. They can read the text, or they can use
their own words.
N
• Monitor and support as necessary.

Unit 1 Lesson 8: • Finish by asking pupils which of the jobs the girl
R
talks about they would choose to be.

When I Grow Up
A
 Track 14
G
Aims: T Too read a story Listen, look and read.

To
T o review language from Unit 1 When I Grow Up
©
in a story 1 When I grow up, I want to be an engineer

To review words for jobs in a
T because I am good at solving problems and
word search I like designing things.
To link extra information to the 2 When I grow up, I want to be an artist
sections of a story because I like painting pictures.
To choose six new words to learn 3 When I grow up, I want to be a famous
To learn to spell four high- cook in a big restaurant because I love
frequency words (aunt, uncle, cooking and I am good at it.
easy, interesting) 4 When I grow up, I want to be a doctor
Materials: Pupil’s Book pages 22–23 because I like helping people when they are
Activity Book pages 18–19 not well. I helped my brother when he cut
Track 14 his hand.
39

5 When I grow up, I want to be an IT • Ask pupils to open their Activity Book
programmer because I like using computers on page 17 and look at the activity at the
and I am good at maths. bottom of the page.
6 When I grow up, I want to be a pharmacist • Ask pupils to tell you what the rubric
because I am good at chemistry. says (‘Look, say, cover, write, check’).
7 When I grow up, I want to be a nurse • Elicit what pupils have to do.
because I am good at helping my • Check that pupils are ready to write.
grandmother when she doesn’t feel well. • Get them to follow the ‘Look, say, cover,
8 When I grow up, I want to be a write, check’ procedure and complete the
teacher because I love working with ‘Write 2’ column.
young children. I want to work in a
primary school.
N
2 What are the new words you have learned?
Write
rite six new words here and remember
O
them. 5 mins
Activity Book • Read the rubric to the class or ask a volunteer to
TI
read it.
1 Look at pages 22 and 23 of the Pupil’s • Make sure the pupils know what they have
A
Book. Write the picture number next to to do.
each sentence. 5 mins • They should have underlined some of the new
C
• Explain to pupils that in the Grade 6 Activity words on pages 18 and 19 of the Pupil’s Book
Book in Lesson 8 there is usually an ‘I can …’ U and pages 15 and 16 of the Activity Book.
activity that looks at one of the main learning • Pupils write their six new words in the
points from the unit. spaces provided.
ED
• For Activity 1, ask pupils to work individually • Ask for a volunteer to say their six new words
and link the eight sentences to each part of and write them on the board.
the story. • Ask pupils to put up their hand if they have any
• Pupils compare their answers with a partner
partner.. additional words. Add these to the board, too.
ET
• Check that everyone has the same answers.

Answers 3 Find the job words. There are eight words.
5 mins
8, 4, 5, 2, 6, 7, 3, 1
N
• Put pupils into small groups of four. Divide each

group into two teams, Team A and B.
R
Additional/Support
• For less confident pupils doing Activity • Explain that this is a race to find the eight
A
1 on page 18 of the Activity Book

Book, put job words.
pupils in pairs and get them to decide • Point out that the words can be written
G
on the answers. You can also ask them horizontally or vertically and that the first has
to find and underline key words in each been done as an example.
• The winner is the first team to finish. Pupils
©
sentence before they start, for example:

children, hand, program, etc.
children should put their hands up and say Finished.
• For more confident pupils, see if they can • Say Open your Activity Books on page 19 and
read the eight sentences on page 18 of find the words. Say Go.
the Activity Book without looking at the • The first team to finish should read out the eight
story in the Pupil’s Book. See if they can words, which includes the example. It might be
say which job each sentence refers to. necessary to point out where the words are.
They can then look back at the story and Answers
see if their guesses were correct. (horizontal) teacher, nurse, engineer, builder,
• This is the second ‘Look, say, cover, doctor, programmer
write, check’ practice. (vertical) waiter, housewife
40

4 Read the puzzles. Do you know the answers?

5 mins
• Explain to pupils that they need to read each
question and try to work out the job or place.
• Put pupils in pairs to do this activity.
• Check answers by reading out each question and
asking for a volunteer to provide the answer.
Answers
1 a waiter
2 a teacher
3 on a building site
N
4 a farmer
5 an engineer / a builder
O
6 a housewife
TI
• Test preparation: Explain that pupils will have
a spelling test in the next lesson. They will
A
be tested on the four words they have been
practising (aunt, uncle, easy, interesting). Explain
C
that they will follow the ‘Look, say, cover, write,
check’ procedure and complete the ‘Write 3’
column on page 17 of the Activity Book.
U
ED
Rounding off
ET

together.
N
and Unit 1 they enjoyed the most and the least.

R
A
G
©
41

Unit 2 What is it?
Aims
Listening Reading
• Listen to and learn words to describe • Read and learn words to describe what
what things are made of. things are made of.
• Listen to and process information • Read and learn the names of shops in
N
describing clothes. a mall.
• Listen to check information about shops • Read to decide where to go to buy what
O
in a mall. you want.
TI
• Listen to conversations in shops. • Read and complete shopping
• Listen to practise the pronunciation conversations.
A
of adjectives. • Read ‘Fun facts’ about materials.
C
• Listen for question forms with comes • Read a magazine blog about a doctor
from and is made from. U working in a busy hospital.
• Listen to review of present continuous • Read to check understanding of a text
ED
for actions we are doing now. about a blog.
• Listen to a magazine article about • Read about paper and check
working in a busy hospital. understanding.
ET
• Listen to a rhyme about materials.

Writing
Speaking • Write descriptions of desks.
N
• Ask and answer questions about what • Write questions with is/are and do/does.
R
things are made of. • Review present continuous for actions

• Practise asking for something in a shop. we are doing now.
A
• Use this/that and these/those

these/those. • Follow a model and make a poster about
G
• Select suitable adjectives to designing a backpack.

describe objects. • Learn to spell four high-frequency words
©
• Revise adjective order

order. (only, enough, many, usually).
• Ask and answer questions to check • Select six new words for ‘My new words’
general knowledge. from Unit 2 to remember and to spell.
• Discuss what to put on a poster ad for
a backpack.
• Sing along to a rhyme.
42

Unit 2 What is it?

Word list Departments/shops in a mall Language
Materials men’s fashion – /menz ˈfæʃn̩/ What’s/What are the … made
glass – /ˈɡlɑːs/ home cooking – /həʊm ˈkʊkɪŋ/ of? – /ˈwɒts /wɒt ə ðə … ˈmeɪd
wood (wooden) – /ˈwʊd (ˈwʊdn)/ café – /ˈkæfeɪ/ ɒv?/
leather – /ˈleðə(r)/ supermarket – /ˈsuːpəmɑːkɪt/ It’s/They’re made of … – /ˈɪts/
N
metal – /ˈmetl/ play area – /pleɪ ˈeəriə/ ˈðeə ˈmeɪd əv …/
rubber – /ˈrʌbə(r)/ IT and computing – /ˈɪt ənd It’s/They’re too expensive/
O
wool (woollen) – /wʊl (ˈwʊlən)/ kəmˈpjuːtɪŋ/ small … – /ˈɪts/ˈðeə
cotton – /ˈkɒtn/ women’s fashion – /ˌwɪmɪnz tuː … ɪkˈspensɪv/smɔ:l …/
TI
denim – /ˈdenɪm/ ˈfæʃn/ Contrast this/that, these/those:
children’s fashion – /ˈtʃɪldrənz This is pretty. That is prettier.
A
Household objects ˈfæʃn/ – /kənˈtrɑːst ðɪs ðæt, ðiːz/
jug – /dʒʌɡ/ toys and games – /tɔɪz ənd ðəʊz: ðɪs ɪz ˈprɪti. ðæt ɪz
C
saucepan – /ˈsɔːspən/ ɡeɪmz/ ˈprɪtɪə./
shoes – /ʃuːz/ These are too short. Those are
pencil case – /ˈpɛnsl keɪs/
smartphone – /ˈsmɑːtfəʊn/
U
ground/first/second floor – / longer … – /ðiːz ə tuː ʃɔːt.
ED
knife – /naɪf/ graʊnd/ˈfɜ:st/ˌsekənd flɔː (r)/ ðəʊz ə ˈlɒŋɡə …/
fork – /fɔːk/ A plant comes from a seed. A pot
spoon – /spuːn/ Opposite pairs of adjectives is made from clay. – /ə plɑ:nt
bottle – /ˈbɒtl/ soft/hard – /sɒft/hɑːd/ ˈkʌmz frəm ə siːd. ə ˈpɒt s
ET
bands – /bændz/ plain/colourful – /ˈpleɪn/ˈkʌləfl/ ˈmeɪd frəm kleɪ./

cheap/expensive – /tʃiːp/ Describing objects: It is …, It has
Clothing ɪkˈspensɪv/ …, It’s made from … –
/dɪˈskraɪbɪŋ əbˈdʒekts: ˈɪt
N
boots – /buːts/ thick/thin – /θɪk/θɪn/

sweater – /ˈswetə(r)/ light/thick – /laɪt/θɪk/ ɪz …, ˈɪt ˈhæz …, ˈɪts ˈmeɪd
R
T-shirt – /ˈtiː ʃɜːt/ light / heavy– /laɪt/ˈhevi/ frəm …/

jeans – /dʒiːnz/ long/short – /lɒŋ/ʃɔːt/ I like tea and I like coffee. – /ˈaɪ
A
shoes – /ʃuːz/ big/small – /bɪɡ/smɔːl/ laɪk ˈti: ənd ˈaɪ laɪk ˈkɒfi./
gloves – /ɡlʌvz/ cheaper/more expensive, the I like tea, but I don’t like coffee.
G
dress – /drɛs/ cheapest/the most expensive – / – /ˈaɪ laɪk tiː, bət ˈaɪ dəʊnt laɪk
jacket – /ˈdʒækɪt/ ˈtʃiːpə/mɔːr ɪkˈspensɪv, ˈkɒfi./
©
skirt – /skɜːt/ ðə ˈtʃiːpɪst/ðə məʊst ɪkˈspensɪv/

coat – /kəʊt/
rain boots – /ˈreɪn buːts/
43

Unit 2 What is it?
Unit 2 Lesson 1: • Practise saying all the items together as a class.

Make sure pupils differentiate between singular
It’s made of … •
items and plural ones.
Note: In English, jeans are plural. (See also
glasses (spectacles), shorts.)
Aims: To learn words to describe what
things are made of (materials)
To review singular and plural
 Track 15
Listen, look and say.
nouns and verb agreement
1 What’s it made of? It’s a cotton T-shirt.
To look at the order of adjectives
2 What’ss it made of? It’s a wool sweater.
before the noun (size, colour,
3 What are they made of? They’re
material)
N
leather boots.
4 What are they made of? They’re
O
denim jeans.
Tracks 15–17 5 What are they made of? They’re rubber
TI
rain boots.
Note: 6 What’s
What’s it made of? It’s a wooden spoon.
A
7 What’s
What’s it made of? It’s a metal saucepan.
8 What’s
What’s it made of? It’s a glass jug.
C
• Pupils will meet wood/wooden in this lesson.
Wood is a noun and the name of a material. U
Wooden is the adjective for describing objects.
2 Match the pictures to the phrases.
For example: A chair is made of wood. It is a
ED
4 mins
wooden chair.

Warmer 5 mins
26 of the Pupil’s Book. Play Track 15 again
ET
and ask pupils to point to each phrase they hear.

• Ask pupils to work individually to match the
• Start the class by asking pupils what day it is. W
Write
pictures to the phrases. Let pupils check in pairs.
the day on the board. See if pupils can tell you
Monitor and support.
N
which month it is and write that on the board.

• Ask pupils to look at what they are wearing and Answers
R
what they have carried into class (bags, etc.). 1 cotton T-shirt
Ask them to think about what these things are 2 wool sweater
A
made of. Obviously,

Obviously, pupils will not yet know the 3 leather boots
G
words in English, but they can give their ideas 4 denim jeans
in Arabic. 5 rubber rain boots
• Explain that in this lesson you are going to look 6 wooden spoon
©
at what things are made of. Write

W the title of the 7 metal saucepan
lesson on the board ((It’s made of …) 8 glass jug
1 Listen, look and say. 6 mins 3 Write the numbers in the boxes.
4 mins
• Ask pupils to look at the Pupil’s Book page 26.

Ask them how many things they can see at the • Ask pupils to look at the ‘Remember’ box and
top of the page (8). write the picture numbers in the boxes for those
• Play Track 15 a first time to familiarize that are singular and those that are plural. Check
pupils with all eight items. Then play Track as a class.
15 again for pupils to listen and repeat.
44

Unit 2 What is it?
Answers 6 Listen to Dania and Anwer talking

Singular nouns: 1, 2, 6, 7, 8 about what they are wearing.
Plural nouns: 3, 4, 5 Label the pictures. 5 mins
• Ask pupils to read the rubric and look at

4 Ask and answer. 3 mins
the pictures.
• Ask pupils how they talk about clothes on
• Working in pairs, pupils practise the people. Elicit He’s/She’s wearing … Let pupils
conversations at the bottom of the page. work in pairs and point to Dania and Anwer and
Monitor and support as necessary. describe what they are wearing.
• Play Track 16 and get pupils to check
N
their ideas.
5 What is it/are they made of? 5 mins
• Pupils label the pictures. Remind them to add a/
O
an to the labels of singular items.
• Ask pupils to look at page 27 of the Pupil’s
TI
Book. Read the rubric together as a class. Ask
pupils to read the words under the eight pictures  Track 16
quietly to themselves. Listen to Dania and Anwer talking about
A
• Get pupils to work with a partner and decide what they
they are wearing. Label the pictures.
Dania: I’m wearing a cotton T T-shirt, a
C
what the items are made of. Ask pupils not to
write anything at this point. U denim jacket, a cotton skirt and
• Elicit answers. Ask What are the knife, fork and leather shoes.
spoon made of? Elicit They’re made of metal. Anwer: I’m wearing a wool scarf, a cotton
ED
Continue for all eight items. Alternatively, get T-shirt, a leather jacket, denim
individual pupils to ask the questions and the jeans and leather boots.
class to answer.
• Pupils write the material for each item under Answers
ET
the picture. Monitor to check that pupils are Dania: a cotton T-shirt, a denim jacket,
continuing to form their letters correctly and a cotton skirt, leather shoes
writing clearly. Anwer: a wool scarf, a cotton T-shirt, a leather
N
• Note: Rubber bands are named with the jacket, denim jeans, leather boots
adjective to distinguish them from other ‘bands’
R
such as hairbands, armbands, hatbands, etc.

Activity Book
A
Answers
1 metal 1 Listen and write the numbers and names
G
2 leather next to what things are made of. 5 mins

3 wool Note: This is an activity in two parts. First,
4 cotton
©
pupils listen and write the numbers of the items

5 wood next to the material words on the left (e.g.,
6 rubber metal: 2, 10). Second, pupils write the names of
7 glass the items (e.g., metal: clock, key) on the lines and
8 denim then listen again to check.
• Ask pupils to look at page 20 of the Activity
Book. Read the rubric as a class or ask for
a volunteer.
• Let pupils have time to look at all the pictures.
Tell them to work with a partner and say the
names of all the items they know.
45

Unit 2 What is it?
• Play Track 17. Pupils write the numbers of • Now introduce the rubric and example sentence
the two items that are made of the materials in for activity 2. Ask pupils how they would change
the left column. the first two words of the example sentence to
talk about the baseball bat – they can refer to
the Verbs column of the table to do this. (They
 Track 17 are would change to It is, because baseball bat is
Listen and write the numbers and names
singular.) Elicit some adjectives that apply to the
next to what things are made of.
baseball bat, for example, long and wooden. Get
metal The clock is made of metal and so
pupils to order the words into a sentence: It is a
is the key.
long wooden baseball bat.
leather The sofa is made of leather and so
• Pupils should now be in a position to write four
is the football.
example sentences. They can work individually
N
glass The doors are made of glass and
or in pairs.
the table top is also made of glass.
O
• Elicit answers from the class.
rubber The toy duck is made of rubber and
so are the gloves. Suggested answers
TI
denim The trainers are made of denim and 1 It is a black and white leather football.
so is the backpack. 2 They are big glass doors.
A
wood The baseball bat is made of wood 3 It is a tall wooden ladder
ladder.
and so is the ladder. 4 They are yellow rubber gloves.
C
cotton The baseball cap is made of cotton
and so are the towels.
U
3 Colour the things in the room. Use the
words in the boxes. W Write about your
ED
Answers picture. 4 mins
metal – 2 clock; 10 key • The table at the top of page 21 will help pupils
leather –1 sofa; 13 football write their descriptions of the room. Explain that
glass – 7 doors; 14 table (top) we use There + is/are to express the idea that
ET
rubber – 5 (toy) duck; 11 gloves something exists. We put There in the subject
denim – 3 trainers; 12 backpack position so that the new information can follow.
wood – 4 bat; 8 ladder For example: There is a big brown leather sofa.
N
cotton – 6 towels; 9 baseball cap (A sentence like A big brown leather sofa is in
the room is possible, but unusual, and would
R
2 Choose four words from Activity 1 and write only be used for special effect. It should not be
a description. 4 mins taught to pupils.)
A
• Have two or three items ready to show pupils • Make sure pupils understand what they have to
so that you can demonstrate and elicit some do. They can colour the picture with colours of
G
adjectives and how to order them before a noun. their choice. Then they have to write sentences
For example: a white plastic cup; a blue shirt; a describing it. Remind them that they can look at
©
long brown pencil and a short red pencil; a big the table and the ‘Look’ box for a reminder of
black and white ball and a small yellow ball. how to structure their sentences or for ideas for
Elicit adjectives for these items. adjectives to use.
• Refer pupils to the table and ‘Look’ box on Suggested answer
page 21 of the Activity Book. Explain that these In the picture there is a boy and a girl. They are
show how to order the adjectives in a sentence in the living room. In the room there is a big
describing something. (Ignore the Verbs column brown leather sofa. There is a glass and metal
of the table for now.) Check understanding by table. On the table, there is a metal clock and
asking pupils to order the adjectives for the items there are some rubber gloves. The boy is wearing
you have brought. a red jacket, blue jeans and white shoes. He is
46

Unit 2 What is it?
holding a black and white football. The girl is Warmer 4 mins

sitting on a brown wooden chair. She is wearing
a white cotton T-shirt, a green cotton jacket, • Start the class by asking pupils what day it is.
black denim jeans and black leather boots. Write the day on the board. See if pupils can
the board.
Rounding off • Note: If you want to practise the exact date,
you will need to review ordinal numbers. Pupils
• Spend a few minutes at the end of the lesson to learnt ordinals 1st–10th in Grade 5. In this lesson,
review with pupils what you have done together. they will use ground floor, 1st floor, 2nd floor. See
Get them to tell you which parts of the lesson the ‘Additional’ activity at the end of this lesson
N
for further notes on practising ordinal numbers
11th–31st.
O
Additional/Support • Ask pupils if they have ever visited a mall. Get
• Ask pupils to draw and colour a them to talk about their experience and the
TI
picture of their bedrooms. They will shops they like to visit in a mall.
need paper to do this. They can then
A
write descriptions of the items in their
bedrooms using adjectives for size, 1 Listen and read. 4 mins
C
colour and material.
• Less confident pupils can work with •
U Ask pupils to open the Pupil’s Book on page 28.
a partner to write just two or three Look at the top activity and give pupils time to
sentences. look at what Anwer has written.
ED
• At the beginning of the next lesson, you • Play Track 18 and get pupils to listen
can ask pupils to display their pictures and read.
and descriptions on the classroom walls.
Pupils can walk around to look at and
ET
read other pupils’ work.

 Track 18
Listen and read.
It’s Saturday and we are at the mall. I am with
N
my mum and dad, my big sister, Dania, and

little brother, Ali.
R
Unit 2 Lesson 2: There are lots of shops on different floors. We

need to decide where to go. We are going to
A
At the Mall buy some clothes, and I hope we are going to

the café for ice-cream.
G
Aims: T To
o learn the names for shops and
©
departments in a shopping mall 2 Label the shops in the mall. 4 mins

To decide where to go to buy what
T
you want • Ask pupils to look at the plan of the shopping
To review ordinal numbers mall at the bottom of the page. Say This is a plan
Materials: Pupil’s Book pages 28–29 of the mall. Ask How many floors are there?
Activity Book pages 22–23 (There are three.)
Tracks 18–20 • The illustrations contain lots of clues that will let
pupils label the shops. Before they start, read out
the labels, or ask for volunteers. Introduce the
word fashion – it is a way of referring to clothes
that are being sold, especially new or popular
47

Unit 2 What is it?
clothes. Obviously, shops need to sell clothes Suggested answers

that are the popular, new styles. 1 Mum
• Ask pupils to work in pairs and label the shops 2 Dania
in the mall. 3 Anwer
4 Dad
5 Ali
3 Listen and check your answers.
7 mins
5 Read the shop names. Where
• Play Track 19. Pupils check their labels. do they need to go? Write the
• Draw a sketch of the mall layout on the board – numbers in the boxes. 4 mins
just eight boxes on top of each other, as in
N
the illustration. • Ask pupils to work by themselves and to reread
O
• Start with the bottom left shop (play area) and the speech bubbles in activity 4. Pupils write the
elicit the names. number next to the correct shop. Get pupils to
TI
check their answers in pairs. Class check.
 Track 19 Answers
A
Listen and check your answers. 1 Home cooking
On the ground floor, there is a play area for 2 Children’s
Children’s fashion
C
children and a supermarket. 3 Café
4 IT & computing
On the first floor, there are three shops. On the
left is men’s fashion; on the right is children’s
U 5 Play area
ED
fashion. The IT and computing shop is between
men’s and children’s fashion.
On the second floor,, there is a café on the left. Activity Book
Next to the café is women’s fashion, and home
1 Read the two conversations. Number the
ET
cooking is next to women’s fashion.

sentences in order. 5 mins
Answers • Ask pupils to look at page 22 of the Activity
Book. Allow a few moments for pupils to look
N
Ground floor, left to right: play area,

supermarket at the illustrations. Ask Who is speaking in the
R
First floor, left to right: men’s fashion, IT and conversations? (Dania, Anwer, Mum, Dad
computing, children’s fashion and Ali.)
A
Second floor, left to right: café, women’s fashion, • Put pupils in pairs and allocate Pupil A and Pupil
home cooking B to each pair.
G
• Pupil A should read the top conversation and

decide on the order of the speech bubbles,
4 Read. Who is speaking? W
Write the numbering the boxes 1–5. Pupil B should do the
©
names: Mum, Dad, Anwer, Dania same for the bottom conversation and number
or Ali. 4 mins the boxes 6–9.
• Ask pupils to read out their conversation to their
• Ask pupils to work individually to read the partner. The partner should listen and number
speech bubbles. the speech bubbles accordingly.
• Ask pupils to check their answers in pairs before
eliciting the answers from the whole class. To do 2 Listen and check your answers. 4 mins
this, you can ask for volunteers to read out the • Play Track 20. Pupils read as they listen and
text in each speech bubble, then have the whole check the order of the speech bubbles.
class answer.
48

Unit 2 What is it?
 Track 20 Does Amal like going to home cooking? (Yes,

Listen and check your answers. she does.)
Mum: It’s 11 o’clock now. Dania and
Anwer, you can go to look at 5 Ask and answer. 3 mins
children’s fashion. Do you know • Ask pupils to look at the speech bubbles at the
where to go? bottom of the page. Pupils can work in pairs or
Dania: Yes, Mum. Children’s fashion is on small groups to ask and answer questions about
the 1st floor. the survey.
Dad: Mum and I are going to look at
home cooking. We will meet you in
the café at 12.30. Is that OK?
Rounding off
N
Anwer: At 12.30. That’s OK. But where is
home cooking? • As a quick, fun, round-off activity
activity,, get pupils to
O
Mum: It’s on the 2nd floor next to close their books, and ask, for example, What
the café. floor is the play area on? Pupils should answer
TI
from memory. If pupils are correct, the class
Ali: What about me? I don’t want to scores a point; if pupils are wrong, you score
A
look at home cooking. a point.
Dad: I know. I’m going to take you • Spend a few minutes at the end of the lesson to
C
to the play area on the ground together.
floor. There are lots of games and U Get them to tell you which parts of the lesson
children to play with. they enjoyed the most and the least.
ED
Ali: On the ground floor. OK, but can I
go to the café? I want an ice-cream Additional/Support
or a cake. • If you want pupils to practise saying the
Mum: Of course you can, Ali. Dad or I exact date at the start of each lesson, you
can introduce ordinal numbers beyond
ET
will come to get you at 12.30. WWee

will all have ice-cream. 10th. The pattern is easy to follow once
pupils know that all are regular and
Answers formed by adding –th to the number,
N
Top to bottom: 2, 3, 5, 4, 1, 6, 9, 8, 7 except for any number ending in 1, 2 or

3 (21, 22, 23, 31 – only these are needed
R
for dates). Note the spellings: twelve/

3 Answer the questions. 3 mins
A
twelfth, twenty/twentieth, thirty/thirtieth.

• Read out the rubric (as a class or individually).
• First, review ordinal numbers 1st–10th
Remind pupils that they should re-read the
G
(from Grade 5): write these numbers on

conversation on page 22 to answer the questions.
the board and ask pupils to say them.
Answers • Write first 1st, second 2nd, third 3rd,
©
1 Children’
Children’ss fashion. fourth 4th on the board. Underline the
2 No. (He is going to the play area.) suffixes –st, –nd, –rd, –th and so on to
3 On the ground floor. tenth 10th.
4 At 12.30. • Write other numbers on the board and
5 Ice-cream. see if pupils can give the ordinal form
(15th/fifteenth, 20th/twentieth, 22nd/
4 Look at Class A’s survey. 3 mins twenty-second, 24th/twenty-fourth,
• Read the text in the box together as a class. 30th/thirtieth, 31st/thirty-first).
• Ask two or three questions about the table. • Note: Continue the practice by getting
How many pupils like going to the play area? pupils to say the date at the beginning of
(Two.) What are their names? (Sami and Reda.) each lesson.
49

Unit 2 What is it?
Unit 2 Lesson 3: 1 Read and complete the

conversations. 5 mins
Can I help you? • Ask pupils to look at page 30 of the
Pupil’s Book.
Aims: To practise asking for something • Ask pupils to name the things they can see in the
in a shop four pictures (saucepan, phone/mobile phone/
To use this/that and these/those smartphone, clothes (dress, shirt, jacket, sweater)
To write ads (advertisements) for and boots).
shop windows • Ask pupils to work in pairs. They should read
To use comparative forms the sentences in the boxes at the top of the page
N
and together decide how to use them to complete
Activity Book pages 24–25 the conversations.
Tracks 21–22
O
Optional: blank sheets of paper or a clean
TI
notebook page 2 Listen and check your answers.
5 mins
A
Warmer 4 mins
• Play Track 21. Pupils check their answers.
C
• Put pupils in pairs. Ask them to choose one or
• Start the class by asking pupils what day it is. U two conversations, then read and practise the
Write the day on the board. See if pupils can conversation(s).
tell you which month it is and write that on the
ED
board. Now see if pupils can tell you what date
it is and write that on the board.  Track 21
• Now say the whole date: Monday the tenth of Listen and check your answers.
October.. Ask pupils to repeat. Explain that we 1
ET
do not write the or of when we write the full Can I help you?
date, but we do say these words. Yes, please. I’m looking for a saucepan.
• Note: Only practise today’s date here. You can What sort of saucepan would you like?
N
continue to do the same at the beginning of A metal one with a glass lid.
every lesson. How about this one?
R
• Now put pupils in pairs or small groups. Each It’s too big.
pair or group needs to have a blank piece of 2
A
paper or a notebook that they can use. Can I help you?

Yes, please. I’m looking for a mobile phone.
G
• Set a short time limit and get each pair/group to

write down the names of, saysay, five materials. What phone would you like?
• Get pairs/groups to swap papers. Elicit the I’d like a smartphone. How much is this one?
©
names for the materials. WWrite each one on the About 1080 LYD.
board. Pairs/groups should be marked half a It’s too expensive.
point for a correct material name with wrong 3
spelling and one point for a correct material Can I help you?
name with correct spelling. Yes, please. I’m looking for a school uniform.
• Get pupils to add up the points and see which Here are some uniforms. What colour do
pairs/groups have scored best. you want?
My school uniform is blue.
Look at these. What size are you?
Medium.
50

Unit 2 What is it?
4 Customer: Yes, but this is too long.

Can I help you? Shop assistant: I see. What about that?
Yes, please. I’m looking for some boots. Customer: Yes, I like that. It’s a
Do you want rain boots or leather ones? nice colour.
Leather boots, please. Shop assistant: What size are you?
Look at these. These are very good boots. 2
What size are you? Shop assistant: Anything else?
Size 37. Customer: Yes, please. I’m looking for
some boots.
Answers Shop assistant: These are very nice boots.
1 A metal one with a glass lid. / It’s too big. They’re the new fashion.
2 I’d like a smartphone. How much is this Customer: Yes,
es, but these are too high.
N
one? / It’s too expensive. Shop assistant: I see. What about those?
O
3 My school uniform is blue. / Medium. Customer: Yes,
es, I like those. They’re
4 Leather boots, please. / Size 37. just right.
TI
Shop assistant: What size are you?
3 Listen and say.
A
5 mins
4 Complete the conversations. 3 mins
C
• Give pupils time to look at the pictures. You
might like to ask a few comprehension questions •
U Pupils complete the gaps in the conversations.
about the pictures. For example: How many • Check the answers as a class.
people can you see? (Two.) Where are they? (In
ED
Answers
a shop./In women’s fashion.) What is the shop 1 long, a nice colour
assistant wearing? (A blue shirt/sweater and a 2 high
blue skirt.) What is the customer wearing? (A
purple jacket, purple trousers, a pink shirt and a
ET
pink headscarf.) 5 Practise the conversations. Use

• Play Track 22. Stop after each pair of speech these words. 4 mins
bubbles for pupils to repeat what each character
N
says: Can I help you? Yes, please. I’m looking • Ask pupils to look at the words in the boxes.
for a dress. Do not ask pupils to complete the
R
Ask them to think of adjectives they could use

missing parts at this point. for these nouns. Write these on the board:
• Put pupils in pairs and allocate roles – shop
A
T-shirt: too big/small

assistant or customer
customer.. If possible, get pupils skirt: too long/short
G
to look at each other as they repeat the coat/jacket: too big/small/expensive

conversation and point to imaginary items – sweater: too big/small/thick
close things when using this and things farther jeans: too big/small/long/short/expensive
©
away when using that. shoes: too big/small/high/expensive

rain boots: too big/small/long/short
 Track 22 gloves: too big/small
Listen and say. • Put pupils in pairs to practise the conversations
1 again. This time they should swap in different
Shop assistant: Can I help you? items of clothing and choose from the phrases on
Customer: Yes, please. I’m looking for the board to say why they don’t like them.
a dress. Pupils can swap roles between the shop assistant
Shop assistant: This is very nice. It’s the and customer.
new fashion.
51

Unit 2 What is it?
Activity Book 6 This is pretty.

7 These are too short.
1 Look at the ad for a shop in the mall. 8 This is too expensive.
4 mins
• Note: In informal English, the word
advertisement is often abbreviated to ad or Rounding off
advert. Here pupils use ad, the shortest form.
• Get pupils to read the ad for the sports shop. • Play a quick game. You say the adjectives from
Elicit what an ad is (a piece of writing which page 25 of the Activity Book (small, big, pretty,
makes you want to go to the shop or buy short, long, expensive, cheap), and pupils respond
something). with the comparative forms (smaller, bigger,
prettier, shorter, longer, more expensive, cheaper).
N
2 Write an ad for each shop. You can use
O
these words. 8 mins Additional/Support
• Get pupils to look at the other illustrations, and • Get pupils to work in groups of four or
TI
elicit what each shop sells. five. Pupils put their classroom objects
• Put pupils in pairs or small groups. Explain that on their desks.
A
they are going to write an ad for each shop. Ask • Pupils make simple sentences with This
pupils to read the phrases; you might like to get is/That is … or These are/Those are …
C
volunteers to read out each phrase to the class. when pointing to either their own or
Explain that they should use some or all of these U another pupil’s classroom objects.
phrases in their ads. For example:
• Set a time limit. Then elicit some examples from This is a rubber.
rubber
ED
ou can write these on the board.
pairs or groups. You Those are pencils.
or for more confident pupils:
Suggested answers This is my pencil case.
1 Wee have the latest fashions. Clothes for That is your Pupil’s Book.
ET
everyone!
e’re NOT expensive! Our prices are great!
2 We’re
We have everything you need for all sports.
N
3 Wee have everything you need for cooking.

4 Wee have toys for all ages. Great for children! Unit 2 Lesson 4:
R
5 Wee have clothes for autumn and winter in

all colours. Opposites
A
6 Wee have shoes for all sizes! We have shoes in

all colours!
G
Aims: To learn adjectives to

3 What are Anwer and Hiba saying? Match describe materials
©
the speech bubble to the numbers in the To select suitable adjectives to

picture. 7 mins describe objects
• Read out the rubric (as a class or individually). To practise describing
Make sure pupils understand what they have different desks
to do. To practise recognizing common
homophones (to, two, too)
Answers Materials: Pupil’s Book pages 32–33
1 Those are bigger. Activity Book pages 26–27
2 That is prettier. Tracks 23–26
3 Those are longer. Optional: blank sheets of paper or a clean
4 That is cheaper. notebook page
5 These are too small.
52

Unit 2 What is it?
Warmer 3 mins 3 Listen and say. 4 mins
• Start the class by asking pupils what day it is. • Play Track 23. Get pupils to repeat.
Write the day on the board. See if pupils can • Ask pupils to say which object(s) from each pair
tell you which month it is, and write that on they like. For example:
the board. I like the thin blue scarf.
• Play a game: a matching adjective and noun I like the expensive red car and the
challenge. Write the adjectives from page 25 colourful socks.
of the Activity Book on the board: small, big,
pretty, short, long, expensive, cheap. Put pupils
in pairs or small groups. Ask them to add a noun  Track 23
Listen and say.
N
to each adjective. The group that completes the
task first, with logical matches, is the winner. 1 It’ss a cheap orange car.
O
It’ss an expensive red car.
2 They’re plain blue socks.
TI
1 Which ones do you like? Tick (3) They’re colourful socks.
one from each pair. 3 mins 3 It’ss a long skirt.
It’ss a short skirt.
A
• Ask pupils to open the Pupil’s Book on 4 It’ss a thick pen.
C
page 32. Let them look at the picture pairs. It’ss a thin pen.
It’
Ask for volunteers to name the objects (cars, U 5 It’ss a light scarf.
It’
socks, skirts, pens, scarves, sweets). It’ss a heavy scarf.
It’
• Ask pupils to tick the picture they prefer from 6 They’re hard sweets.
ED
each pair. They’re soft sweets.
2 These adjectives
jectives are opposites. 4 Look at the four desks. Write four
ET
Match them to the pictures. 4 mins sentences. 6 mins
• Read the rubric. See if pupils can tell you what • Ask pupils if they have a desk at home – in
N
an opposite is in reference to the pairs of words. the living room or in the bedroom. Ask for
For example, hard is the opposite of soft because volunteers to tell you what their desks are made
R
it means not soft.. Similarly, soft means not hard. of and whether they are big or small.
• Ask pupils to look at the desks in the
A
So they are opposites.

• Explain that each pair of opposites matches illustrations. Get a quick show of hands to find
G
a pair of pictures. Ask pupils to match the out which desk pupils like best: Who likes desk 1
opposites to the pictures. best?, etc.
• Let pupils work by themselves to write the four
©
Answers sentences about the four desks. They have to

1 cheap / expensive match the sentence beginnings (on the left) to the
2 plain / colourful sentence endings (on the right).
3 long / short
4 thick / thin Answers
5 light / heavy 1 This desk is colourful but it is too small
6 hard / soft for me.
2 This desk is metal and it has drawers.
3 This desk is too big and it’s very expensive.
4 This desk is plain but it’s just right for me.
53

Unit 2 What is it?
5 Read your sentences to a partner. • Have pupils read their descriptions to each
3 mins other in pairs. Tell them to remember what their
partner’s desk is like.
• Pupils take turns reading their sentences to Suggested answer
each other in pairs using the phrases in the My desk is made of metal. It’s large and it’s a
speech bubbles. rectangle. It’s white and it has three drawers.
• Ask for volunteers to read out each sentence to My chair is made of metal too.
the class.
5 Listen. Are your desk and chair like these
ones? 3 mins
Activity Book • Explain that pupils are going to hear someone
N
describing their desk. They should listen to see if
1 Choose an adjective for the pictures. Circle
it is the same in any way as their partner’
partner’s desk.
O
the best one. 4 mins
Play Track 24.
• Read the rubric together, and check pupils
TI
understand the activity. They have to select the
adjective which describes each picture. (The  Track 24
A
column on the right gives the nouns.) Listen. Are your desk and chair like
these ones?
Answers
C
My desk is made of wood. It’It’s small and it is a
1 soft
U rectangle. It is brown and it has two drawers.
2 long
My chair is made of wood too.
3 thick
ED
4 expensive
• Elicit a description of the desk on Track 24.
5 plain
Ask What is it made of? (Wood.) What shape is
6 light
it? (A rectangle.) When you have the complete
description, ask if anyone’s partner’s desk was
ET
2 rite a phrase to describe each picture.

Write
like the desk on Track 24. Get pupils to say
5 mins
what the similarity was, e.g., Ahmed’s desk is
• Read the rubric together,, and check pupils
made of wood.
N
understand the activity. They have to write

• Ask a few volunteers to read out their own
out the complete phrase which describes each
description of their desk.
R
picture, including a/an

a/an..
A
Answers 6 Look and practise. 4 mins

1 a soft ice-cream • Get pupils to look at the ‘Look’ box. Write to,
G
2 a long skirt two and too on the board. Elicit how to say
3 a thick book these words.
4 an expensive car • Ask Do the words sound the same or different?
©
5 a plain TT-shirt Elicit answers, but don’t confirm.

6 a light scarf • Play Track 25.
3 You want a desk. What is your desk like

3 mins
 Track 25
Listen to these three words. Do they
• Here, pupils can either write a sentence about
sound the same?
the desk they have at home or they can write
to, two, too
about a desk that they would like to have.
4 Describe your desk and chair. 3 mins

• Here, explain that pupils should try to describe
their desk and chair using their answers in
activity 3.
54

Unit 2 What is it?
• Ask again: Do the words sound the same? Ask • Some possible sentences are: I have two
pupils to tick the Yes or No box. Make sure books. The car is too expensive. I go to
everyone ticks the Yes box. school by bus. Can I have two sweets,
• Play Track 26. Let pupils work by themselves please? The desk is too big for me. These
and complete the sentences. Elicit answers. shoes are too small. We went to the
mall yesterday.
 Track 26
Listen and complete the sentences.
1 I’m going to school.
2
3
I have two friends.
This computer is too expensive.
Unit 2 Lesson 5:
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Answers
Materials
O
1 to
2 two Aims: To o do a general knowledge
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3 too activity about materials
To
To use comes from and is
A
made from
Rounding off To
To read ‘Fun facts’ about
C
materials
• Play a quick game: you say a noun from
page 26 of the Activity Book (ice-cream, skirt,
U To write questions with is/are and
do/does
ED
book, car, T-shirt, scarf) and pupils respond with Materials: Pupil’s Book pages 34–35
an appropriate adjective. Activity Book pages 28–29
• Spend a few minutes at the end of the lesson to Tracks 27–28
together.. Optional: a carton or glass of milk;
ET
Get them to tell you which parts of the lesson clothing items made from cotton/
they enjoyed the most and the least. wool/leather
N
Additional/Support
• Put pupils in pairs or small groups. Each Note:
R
pair or group needs to have a blank piece

of paper or a notebook that they can use. • The use of made of and made from often reflects
A
• Divide the board into three columns the speaker’s point of view and how they see the
marked toto,, two and too. Divide the composition of an object. In practice, the choice
G
class into four teams (or more as is often subjective. For example, a bracelet might
necessary), and ask pupils to copy the be described as made of silver, but it might also
©
three columns onto their pieces of paper be composed of other materials.

or into their notebooks. Say a sentence, • More specifically:
e.g., Number 1: I have two books. Pupils Made from
write the sentence number in the correct We often use made from when we talk about
column (to, two or too). Read out how something is manufactured:
other sentences. Plastic is made from oil.
• Note: You will need to keep a list of Paper is made from wood.
the sentences and their numbers so that Made of
you can give answers at the end of We often use made of when we talk about the
the activity. basic material or qualities of something:
• Give out the answers. The winners are The bracelet is made of silver.
the groups with the highest score. The table is made of wood.
55

Unit 2 What is it?
Made out of • Note: You can clarify vocabulary, but do not

Made out of is not covered in Grade 6. It is give answers at this point.
usually used when we talk about something that
has been changed or transformed from one thing
into another:
 Track 27
Listen and read. Can you guess if the
This cup is made out of a plastic bottle.
sentences are true or false? Tick (3) True
My mother made this pencil case out of old
or False.
denim jeans.
1 The word cotton comes from the Arabic
Made with
word kutun.
Made with is not covered in Grade 6. We most
2 Paper is usually made from cotton.
often use made with to talk about the ingredients
3 All furniture is made from wood.
of food and drink:
N
4 Wool
ool comes from sheep, goats and
This dish is made with meat and vegetables.
even rabbits.
O
My favourite drink is made with oranges
5 Rubber comes from a tree.
and lemons.
6 Most leather comes from cows.
TI
Warmer
A
5 mins
2 Read and check your answers.
4 mins
C
Write the day on the board. See if pupils can tell
• Ask pupils to read the ‘Fun facts’ webpage to
you the date, and write it on the board.
U check their answers.
• Play a quick word-guessing game. Write these
ED
• Note: Pupils will not know the word cashmere,
part words on the board. The first pupil or team
but it is very similar in Arabic. Say the word for
to say the word gets a point.
them and explain that it is a type of goat with
g l __ __ s
very soft wool.
r __ __ __ e r
ET
• Give pupils time to make any changes they want

w o __ d
to their true/false ideas from the first activity.
__ __ t t __ n
• Elicit answers.
m __ __ __ l
N
w __ __ l Answers
__ __ __ i m 1 true
R
l __ __ t h __ __ 2 false
3 false
A
Answers 4 true
G
glass, rubber, wood, cotton, metal, wool, 5 true

denim, leather 6 true
©
1 Listen and read. Can you guess if 3 Underline the verbs in the
the sentences are true or false? sentences. Change the sentences
Tick (3) True or False. 5 mins into questions. 5 mins
• Ask pupils to open the Pupil’s Book on page 34. • Ask pupils to look at the ‘Remember’ box. Read
• Get them to read sentences 1–6 quietly to it together as a class.
themselves. • Get pupils to read sentences 1–6 and underline
• Play Track 27 and have pupils read along. the verbs. Elicit the verbs.
Get pupils to decide what they think and tick • Pupils work by themselves and write the
True or False for each sentence. question for each sentence. Tell them to look
at the verbs they have underlined and at the
‘Remember’ box if they are unsure.
56

Unit 2 What is it?
4 Work with a partner. Ask and from. Milk is a good way to demonstrate this,
answer. 3 mins because pupils can say where it comes from;
items of clothing can demonstrate made from.
• Put pupils in pairs to check the questions they • Note: Try introducing this idea by asking pupils
have written and the answers to the questions. to think about what is natural (comes from) and
One pupil asks the first question; the other what we make (made from).
answers it. Then pupils swap roles. Monitor and • Develop this idea using the two pictures in the
support as necessary. middle of the page. Read the two sentences
together as a class.
• Ask pupils to look at the activity.. Pupils work by
5 Listen and check your answers. themselves to do the activity.
• Pupils check their answers in pairs. Ask for
N
4 mins
volunteers to read out the five sentences.
O
• Play Track 28 to check answers. Answers
1 Cotton comes from a plant.
TI
 Track 28 2 Keys are made from metal.
Listen and check your answers. 3 Paper is made from wood.
A
1 Does the word cotton come from the clay
4 Cups and plates are made from clay.
Arabic word kutun? Wool comes from cashmere goats.
5 Wool
C
2 Is paper usually made from cotton? U
3 Is all furniture made from wood? 3 Write four sentences using these words.
Write
4 Does wool come from sheep, goats and 5 mins
ED
even rabbits? • This activity is an extension of activity 2. T
Tell
5 Does rubber come from a tree? pupils to think about whether each pair of things
6 Does most leather come from cows? should be comes from or is made from.
• Pupils complete the activity individually. Elicit
ET
answers.
Activity Book Answers
1 Wool comes from sheep/a sheep.
N
1 What are these things or materials? W Write 2 Oil comes from the ground.
the names. 4 mins 3 Shoes are made from leather.
R
• Ask pupils to look at the pictures. Elicit ideas 4 T-shirts are made from cotton.
about what they can see.
A
• Note: Pupils can give ideas about the objects for

4 Read the sentences. Write the sentences
some pictures and the materials for other ones.
G
from activity 3 again. 6 mins

Suggested answers • Read the first sentence with the class and
1 paper point out the use of most, some, always, often
©
2 cup(s) and usually.

3 leather • Pupils then read the other sentences in activity 4.
4 wool Then they look back at the sentences in
5 keys/metal activity 3.
6 cotton • Point out that pupils will now rewrite the
7 oil/bottle of oil sentences from activity 3, using the words most,
some, always, often and usually. Work through
2 Use comes from OR is made/are made from the first sentence with them if necessary.
and match. 4 mins Suggested answers
• If possible, use realia (see ‘Optional’ in the 1 Most wool comes from sheep, but some
‘Aims’ box) to demonstrate the idea that some wool comes from goats.
things come from and some things are made
57

Unit 2 What is it?
2 Oil always comes from the ground, but some 1 Listen and read. 12 mins
of the ground is under the sea.
3 Shoes are often made from leather, but some
shoes are made from plastic.
Pupil’s Book. Tell pupils that this is a blog post.
4 T-shirts are usually made from cotton, but
Explain that a blog is like an online diary. Let
some T-shirts are made from bamboo.
them look at the pictures. Ask for volunteers to
describe what they can see.
• Look at the rubric and ask pupils to read as
Rounding off
they listen.
• Play Track 29.
N
Get them to tell you which parts of the lesson  Track 29
O
they enjoyed the most and the least. Listen and read.
Working in a busy hospital
TI
Additional/Support Anwer: Many people we know have been to
• For slower readers, allocate only part a hospital or to see a doctor.
doctor But do
you sometimes think about what it
A
of the ‘Fun facts’ text on page 34 of the
Pupil’s Book. is like to work in a hospital? This is
C
• For confident pupils, put them with a a doctor’s story. Tell us about what
pupil who finds reading harder and let U you do every day.
them read out the text on page 34 for the Doctor: I’m a doctor. I am a heart doctor
other pupil to follow. (or surgeon). From Sunday to
ED
Thursday, I work in a hospital.
I wear a uniform – it is a white
cotton coat and a thin white or blue
headscarf. I look after my patients
ET
Unit 2 Lesson 6: and I try to make them better. I get

up very early because I usually do
A Blog operations in the mornings. In the
N
afternoons, I visit the wards and

check on my patients.
R
Aims: To o read a blog about a doctor

Anwer: Is your job difficult?
working in a busy hospital
Doctor: I work with a small team of other
A
To
T o review present simple for
doctors and nurses. We are usually
routine
G
very busy. I often work for many

Too review present continuous for
hours. Some operations take a long
actions we are doing now
time, perhaps five or six hours. It is
©
T
To use and/but – adding
a difficult job, but I love it.
information/showing contrast
Anwer: What are you doing now?
Doctor: Today is Saturday and it’s my
weekend. I’m not working in the
Track 29 hospital. I’m spending time with
my family. We are shopping in the
mall. Today we are looking for
Warmer 6 mins
winter clothes. My son is buying a
warm denim jacket. My daughter is
buying a thick sweater. I’m buying
comfortable shoes for work. But
you the date and write it on the board.
we’re not shopping now.
58

Unit 2 What is it?
Anwer: What do you do at the weekends? I play

Doctor: I spend time at home. I do washing I feel tired
and cleaning. I play with my I read/watch TV
children and I see my friends.
I cook and I clean the house.
Sometimes, I play tennis. When I Activity Book
feel tired, I read or watch TV.
• Note: Contrast is a difference between two or
more people or things. We use the word but to
2 Read the doctor’s story again. introduce a word or phrase that contrasts with
Write sentences. 13 mins what was said before. The word and is used
to link two or more words or phrases and add
N
• The activity at the bottom of Pupil’s Book information without contrast.
O
page 37 looks at the difference between states
and routine actions/habits (present simple) and 1 Look at ‘A Blog’ on pages 36 and 37 of the
TI
actions that we are in the process of doing now Pupil’s Book. 5 mins
(present continuous). • Ask pupils to look at page 30 of the Activity
A
• Let pupils read the doctor’s blog again. As they Book.. Let pupils count how many ands and buts
read, ask them to underline the verbs they see. there are in the blog on pages 36 and 37 of the
C
Elicit verbs for what the doctor does most days. Book.
Pupil’s Book.
Elicit verbs for what she is doing now.
Answers
• Ask pupils to read the example sentences in the
U and = 8
activity at the bottom of page 37.
ED
but = 3
• Say the following sentences and get pupils to tell
you if these are correct or not.
2 Look at the diagrams below. Which
Say: She looks after her patients. (correct)
shows ‘the same’, which shows ‘something
She is getting up very early. (wrong)
ET
different’? 3 mins
Today
oday she shops in the mall. (wrong)
• Ask pupils to look at activity 2 and the pictures
Today
oday she is buying shoes for work. (correct)
of the scales. Ask them to read the two sentences
• Ask pupils to work by themselves and write
N
in the diagrams. Elicit which shows something

other sentences. Get them to check their
the same and which shows something different.
answers in pairs. Ask for volunteers to read
R
out examples. Answers

Examples of verbs in the blog: The same = diagram 1
A
Present simple Present continuous Something different = diagram 2

G
I am I’m not working

I wear I’m spending 3 Read the sentences and write and or but.
I look after We are shopping 6 mins
©
I get up We are looking for • Read the ‘Look’ box on page 31 of the Activity
I do My son is buying Book to the class.
I visit My daughter is buying • Give pupils some examples and let them decide
I work I’m buying whether to use and or but.
We are We’re not shopping now Example sentences:
Operations take I like apples __ bananas. (and)
It is I like oranges __ I don’t like apples. (but)
I spend time My mother is a teacher __ my father is an
I do washing/cleaning engineer. (and)
I play with My uncle is a doctor __ my aunt doesn’t
I see work. (but)
I cook/clean
59

Unit 2 What is it?
Answers
1 but 5 but
Unit 2 Lesson 7:
2 and
3 but
6
7
but
but
Check my Understanding
4 and 8 and
Aims: To review and check
understanding of the blog from
Rounding off Lesson 6
To select the present simple or
• Spend a few minutes at the end of the lesson to present continuous tense
review with pupils what you have done together. Too do a project – to follow a
Get them to tell you which parts of the lesson model and make a poster about
N
they enjoyed the most and the least. designing a school backpack
O
Too read about paper
Additional/Support Too learn to spell four high-
TI
• Play an I like X and I like Y … game. frequency words ((only, enough,
Give a topic, for example food and usually)
many, usually
A
drink. Start with I like apples – the next Materials: Pupil’
person follows with I like apples and Activity Book pages 32–33
C
cake. The next person follows with I like Track 30
apples and cake and lemonade, and so U Note: You need blank sheets of paper
on until pupils have used all the food/ for pairs or groups to make their
drink words they know. project posters.
ED
• Give another topic, for example sports
and hobbies. Start with I like swimming
football,
– I like swimming and playing football, Teaching note: Projects
and so on.
ET
• Give another topic, for example: school • There are four projects in Grade 6 (Units 2, 3,
subjects. Start with I like maths – I like 6 and 7). Projects let pupils express their own
maths and art,, and so on. ideas, creativity and English to share ideas about
N
what to put on their posters. There is no right

or wrong. Example posters in the Pupil’s Book
R
are given as examples and not for pupils to copy.

Note also that it is not necessary for pupils to
A
have the same number of pictures and captions

G
as in the examples – it is for them to decide in

their groups or pairs.
• If possible, put projects up on the classroom
©
walls and let everyone read their classmates’

work. This encourages interest and encourages
pupils to produce their best work.
Warmer 3 mins

60

Unit 2 What is it?
• Ask pupils to hold up their school bags or 3 Look at the poster for a school
backpacks and to think about one word they backpack. Talk to your partner
can use to describe them. These can be words for about what you like / don’t like
colour, size, materials, or quality. about the poster. Then make your
own poster. 8 mins
1 Read ‘Working in a busy hospital’ • Explain that pupils are going to do a project
in Lesson 6 again and tick [3]. making a poster ad for a new school backpack.
6 mins
You will need to decide how best to organize
your pupils for the poster project: in pairs
• Ask pupils to look back at pages 36 and 37 and or groups. You might like each pupil to be
read the blog once. Tell them that they should
N
responsible for just one or two drawings and
work individually and complete the first activity captions. They can put these together to form
O
on page 38 of the Pupil’s Book. the final poster.
• Ask pupils to compare their answers in pairs. If • Note: Explain that the project is for pupils to
TI
necessary, pupils can look back at pages 36 and express their own ideas and that there are no
37 to confirm their answers. right or wrong answers. The example poster
A
Answers on page 39 of the Pupil’s Book is given as an
1 Yes 5 No example and not as something for pupils to
C
2 No 6 Yes copy. Note also that it is not necessary for
3 Yes 7 No
U pupils to have the same number of pictures and
4 No 8 Yes captions. It is for them to decide.
• Ask pupils to open the Pupil’s Book on
ED
page 39. Give pupils time to look at the pictures
2 Find the correct tense of the verb and read the captions for each picture. Ask
and circle it. 6 mins pupils which feature of the backpack they think
is best.
ET
• Ask pupils to look at the second activity on • Put pupils into pairs or groups.
page 38 of the Pupil’s Book.. Ask pupils to do • Let pupils spend the rest of the lesson deciding
the activity by themselves and then to check on the design of their backpack and what they
N
with a partner. are going to draw and write for the captions.
R
• Note: If pupils are not sure, encourage them to

think about whether the action in each sentence
Activity Book
A
is something that the doctor does regularly as a

routine, or whether it is something that she/her
G
family is in the process of doing now. If pupils 1 Listen and read. 8 mins
are still not sure, they should look back at the • Ask students to look at page 32 of the Activity
doctor’s blog on pages 36 and 37. Book. Read out the rubric as a class.
©
• Check the answers as a class. • Discuss the question ‘When you open a book
do you think about how paper is made?’
Answers
as a class.
1 work
• Play the audio and have students read along.
2 get up
3 am shopping
4 work
5 is buying
6 cook / clean
7 are we doing
8 read / watch
61

Unit 2 What is it?
Listen and read. (from left to right)
When you open a book do you think about a paper bag, a paper plane, a newspaper,
how paper is made? a paper towel
The history of paper
History books tell us that paper was invented 4 Look, say, cover, write, check. 4 mins
in China more than 2,000 years ago, but the • In Grade 6, pupils continue to look at the
Ancient Egyptians made a type of paper from spelling of common, high-frequency words
papyrus plants a long time before this. using the ‘Look, say, cover, write, check’ strategy.
Paper is everywhere The four words for the unit are only, enough,
We use paper for so many things that we can’t many, usually.
• Ask pupils to look at the activity at the
N
think about a world without it.
Does your family read newspapers, magazines bottom of page 33 of the Activity Book
Book.
O
and books? Remind pupils to use the ‘Look, say, cover,
We use boxes, paper towels, paper bags and write, check’ strategy and write the words in
TI
many more paper things every day. In the the ‘Write 1’ column.
classroom, we write on paper every day. Paper
A
is everywhere!
What is paper made from?
Rounding off
C
Most paper is made from wood, but there are
other materials that can be used. Paper can be •
U Spend a few minutes at the end of the lesson to
made from cotton, grass, straw, sugar cane, or review with pupils what you have done together
together.
ED
even from beets.
Looking after trees they enjoyed the most and the least.
It is important that we conserve trees by
recycling paper.. Many of the paper products we Additional/Support
• For less confident pupils let them work
ET
use today are made with a large percentage of

recycled paper. together with another pupil when doing
the project and divide up the roles. They
2 Read and write T for true and F for false. can share ideas about the backpack
N
5 mins
they are designing and decide on which
details to put on the poster. Then one
R
• In pairs, students read the text on page 32

of the Activity Book and write T or F after pupil can be responsible for making the
A
each statement. sketches or finding pictures and the other

• Check answers as a class. can write the captions.
G
Answers
1 T
©
2 F
3 F
4 F
5 T
6 T
7 T
8 F
3 Write the names under the pictures.

5 mins
• Students work in pairs to write the names under
the pictures, then check as a class.
62

Unit 2 What is it?
Unit 2 Lesson 8: • Play Track 31 again. Let pupils check their

answers in pairs before checking with the
Let’s sing! •
whole class.
Play Track 31 again and encourage pupils to
sing along where they can.
Aims: To listen to a rhyme
about materials
To review language from Unit 2 –  Track 31
a crossword puzzle Listen to the rhyme and match to
To review to/too/two, and/but and the pictures.
this/that When you want to make a toy out of wood …
To choose six new words to learn What do you need? You ou need something hard.
N
Materials: Pupil’s Book pages 40–41 So, a hammer is good.
Think about your materials carefully
carefully.
O
Track 31 Think about all the properties.
Metal, paper,, rubber and wood.
TI
Leather,, glass, cotton and wool.
Warmer Think about your materials carefully
carefully.
A
6 mins
Think about all the properties.
Metal is hard and wool is soft.
C
Write the day on the board. See if pupils can tell U You
You don’t make a pillow out of glass.
you the date and write it on the board. You
You don’t make windows out of wood.
• Call out the names of materials they know, and Because you can’
can’t see out as you should!
ED
get pupils to name something that comes from or You
You don’t wear paper clothes in the rain.
is made of the material. For example: cups, keys, Because you will catch cold and be in pain.
desk, sweater, skirt, scarf, ball, rain boots, jeans, You don’t wear summer shoes in the snow.
paper, jug, knife, book, ruler, etc. Your toes will freeze hard, don’t you know!
ET
You don’t wear a warm scarf in the sun.

Wear a light T-shirt and you’ll have fun.
1 Listen to the rhyme and match Think about your materials carefully.
N
to the pictures. 25 mins Think about all the properties.

R
• Tell
ell pupils they are going to listen to a rhyme. Answers
Ask pupils to look at pages 40 and 41 of the Pictures, top row: 1, 2, 2
A
Pupil’s Book. Pictures, middle row: 5, 7, 8

Pictures, bottom row: 6, 4, 3
G
• Ask pupils to work with a partner and name one

thing they can see in each picture. For example:
a wooden toytoy,, a bed, a sweater, wood, toes, the
©
sun, rain, a chair, two boys

boys. Activity Book
• Play Track 31. Ask pupils to listen and
follow. Encourage them to look at the pictures 1 Complete the crossword puzzle. 8 mins
as they listen and to think about which part • Explain to pupils that in the Grade 6 Activity
matches each picture. Book in Lesson 8, there usually is an ‘I can …’
• Give pupils time to read the words of the rhyme activity that reviews some of the learning points
and think about which pictures match each of the unit.
pair of lines. Point out that the blue lines are • Put pupils in pairs or small groups. Make this
the refrain, are not numbered and do not have a competition. The first pair(s)/group(s) to
matching pictures. finish with the correct answers are the winners.
Alternatively, you can ask for the answers, and
63

Unit 2 What is it?
pairs/groups can award themselves a point for Rounding off

each correct answer. The pairs/groups with the
most points are the winners. • Spend a few minutes at the end of the lesson to
Answers review with pupils what you have done together.
Across Get them to tell you which parts of the lesson
2 window and Unit 2 they enjoyed the most and the least.
3 gloves
5 soft Additional/Support
7 tyres • In Activity Book activity 3, make pairs
8 wood or small groups with a mix of confident
9 paper and less confident pupils together.
N
Down • For more confident pupils: pupils read
1 knives out sentences 1–11, one at a time.
O
4 sheep • For less confident pupils: pupils listen
6 floor to the sentences and decide which of the
TI
7 too word choices fits best.
• Both pupils check to make sure that
A
2 What are the new words that you have they agree.
learnt? Write six new words here and
C
remember them. 5 mins
• Give pupils a few minutes to look through their
Pupil’s Books and Activity Books to search for
U
ED
their favourite new words from the unit. They
could do this in pairs, or you could brainstorm
new words together as a class.
ET
3 Read and circle the correct word in each

sentence. 6 mins
• Pupils can complete this activity individually
individually,
N
then check it in pairs.

Answers
R
1 two
2 to
A
3 too
G
4 and
5 but
6 but
©
7 and
8 this
9 That
10 These
11 those
64

N
O
TI
A
C
U
ED
ET
N
R
A
G
©
65

Unit 3 Health and Fitness
Aims
Listening Reading
• Listen to learn vocabulary for • Review parts of the body.
feeling unwell. • Read advice about illnesses.
• Listen to advice. • Read a conversation with someone who
N
• Listen to check advice. is unwell.
• Listen to learn how to log in/on to
O
• Read and select a suitable verb for giving
the internet. advice in particular situations.
TI
• Listen to learn verbs and nouns for using • Read an email from a friend and
the internet. give advice.
A
• Listen to check instructions for using • Read and practise using vocabulary for
C
the internet. computers and the internet.
• Listen to a magazine article called ‘Stay U
• Read a magazine article about ways to
safe online’. stay safe online.
ED
• Listen to a story about an accident • Read about having fun online and
at home. learning English.
• Review and check understanding of the
ET
Speaking ‘6 ways to stay safe’ article.

• Talk about how you feel. • Read a story about an accident at home.
• Give advice (you
you should/you shouldn’t
shouldn’t).
N
• Learn how to give advice for common Writing

R
health problems. • Write and learn vocabulary for

• Have a conversation with someone who
A
feeling unwell.
is unwell. • Learn spellings with silent letters and
G
• Practise verbs and nouns for using irregular plurals.

the internet. • Write sentences about giving advice.
©
• Practise conversations about • Write an email to a friend following

going online. a model.
• Discuss what advice to put on a poster • Follow a model and make a poster about
about healthy habits for children. healthy habits.
• Learn to spell four high-frequency words
(knee, thumb, stomach, cough).
• Select six new words for ‘My new words’
from Unit 3 to remember and to spell.
66


Word list Web terms Language
Parts of the body access – /ˈæksɛs/ How are you today? How are
ear – /ɪə/ go online – /gəʊ ˈɒnˌlaɪn/ you feeling? – /haʊ ə jʊ təˈdeɪ?
leg –/lɛg/ search – /sɜːʧ/ haʊ ə jʊ ˈfiːlɪŋ?/
arm – /ɑːm/ key in – /kiː ɪn/ I don’t feel well. / I feel hot and I
N
mouth – /maʊθ/ press – /prɛs/ have a headache. / I feel sick. /
teeth – /tiːθ/ navigate – /ˈnævɪgeɪt/ I’m fine. / I’m very well. – /aɪ
O
hand – /hænd/ scroll up – /skrəʊl ʌp/ dəʊnt fiːl wɛl. / aɪ fiːl hɒt ənd
head – /hɛd/ scroll down – /skrəʊl daʊn/ aɪ həv ə ˈhɛdeɪk. / aɪ fiːl sɪk. /
TI
foot – /fʊt/ click on – /klɪk ɒn/ aɪm faɪn. / aɪm ˈvɛri wɛl./
eye – /aɪ/ computer – /kəmˈpjuːtə/ You don’t look well. What’s the
A
nose – /nəʊz/ smartphone – /ˈsmɑːtfəʊn/ matter? – /jʊ dəʊnt lʊk wɛl.
toe – /təʊ/ tablet – /ˈtæblɪt/ wɒts ðə ˈmætə?/
C
knee – /niː/ the internet – /ði ˈɪntəˌnɛt/ I have a headache. / I have a
shoulder – /ˈʃəʊldə/ login – /ˈlɒgɪn/ stomach ache. – /aɪ həv ə
thumb – /θʌm/ enter – /ˈɛntə/
U ˈhɛdeɪk. / aɪ həv ə ˈstʌmək
ED
stomach – /ˈstʌmək/ keyboard – /ˈkiːbɔːd/ eɪk./
back – /bæk/ the web (www.) – /ðə wɛb You shouldn’t eat so much cake.
(www.)/ / You should go to bed. / You
Common ailments a website – /ə ˈwɛbˌsaɪt/ should take some medicine.
ET
a headache – /ˈhɛdeɪk/ an address – /ən əˈdrɛs/ / You shouldn’t wear thick

a broken arm – /ə ˈbrəʊkən ɑːm/ a webpage – /ə ˈwɛbˌpeɪʤ/ clothes. – /jʊ ʃʊdnt iːt səʊ
a cough – /ə kɒf/ screen – /skriːn/ mʌʧ keɪk. / jʊ ʃəd gəʊ tə bɛd.
mouse – /maʊs/ / jʊ ʃəd teɪk səm ˈmɛdsɪn. / jʊ
N
a toothache – /ə ˈtuːθeɪk/
a sore throat – /ə sɔː θrəʊt/ touchscreen – /ˈtʌʧskriːn/ ʃʊdnt weə θɪk kləʊðz./
R
a temperature – /ə ˈtɛmprɪʧə/ icon – /ˈaɪkɒn/ I hurt myself. – /aɪ hɜːt maɪˈsɛlf./

a stomach ache – /ə ˈstʌmək eɪk/ She cut herself. – /ʃi kʌt hɜːˈsɛlf./
A
feel sick – /fiːl sɪk/ You should be nice to people

a cold – /ə kəʊld/ online. – /jʊ ʃəd bi naɪs tə
G
a rash – /ə ræʃ/ ˈpiːpl ˈɒnˌlaɪn/

You must keep your password
©
safe. – /jʊ məst kiːp jɔː(r)

ˈpɑːswɜːd seɪf./
You mustn’t meet a person that
you only know online. –
/jʊ məsnt miːt ə ˈpɜːsn ðæt jʊ
ˈəʊnli nəʊ ˈɒnˌlaɪn/
67

Unit 3 Lesson 1: 2 Listen again and practise. 4 mins
How are you? • Play Track 32 again. Pupils practise the two
conversations. Put pupils in pairs to practise
both conversations. Tell them they can include
Aims: To learn vocabulary for their partner’s name when they are asking how
feeling unwell they are – for example, How are you, Anwer?
To talk about how you feel Monitor and support as necessary.
To review parts of the body and
learn new words
To learn spellings with silent 3 Look, listen and say. 5 mins
letters and irregular plurals
N
Materials: Pupil’s Book pages 44–45 • Ask pupils to look at page 45. Ask them How
O
Activity Book pages 36–37 many pictures can you see? (Ten.)
Tracks 32–36 • Play Track 33 a first time to familiarise pupils
TI
with the ten health problems. Ask pupils to point
to each one as they listen.
Warmer 4 mins
Play Track 33 again for pupils to listen
A
•
and repeat.
C
• Practise saying all the phrases together as
Write the day on the board. See if pupils can tell U a class.
you the date, and write it on the board.
• Put pupils in pairs. One pupil points to a picture
• Ask pupils about their day so far and have a
and the other says the name of the problem.
ED
short class discussion.
• Pupils swap. Repeat until they have covered all
the words.
1 Listen, look and say. 5 mins
ET
 Track 33
• Ask pupils to open the Pupil’s Book on page 44. Look, listen and say.
Ask Where are they? 1 a broken arm
• Play Track 32. Get pupils to listen and follow.
N
2 a cough
• Point to the boy on the left and ask How is he? 3 a headache
R
Elicit He’s fine. Point to the other boy and ask 4 a temperature
How is he? Elicit He doesn’t feel well./He has 5 a toothache
A
a headache. 6 a stomach ache

• Note: At this point, pupils may not be able to 7 a sore throat
G
pronounce headache as they have not met this 8 feel sick

word before. 9 a cold
©
10 a rash
 Track 32
Listen, look and say.
Girl 1: Hi. How are you today?
4 Write the words next to the
Girl 2: Hi, I’m fine, thanks. What
pictures. 5 mins
about you?
• Working individually, ask pupils to write the
Girl 1: I’m very well, thanks.
health problems next to the correct pictures. Let
Boy 1: Hello. How are you?
pupils check in pairs. Monitor and support.
Boy 2: I don’t feel well. I’m going
home now. Answers
Boy 1: I’m sorry. What’s the matter? 1 a broken arm
Boy 2: I feel hot and I have a headache. 2 a cough
68

3 a headache • Pupils can continue this activity in pairs or

4 a temperature small groups. One pupil says a word and the
5 a toothache other touches that part of their body. Pupils
6 a stomach ache swap roles.
7 a sore throat
8 feel sick
9 a cold
 Track 34
Listen and say all the words in the picture.
10 a rash
head, eye, nose, teeth, hand, arm, back, knee,
foot, toe, leg, stomach, thumb, shoulder,
mouth, ear
Activity Book
N
3 Listen to how we say and spell these
1 Read and label the picture. 4 mins
words. 5 mins
O
• Ask pupils to open the Activity Book on page 36
• Ask pupils to read the rubric and the words
and look at activity 1. This activity gets pupils
below it. Play Track 35 and get them to
TI
to review parts of the body that they have learnt
repeat the words.
before. Pupils have learnt all these words in
• Ask pupils if they can see anything strange
A
earlier grades with the exception of stomach
about these words. Write knee on the board
and back.
and ask pupils to say it. Some may pronounce
C
• Note: The pronunciation of ch in stomach
k.. If so, play the word again using Track
the k
and ache (stomach ache, headache, toothache, U 35, and get pupils to look at the ‘silent’ symbol
earache) is /k/ as in cake, not /ch/ as in cheese.
and read silent ‘k’ under the word. Repeat
Pupils will practise these words further in
ED
for thumb.
thumb
Lesson 2.
• Write tooth on the board, point to a tooth in
• Note: Back is used as a noun here with the
your mouth, and draw a picture of a tooth next
general meaning of being opposite to the front
to the word. Then draw two teeth on the board.
of something. For the human body, the back is
ET
Say one tooth, two … Elicit or provide the word

opposite the chest and between the neck and the
teeth. Get pupils to look at irregular plural under
top of the legs. Pupils should not confuse this
the words. Repeat for foot/feet.
word with the adverb back (e.g., Can you give
N
me my pencil back? Sit back in your chair. Brush

back.). The meaning here
your hair back. Look back.).  Track 35
R
is away from the front or centre, or behind. Listen to how we say and spell these words.
• Ask pupils to work by themselves to label
A
knee, thumb, tooth/teeth, foot/feet

the picture and then check their answers with
G
a partner. 4 Write sentences. Use He has …/She has …

5 mins
Answers
• Make sure pupils understand what they
©
Clockwise from top right: 1 head, 2 eye,

3 nose, 4 teeth, 5 hand, 6 arm, 7 back, 8 knee, have to do. Read out the rubric (as a class or
9 foot, 10 toe, 11 leg, 12 stomach, 13 thumb, individually).
14 shoulder, 15 mouth, 16 ear • Read the examples with the class, then ask pupils
to write their own sentences.
2 Listen and say all the words in the • Don’t check answers at this stage, as pupils will
picture. 4 mins listen and check their answers in activity 5.
• Read the rubric for activity 2. If you have not
already done so, you can first use Track 34 to 5 Listen and check your answers. 4 mins
check the answers for activity 1. Then get pupils • Play Track 36 so pupils can listen to check
to stand up. Play Track 34 again. Ask pupils their answers.
to listen, say each word and touch the part of the
body they hear.
69

 Track 36 Unit 3 Lesson 2:

1 He has a cold. You should …
2 She has a toothache.
3 He has a headache.
4 He has a stomach ache. Aims: To practise giving advice
5 He has a temperature. (you should/shouldn’t)
6 She has a rash. To learn how to give advice for
7 He has a cough. common health problems
8 She has an earache. To
o read advice about coughs
9 She has a sore throat. and colds
To
o practise a conversation with
N
10 He has a broken arm.
someone who is unwell
O
Materials: Pupil’ss Book pages 46–47
Answers
1 He has a cold.
TI
2 She has a toothache.
Tracks 37–38
3 He has a headache.
A
4 He has a stomach ache.
Warmer 5 mins
5 He has a temperature.
C
6 She has a rash.
7 He has a cough.
8 She has an earache.
U Write
W rite the day on the board. See if pupils can
tell you which month it is, and write that on
ED
9 She has a sore throat.
the board.
10 He has a broken arm.
• Play a mime game about common health problems.
Explain that you will ask How are you? and
Rounding off then say a health problem, e.g., headache. In
ET
response, pupils should mime that problem.

For example, they can put their hands to their
head to mime headache. For rash, they can use
together.
N
a finger to make dots on their faces. You might

like to let volunteers take the role of the teacher.
R

A
Additional/Support
1 Listen and read. 5 mins
• Play the game [Mahmoud] says … as
G
a quick, fun activity to end the lesson.

Explain the rules. You (or volunteer
Read the rubric for activity 1. Ask pupils to
©
pupils) say: [Mahmoud] says touch your

look at the pictures and read the text in the
arm/head/leg, etc. Pupils have to do the
arm/head/leg
speech bubbles.
action. Sometimes, miss out [Mahmoud]
says … and say only Touch your arm/
• Ask What does Dania say? Elicit She says he
head/leg, etc. If pupils do the action
should go home and She says he should tell his
when you don’t include [Mahmoud]
mum or dad. If pupils are unsure how to answer
says …, they are out and should sit down.
your question, write the following on the board
and elicit the words that complete the sentences:
She says _____ _____ _____ home.
She says _____ _____ _____ his mum or dad.
70

 Track 37 Suggested answers

Listen and read. I think she says he should go to bed.
Dania: You don’t look well. You should go I think she says he should take a tablet.
home and tell your mum or dad. I think she says he should drink something hot.
Taher: Yes, I will. Thanks.
4 Listen to what Taher’s mum says.

2 Look at the pictures and match Tick (3) the correct pictures.
them to the phrases. 4 mins 5 mins
• Note: Medicine, here, is a general word for a • activity. Explain

This is a listening comprehension activity
substance, especially a liquid, that you take to that pupils have to listen and tick the pictures
N
make you better when you are not well. A tablet which match the advice Taher’s mother gives.
O
is a small, usually round, solid piece of medicine. • Before they listen, get pupils to look at the
It is also called a pill. pictures which represent each possible piece
TI
• Ask pupils to look at the seven pictures; give of advice.
them time in pairs to discuss what they can • First, ask pupils to listen and not to write
anything. Play Track 38.
A
see in each picture. Pupils will not have all the
vocabulary they need, but they should be able to • Play Track 38 again. Pupils tick the
C
say something about most of the pictures. correct pictures.
• Elicit ideas. For picture 1, introduce the word U
medicine. For picture 5, introduce the word tablet.
 Track 38
• Ask pupils to match the pictures to the phrases
ED
Listen to what Taher’s mum says.
below. Elicit answers.
Tick ((3) the correct pictures.
Answers Mum: What’s the matter, son? You don’t
1 take some medicine look well.
ET
2 drink something hot Taher: Mum, I feel hot and I have

3 go to bed a headache.
4 wear warm clothes Mum: I think you have a cold and
N
5 take a tablet a temperature.

6 eat lots of fruit Taher: What’s a temperature?
R
7 go to a doctor Mum: It’s when your body is too hot.

Taher: Yes, my body is hot. Can I go
A
to bed?
3 What do you think Taher’s
T mum Mum: Yes, you should go to bed and you
G
says? Write your ideas. 4 mins should take a tablet.

Taher: What’s the tablet for?
• Put pupils in pairs and let them think about what
©
Mum: It’s a tablet for your headache, and

Taher’s
aher’s mother might say he should do. There is I’ll bring you some water.
no right or wrong answer here, but make sure Taher: Will I feel better soon?
pupils are writing sentences with should and the Mum: Yes, I’m sure you’ll feel better in
base form of the following verb. If you wish, the morning.
you can write some unfinished examples on the
board to help pupils. For example: Answers
I think she says he should go _____ _____. tablet, bed
I think she says _____ _____ _____ a tablet.
• Ask for volunteers to read out their sentences.
71

5 Read the conversation. Practise it 3 throat

with a partner. 4 mins 4 cough
5 rash
• Put pupils in pairs. Have them practise the 6 toothache
conversation; they can then swap so that each
pupil gets to play both roles. 4 Look at the words from Activity 3 and
• Monitor and offer support as necessary. say them. 3 mins
• Get pupils to look at the words from activity 3
and read the sentences quietly. Give pupils
Activity Book time to think, then read out the sentences
together. Finally, ask for volunteers to
pronounce each word.
N
1 Read and match the sentences. 4 mins
O
and look at activity 1. Pupils read and match. 5 Read and complete the advice for coughs
• Ask volunteers to read out their sentences. and colds. 4 mins
TI
• Make sure pupils understand what they have
Answers
to do. Read out the rubric (as a class
1 You should go to bed/to a doctor.
A
or individually).
2 You should wear warm clothes.
• Pupils can do the activity in pairs.
3 You should drink something hot.
C
• Check how pupils have completed the gaps.
4 You should go to bed/to a doctor.
U You
Y ou can read out the whole text if you choose,
5 You should take a tablet.
stopping at each gap.
6 You should eat lots of fruit.
• Get volunteers to read out what they put for
ED
questions 1 and 2 at the bottom of page 39.
2 Ask and answer. 3 mins
• Ask pupils to look at activity 2. You can Suggested answers
introduce the activity by doing the role play 1 old
ET
yourself with a volunteer. Then ask pupils 2 tea

to practise the conversation in pairs, giving 3 onions
whatever advice they want to. 4 throat
N
• Follow this up by asking pairs to go back to 5 lemon

the conversation on page 47 of the Pupil’s 6 people
R
Book and to role play it again, this time giving 7 drink

different advice to Taher. 8 bed
A
• Monitor and support as necessary

necessary.
1 I think the best medicine is from Japan.
G
2 In my family, we drink honey and lemon

3 Complete the words. 4 mins when we have a cold.
• Get pupils to complete the spellings without
©
looking back at the Pupil’s Book. You can tell

them that they need to write two letters in each Rounding off
space.
• Elicit the spellings and write them on the board. • Spend a few minutes at the end of the lesson to
Make sure you underline (or use a different review with pupils what you have done together.
colour) to highlight the digraphs (ch, th, gh, sh), Get them to tell you which parts of the lesson
as indicated below. If necessary, pupils can look they enjoyed the most and the least.
back at Lesson 1 in the Activity Book.
Answers
1 headache
2 stomach
72

Additional/Support 1 Read and help these children.

• Get pupils to draw a game card with Complete the sentences with
nine squares. Ask them to write seven should or shouldn’t and the correct
of the health problems from page 45 of verb. 5 mins
the Pupil’s Book, one in each square.
Pupils should colour the remaining two Note: cut is an irregular verb. The present simple
squares grey. is cut/cuts, e.g., She cuts bread every day at the
• Pupils work in pairs. Pupil A reads out restaurant. The past simple is cut, e.g., Yesterday,
one of their health problem phrases. If I cut my finger.
Pupil B has the same, they cross it out. • Ask pupils to look at page 48 of the Pupil’s Book
Then Pupil B reads out one of their and read the title of the lesson together.
health problems. If Pupil A has the same,
N
• Get pupils to look at the pictures and to think
then they cross it out. about which verb matches the situation in
O
• The winner is the first pupil to have all the picture.
their health problems crossed out. • Pupils work in pairs to complete the sentences.
TI
• Don’tt check answers at this stage. Pupils will
listen to the audio and check their answers in the
A
next exercise.
Unit 3 Lesson 3:
Helping Friends C
2 Listen and check your answers.
U 6 mins
ED
• Play Track 39 for pupils to check their
Aims: To practise giving advice using
answers.
you should/shouldn’t
To
o select a suitable verb for giving
ET
advice in particular situations  Track 39

To
o read an email from a friend Listen and check your answers.
and give advice Boy: I have a stomach ache.
N
To
o look at reflexive pronouns Friend: You shouldn’t eat so much cake.
(myself, himself, herself,
Voice 1: She cut her finger.
R
yourself, etc.)
Voice 2: She should put a plaster or a
To
o learn a short rhyme
A
bandage on it.
Activity Book pages 40–41 Girl: I have a toothache.
G
Tracks 39–41 Nurse: You should go to a dentist.

Boy: I think my leg is broken.
©
Teacher: You shouldn’t stand on it.

Warmer 4 mins
Teacher 1: He doesn’t feel well. He has
• Start the class by asking pupils what day it is. a cough, a cold and his throat
Write the day on the board. See if pupils can is sore.
tell you which month it is and write that on the Teacher 2: He shouldn’t be at school.
board. Now see if pupils can tell you what date Boy: My feet are hurting.
it is and write that on the board. Teacher: Your shoes are too small. You
• Ask pupils if they ever found themselves in a should buy some bigger ones.
situation in which they had to offer advice. Get
them to share their experiences with the class. Teacher 1: They’re always tired at school.
Teacher 2: They should get more sleep.
73

Friend 1: It is so hot and he feels sick. What did he drink? (water)

Friend 2: He should drink more water. Who put him to bed? (his parents/his mum
and dad)
Sister: My little brother burnt himself.
What did his mother make for him? (some soup)
Friend: He shouldn’t touch hot saucepans.
How does he feel now? (better).
Answers
See transcript above. 4 Help your friend. Match the
phrases to make complete
sentences. Look carefully at the
3 Read the email from a friend. words in colour. 5 mins
6 mins
N
• Explain that pupils are going to read an email page 49 of the Pupil’s Book.
Book.
O
written to them from a friend. Ask pupils to Note: The coloured words are guides to help
look at the activity at the top of page 49 of the pupils match the two halves of some sentences.
TI
Pupil’s Book. • Let pupils work by themselves to read and
• Get pupils to write their name on the line for match. Put pupils in pairs to check their answers.
A
‘To’. Ask Who wrote the email? Elicit Ahmad. Check answers with the whole class.
• Ask pupils to look at the picture of the boy
C
Answers
(Ahmad). Ask Does he feel well? Elicit No, he
1 You
You should eat enough breakfast.
doesn’t. At this stage do not ask what is the matter.
• Divide the reading activity into its three
U 2 You
You shouldn’t wear clothes that are
too thick.
ED
paragraphs. First, get pupils to skim the first
3 You should have enough breaks.
paragraph to find some key content words and
4 You shouldn’t play for too many hours.
underline them:
5 You should drink enough water.
yesterday,, park, volleyball, hot day, five hours,
6 You shouldn’t only eat sweets.
ET
cup of tea, breakfast, backpack, sweets, cola,

7 You shouldn’t wear shoes that are too small.
brother’s trainers, woollen sweater.
8 You have a headache, so you should rest.
• Ask some question about the first paragraph to
9 You feel hot, so you should cool down
focus on these words:
N
under a tree.
Where did Ahmad go yesterday? (to the park)
10 You feel dizzy, so you should lie down.
R
What sport did he play? (volleyball)

What did he have for breakfast? (cup of tea)
A
What was in his backpack? (sweets and cola)

Activity Book
What was he wearing? (brother’s trainers,
G
woollen sweater).
1 Write the verbs. 4 mins
• Ask pupils to read the second paragraph by
• Ask pupils to open their Activity Book on
©
themselves. Ask them to find words that tell us

page 40 and look at Activity 1.
about how he felt. T Tell pupils that felt is the past
• Read the verbs in the boxes and the
tense of feel. Ask How did he feel? Elicit ideas:
example answer.
headache, hot, bad, dizzy.
• Ask pupils to write the verbs in the correct place
Note: Pupils do not know the word dizzy, but
to complete the other phrases.
the picture of Ahmad shows the meaning of
this word. Answers
• Ask pupils to read the third paragraph 1 is/are
by themselves. 2 put
Ask them some questions: 3 eat
Who carried Ahmad home? (his friends) 4 break
5 wear
74

6 feel 5 Listen and say the rhyme. 4 mins

7 burn • Get pupils to look at activity 5 on page 41 of the
8 drink Activity Book.
9 go • Get pupils to look at the picture of the two cats.
Elicit what they are doing. Pupils may say They
2 Use the phrases from Activity 1 in sentences. are taking a photo. Ask Who are they taking a
4 mins photo of? If pupils say them, write on the board:
• Read the rubric to the class and make sure pupils They are taking a photo of them. (cross through
understand what they have to do. them) and ask pupils to look again at the ‘Look’
• Pupils complete the exercise. box. Tell pupils that them is the wrong word and
Answers try to elicit themselves.
N
1 are too small. Write the correct sentence: They are taking a
2 eat too many sweets. photo of themselves.
O
3 put a plaster on the cut. See if pupils know the word selfie (which comes
4 break your arm. from the word self). Ask Do you take selfies?
TI
5 wear a thick sweater. • Tell
ell pupils they are going to listen to a short
6 are too big. rhyme. Play Track 41.
A
7 feel sick. • Play Track 41 again and let pupils say
8 burn yourself. the rhyme.
C
9 drink enough water.
 Track 41
10 go to the dentist.
U Listen and say the rh
rhyme.
ED
3 Listen and say the words. 3 mins I look in the mirror
mirror.
• Ask pupils to look at the ‘Look’ box on page 41 What do I see?
of the Activity Book.. Give them time to read I see myself looking at me!
the information. I pick up my phone.
ET
• Play Track 40. Pupils listen and say And what do I do?
the words. I take a photo of myself, too.
N
 Track 40 Rounding off

Listen and say the words.
words.
R
myself, yourself, himself/herself/itself,

A
ourselves, yourselves, themselves

G
4 Complete the sentences with

pronoun+self
pronoun+ self or pronoun+
pronoun+selves. 4 mins
• Read the rubric to the class. Make sure pupils
©
Additional/Support
understand exactly what they have to do.
Play the You should/You shouldn’t game:
• Pupils complete the sentences in activity 4.
– Put pupils into small groups/teams.
• Ask pupils to check their answers in pairs, then
– Say sentences from Pupil’s Book page 48.
check answers as a class.
For example, I have a stomach ache.
Answers – Pupils respond with a full sentence that
1 myself includes should/shouldn’t, e.g., You
2 themselves should take a tablet./You should go to
3 yourself bed./You should lie down./You shouldn’t
4 ourselves eat too many sweets.
5 himself – The first team to respond with a correct
6 herself sentence gets a point.
7 itself
75

Unit 3 Lesson 4:  Track 42

Listen and point to the pictures.
Using the Internet You can access the internet using a computer, a
smartphone and a tablet.
First, you need to go online to find the website
Aims: To learn verbs for using you want. So, search on the web (www.).
the internet You will see http:// or better https://. Key in the
To learn how to log in/on to address you want.
the internet Then press login or press enter on your
To write a paragraph about keyboard.
how to write an email following Now the webpage will come up on your screen.
a model
N
You
ou can navigate. It’s easy, just scroll up or
Materials: Pupil’s Book pages 50–51 scroll down.
O
Activity Book pages 42–43 When you find what you want to read or see,
Tracks 42–43 click on it using the mouse or the touchscreen.
TI
Warmer
A
6 mins
2 Listen, read and say. 8 mins
C
• Start the class by asking pupils what day it is. • Play Track 43. Stop after each paragraph and
Write the day on the board. See if pupils can U get pupils to repeat the words in blue (verbs) and
tell you which month it is and write that on the the words in red (nouns).
ED
• Give pupils time to reread the paragraphs and to
it is and write that on the board. check the words in blue and red in the two boxes
• Start today’s lesson by asking pupils some at the bottom of page 51.
general questions about computers, the internet,
smartphones, etc. For example: Do you have
ET
a computer? Do you like using computers? What  Track 43

do you do on a computer? Have you Listen, read and say.
used a smartphone? Who has a smartphone in Repeat Track 42.
N
your family?
• You
ou can write any useful words that pupils know
R
on the board. Activity Book

A
1 Read. Match the icons to what they mean.

1 Listen and point to the pictures.
G
8 mins
7 mins Note: An icon is a small picture or symbol on a

computer screen that you point to and click on
©
Note: Login can be a noun ((logon is also commonly with a mouse (or with a finger on a touchscreen)
used). The verb is log in (or log on). to give the computer an instruction.
• Ask pupils to open the Pupil’s Book on pages 50 • Ask pupils to open the Activity Book on page
and 51. Give them time to look at the pictures 42 and look at activity 1. Look at the icons on
on these pages. the left-hand side of the page. Ask What can you
• Read the rubric. Play Track 42. Pupils listen see? Elicit pictures/small pictures. Tell pupils that
and point to the pictures. an icon is a small picture you see on a computer.
It tells the computer what to do.
• Let pupils work in pairs to match the icons
to what they mean. Monitor and help
where necessary.
• Check answers as a class.
76

Answers • Ask pupils to look at activity 3 on page 43 of the

1 Scroll means move: you can go up or down Activity Book. This is the second time that pupils
to see what you want. have done this type of activity where they follow
2 Search means ‘look for’ something. a model. Read the rubric and make sure pupils
3 Click is a short sound. On computers, click understand what they have to do, as there will
means choose something you want to see be two other writing activities following a model
or do. in Primary 6.
4 The internet connects millions of computers. • Ask pupils to work individually to write
The web (the world wide web or just their own email to a friend. Remind them
www) is how you access information using that it is important to use proper punctuation
the internet. when writing.
5 Smartphones and some computers and • Have pupils check their emails in pairs. Monitor
N
laptops have touchscreens. You don’t need a and help where necessary
necessary..
O
mouse with a touchscreen.
TI
2 Match a verb from Column A to a noun Rounding off
phrase from Column B. 6 mins
A
• Put pupils in pairs and allocate A and B. Ask • Spend a few minutes at the end of the lesson to
them to cover activity 1. together.
C
• Ask pupils to look at activity 2 on page 42 of the Get them to tell you which parts of the lesson
Activity Book. Pupil A says a verb from Column U they enjoyed the most and the least.
A. Pupil B matches a noun phrase from Column
B to the verb. Pupils swap roles. Additional/Support
ED
• Check answers with the class. • Write the following part words on
the board:
Answers
comp … (computer)
1 to find a website
smart … (smartphone)
ET
2 the web
inter … (internet)
3 the address you want
key … (board)
4 enter on your keyboard
web … (website or webpage)
N
5 the webpage by scrolling up or down

touch … (touchscreen)
6 using your mouse
add … (address)
R
Divide pupils into small groups and

3 Read about how to write an email. Then
get them to complete each word. Set a
A
write your own email to a friend 10 mins

time limit. The group with the most
Note: This activity looks at writing an email
G
words completed and spelt correctly is

to a friend and asking about how they feel.
the winner.
It shows:
©
– How the email is divided into sections (the

subject, the start, the first paragraph, the
second paragraph (of course there can be
more than two paragraphs), the finish).
– It guides pupils about what they should say
in each section.
– It gives pupils a model for each section on
which to base their own email.
77

Unit 3 Lesson 5: 2 Read and complete the

conversations. 4 mins
Going Online • Put pupils into pairs. Allocate Conversation 1 to
one and Conversation 2 to the other.
Aims: To practise using vocabulary for • Let pupils read their conversation and complete
computers and the internet the gaps using the words in the boxes.
To recognise mistakes in Note: Most of the gaps in Conversation 1
computer/internet vocabulary are given in Conversation 2 and those in
To practise conversations about Conversation 2 are in Conversation 1.1
going online • Have pairs check their answers with
To read about coughs and colds
N
another pair.
To learn a rhyme about coughs
O
and colds
Materials: Pupil’s Book pages 52–53 3 Listen and check your answers.
TI
Activity Book pages 44–45 10 mins
Tracks 44–47
Play Track 45 for pupils to check
A
•
their answers.
C
Warmer 5 mins
• Check answers with the whole class.

U
 Track 45
ED
tell you which month it is and write that on the Listen and check your ans
answers.
board. Now see if pupils can tell you what date Conversation 1
it is and write that on the board. Hiba: First, you need to go online to find
• Ask pupils if they like to go online and a website you want.
ET
why. Start a class discussion on their Grandpa: OK. How do I do that?

favourite websites. Hiba: So Grandpa, let’s search for a
website about coughs and colds.
N
Grandpa: OK. What do I write?

1 Listen and read. 5 mins Hiba: We can key in an address,
R
for example: https://www.

• Ask pupils to open the Pupil’s Book on coughsandcolds, or we can just
A
page 52. Ask Who can you see in the top key in ‘coughs and colds’ and click
on search.
G
picture? (Hiba)
(Hiba
Hiba)) Let pupils read the title ((Helping
grandparents).
my grandparents). Grandpa: OK. I’m keying in ‘coughs
• Play Track 44 and let pupils read as they listen. and colds’.
©
Hiba: Look. Now we can see lots of

websites about this.
 Track 44 Grandpa: That’s fantastic! Let’s click on
Listen and read. this one.
Helping my grandparents Hiba: That’s right, Grandpa. Click on the
My grandparents are old now. They both wear title with the mouse.
glasses and can’t see small writing very well. Grandpa: This looks interesting.
I am going to help them to use a computer.
On the internet, my grandpa can find ideas Conversation 2
to help with coughs and colds, and my Hiba: First, let’s go online to find the
grandma can find lots of new recipes for website you want.
cakes and biscuits.
78

Grandma: OK. How do I do that? Answers

Hiba: So Grandma, let’s search for a 2 online
website about making cakes. 3 website
Grandma: OK. What do I write? 4 key in
Hiba: We can key in an address, for 5 click
example: https://www.homecakes, 6 dress
or we can just key in ‘home cakes’ 7 scroll
and click on search. 8 mouse
Grandma: OK. I’m keying in ‘home cakes’.
Hiba: Look. Now we can see lots of 2 Write the correct words. 4 mins
websites. Scroll up or down to find • Have the same pairs correct the underlined
a website that you like. words and write the correct ones in activity 2.
N
Grandma: That’s fantastic! Let’s click on Remind them to look back at Pupil’s Book
O
this one. pages 52 and 53 if they need help with words
Hiba: That’s right, Grandma. Click on the and spellings.
TI
title with the mouse. • Check answers as a class.
Grandma: This looks interesting.
Answers
A
2 online
Answers
3 website
C
Conversation 1: a website, key in, click on,
4 key in
the mouse U 5 click
Conversation 2: online, search, an address, Scroll
6 address
ED
7 scroll
8 mouse
4 Practise the conversations. 3 mins

• Ask pupils to look at the speech bubbles at the
ET
• Ask What websites was Hiba’s grandpa

bottom of page 53 of the Pupil’s Book.
Book. Pupils
interested in? Elicit coughs and colds.
take the role of Hiba in their ‘own’ conversation.
• Tell pupils they are going to listen to the
The other pupil takes the role of either grandpa
N
information Hiba’s grandpa found online.

or grandma.
• Pupils look at page 45 of the Activity Book. Play
• Pupils act out the conversations. Encourage them
R
to imagine that they have a computer in front

Track 46. Pupils read as they listen. They
should not complete the gaps at this point.
of them and they can mime keying in, clicking,
A
scrolling, etc., as they practise the conversations.

G
• Monitor and help where necessary

necessary.  Track 46
Listen and read.
Colds and coughs can make you feel very unwell.
©
Activity Book When you have a cold or a cough, you can feel
hot or cold. Your temperature can be high. You
1 There is a mistake in one word in each can have a headache and have a sore throat.
sentence. Underline the mistakes. Sometimes, you feel tired and do not feel like
3 mins eating. You will probably have a runny nose too.
• Ask pupils to look at activity 1 on page 44 of the Colds are not made better by medicine. Your
Activity Book. Read the rubric and make sure body will stop the cold and the cough by
they know what to do. itself. The best thing to do is rest or go to bed.
• Tell them to work in pairs to underline Remember to drink lots of water or hot drinks
the mistakes. like tea with honey and lemon. You should
• Do not check answers yet. sneeze into a tissue to stop other people getting
your cold.
79

4 Read ‘Coughs and colds’ again and write

the missing words. 3 mins
Unit 3 Lesson 6:
• Ask pupils to use the words in activity 4 to
complete the gaps in activity 3.
Staying Safe Online
• Play Track 46 again for pupils to check their
answers. Monitor and help where necessary. Aims: To read a magazine article about
ways to stay safe online
Answers
To read about having fun online
1 hot
and learning English
2 headache
To
o look at rules and advice ((must/
3 throat
mustn’t, should/shouldn’t)
shouldn’t
4 nose
To
o learn opposite pairs of
N
5 bed
adjectives
6 water
O
5 Listen and say the rhyme. 4 mins Activity Book pages 46–47
TI
• Tell pupils they are going to listen to a short Track 48
rhyme. Play Track 47.
A
• Play Track 47 again and let pupils say
the rhyme.
Warmer 5 mins
C
 Track 47
Listen and say the rhyme.
U Write
ED
Sneezing rhyme board. Now see if pupils can tell you what date
Are you sneezing? it is and write that on the board.
Are you coughing? • Ask pupils if they can remember any words from
Cover your mouth, the ‘Sneezing rhyme’ in Lesson 5. Get pupils to
ET
Get a tissue, look at page 45 of the Activity Book again and

Blow your nose, say the rhyme as a class.
Throw the tissue away.
N
Don’tt forget to wash your hands.

Yes,
es, wash your hands! 1 Listen and read. 15 mins
R

A
Rounding off
Book. Tell pupils that they are going to listen to
G
and read a magazine article about staying safe

online. Ask What does safe mean? Ask What is
together.
the opposite of safe? (dangerous)
©
• Before you play Track 48, give pupils time to

look at the pictures on the right-hand side of ‘6
ways to stay safe online’.
Additional/Support
• For slower readers or those who you
• On the board write:
think will have trouble acting out their
1 An email address and a mobile number (e.g.,
parts of the conversations on pages 52
wisam123@yahoo.com, 78092 86082)
and 53 of the Pupil’s Book, put them in
2 A password (e.g., Password123)
pairs so that they share one part of the
Ask:
conversations. Alternatively, let these
– Should I tell people I don’t know the
pupils take the shorter roles of Hiba’s
information in number 1? (No)
grandpa and grandma.
– Is this a good password? (No)
80

– What is a good password? (Get pupils to Answers

look at page 54, number 4.) (pictures top to bottom)
– Look at page 54, number 4, and write a 3, 2, 1, 5, 4
good password. (For fun, let pupils write
some sample passwords and elicit ideas.
You can write their passwords on the board Activity Book
and see if the class thinks they are good
passwords or not.) 1 Write the missing verbs. 5 mins
• Follow up on the passwords that pupils have • Ask pupils to look at activity 1 on page 46 of the
written by getting examples of letters, capital Activity Book.. Read the rubric as a class.
letters, numbers and some keyboard symbols • Ask pupils to cover the bottom half of page 46
(e.g., ?, +, =, %, #). and work by themselves to complete the gaps.
N
Note: Pupils should know: Remind them that they should use verbs.
O
? is the ‘question mark’ • Pupils check their answers in pairs. Do not check
They might remember: answers with the whole class yet.
TI
+ is the ‘plus’ symbol
= is the ‘equals’ symbol 2 Did you use these verbs in Activity 1?
A
You can teach: 5 mins
% is the ‘percentage’ symbol • Let pupils look at activity 2 and see if they used
C
# is the ‘hash’ symbol these verbs.
•
U Check answers with the whole class. Make sure
 Track 48 that pupils have used capital letters when the
verb is the first word in the sentence. W
Write the
ED
6 ways to stay safe online
1 Be nice to people online. answers on the board.
2 Be careful about what you share Answers
(pictures, thoughts). 1 Be
3 Keep your personal information safe.
ET
2 Keep
4 Keep your passwords safe. (You ou should 3 Be
use letters, capital letters, numbers and 4 meet
symbols.) 5 Keep
N
5 Never meet a person that you only 6 find

R
know online.
6 If you find something you don’ don’t like online, Note: We use should/shouldn’t to give advice
A
tell your parents or your teacher. – to say what is the best or right thing to do.
We use must/mustn’t to talk about rules – or
G
obligations – that come from the person who

2 Read and write the number next to is speaking (e.g., what that person thinks is
the correct picture. 5 mins
©
the necessity). This is a complicated area. In

the primary levels, we use must/mustn’t to talk
• Ask pupils to look at page 55 of the Pupil’s Book about rules or to give ‘strong’ advice. More
and the pictures on the left-hand side of the complex uses (have to, don’t have to, etc.) will
page. Let pupils work in pairs and think about be covered in later levels.
what type of games these are. Elicit • Ask pupils to read the ‘Look’ box at the bottom
ideas (crossword, memory game, word search, of page 46 of the Activity Book.
song, story). • Ask pupils to look at sentences 1 and 2 again in
• Read the rubric and the title. Ask pupils to work activity 1. On the board, show pupils how these
by themselves and write the number next to the sentences can be written to give advice or make
correct picture. a rule.
• Check answers as a class. Advice: You should be nice to people online.
Rule: You must keep your password safe.
81

• Let pupils work in pairs to decide whether Rounding off

sentences 3–6 are advice or rules. Elicit ideas –
first as saying advice or rule only; then eliciting • Spend a few minutes at the end of the lesson to
full sentences: review with pupils what you have done together.
3 You should be careful about what you share. Get them to tell you which parts of the lesson
(Note: You can tell pupils that it depends they enjoyed the most and the least.
who you are emailing or talking to.)
4 You mustn’t meet a person that you only Additional/Support
know online. • Write a few sample passwords on the
5 You must keep your personal board for pupils to practise saying them.
information safe. For example:
6 If you find something you don’t like online,
N
+Should135mhmd (This is a strong
you must tell your parents or teacher. password – the last four letters are the
O
consonants from the name ‘Mahmoud’.)
3 Match a sentence and a picture. Let pupils practise saying it: plus
TI
Complete the sentences with must/ symbol/capital ‘S’/h/o/u/l/d/one/three/
mustn’t or should/shouldn’t. 5 mins five/m/h/m/d
A
• Ask pupils to look at activity 3 on page 47 of the ?Must246nda (This is a strong password
Activity Book. Read the rubric as a class. – the last three letters are the 1st, 3rd and
C
• Tell pupils to work alone to complete the 5th letters of the name ‘Nadia’.)
sentences. Remind them they can look at the U Let pupils practise saying it:
‘Look’ box on page 46 if they need to. Monitor question mark symbol/capital ‘M’/u/s/t/
and help where necessary. two/four/six/n/d/a
ED
• Check answers with the whole class. Let pupils write their own passwords
Answers using capital letters, numbers and the
1 4, mustn’t symbols that they know the names of.
Pupils read out their passwords to a
ET
2 3, must
3 2, shouldn’t partner. Less confident pupils may find
4 5, should it easier to write the password than to
say it.
N
5 1, mustn’t
R
4 Circle the correct adadjective

jective and
complete the sentences. 5 mins
A
• Ask pupils to work in pairs to circle the correct

adjective and complete the sentences. Monitor
G
and help where necessary

necessary.
• To
Read out the six sentences to the class. T
©
make sure pupils are paying attention (and for

variation), read out some wrong answers and get
pupils to correct you.
Answers
1 hard
2 interesting
3 bad
4 friendly
5 unhelpful
6 unsafe
82

Unit 3 Lesson 7: Check • Ask pupils if they enjoy doing projects and why.
Start a class discussion on what kinds of projects
my Understanding they like the most and why.
Aims: To review and check 1 Read ‘6 ways to stay safe online’

understanding of the ‘6 ways to again and tick (3) Yes or No.
stay safe online’ from Lesson 6 4 mins
To select should/shouldn’t or
must/mustn’t • Ask pupils to work individually and complete
To do a project – to follow a the first activity on page 56 of the Pupil’s Book.
Book
model and make a poster about Tell them that they should not look back at
N
healthy habits page 54 at this stage.
O
To read about a family choosing a • Ask pupils to compare their answers in pairs. If
new laptop necessary,, pupils can look back at page 54 of the
TI
To learn to spell four difficult Pupil’s Book to confirm their answers.
words (knee, thumb,
Answers
A
stomach, cough)
1 No, 2 No, 3 Yes, 4 Yes, 5 No, 6 Yes
C
Track 49 2 Circle the correct word.
U 4 mins
Blank sheets of paper for pairs or
groups to make their
ED
project posters 56 of the Pupil’s Book.
• Tell pupils that if they are unsure about whether
should/must or shouldn’t/mustn’t is best, they
Teaching note: Projects
can look back in the Pupil’s Book.
ET
• Pupils work by themselves to complete the

• This is the second project in Grade 6. Projects
activity and then check their answers in pairs.
are to let pupils express their own ideas,
N
creativity and use of language. There is no right Answers

or wrong. Example posters in the Pupil’s Book 1 should
R
are given as examples and not for pupils to copy. 2 must

Note also that it is not necessary for pupils to 3 should
A
have the same number of pictures and captions 4 mustn’t

5 mustn’t
G
as in the example here – it is for them to decide

in their groups or pairs. 6 should
• If possible, put projects up on the classroom 7 shouldn’t
©
walls and let everyone read their classmates’ 8 should

work. This encourages interest and encourages
pupils to produce their best work.
3 Look at the poster about healthy
habits. Talk to your partner about
Warmer 3 mins what you like/don’t like about
the poster. Then make your own
• Start the class by asking pupils what day it is. poster. 18 mins
tell you which month it is and write that on the • Explain that pupils are going to do a project
board. Now see if pupils can tell you what date about healthy habits for children and make a
it is and write that on the board. poster. Organize pupils in groups. You might
83

like each pupil to be responsible for just one or Mum says we can email our friends and family,
two drawings and captions – they can put these but we must have safe passwords. We should
together to form the final poster. remember the password but we shouldn’t write
• Explain that the project is for pupils to express it down, and we must only share information
their own ideas and that there is no right or and photos with friends and family.
wrong. The poster on page 57 of the Pupil’s We looked at lots of laptops. Some were too
Book is given as an example and not as big and some were too small. A lot of laptops
something for pupils to copy. Encourage pupils were too expensive. It took a long time to
to give their own ideas about ‘healthy habits for choose the best one for our family.
children’. These can be about many different Our laptop is silver with black keys. It has a
areas – food, sport and exercise, looking after mouse and a webcam – that’ss a web camera. It
your body, getting enough sleep, having fun, can connect to the internet. It can play music
N
studying, staying safe online, etc. and we can send messages.
O
Give pupils time to look at the pictures and read 2 Read and write T for true and F for false.
TI
the captions for each picture. 4 mins
• Let groups have time to decide what areas • Now that pupils have listened and read to ‘My
A
they want to put in their poster and what they family’ss new laptop by Taher’ in activity 1,
are going to draw and write for the captions. Let ask them to answer the true/false sentences in
C
pupils decide how to allocate tasks in activity 2.
their groups. •
U Do not check answers yet.
• Once groups have finished their posters, ask
them to present them to the class. 3 Read the sentences and check your
ED
answers with a partner. 3 mins
• Point to the speech bubbles in activity 3 and ask
Activity Book pupils to work in pairs to check their answers.
ET
Answers
1 Listen and read about the new laptop.
1 F, 2 F, 3 T, 4 F, 5 T, 6 F, 7 T, 8 F
5 mins
N
Activity Book.. Tell them that they will listen and 4 Look, say, cover, write, check. 4 mins
read about Taher’s new laptop. • Pupils should continue to spell common, high-
R
• Before you play Track 49, give pupils time frequency words using the ‘Look, say, cover,
to look at the photos on the right-hand side of write, check’ strategy. The four words for this
A
the page. unit are those pupils looked at in Lessons 1 and

Play Track 49 for pupils to listen and follow. 2 (knee, thumb, stomach, cough).
G
•
• Ask pupils to look at the activity at the bottom
of page 49 of the Activity Book. Write the rubric
 Track 49
©
Look, say, cover, write, check on the board and

Listen and rread about the new laptop. read it with the class. Elicit what pupils have to
My family’s new laptop by Taher do. If necessary, copy the table onto the board
Yesterday, I went to the mall with my family to and remind pupils that this time they will use
look for a new computer. ‘Write 1’ column.
My dad said we should buy a laptop because it • Check that pupils are ready to write. Get them
is easy to carry. It shouldn’t be too big to follow the ‘Look, say, cover, write, check’
or heavy. procedure and complete the ‘Write 1’ column.
My dad and mum can use the laptop for
work or at home. Hiba and I can use it in our
bedrooms for homework. We can search for
information when we have a school project.
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Rounding off • Ask the pupils if they ever stay home alone. Ask
if they enjoy it and elicit what they like to do
• Spend a few minutes at the end of the lesson to when this happens. Start a class discussion and
review with pupils what you have done together. make sure all pupils participate.
1 Listen, look and read. 15 mins
Additional/Support
• For less confident pupils, let them work • Explain that pupils are going to listen to and
together within the group when doing read a story.. Write the title of the story on the
the project. All members of the project board and read it with the class. Get pupils
to look at the first picture on page 58 and ask
N
group can work together to choose the
healthy habits they want to write about, Where is Anwer? What’s he doing?
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and decide on which facts to put on the • Ask pupils to read the story as they listen. Play
poster. Then the less confident pupils can Track 50.
TI
work together to complete their part(s)
of the task.  Track 50
A
Listen, look and read.
Anwer and Dania are at home with
C
their little brother, Ali. Their parents are
Unit 3 Lesson 8:
U at work.
1 Anwer is working online on the laptop to
ED
find information about healthy food for his
Looking After Ali school homework.
2 Dania is making dinner to help her parents.
Aims: To read a story She’s cutting up vegetables.
ET
Too review language from Unit 3 in 3 Ali is sitting at the kitchen table playing
the story with his toys.
Too do a puzzle about computers 4 Ali gets bored. He gets up and goes to the
N
and going online drawer with the knives. He takes out a big
Too order sentences from the story knife and gets some tomatoes.
R
Too retell the story Ali: I can help.

Too choose six new words to learn 5 His sister is too busy and doesn’t see him.
A
Too learn to spell four high- 6 Ali tries to cut a tomato. The knife slips
frequency words ((knee, thumb, and cuts his finger.
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stomach, cough)
stomach 7 He starts to cry. Dania sees what has
Materials: Pupil’
Pupil’s Book pages 58–59 happened. She calls Anwer to get a plaster.
©
Activity Book pages 50–51 8 Dania: Anwer, get a plaster quickly!

Track 50 9 They put the plaster on Ali’s finger and give
him a hug. He stops crying.
Ali: I wanted to help you.
Warmer 4 mins 10 Mum and dad come home and the children
tell them about the accident.
• Start the class by asking pupils what day it is. Mum: You mustn’t use sharp knives!
Write the day on the board. See if pupils can 11 The family have their dinner. Dania’s
tell you which month it is and write that on the macaroni with tomatoes and cheese is
board. Now see if pupils can tell you what date delicious.
it is and write that on the board. Ali: I still like tomatoes!
85

Activity Book their own Activity Book back and check their
answers.
1 Look at the story on pages 58 and 59 • Elicit some examples of words pupils
of the Pupil’s Book. Can you put the have chosen.
sentences in order? 8 mins
• Ask pupils to look at page 50 of the Activity 4 Read the puzzles. Do you know the
Book. Read the rubric as a class. Tell pupils that answers? 5 mins
the numbers here do not match the numbers • Ask pupils to look at page 51 of the Activity
from the story pictures because the opening Book. Set a short time limit for pupils to
‘scene setting’ sentence is included. Therefore, complete their column by themselves.
numbers go to 12 rather than 11. • Pupils work with a partner to find out what
their partner has written. Encourage them to
N
• Put pupils in pairs. Challenge them to try
ordering the sentences without looking at the read out full sentences where appropriate or to
O
story. Pupils can then refer to the Pupil’s Book to give full sentences when answering questions.
check if they are correct. For example:
TI
• Check the answers as a class or play Track 1 The internet connects millions of computers
50 again. around the world.
A
3 I think the icon means search. / It’s
It’ the
Answers
search icon.
(in the order of appearance)
C
1, 2, 12, 3, 10, 5, 6, 9, 4, 11, 8, 7
5
U Ask your partner. Does he/she have the
same answers? 3 mins
2 Tell the story with your partner.
• Before checking answers, ask pupils to put
ED
6 mins
up their hands if they have the same answers as
• Ask pupils to look at the bottom of page 50 of
their partner. Check answers with the
the Activity Book.. Read the rubric as a class
whole class.
and explain that pupils should retell the story –
ET
make it clear that they do not have to use the Answers

exact words. 1 internet
• Let pupils look at the speech bubbles. Pupils 2 online
N
should work in pairs taking it in turns to build 3 search

up the story. 4 to click on icons or words
R
• Monitor and help where necessary

necessary. 5 click on
6 No
A
3 What are the new words you know? 7 up, down

Write
rite six new words here and remember
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them. 4 mins
• Remind pupils that they can choose any new Rounding off
©
words that they have learnt in Unit 3. Give them

time to look back through their Pupil’s Books • Spend a few minutes at the end of the lesson to
and Activity Books to find words they like and review with pupils what you have done together.
write them down. Get them to tell you which parts of the lesson
• Put pupils in pairs. Ask them to swap their they enjoyed the most and the least.
Activity Book with their partner. They have to
test each other on the spelling of their six new
words. One pupil reads out one of their partner’s
chosen words; their partner has to write it down
on a piece of paper. When both pupils have
written all six of their words, they can take
86

Additional/Support
• Do activity 4 on page 51 of the
Activity Book as a pair activity (rather
than a competition) and try the
following approach.
– Group 1 pupils: For less confident
pupils, let pupils work in pairs to decide
on the answers to the puzzle.
– Group 2 pupils: For more confident
pupils, ask pupils to decide on the
answers first before checking back
through their books to make sure they
N
have the correct answers.
O
– Checking a friend’s answer: Put a pupil
from Group 1 and one from Group 2
TI
together to check their answers before
the class check.
A
C
Additional/Support
Further story-telling practice U
Ask pupils to cover their books or turn them
upside down. Tell them they are going to tell
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the story ‘Looking after Ali’ again as a class.
You can start them off by saying the first
sentence: ‘Anwer and Dania are at home
with Ali.’
ET
Tell
ell pupils they don’t have to follow the same
numbered sequence as in the Activity Book,
but the sentences they say must be in the
N
right order.
Too make it more competitive, you can
R
divide the class into two or three teams

A
(A and B / A, B, C). The team with the fewest

mistakes wins.
G
Take
ake notes of any problem areas for revision
in Unit 4.
©
87

Unit 4 Revision (1)
Aims
Listening Writing
• Review: jobs, illnesses, materials. • Review: write answers to check
• Review: listen to check information understanding of a text about how to use
about a boy’s day. a mouse.
N
• Review: listen to check the order of a • Review: label a table-tennis table.
story about going online. • Review: write paragraphs: family
family, jobs,
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where they live, what they want to be
TI
Speaking when they grow up.
• Review: discuss questions about
A
jobs, illnesses and materials in a class
C
challenge.
• Review: read and answer questions to U
play a language game.
ED
Reading
• Review: read a text about how to use
ET
a mouse.
• Review: read and complete a text about
Wisam and his family.
N
• Review: read and order a text about a

R
boy’s day.
• Review: read clues in a game.
A
G
©
88

Unit 4 Revision (1)

Revision of vocabulary from Units 1–3.
N
O
TI
A
C
U
ED
ET
N
R
A
G
©
89

Unit 4 Revision (1)
Unit 4 Lesson 1: 1 Today you have a class challenge.

Test yourself. Choose your team,
The Challenge A or B. 10 mins
• Ask pupils to open the Pupil’s Book on page 62

Aims: Review: the language and and explain that they are going to take part in a
structures from the previous challenge. Ask How many teams are there? (2),
3 units. What is the name of each team? (Team A and
Materials: Pupil’s Book page 62 Team B).
Activity Book page 52 • Put pupils into small groups, tell them to
Track 51 choose which team they want to be in and to
N
write the letter on the line next to the word
“Team”. Make sure that half the class choose
Note
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Team A and half choose Team B.
TI
Revision units
• Units 4 and 8 are revision units. There is less 2 Work
ork together and answer your
material to cover in the four lessons that make
A
team’s questions. 10 mins
up these units than in the other lessons.
C
• The intention is to give teachers the opportunity, • Ask teams to answer the T Team A or Team B
at these points in the school year: U questions and get them to write their answers.
– to catch up with unfinished work When they have finished, tell Team A to swap
– to review particular areas that pupils their books with Team B.
ED
found difficult • Note: There are several possible answers for a
– to do more of the Additional/Support few of the questions, e.g., question 1 for both
activities given at the end of most lesson Team A and B in the first half of the quiz.
notes in the Teacher’s Book The test is that pupils give a correct and
ET
– to let pupils have time to do the more reasonable answer.

creative, project-based types of activity and
to finish off the projects from Units 2 and 3
N
if pupils haven’tt already done so. 3 Listen and tick (3). 3 = 1 point.
Who is the winner? 10 mins
R
Warmer 5 mins
Play Track 51 and get pupils to check the
A
•
answers of the opposite team. Ask them to add
G
• Start the class by asking pupils what day it is. up the total number of points, write them at the
Write
rite the day on the board. See if pupils can bottom of the page and give the answers back.
tell you which month it is and write that on the • Check how well each team did and which
©
board. Now see if pupils can tell you what date questions they got wrong. Pupils should now
it is and write that on the board. write the answers (the correct answers) into the
• Ask pupils how often they take part in quizzes, Pupil’s Book.
either at school or outside school. Elicit the kind
of quizzes/challenges (these can also include
sports challenges and competitions) they have
done and whether they enjoy them. If they do
not do quizzes themselves, ask if they like to
watch quizzes on TV.
90

Unit 4 Revision (1)
Listen and tick (3). 3 = 1 point. 1 to be a teacher
Who is the winner? 2 I want to build things
Team A 3 your/your father’s/your mother’s
1 I have six cousins. 4 does, work
2 A doctor works in a hospital. 5 works on
3 My mother is a housewife. She works 6 does, have
at home. 7 uncle
4 I want to be a doctor because I like 8 aunt
helping people.
5 I don’t feel well. I have a cough and a cold. Additional/Support
• Play a word association game (jobs and
N
6 He cut his finger. He has got a plaster on it.
7 What’s a jug made of? It’s made of glass. places of work). Get pupils to stand
O
8 thin, expensive in a big circle around the desks. Say a
nurse. Ask the
job from Unit 1, e.g., nurse.
Team B
TI
pupil standing on your right to say
1 I have three aunts.
an associated word, e.g., another job
2 A waiter works in a restaurant.
A
(doctor)
doctor)) or a place of work ((hospital).
doctor
3 My uncle is an engineer. He works at an
The next pupil says another job/place of
oil refinery.
C
work word, e.g., farmer. Continue until
4 I want to be an IT teacher because I like
U pupils cannot continue the chain.
using computers.
5 I have a temperature. You should see
2 Read and write the number of the
ED
a doctor.
correct picture. 5 mins
6 My sister has a stomach ache. She has eaten
• Get the class to look at Activity 2 on page 52 of
so much cake.
the Activity Book. Ask pupils to look at the six
7 What are rain boots made of? They’re
pictures at the bottom of the page.
ET
made of rubber.
• Let pupils work in pairs and think of a noun
8 hard, patterned/decorated
for each picture. Elicit ideas, e.g., cars and
trucks, roads, a clock, an alarm clock, a
N
Answers
backpack, a bus, a bus driver, buses, a school
See transcript above.
bus, school children.
R
• Pupils read the paragraph by themselves and

A
match the pictures to the sentences.

Activity Book 5 mins
• Put pupils in pairs. Each pupil reads a sentence
G
at a time – where there is a picture box number,

1 Complete the sentences.
the pupil also gives that number. Both pupils
• Ask pupils to open the Activity Book on
should agree on the number.
©
page 52 and look at Activity 1. Read through

the example with the class.
• Ask pupils to complete the sentences. Answers
• Walk round the class while they are working and (in order)
offer support if necessary. 4, 1, 6, 2, 5, 3
• Check answers as a class.
91

Unit 4 Revision (1)
Rounding off • Ask pupils to read the text. Ask a few questions
to check understanding, for example: What is
• Spend a few minutes at the end of the lesson to the text about? (how to use a computer mouse),
review with pupils what you have done together. What is the mouse made from? (plastic), Where
Get them to tell you which parts of the lesson should you place your hand? (over the bottom
they enjoyed the most and the least. part of the mouse), How should you keep
your wrist? (straight).
• Ask pupils to read the questions, then to read the
text again.
• Ask pupils to work by themselves and think
Unit 4 Lesson 2: about the answers to the five questions. TTell
them not to write the answers at this stage.
N
My Progress • Ask pupils to compare their answers and agree.
O
• Open class: get some pupils to ask the questions
answer.. Ask the rest of the
and volunteers to answer
Aims: To read a text about how to use
TI
class to put up their hands if they agree. Clear up
a mouse
any problems.
To ask and answer questions
A
To practise describing objects with Answers
made from 1 Why is it called a mouse?
C
To label a table-tennis table It’s called a mouse because it looks like a real
It’s
mouse/a bit like a real mouse.
Materials: Pupil’s Book page 63
Activity Book page 53
U 2 How many buttons do most mice have?
ED
Most mice have two buttons.
3 What do you use the wheel for?
Warmer 10 mins You use it for scrolling up and down.
4 Which finger should you put on the
ET
• Start the class by asking pupils what day it is. left button?
Write
rite the day on the board. See if pupils can You should put your index finger on the
tell you which month it is and write that on the left button.
5 Where should you put your thumb?
N

it is and write that on the board. You should put your thumb on the side of
R
• Put pupils in pairs and ask them to tell each the mouse.
other something they learnt in the last lesson.
A
Activity Book
G
1 Read and write the answers to the

questions. 17 mins 1 Read and label the picture. 10 mins
©
• Pupils know the word mouse from previous and look at activity 1.
grades. Give pupils a minute and let them work • Ask pupils to work individually and label the
in small groups or pairs to say anything they picture. Pupils can then check their answers in
know about a computer mouse. Elicit ideas. pairs before doing a class check.
Write any useful vocabulary on the board. Answers
• Ask pupils to open the Pupil’s Book on page 63. (clockwise from top-right) a wooden table top
Look at the pictures and ask pupils what they a wooden bat
can see. They should be able to say that there is rubber wheels
a mouse and a hand holding a mouse. metal legs
a plastic ball
a cotton net
92

Unit 4 Revision (1)
2 Write an adjective for these things. 1 Brothers/sisters

8 mins 2 Live
• Put pupils in pairs. Ask them to read the words 3 Father’s job
together. Make sure they remember what an 4 Mother’s job
adjective is (a word to describe a noun). 5 Be when you grow up
• The pupils complete the exercise in pairs, using • Ask pupils to use their notebooks and write
their own ideas. five questions to ask a partner based on the five
words you wrote. Elicit the five questions from
Suggested answers
the class to check.
1 leather shoes
How many brothers/sisters do you have?
2 woolen scarf
Where do you live?
3 glass bottle
What’ss your father’s/mother’s job?
N
4 cotton shirt
What do you want to be when you grow up?
5 rubber toy
O
• Put pupils in pairs to ask and answer the
6 cotton cap
necessary.
questions. Monitor and support as necessary
TI
Rounding off
1 Read the homework and complete
A
the sentences. 11 mins
C
•
U Ask pupils to look at page 64 of the Pupil’s Book
and read the title of the lesson together.
• Ask pupils to look at the picture of the teacher at
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the top of the page and read the homework task.
• Ask pupils to read the homework sample quietly
to themselves. When pupils have finished, ask
Unit 4 Lesson 3: Who wrote the homework? Elicit Anwer. Ask

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Who is he writing to? Elicit a friend.
My Homework • Get pupils to work in pairs to decide on how to

complete the gaps. If pupils want to check their
N
ideas, encourage them to look back at lessons 1

Aims: To o complete paragraphs: family, and 2 in Unit 1 of the Pupil’s Book.
R
jobs, where they live, what they Note: Pupils should write their answers in the
want to be when they grow up spaces at the bottom of the page. They can do
A
To read a story and correct this first in pencil so that they can change their
G
mistakes answers if necessary after checking.

Materials: Pupil’
Pupil’ss Book page 64 • Ask volunteers to give their answers. Agree with
Activity Book page 54 the class and let pupils correct their answers
©
Track 52 where necessary.

Optional: notebooks for the Warmer
Answers
1 family
2 capital
Warmer 10 mins
3 sister
4 two
5 any
6 programmer
7 hospital
8 grandpa
it is and write that on the board.
9 us
• Write the following on the board:
10 want
93

Unit 4 Revision (1)
Activity Book Rounding off
1 Read a boy’s story. 8 mins • Spend a few minutes at the end of the lesson to
• Ask pupils to look at activity 1 on page 54 of the review with pupils what you have done together.
Activity Book. Ask them to look at the picture of Get them to tell you which parts of the lesson
the boy. Ask What can you see in the picture? (a they enjoyed the most and the least.
boy) Where is he? (in bed)
What’s the matter? (He doesn’t feel well. / He has
a cold and a cough.) Ask pupils to read the story.
2 Write the wrong words and put the Unit 4 Lesson 4: Game
N
correct words next to them. 10 mins
• Explain that there are some wrong words in the
Aims: To o review and check
O
boy’s story. Look at the first wrong word and
understanding about sports
show pupils that mall is wrong and that the
Too ask and answer questions
TI
correct word is school.
about sports
• Let pupils read the story by themselves and
To
T o read and order a text
A
underline the other words that they think are
To
T o review vocabulary and
wrong. Elicit ideas about the other wrong words.
C
language from Units 1–3 in
Note: Pupils can think of the correct
a game
words later. U Materials: Pupil’s Book pages 65
Wrong words: 1 mall, 2 sore ear, 3 broken arm,
Activity Book pages 55
4 shopping, 5 work, 6 pizza, 7 carrot, 8 bigger
ED
• Let them work in pairs to think about the correct
Track 53
Blank sheets of paper for pairs
words. Elicit ideas.
or groups to make their
project posters.
3 Listen and check your answers. 6 mins
ET
• Play Track 52. Pupil’s listen and check

their answers. Warmer 5 mins
N
 Track 52 • Start the class by asking pupils what day it is.

R

answers. Write the day on the board. See if pupils can
I went to school yesterday
yesterday,, but I didn’t feel tell you which month it is and write that on the
A
well. I had a headache and a sore throat. I felt board. Now see if pupils can tell you what date
G
hot. My teacher said that I had a temperature.

She said that I should go home. She called my
mum on her smartphone. My mum came to
©
school and we drove home in the car. When 1 Play the game. 20 mins
we got home, my mum said that I should go

to bed. She made me a hot drink with lemon, • Start the class by asking pupils what day it is.
honey and ginger root. She gave me a tablet for Write the day on the board. See if pupils can
my headache and a box of tissues because I was tell you which month it is and write that on the
sneezing. I feel much better today. board. Now see if pupils can tell you what date
Answers
1 mall – school 2 a sore ear – a sore throat • Get the class to look at page 65 of the Pupil’s
3 a broken arm – a temperature 4 shopping – Book. Tell them that they are going to play a
home 5 work – bed 6 pizza – drink 7 carrot game. Pupils should read the game rules. They
– tablet 8 bigger – better will need to use the game circle at the back of
the Activity Book. They will also need a counter.
94

Unit 4 Revision (1)
Counters can be made from a piece of coloured • Ask pupils to read the title (My grandpa’s story
or shaped paper, or by using a small object, such about going online). Ask How many paragraphs
as a rubber or pencil sharpener. are there in the story? (5). Read the rubric and
• To play the game, put pupils in pairs or small make sure that everyone understands that they
groups (no more than four to a group): have to put the paragraphs in order.
1 Make sure each pupil has a counter. Pupils • Let pupils read the story by themselves and decide
put their counters on the START square. on the order. Check that everyone has decided
Check that everyone can see a game circle on an order. Let pupils check their answers with
at the back of the Activity Book. Pupils take a partner. Ask for a volunteer to say the number
turns to close their eyes and select a number of each paragraph starting at the top of the story.
randomly by touching a number on the game Ask the class to put up their hands if they agree,
circle. Pupils move their counter forward by but do not confirm the answers until pupils have
N
the number they selected. listened to Track 53.
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2 Pupils move their counter along the board
and then answer the question or complete 2 Listen and check your answers. 6 mins
TI
the sentence. • Play Track 53. Play Track 53 again for
Note: Partners or group members must agree pupils to check their answers.
A
that the answer is correct. If the answer is
wrong, then that pupil misses a turn.
 Track
rack 53
C
3 If a pupil lands on question 4 or 7 and they
Listen and check your ans
answers.
answer correctly, they can follow the arrows U My grandpa’
grandpa’s story about going online
and move forward. However, if they land on
I am Hiba’
Hiba’s grandfather. Hiba and her brother,
question 11 and they answer incorrectly they
ED
Taher, are teaching me how to go online.
move back one step.
Yesterday, we looked at a website about coughs
• If there is disagreement, pupils should ask you to
and colds and what you can do to make
make the final decision.
yourself feel better.
• The pupil/group that reaches FINISH is
ET
It is very interesting to search online. You

the winner.
must be careful because there are lots of
Answers websites. We keyed in the address ‘https://www.
1 take a tablet/go home/go to bed
N
coughsandcolds’. Here we found a website with

2 sore ideas from around the world.
R
3 I’m fine, thanks./I’m very well, thanks. We logged in by pressing ENTER on the keyboard.
4 a waiter/a chef/a cook The webpage came up on the screen. We navigated
A
5 well the webpage by scrolling up and down.

6 on a building site We read the advice about coughs and colds. We
G
7 (to) home cooking liked the idea about tea with ginger root and
8 intelligent lemon from China.
©
9 get Grandma made this tea with the ginger root and
10 team lemon for us. We thought it tasted very nice.
11 wood When I have a cold, I am going to make this tea.
12 expensive
Answers
2, 1, 5, 3, 4
Activity Book
1 Read and put the story in order. 14 mins Rounding off

• Get the class to look at page 55 of the Activity
Book. Ask pupils to look at the pictures. Ask Who • Spend a few minutes at the end of the lesson to
can you see? (Hiba and her grandfather/grandpa) review with pupils what you have done together.
Ask What can you see on the computer screen? (a Get them to tell you which parts of the lesson
website address/or ‘https://www.coughsandcolds’) they enjoyed the most and the least.
95

Unit 5 Then and Now
Aims
Listening • Read a conversation about our world
• Listen for detail about the past, present and what is changing.
and future. • Read about developments in the
• Listen for detail about three important 21st century.
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inventions. • Read about our solar system.
• Listen to conversations about changes in • Decide on true/false statements about
O
our world. our solar system.
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• Listen and respond to predictions about • Look at spelling rules for comparative/
the future. superlative forms.
A
• Listen and identify planets in the • Read a magazine article about
C
solar system. space travel.
• Listen to a rhyme. •
U Read and match captions with extra
• Listen to prepositions in, on, from and to information.
ED
with years, months, dates and centuries. • Distinguish between words with the
same pronunciation but different
Speaking meanings.
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• Practise saying words ending in -tion

-tion.. • Review language from Unit 5 in a puzzle.
• Practise a conversation about change.
• Use will/won’t to talk about predictions. Writing
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• Say what you think will/won’t

will/won’t happen. • Write sentences to contrast past, present
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• Learn a mnemonic (memory rhyme) to and future.

remember the planets. • Complete sentences about inventions.
A
• Talk
alk about predictions for the future. • Correct common spelling mistakes.
G
• Say a rhyme. • Practise using the comparative form

• Review language from Unit 5 in a game. of adjectives.
©
• Complete sentences with will/won’t.

Reading • Learn to spell four high-frequency words
• Read to contrast past, present (easy, easier, heavy, heavier).
and future. • Select six new words for ‘My new words’
• Read and answer questions about some from Unit 5 to remember and to spell.
inventions.
• Read about three important inventions.
• Read instructions to learn how to make
a string telephone.
96

Unit 5 Then and Now

Word list Neptune – /ˈnɛptjuːn/ I don’t think people will –
Future technology Uranus – /ˈjʊərənəs/ /aɪ dəʊnt θɪŋk ˈpiːpl wɪl/
invention – /ɪnˈvɛnʃən/ Saturn – /ˈsætɜːn/ Our lives are getting better. –
century – /ˈsɛnʧʊri/ Jupiter – /ˈdʒuːpɪtə/ /ɑː laɪvz ə ˈɡɛtɪŋ ˈbɛtə/
robots – /ˈrəʊbɒts/ the Sun – /ðə sʌn/ Computers are getting more
N
driverless cars – /ˈdraɪvələs kɑːz/ the Moon – /ðə muːn/ intelligent. – /kəmˈpjuːtəz ə
computer technology – / ˈɡɛtɪŋ mɔː ɪnˈtɛlɪdʒənt/
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kəmˈpjuːtə tɛkˈnɒləʤi/ Buildings are getting safer. –
Language /ˈbɪldɪŋz ə ˈɡɛtɪŋ seɪfə/
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Space technology When I was younger, my mum I think there will be – /aɪ θɪŋk ðɛə
space – /speɪs/ dressed me. – /wɛn aɪ wəz wɪl bi/
A
solar system – /ˈsəʊlə ˈsɪstəm/ ˈjʌŋɡə maɪ mʌm drɛst mi/ There won’t be … – /ðɛə
space travel – /speɪs ˈtrævl/ Now I dress myself. – /naʊ aɪ drɛs wəʊnt bi/
C
astronaut – /ˈæstrənɔːt/ maɪˈself/ When’s your birthday? – /wɛnz
jɔː ˈbɜːθdeɪ/
spaceship – /ˈspeɪsʃɪp/
planet – /ˈplænɪt/
U
In the future, I will buy my own
clothes. – /ɪn ðə ˈfjuːtʃə aɪ wɪl It’s in April. / It’s on 7th April.
ED
Mercury – /ˈmɜːkjəri/ baɪ maɪ əʊn kləʊðz/ / It’s on Monday. – /ɪts ɪn
Mars – /mɑːz/ In the future, I think people will ˈeɪprəl/ /ɪts ɒn ðə ˈsevnθ əv
Venus – /ˈviːnəs/ … – /ɪn ðə ˈfjuːtʃə aɪ θɪŋk ˈeɪprəl/ /ɪts ɒn ˈmʌndeɪ/
Earth – /ɜːθ/ ˈpiːpl wɪl/
ET
N
R
A
G
©
97

Unit 5 Then and Now
Unit 5 Lesson 1: When I was younger … I lived with my parents.

I liked playing with dolls. I liked riding my bike.
Past, Present and Future Now … I live with my own family. I like cooking.
When I am older … I will stop work. I will have
grandchildren.
Aims: To contrast the past, present • Elicit ideas.
and future
To give an opinion about  Track 54
your future Listen, look and say.
To read about some inventions When I was younger,, my mum dressed me.
To ask and answer questions When I was younger,, I liked playing with toys.
about inventions
N
When I was younger,, my parents fed me.
Materials: Pupil’s Book pages 68–69 Now I dress myself. Here I am putting on my tie.
O
Activity Book pages 56–57 Now I like playing computer games. Here I
Tracks 54–55 am playing a new game. My little brother is
TI
watching me.
Warmer 5 mins
Now I can feed myself. Here I am
A
eating spaghetti.
In the future, I will buy my own clothes.
C
programmer.
In the future, I will be an IT programmer
Write the day on the board. See if pupils can U In the future, I will cook my own food.
tell you which month it is, and write that on the
ED
it is and write that on the board. 2 Listen to what Hiba said. Tick
T (3)
• Write on the board three sentences about the words you hear. 10 mins
yourself contrasting the past, present and future.
For example: When I was younger, I played • Give pupils time to read the words in the boxes.
ET
tennis three times a week./Now I like swimming Explain that they are going to hear Hiba talking
in the sea./In the future, I will play tennis and about when she was younger, her life now, and
swim in the sea. her life in the future. They should tick all the
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• Ask the pupils to prepare similar sentences words they hear.

about themselves and get some to share them • Play Track 55. Pupils tick the words they hear.
R
with the class. • Elicit the answers. If necessary, play Track 55

A
again for pupils to check.

1 Listen, look and say. 8 mins
G
 Track 55
• Ask pupils to look at page 68 of the Pupil’s Book. Listen to what Hiba said.Tick (3) the
©
Ask them how many pictures they can see (nine). words you hear.
• Ask pupils to look at the pictures and read Hiba: When I was younger, I liked drawing
the captions. pictures and playing with toys. I went
• Play Track 54 for pupils to follow. Play to bed at 7 o’clock. My mum washed
Track 54 again, stopping for pupils to repeat my face and brushed my hair.
each sentence. Now I go to bed at 9.30. I wash
• Play an opinion game. On the board, write: and dress myself. I like designing
When I was younger … things and going online.
Now I’m 11/12 … In the future, I think I will be an
When I am 22 … engineer. I will go to bed when I
• Give pupils time to think of something to write want. I will cook for my family. I
next to each point. If necessary, give some will buy my own clothes. I think
examples about yourself. For example: I will travel to other countries.
98

Unit 5 Then and Now
Answers b A1
an engineer c A2
drawing pictures 3 bikes/bicycles
my face 4 a B2
designing things b B1
myself c B3
cook for my family 5 planes/aeroplanes/airplanes
9.30 6 a C3
playing with toys b C2
my hair c C1
7 o’clock
going online
N
2 Read and choose the correct answers to
my own clothes the questions. 4 mins
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when I want • Ask pupils to read the text quietly to themselves.
travel to other countries individually.
They should answer the questions individually
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Don’t elicit answers yet – pupils will check these
in activity 3.
3 Read and complete the sentences
A
about yourself. 8 mins 3 Ask and answer. 4 mins
C
• Put pupils in pairs. Ask them to look at Anwer and
• Read the rubric together. Pupils should write U Dania and the speech bubbles at the bottom of the
three sentences about themselves. Encourage page. Pupils work together to check their answers.
them to use words from activity 2. • Do a class check to make sure everyone agrees.
ED
• Put pupils in pairs and let them read out their
Answers
sentences to each other.
1 a
• Ask for volunteers to read out their sentences to
2 c
the class.
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3 c
Suggested answers 4 a
When I was younger,, my mum cooked my food. 5 b
Now, I like cooking for my mum.
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In the future, I think I will be a famous chef.

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Rounding off
A
Activity Book • Spend a few minutes at the end of the lesson to

G
1 Look at the photos of inventions. Answer Get them to tell you which parts of the lesson
the questions. 6 mins they enjoyed the most and the least.
• Write
rite the word inventions on the board. You
©
can explain that an invention is something that Additional/Support

people have made which did not exist before. • This is a quick, fun activity to end the
• Ask pupils to open the Activity Book on page 56 lesson. Ask pupils to think of other
and look at the three sets of pictures. inventions that they have at home or
• Elicit what pupils can see (phones/telephones, that they see every day. Put pupils in
bikes/bicycles, planes). Explain that these are all small groups or pairs. Set a short time
inventions. limit for pupils to write down all the
• Let pupils work in pairs to answer the questions. inventions they can think of / remember.
Check answers with the class. Elicit ideas. Possible inventions include:
Answers fridge, cooker, computer, smartphone,
1 phones/telephones radio, car, bus, truck, tractor, pencil, pen,
2 a A3 shoes, rain boots, gloves, glasses.
99

Unit 5 Then and Now

Listen and read.
The Past Telephones Many people helped to make
this invention possible. In 1876,
it was Mr Bell who made the first
Aims: To read about three important useful telephone. The telephone
inventions is a means of communication
To complete sentences about over distance.
the inventions Cars People disagree about who invented
To learn how to make a ‘string the car (or automobile), but we can
telephone’ probably say that the key inventor
To practise saying words ending
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was Mr Benz. He made the first
in –tion true automobile in 1885–1886.
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To correct common spelling Here is the first car. What makes it
mistakes look like a bicycle?
TI
Materials: Pupil’s Book pages 70–71 Computers There have been inventions to
Activity Book pages 58–59 help calculation (+, –, x, ÷) for
Tracks 56–58
A
thousands of years. In the 11th
To make string telephones: one century Al-Bairuni, a famous
century,
C
paper cup for each pupil; a sharp mathematician, made many
pencil; string U important calculations.
Many others followed him, but it is
ED
Mr Babbage, who was an engineer,
Warmer 3 mins
that we now call the ‘father of the
computer’. However, it was Mrs
Lovelace, another mathematician,
Write
rite the day on the board. See if pupils can
ET
who saw that computers could do

more than just calculate.
it is, and write that on the board.
N
• Ask pupils if they can think of any new 2 Read about the inventions on page
inventions that could change people’
people’s lives. Get 70 and tick (3) Yes or No. 6 mins
R
them to discuss in pairs and then share their

ideas with the class.
A
• Ask pupils to read the sentences. Check they

understand what they have to do: they need
G
to decide whether each one is true (Yes) or

false (No).
• Let pupils work by themselves to decide on
©
• Ask pupils to look at the pictures. Ask What

the answers.
can you see? (Three inventions: telephone, car,
• Pupils check their answers in pairs. Then do a
computer.). Ask Are they old or new? Explain
class check.
that these are pictures of the inventions as they
were many years ago. Draw pupils’ attention to Answers
the lesson title (The past). 1 No (The year was 1876.)
• Play Track 56 and let pupils read along as 2 Yes
they listen. Play Track 56 again if pupils 3 No (1886 to 2019 is only 133 years.)
would like to listen/read a second time. 4 No (The telephone was invented in 1876; the
car came later, in 1885–1886.)
5 Yes
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Unit 5 Then and Now
3 Complete the sentences using the  Track 57

words in the boxes. 4 mins Listen and repeat.
invention
• Let pupils work in pairs to read the jumbled communication
words and orally work out the full sentences. conversation
Ask for volunteers to read out their ideas. Get calculation
the class to put up their hands if they agree. information
• Ask pupils to write the sentences. navigation
Answers description
1 Many people helped to invent the telephone. instruction
2 Mr Benz made the first car in 1885–1886.
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3 Al-Bairuni was a mathematician who lived 3 Complete the sentences using some of
in the 11th century. the nouns from Activity 1. 4 mins
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4 A mathematician is a person who makes • Read the rubric with the class. Make sure pupils
calculations. understand that they should use the nouns from
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5 People often call Mr Babbage the father of activity 1.
the computer. • Let pupils work by themselves to complete the
A
sentences. Pupils check their answers with a
partner.. Don’t elicit the answers yet.
partner
C
Activity Book
4 Listen and check your answers. 4 mins
1 Look and read the words. 4 mins
U
• Play Track 58 for pupils to check their
ED
• Let pupils look at the eight words. Ask What do answers. You could ask for volunteers to read
all these words end in? Elicit –tion. (Get pupils out the sentences afterwards.
to tell you the individual letters; you don’t need
to discuss the sound at this stage.) Get pupils to
 Track 58
ET
write the letters.

1 Our teacher asked us to write a description
2 All these words are nouns. Can you say of something made of cotton.
N
these words? Say them to yourself. Listen 2 I think the computer is the most
and repeat. 5 mins important invention.
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• Play Track 57. Let pupils read the words in 3 Speaking to a person is the fastest form
activity 1 as they listen. of communication.
A
• Let pupils read the words again and say them 4 I wrote some instructions for my grandpa
to themselves.
G
about how to go online.

• Play Track 57 again. Get pupils to repeat 5 For our maths homework, we have
each word. 20 calculations.
©
• Ask What sound does ––tion make in these

words? Elicit that it sounds /ʃn/.
/
Answers
1 description
2 invention
3 communication
4 instructions
5 calculations
101

Unit 5 Then and Now
5 Correct the spelling mistakes. Look at Rounding off

pages 70 and 71 of the Pupil’s Book and
check your answers. 3 mins • Spend a few minutes at the end of the lesson to
• Ask pupils to complete the activity individually. review with pupils what you have done together.
Once they have written the words, they can Get them to tell you which parts of the lesson
work in pairs to search for the spellings on page they enjoyed the most and the least.
70 of the Pupil’s Book and check their answers.
• Do a class check.
Answers
1 possible
2 telephone Unit 5 Lesson 3:
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3 inventor
4 people Living Now
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5 century
6 important Aims: To o read a conversation about our
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world and what is changing
6 Making a string telephone 7 mins To
To learn verbs for talking
A
• Explain that pupils are going to make a about change
‘telephone’ out of cups and string. First, read To
To practise a conversation
C
through the instructions together. As you do about change
so, you could demonstrate how to make the
telephone at the front of the class.
U To match words and meanings
ED
• Put pupils in pairs and hand out the materials. Activity Book pages 60–61
Get them to make their telephones. Tracks 59–60
• Note: For stage 2, you can circulate with a
sharp object to make the holes in the bottoms
ET
of the cups in order to avoid giving pupils any Warmer 4 mins

sharp objects. Alternatively, to save time, you
can make the holes yourself before the lesson or • Start the class by asking pupils what day it is.
N
cut up pieces of string before the lesson. Write the day on the board. See if pupils can
• Ask pupils to write down one or two sentences tell you which month it is, and write that on the
R
that they will use with their string telephones board. Now see if pupils can tell you what date
to communicate. The sentences can be about it is and write that on the board.
A
anything pupils want to say (in English), but tell • Ask pupils if there are things they would like to
them that sentences should not be too long. change in their characters or their lives, either
G
• ou will need to think about how best to

You at present or in the future. Ask them why they
organise the class. You may need to let pupils consider these changes important. Make sure all
©
do the activity in batches. Pupils need to be far pupils participate.

enough away from their partners. Make sure
that they understand that the first one speaks
and the other listens, and then they swap. You 1 Listen to pupils talking about living
can also play Chinese Whispers: Pupil 1 speaks now. 5 mins
quietly to Pupil 2; Pupil 2 repeats what he/she
heard to Pupil 3, around the class. At the end, • Ask pupils to open the Pupil’s Book on page 72
check what Pupil 1 aid – is it the same as what and to read as they listen.
the last pupils said? • Play Track 59. Pupils listen and read.
• Pupils should try to remember the message their
partner communicates. Round off by seeing
how many pupils managed to communicate
their messages.
102

Unit 5 Then and Now
 Track 59 Activity Book

Listen to pupils talking about living now.
Now we live in the modern world, 1 Look at these words and listen to their
but our world is changing fast. meanings. 5 mins
Here are some Primary 6 pupils • Ask pupils to open the Activity Book on
talking about what they think page 60 and look at Activity 1. Give them time
is changing. to look at the three columns. Elicit the names of
Pupil 1: Computers are very important. the column headings.
They are changing our lives. • Play Track 60 for pupils to listen to
Pupil 2: It is getting easier to travel to and follow.
different countries around
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the world.  Track 60
Pupil 3: The weather is getting hotter Look at these words
ds and listen to
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because of climate change. their meanings.
Pupil 4: Smartphones are changing the way population: Population is a noun. It means
TI
we communicate. Young people all the people in a town, a
are sending text messages to their country
country,, the world.
A
friends more often than talking on price or prices: Price is a noun. Price means the
the phone. money you pay for something.
C
U height: Height is a noun. Height means
how tall a person or thing is.
2 Match the endings to the sentence
number: Number is a noun. Number is
beginnings. 5 mins
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a word or a sign used to count,
measure and label something.
• Put pupils in pairs and ask them to match the
endings of the sentences to the beginnings.
2 Look at the diagrams. Match a noun
• Ask Do you want to listen again to check your
ET
from Activity 1 to each diagram. 3 mins

answers? If pupils would like to listen to check,
• Ask pupils to match the four nouns from
play Track 59 again.
activity 1 to the diagrams in Activity 2. Ask for
• Elicit the answers.
N
volunteers to give the answers.

Answers
Answers
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Computers are very important. They are

1 height
changing our lives.
A
2 prices
It is getting easier to travel to different countries
3 population
around the world.
G
4 number
The weather is getting hotter because of
climate change.
3 Read and match the sentences to the
©
Smartphones are changing the way we

diagrams. 3 mins
communicate. Young people are sending text
• Now ask pupils to look at Activity 3 and match
messages to their friends more often than talking
the sentences to the diagrams in Activity 2.
on the phone.
• Pupils work by themselves and then check their
answers in pairs.
3 Work with partners and practise Answers
the conversation. 5 mins 1 diagram 2
2 diagram 4
• Put pupils in groups of four to practise the 3 diagram 1
conversations. They can swap roles and repeat. 4 diagram 3
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Unit 5 Then and Now
4 Find the verbs in Activity 3 and underline Additional/Support

them. 5 mins • Write the following on the board:
• Ask pupils to read the rubric. Pupils should the price of sweets
underline the verbs in the sentences in activity 3. the number of pupils in the school
• Elicit the answers. my English/vocabulary
the size of my feet
Answers
the number of vegetables
1 are going up
the number of hours I go online
2 is increasing
the number of hours I watch TV
3 are getting
• Divide pupils into small groups and get
4 is increasing
them to think of a sentence for each
phrase using the verbs on page 60 of
N
5 Look at the diagrams and the verbs.
the Activity Book.. Give an example:
Complete the sentences. 5 mins
O
My English vocabulary is increasing
• Draw pupils’ attention to the diagram and the
every week.
words beneath it. Say the words and let pupils
TI
• Set a time limit. Within
Within the time limit,
repeat them. Encourage pupils to use their hands
groups volunteer their sentences and get
to show upward or downward movement.
A
a point for each correct one.
• Ask pupils to work by themselves to complete
• The group with the most points is
the sentences using the words in the boxes. Do
C
the winner.
not check answers with the class at this stage.
6 Read your sentences with a partner.

U
ED
5 mins
• Put pupils in pairs. As in the speech bubbles,
they should check their answers by taking turns
Unit 5 Lesson 4:
to read out a sentence for their partner to agree
Our 21st Century
ET
or disagree with. Monitor and support

as necessary.
• Finally,, elicit the answers. You could get pupils Aims: To read about possible
N
to complete the sentences on the board. developments in the 21st century

To use will/won’t to talk about
Answers
R
predictions
1 temperature
To say what you think will/won’t
2 prices
A
happen
3 safer
To practise using the comparative
G
4 smaller
form of adjectives
5 number
6 information
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7 healthier
Track 61
Rounding off
Warmer 5 mins

104

Unit 5 Then and Now
• Discuss with the class how they think the world 2 What do you think about what Hiba
will change in the future and in what ways. Ask and Anwer said? Tick (3). 5 mins
them how they feel about these possible changes.
Make sure all pupils participate. • Ask pupils to look at the table. Read the rubric
or ask for a volunteer. Then read the headings of
the two columns.
1 Listen and read. Anwer and Hiba • Let pupils work by themselves to tick what they
are talking about our 21st century. think will/won’t happen in the future. Remind
13 mins
pupils that this is about what they think.

Book. Read the title of the lesson together. 3 Tell
ell your partner what you think
N
Remind pupils how to say 21st (twenty-first). will happen in the future. 5 mins
O
• Get pupils to look at the pictures in the speech
bubbles and discuss with a partner what they • Put pupils in pairs to practise saying what they
TI
can see. Pupils should be able to say some of think will happen in the future. Remind pupils
the following: robots working, a robot teacher, to look back at page 74 if they need help making
A
a robot waiter, a car [without a driver], a their sentences.
smartphone, a room. • Monitor and support as necessary
necessary.
C
• Play Track 61. Pupils listen and read.
 Track 61
U
Activity Book
ED
Listen and read. Anwer and Hiba are
1 Read TTaher’s homework. 6 mins
talking about our 21st century.
• Read the rubric and the three sentences the teacher
1
has written on the board. Ask pupils to read the
Anwer: Robots will do all the work. W
Wee
homework quietly to themselves. Alternatively,
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will always be on holiday.

pupils can work together to read Taher’s
2
homework, reading each other alternate sentences.
Hiba: There will be robot engineers,
N
robot teachers and robot waiters.

2 Don’t look at Activity 1. Use these words
Wee won’t go to school. We will
to write sentences. 6 mins
R
study at home.
• Ask pupils to work by themselves to write
3
A
sentences using the words in the box at the top

Anwer: There will be cars with no drivers. of the page. They can use their sentences to state
G
These will be driverless cars. W

We their own opinions – they do not need to say
will sit in our cars, but we will eat, the same things as Taher. Before they start, read
read, play games, sleep and the the ‘Remember’ box together. Do item 1 as an
©
cars will drive. example, if pupils need some guidance.

4 • Pupils write their own answers.
Hiba: We will use our smartphones • Note: Pupils can decide whether to use will
for money. or won’t.
5 • Pupils check their answers with a partner.
Anwer: Computers will do everything. Ask for volunteers to read out their sentences.
We will control our houses with Suggested answers
computers. 1 Our lives won’t be better.
2 Computers will be more intelligent.
3 Buildings will be safer.
105

Unit 5 Then and Now
4
5
Cars won’t be cleaner.
Our world won’t be easier for young people.
Unit 5 Lesson 5:
6 People won’t be healthier.
Space
3 Use an adjective from Activity 2 to
complete each sentence. 5 mins Aims: To read about our solar system
• Pupils can complete the activity individually or To decide on true/false statements
in pairs. Elicit the answers. about the solar system
To learn a mnemonic (memory
Suggested answers
rhyme) to remember the planets
1 safer
To
o practise using the comparative/
2 cleaner
superlative forms of adjectives
N
3 healthier
To
o look at spelling rules for
4 easier
O
comparative/superlative forms
Materials: Pupil’
TI
Rounding off
Tracks 62–65
A
C
Warmer 4 mins
U
Write
ED
Additional/Support
• Play an I think X will be/won’t be … in
the future game. Put pupils into groups
of six or eight. Write the following words
• Write the word space on the board. Ask pupils to
ET
on the board: my English, homework

homework,,
open the Pupil’s Book on page 76 and to look at
food, smartphones, bicycles,, buses,
buses,
the picture on the computer screen at the bottom
my bedroom.
of the page. Explain that the picture shows part of
N
• Pupils think of a sentence with will

space and, specifically, our solar system.
be/won’t be that includes one of the
• Ask pupils to work in pairs and try to think of
R
comparative adjectives from Activity 2.

any words they know about space or our
For example: I think my English will be
solar system.
A
better in the future. The team member

who says the first sentence then chooses
G
the word to use for the next sentence. 1 Listen and read. 8 mins
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• Play Track 62, and get pupils to listen

and read.
 Track 62
Listen and read.
Our solar system
There are eight planets in our solar system.
They all move around our home star. We call
this star the Sun.
Mercury is the closest planet to the Sun, and it
is the smallest planet in our solar system. The
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Unit 5 Then and Now
next planet is Venus. It is about the same size • Further also has a completely different meaning
as our planet, Earth. Venus is the hottest planet – that of more: Will you enter further education?
with temperatures of 400°C. Are there any further questions?
The third planet is Earth. It is 150 million km • In Primary 6, it is best to teach only far/farther/
from the Sun. Earth is a special planet because farthest with the meaning of distance.
it is the only one that we know has water and
life (humans, animals and plants). It is often
called the ‘blue planet’ because there is lots 3 Answer the questions. 5 mins
of water.
Mars is smaller than both Earth and Venus. • Make sure pupils understand what they have
Scientists have sent robots to Mars to take to do. First, go through the ‘Let’s check’ box at
pictures and bring back soil and rocks. the top of the page. Say each adjective in its
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The other four planets are Jupiter, Saturn, three forms and get pupils to point as you say
O
Uranus and Neptune. Jupiter is the biggest the words.
planet. It is 2.5 times bigger than all the other • Make sure that pupils know they should look at
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planets put together! pictures 1–4 to answer the questions.
• Note: We cannot end sentences with than. Make
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sure pupils do not write sentences like The pink
2 Listen and point. 6 mins than.
ones are smaller than
C
Answers
• Play Track 63. Get pupils to listen and point
smaller.
1 The pink ones are smaller
to the planets.
U 2 The pink one is the farthest.
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3 No. The green one is closer
closer.
 Track 63 4 The grey one is the biggest.
Listen and point. 5 The green one is the closest.
There are eight planets in our system.
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These planets move around our Sun. There is

only one Sun in our solar system. Activity Book
The names of the planets are Mercury
Mercury,,
1 Write the first letter for each planet.
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Venus, Earth, Mars, Jupiter, Saturn, Uranus

and Neptune. 5 mins
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The biggest planet is Jupiter

Jupiter.. • Ask pupils to close the Pupil’s Book and look at
The smallest planets are Mercury and Mars. Activity 1 on page 64 of the Activity Book.
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Mercury is closest to the Sun. • Let pupils work by themselves to write the
Neptune is the farthest from the Sun. first letter of each planet. Remind pupils that
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Our planet, Earth, is often called the these words are names; elicit that they need
‘blue planet’. capital letters.
• Ask pupils to check their answers with
©
Mars is often called the ‘red planet’ because it

looks red in the sky
sky. a partner.
Two planets start with the letter m, but only Answers
one starts with n, Neptune. Mars
Jupiter
Uranus
Note: far/farther/farthest Earth
Neptune
• Both farther/further and farthest/furthest can be Mercury
used to talk about distance: Earth is farther from Saturn
the Sun than Mercury. Neptune is farthest from Venus
the Sun.
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Unit 5 Then and Now
2 Look at Activity 1 again. Write numbers  Track 64

1–8. 5 mins Listen, look and say.
• Read the rubric and look at the note in the tall – taller – the tallest
grey box. nice – nicer – the nicest
• Read the rhyme (mnemonic) and show pupils heavy – heavier – the heaviest
that the capital letters of each word help them
order the planets. Say the rhyme as a class.
5 Listen to the words. Look at the spelling
• Pupils work by themselves to order the position
rules. 3 mins
of the planets, from closest to the Sun to farthest.
• Play Track 65. Ask pupils to repeat each
Again, they should do this without looking at
word.
the Pupil’s Book.
• Ask pupils to look at the spelling rules. Let
• Get pupils to look back at the Pupil’s Book
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pupils decide which row of the table (1, 2 or 3)
and check their answers in pairs. Then elicit
demonstrates the pattern used for each of the
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the answers.
adjectives tall, nice and heavy
heavy..
Answers
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Mars 4 Answers
Jupiter 5 tall – short adjective
A
Uranus 7 nice – adjective ending in ––e
Earth 3 heavy – short adjective ending in ––y
C
Neptune 8
Mercury 1
Saturn 6
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 Track 65
Listen to the wor
words. Look at the
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Venus 2
spelling rules.
clean – cleaner – the cleanest
3 Look at the picture of our solar system
tall – taller – the tallest
on page 76 in the Pupil’s Book. Write rite T
safe – safer – the safest
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for true and F for false. 5 mins

easy – easier – the easiest
• Explain that pupils should read the Pupil’s Book
text ‘Our solar system’ again. Pupils work with a
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partner to write T or F for each sentence. Rounding off

• If you wish, you can play Tracks 62 and 63
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again for pupils to listen to.

• Elicit the answers.
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Answers Get them to tell you which parts of the lesson

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1 F 6 T they enjoyed the most and the least.

2 T 7 T
3 F 8 T Additional/Support
©
4 T 9 F • Let pupils work in pairs and think of a

5 F new rhyme to help them remember the
names of the planets and their order
4 Listen, look and say. 4 mins of distance from the Sun. This is
• Elicit a name for the things in each row (trees, for fun – it doesn’t matter if the
pandas, bags). sentences don’t make sense or aren’t
• Ask Are the trees the same? Elicit No. grammatically correct.
• Play Track 64. Ask pupils to repeat • Ask for volunteers to read out their
each word. rhymes.
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Unit 5 Then and Now
Unit 5 Lesson 6: Does the teacher think humans will go to Mars?

(Yes, he does.)
Space Travel How long does he think it will take? (About

nine months.)
Who thinks there is probably water on Mars?
Aims: To read a magazine article about (Scientists.)
space travel Does the teacher think humans will go to the
To match pictures and captions to farthest planets? (He thinks it will be difficult
extra information and dangerous.)
To use will/won’t in sentences
about future space travel
To use prepositions in, on, 2 Match the pictures to the
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from … to with years, months, descriptions and write the numbers.
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dates and centuries 4 mins
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Activity Book pages 66–67 • Ask pupils to look at the pictures, their captions,
Tracks 66–68 and the numbered descriptions below in the
A
green box.
• Ask pupils to work with a partner to match the
C
Warmer 5 mins pictures to the numbered descriptions. Ask for
U volunteers to read out the caption under each
• Start the class by asking pupils what day it is. picture and then the matching description.
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Answers
4, 3, 6
2, 1, 5
• See if pupils can remember the rhyme they learnt
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in Lesson 5 to remember the order of the planets; Activity Book

or you can ask them to say their own rhymes if
they wrote any.
1 Answer the questions about yourself.
N
• Ask pupils if they have seen any films or read

5 mins
any books about space travel. Ask Would you
R
• Ask pupils to read the three questions and write

like to go into space in a spaceship? Get pupils
their own answers.
to put their hands up if they would.
A

• Elicit any ideas pupils have about space. W
Write
• Put pupils in pairs. Get them to ask each other
G
their ideas on the board.

the questions and say their answers.
• Ask for volunteers to share their ideas.
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1 Read the interview Anwer had with Suggested answers

his teacher. 5 mins 1 Yes, I would.
2 I would like to visit Mars.
• Tell pupils that they are going to read a 3 I would take my computer and lots
magazine article. Explain that it is an interview of chocolate!
and that Anwer is asking his teacher questions.
• Let pupils read the interview by themselves. 2 Write the verbs: use will + verb. Listen
Alternatively, you can ask pupils to work with and check. 8 mins
a partner by taking turns to read sentences to • Explain that Taher and Hiba are talking about
each other. space travel in the future. Ask pupils to read the
• Ask questions about the text: dialogue quietly to themselves.
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Unit 5 Then and Now
• Get pupils to work in pairs to try to work out on the 5th of May
the answers. Explain that they need to use each from Monday the 7th to Friday the 11th of July
verb once. Do the first item together to help
pupils get the idea. 3 Listen and point to the dates you hear.
• Play Track 66 for pupils to check 6 mins
their answers. • On the board, write:
• Do a class check. You might like to get pupils to April/October
act out the dialogue. Monday/Saturday
4 o’clock/the weekend/Eid
• Say the following sentences, leaving out the
 Track 66 missing prepositions but pausing where the
Write the verbs: use will + verb.
prepositions should be. Repeat each sentence
N
Listen and check.
and ask pupils to provide the missing words.
Taher: Do you think you will go into
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My mother’ss birthday is ___ April.
space in the future?
My father’ss birthday is ___ October.
Hiba: No, I won’t go into space, but
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Monday.
I go to school ___ Monday
I think people will travel to
I don’tt go to school ___ Saturday.
other planets.
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Yesterday,
esterday, we went shopping ___ 4 o’clock.
Taher: What will it be like?
I play with my friends ___ the weekend.
Hiba: I think it will be difficult and
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Wee see all our family ___ Eid.
W
dangerous.
•
U Once pupils have named the prepositions, elicit
Taher: What about food? Do you think
which preposition goes with each group of
people will cook in ovens?
words you wrote on the board ((in, on, at).
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Hiba: No, people won’t cook in the
• Ask pupils to read the ‘Remember’ box on page
spaceship. I think they will eat
67 of the Activity Book. This gives a summary
cold food.
of how to use the three prepositions you have
Taher: It won’tt be like home cooking!
introduced. Check everyone understands. Elicit a
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Hiba: Do you think they will sleep in beds?

few more examples for each preposition.
Taher: Yes,
es, but the beds will be very small.
• Ask pupils to look at activity 3. Give pupils time
Hiba: How do you think people will
to read the dates in the boxes. Ask pupils to
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wash and clean their teeth?

point to a year/a day/a century, and elicit some
Taher: I don’tt know. Let’s search online
answers (pupils can give any suitable word from
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and find some information.

the page).
Hiba: That’ss a good idea.
That’
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• Read the rubric as a class. Make sure pupils

understand what they have to do. Tell them they
Answers
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will not hear all of the dates – just some of them.

will travel, will be, will cook, will eat, will sleep,
Play Track 67, pausing at your discretion to
will clean
check everyone agrees on the date. Ask pupils if
©
they want to listen again.

Note: Saying dates
 Track 67
• Pupils have been practising saying the date at the Listen and point to the dates you hear.
beginning of most lessons. They should be aware in 2000, in 2018, in 1910, in 1876, in 1977,
that how we write the date and how we say it are in 1895
different. When saying a date, we use the before from 1885 to 1886
the ordinal number and of before the month. For on the 25th of March, on the 1st of August
example: 11th November is the 11th of November from January to February, from Monday the 7th
in speech. We do not write the or of. to Friday the 11th of July
• Examples of how dates are said: in the 19th century, in the 21st century
on the 11th of November
110

Unit 5 Then and Now
4 Listen and say. Listen again and write

the dates in the correct list. 6 mins
Unit 5 Lesson 7: Check
• Explain that pupils will now hear some more
dates from the list. Tell pupils they should
my Understanding
say each date they hear. At this point, pupils
should not write anything in the table. Play Aims: To review and check
Track 68. understanding of ‘Space travel’
• Play Track 68 again. This time pupils should from Unit 7 Lesson 6
write each date they hear in the correct column. To complete sentences with
Pause after each item to give pupils time to write. will/won’t
Make sure they understand that they only need Too talk about predictions for
to write the date itself – not the prepositions. the future
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They can refer back to how the dates are written Too practise making comparative
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in activity 3. and superlative forms of adjectives
Too distinguish between words
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with the same pronunciation but
 Track 68 different meanings (e.g., sun/son,
Listen and say. Listen again and write
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your/you’re)
your/you’re
the dates in the correct list.
Materials: Pupil’
in 2007
C
in 2050
on the 11th of November
U Track 69
on the 5th of May 2018
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from January to February Warmer 3 mins
from Monday the 7th to Friday the 11th of July

in the 20th century, in the 11th century • Start the class by asking pupils what day it is.
ET
Answers tell you which month it is, and write that on the
in: 2007, 2050, 20th century, 11th century board. Now see if pupils can tell you what date
on: 11th November, 5th May 2018 it is, and write that on the board.
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from … to: January – February, Monday 7th –

Friday 11th July 1 Read ‘Space travel’ in Lesson 6
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again and tick (3) Yes or No. 6 mins

5 Ask and answer 6 mins
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• Get volunteers to read out the speech bubbles. • Ask pupils to work individually and complete
Put pupils in pairs to practise asking and
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the activity. They can reread the text on page 80

answering about dates using these phrases. of the Pupil’s Book or answer from memory if
• Encourage pupils to ask more questions. they think they know.
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For example: • Ask pupils to compare their answers in pairs.

When is your brother’
brother’s/sister’s/mother’s/father’s Encourage them to find the relevant points on
birthday? page 78 which confirm their answers. Elicit
What year was your brother/sister born? the answers.
Answers
Rounding off 1 Yes
2 Yes
• Spend a few minutes at the end of the lesson to 3 No
review with pupils what you have done together. 4 Yes
Get them to tell you which parts of the lesson 5 Yes
they enjoyed the most and the least. 6 No
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Unit 5 Then and Now
2 Use the words in the box to Activity Book

1 Write the words in the squares in the
• Tell pupils that if they are unsure about which correct order. 5 mins
word to use to complete a sentence, they can look • Make sure pupils understand what they have to
back in the Pupil’s Book at Unit 7 Lessons 5 and 6. do. Elicit the answer to item 1. Then ask pupils
• Ask pupils to work by themselves to complete the to complete the rest of the sentences.
activity and then to check their answers in pairs. • Elicit the answers.
Answers Answers
1 humans 1 In 2050, I think there will be robot nurses
2 months in hospitals.
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3 spaceships 2 By 2025, I think there won’t be driverless
4 dangerous cars everywhere.
O
5 times 3 There won’t be humans living on Mars for a
6 farthest long time.
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7 star 4 In the future, most people will do all their
8 planet shopping online.
A
5 In the future, prices will increase.
6 Computers will be better and faster
C
3 What do you think? Complete the than now.
sentences with will or won’t and
the verb. 3 mins
U
2 Write the comparatives and the
Write
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superlatives of the adjectives. 4 mins
• Give pupils time to read the thought bubbles. • Elicit the comparative and superlative of thick
• Read the rubric together as a class. Explain that (thicker, the thickest) to demonstrate what
pupils are going to complete sentences about pupils need to do. They can work in pairs to
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what they think our world will/won’t

will/won’t be like in write the words.
2050. Explain that the sentences are for pupils to • To check the answers, ask pupils to spell out the
express their own ideas; that there are no right words. Alternatively, they can write them on
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or wrong ideas. the board.

• Let pupils work by themselves to complete
Answers
R
the sentences.
thick, thicker, the thickest, soft, softer, the softest
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large, larger, the largest, late, later, the latest

4 Work
ork with a partner and say what happy, happier, the happiest, tidy, tidier,
G
you think. 3 mins the tidiest
3 Complete the sentences with a

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• Ask pupils to look at the speech bubbles at the

bottom of the page. Pupils work with a partner comparative from Activity 2. 3 mins
and read out their ideas. Encourage pupils to • Ask pupils to write individually, then to check
respond to their partner with I agree or No, I their answers in pairs. Then elicit the answers.
think there … Answers
1 later
2 tidier
3 thicker/softer
112

Unit 5 Then and Now
4 Listen and say these words. What’s the Rounding off

problem? 4 mins
• Ask pupils to read Anwer’s speech bubble. Get • Spend a few minutes at the end of the lesson to
someone to read it out. review with pupils what you have done together.
• Play Track 69. On this first play, let pupils Get them to tell you which parts of the lesson
listen to each group of words. they enjoyed the most and the least.
• On the second play, ask pupils to repeat the
words. Ask What’s the problem? Elicit that
the words sound the same (or have a very
similar sound) but have different meanings
and spellings.
Unit 5 Lesson 8:
Let’s sing!
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 Track 69
O
Listen and say these words. What’s
Aims: To o listen to and say a rhyme
the problem?
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Too review language from Unit 7
1 son, sun
in a game
2 father, farther
A
To
T o complete a word puzzle
3 it’s, its
Materials: Pupil’
4 you’re, your
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5 they’re, there, their
U Tracks 70–71
counters for the game
5 Use the words from Activity 4 to
ED
• Explain to pupils that they need to read each Warmer 5 mins
sentence and decide which word(s) to use.
Remind pupils to use capital letters at the
ET
beginnings of sentences.
• Let pupils check their answers with a partner
partner..
Then ask for volunteers to read out their
N
sentences and to spell out the words that

complete the gaps. You could also write up
• Start a discussion on space travel. Ask pupils if
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the sentences on the board and ask pupils to

they like the idea of travelling to space, either
complete them, in order to avoid any possible
as tourists or as astronauts. Get them to discuss
A
confusion caused by checking the answers orally.

with their partner and then share their ideas with
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Answers the class.

1 There, They’re, their
2 father
father,, farther
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3 son, Sun 1 Listen and say the rhyme. 8 mins
4 You’re,
ou’re, your
5 It’s, its • Tell pupils they are going to say a rhyme. Ask
pupils to look at page 82 of the Pupil’s Book and
6 Look, say, cover, write, check 4 mins read the name of the rhyme (Our solar system).
• The four words for this unit are those pupils • Ask pupils to look at the pictures. Elicit what
looked at in Lesson 5 (easy, easier, heavy, heavier). each one shows. Then ask them to find and
• Ask pupils to look at the activity at the bottom underline the names of the planets in the rhyme.
of page 69 of the Activity Book. Remind pupils • Play Track 70. Ask pupils to point to the
to use the ‘Look, say, cover, write, check’ strategy pictures of the planets at the bottom of the page
and write the words in the ‘Write 1’ column. as they listen.
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Unit 5 Then and Now
• Play Track 70 again. Encourage pupils to join • The pupil that reaches FINISH first is the
in as they listen. winner. Other players can keep playing after a
pupil wins.
Answers
 Track 70
2 8
Listen and say the rhyme.
3 the Sun
Our solar system
4 in 1969
Eight planets go round the Sun.
5 Jupiter
We can name every one.
6 Earth
Venus shines bright,
7 Neptune
We can see it at night.
8 Because there is lots of water.
water.
There’s our Earth blue and green,
N
9 Pupils’ own answers
The most beautiful planet ever seen.
10 Sun
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Jupiter is the biggest,
11 J-U-P-I-T-E-R
Mercury the smallest,
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Venus the hottest,
Neptune the farthest.
Activity Book
Astronauts walked on the Moon.
A
Probably they’ll go to Mars soon.
1 Answer the clues and complete the
C
So, what about you?
puzzle. 6 mins
Would you like to go into space?
• Put pupils in pairs or small groups. Make this
It’s probably dangerous,
U a competition. The pairs/groups to finish with
And it takes a long time.
ED
seven correct answers and with the answer to the
What do you think?
mystery planet (activity 2) are the winners. Don’
Don’t
Let’s all say this rhyme.
elicit the answers until all groups have finished
or until you have run out of time.
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2 Play the game. 15 mins Answers

1 jug
• Explain that pupils are going to play a game 2 July
N
with one or two partners. Ask pupils to look at 3 planets

the game board on page 83 of the Pupil’s Book
Book. 4 icon
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Ask What’s the game about? 5 Saturn

• Ask pupils to read the ‘Game rules’. They will 6 internet
A
need to use or make a counter

counter. Direct them to 7 Earth
the game circles on pages 109 to 112 of the
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Activity Book
Book. 2 What’s the mystery planet? 2 mins
• Check that pupils understand the rules. Ask • Again, don’t elicit this answer until all groups
©
If you get the answer right, what do you do? have finished or time is up.
(Move forward one planet.) Ask If you get
Answer
the answer wrong, what do you do? (Move
Jupiter
backward one planet.)
• Pupils play the game by taking turns to move
3 Listen and say these words. 4 mins
their counters along the board using a game
• Let pupils read Anwer’s speech bubble.
circle. They should answer each question or
• Play Track 71. On this first play, let pupils
complete each sentence that their counters
listen to each group of words.
land on.
• On the second play, ask pupils to repeat the
• Partners or group members must agree that each
words. Ask What’s the problem? Elicit that the
answer is correct. If there is disagreement, pupils
words sound the same (or very similar) but have
should ask you to make the final decision.
different meanings and spellings.
114

Unit 5 Then and Now
 Track 71 6 Can you write the names of the planets?

Listen and say these words. Don’t forget the capital letters. 6 mins
1 to, too, two • Ask pupils to complete this activity in pairs.
2 one, won • Copy the diagram onto the board and have
3 here, hear pupils come up to complete it.
4 by, buy Answers
1 Mercury
4 What are the new words you have 2 Venus
learnt? Write six new words here and 3 Earth
remember them. 5 mins 4 Mars
• Remind pupils that they can choose any new 5 Jupiter
N
words that they have learnt in Unit 5. Give them 6 Saturn
time to look back through their Pupil’s Book and 7 Uranus
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Activity Book to find words they like and write 8 Neptune
them down.
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• Put pupils in pairs. Ask them to swap their
Activity Book with their partner. They have to Rounding off
A
test each other on the spelling of their six new
words. One pupil reads out one of their partner’s • Spend a few minutes at the end of the lesson to
C
chosen words; their partner has to write it review with pupils what you have done together
together.
down on a piece of paper. When both pupils Get them to tell you which parts of the lesson
have written all six of their words, they can
U they enjoyed the most and the least.
ED
take their own Activity Book back and check
their answers. Additional/Support
• Elicit some examples of words pupils • Play the game on page 83 of the Pupil’s
have chosen. Book with double pairs (two pupils
ET
playing against two pupils).

5 Use the words from Activity 3 to • You can also give pupils time to prepare
complete the sentences. 4 mins their answers to the questions before
• Explain to pupils that they need to read each they start to play.
N
sentence and decide which word(s) to use.

R
Remind pupils to use capital letters at the

beginnings of sentences.
A
• Let pupils check their answers with a partner

partner.
Then ask for volunteers to read out their
G
sentences and to spell out the words that

complete the gaps. You could also write up
©
the sentences on the board and ask pupils to

complete them in order to avoid any possible
confusion caused by checking the answers orally.
Answers
1 here, hear
2 one, won
3 to, too, two
4 By, buy
115

Unit 6 Food and Drink
Aims
Listening • Read a recipe – the ingredients and the
• Learn words for cooking/food instructions.
preparation processes. • Look at everyday household tasks.
• Listen to decide on the order of • Categorize pictures into good or bad
N
instructions. road safety behaviour
behaviour..
• Listen to complete instructions. • Read about accidents at home.
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• Listen to complete a conversation. • Read a magazine article, ‘Stay safe on
TI
• Listen to complete information about your bike’, and check understanding.
everyday household tasks. • Use because to add a reason to
A
• Listen and review a road safety rhyme. a sentence.
C
• Listen about accidents at home and • Look at spelling rules for comparative/
complete rules. U superlative forms.
• Listen and play an ‘instruction’ game.
ED
• Listen to a magazine article, ‘Stay safe on Writing
Writing
your bike’. • Learn words for cooking/food
preparation processes.
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Speaking • Complete cooking instructions.

• Ask permission and make requests. • Describe a kitchen scene.
• Practise a conversation about making a • Give instructions (imperative, base form
N
pizza at home. of the verb).

R
• Learn the names of dangerous things in • Write rules about being safe at home.
the home. • Practise using the comparative/
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• Talk
alk about good and bad road safety. superlative forms of adjectives.
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• Say and review a road safety rhyme. • Write notes to a brother or sister
• Discuss what advice to put on a poster following a model.
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about being safe at home. • Do a project – follow a model and make

• Play a ‘safety’ game to review language a poster about staying safe at home.
from Unit 6. • Learn to spell four words (should,
shouldn’t, must, mustn’t).
Reading • Select six new words for ‘My new words’
• Learn names of common utensils. from Unit 6 to remember and to spell.
• Match verbs and noun phrases for
cooking processes.
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Word list Safety at home I’m going to slice the onions. – /
Cooking accidents – /ˈæksɪdənts/ aɪm ˌɡəʊɪŋ tə ˌslaɪs ði ˈʌnjənz/
add – /æd/ electrical devices – /ɪˌlɛktrɪkl I’m going to grate the cheese. –
spread – /sprɛd/ dɪˈvaɪsɪz/ /aɪm ˌɡəʊɪŋ tə ˌɡreɪt ðə ˈtʃiːz/
grate – /ɡreɪt/ cleaning materials – /ˈkliːnɪŋ You must be careful when you
N
peel – /piːl/ məˌtɪəriəlz/ slice the onions. – /ju ˈmʌst bi
bake – /beɪk/ knives – /naɪvz/ ˌkɛəfl wɛn ju ˌslaɪs ði ˌʌnjənz/
O
mix – /mɪks/ matches – /mætʃɪz/ Spread the butter on the
wash – /wɒʃ/ medicines – /ˈmɛdsnz/ sandwich. – /ˈsprɛd ðə ˌbʌtər
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slice – /slaɪs/ ɒn ðə ˌsænwɪtʃ/
sliced – /slaɪst/ Safety on the bike Put on your seatbelt. – /ˌpʊt ɒn
A
grated – /ˈɡreɪtɪd/ brakes – /breɪks/ jə ˈsiːtbɛlt/
peeled – /piːld/ handlebars – /ˈhændlbɑːz/ Cross the road on the zebra
C
ingredients – /ɪnˈɡriːdiənts/ seat – /siːt/ crossing. – /ˌkrɒs ðə rəʊd ɒn
flatbread – /ˈflætbrɛd/ tyres – /ˈtaɪəz/ ðə ˌzɛbrə ˈkrɒsɪŋ/
pepper – /ˈpɛpə(r)/ pedals – /ˈpɛdlz/
U Keep knives away from children.
ED
garlic – /ˈɡɑːlɪk/ helmet – /ˈhɛlmɪt/ – /kiːp ˈnaɪvz əˌweɪ frəm
herbs – /hɜːbz/ ˌtʃɪldrən/
oil – /ɔɪl/ Don’t play with matches. –
Language /dəʊnt pleɪ wɪð ˈmætʃɪz/
ET
Road safety Can we make a pizza? We need Wear a helmet when riding your
zebra crossing – /ˌzɛbrə ˈkrɒsɪŋ/ some bread, tomatoes – /kən bike. – /ˌwɛər ə ˈhɛlmɪt wɛn
seatbelt – /ˈsiːtbɛlt/ wi meɪk ə ˈpiːtsə/ /wi niːd səm raɪdɪŋ jə ˌbaɪk/
Check your brakes before you
N
traffic signal – /ˈtræfɪk ˌsɪɡnəl/ ˈbrɛd təˌmɑːtəʊz/

Yesterday, my mum baked a ride your bike. – /ˌtʃɛk jə
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cake. – /ˌjɛstədeɪ maɪ mʌm ˈbreɪks bɪˌfɔː ju raɪd jə ˌbaɪk/

beɪkt ə ˈkeɪk/
A
G
©
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Unit 6 Lesson 1: 2 Write the words under the

pictures. 4 mins
Let’s cook! • Working individually, ask pupils to match the
pictures and the verbs. Let pupils check in pairs.
Aims: To learn verbs for cooking/food • Monitor and support as necessary.
preparation processes
To learn names of common
cooking utensils 3 Listen and check your answers.
To match verbs and noun phrases 4 mins
for cooking processes
Materials: Pupil’s Book pages 86–87 Play Track 73 for pupils to check their
N
•
Activity Book pages 72–73 answers. Then do a class check.
Tracks 72–73
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 Track 73
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Warmer 4 mins Listen and check your ans
answers.
1 bake 2 grate 3 spread 4 wash 5 add 6 slice
A
• Start the class by asking pupils what day it is. 7 mix 8 peel
C
tell you which month it is, and write that on U Answers
the board. 1 bake
• Ask pupils if they cook or help with cooking 2 grate
ED
at home, and have a class discussion on their 3 spread
favourite foods to cook or eat. 4 wash
5 add
6 slice
ET
1 Listen, look and say. 8 mins 7 mix

8 peel
• Ask pupils to open the Pupil’s Book at page 86.
N
Ask them how many pictures they can

see (eight). 4 Tick (3) the correct words. 4 mins
R
• Play Track 72 to familiarize pupils with all

eight verbs. Then play the track again for pupils • Read the rubric together as a class. Ask pupils
A
to listen and repeat. Encourage pupils to mime to read the words under the six pictures quietly
to themselves.
G
the actions as they say the verbs.

• Practise saying all the verbs together as a class. • Get pupils to work with a partner to decide on
the correct label for each picture and tick the
©
correct words.
 Track 72 • Elicit answers. Ask What can you see in picture
Listen, look and say. 1/picture 2/etc.? Continue for all six items.
1 bake Alternatively, ask individual pupils to ask the
2 grate questions and the class to answer.
3 spread
4 wash Answers
5 add 1 sliced onions
6 slice 2 grated cheese
7 mix 3 peeled orange
8 peel 4 oil
5 flatbread
6 vegetables
118

5 Match a verb to a phrase. 4 mins 3 Find the wrong spelling in each sentence.
Underline and write it correctly. 4 mins
• Let pupils work by themselves to decide on • Note: This is an activity in two parts. First,
the matches. pupils find the wrong spelling and underline it.
• Note: Tell pupils there is more than one possible Next, pupils write it correctly without looking
answer for some of the verbs. back at the Pupil’s Book.
• Ask pupils to check their answers in pairs: Pupil • Read the rubric as a class, or ask for a volunteer.
A reads out a verb; Pupil B says a matching noun • Get pupils to work by themselves and find
phrase. Pupil A agrees or gives an alternative the wrong spellings. Ask them to check with a
match. Pupils swap roles. partner and agree on the correct spelling.
• Do a class check: say a verb and get the class to • Ask for volunteers to give the correct spellings.
• Note: Make sure everyone has found the
N
give a matching noun phrase.
wrong spellings.
Suggested answers
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1 spread the butter on the bread Answers
2 peel the onions and the potatoes 1 bakes
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3 add some oil 2 mixed
4 wash the vegetables 3 slice
A
5 slice the onions and tomatoes 4 wash
6 grate the cheese 5 peel
C
7 bake in the oven 6 Spread
8 mix everything together
U
4 Read and circle the odd word. 3 mins
ED
• Read the rubric together as a class. Use item 1
Activity Book to discuss the concept of odd. Make sure pupils
understand an odd word is one which doesn’t
1 Match the verb to a device. 3 mins match the others; in item 1, potato is the odd
ET
• Let pupils work in pairs to decide on the word because it is a vegetable, whereas apple,
matches. Then do a class check. orange and cherry are fruits.
• Get pupils to complete the activity individually.
Answers
N
They will check the answers in Activity 5.

1 You slice with a knife.
2 You
ou peel with your hands or with a knife.
R
5 Look at Activity 4. Write the odd word next

3 You
ou grate with a grater.
to the sentence below. 3 mins
4 You
ou mix with a spoon.
A
• Get pupils to do this activity in pairs: one pupil

5 You
ou bake in an oven.
reads the sentence; the other says the word.
G
6 You
ou spread with a knife.
Once they have agreed on the answer, they both
write it in.
2 Choose the correct verb to complete the
©
• Finally, check the answers with the class.

sentences. 4 mins
• Do sentence 1 together as a class. Then let pupils Answers
work individually or in pairs. 1 potato
• Do a class check. 2 saucepan
3 bread
Answers
4 wash
1 Slice
5 cheese
2 Bake
3 Peel
4 Spread
5 Grate
6 Mix
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Rounding off 1 Listen and read. 8 mins
• Spend a few minutes at the end of the lesson to • Ask pupils to open the Pupil’s Book on page 88.
review with pupils what you have done together. Give pupils time to read Taher and Hiba’s
Get them to tell you which parts of the lesson speech bubble.
they enjoyed the most and the least. • Play Track 74 and get pupils to listen and
read. Ask pupils to look at the recipe and point
Additional/Support to the ingredients as they listen.
• To practise the new verbs on page 86 of • After listening, ask:
the Pupil’s Book, put pupils in pairs. One How many ingredients are there? (Six.)
pupil says a verb, and the other mimes Which ingredients do you need to peel?
N
the action for that verb. (Onions.)
• Alternatively, put pupils in threes. One Which ingredients do you need to slice? (Onions
O
pupil says a verb, one pupil mimes the and tomatoes.)
action, and the third pupil writes down Would
ould you like to add pepper/garlic/herbs?
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the word. (Yes./No.)
A
 Track 74
Listen and read.
read.
Unit 6 Lesson 2:
C
U Taher: This is our recipe for easy flatbread
pizza. You can make it yourself.
Make It Yourself It’s delicious!

ED
These are the ingredients you need.
Hiba: Remember that you must ask your
Aims: To o read a recipe – the ingredients parents before you cook anything
and the instructions or use knives.
ET
To
o decide on the order Taher: Easy flatbread pizza
of instructions Cooking time: 10–15 minutes
To
o learn abbreviations for Hiba: Here are the ingredients you
N
quantity when cooking (kg((kg,

kg g, sp) need:
Materials: Pupil’ss Book pages 88–89 • flatbreads (half or one for
R
Activity Book pages 74–75 each person)

Tracks 74–77 • grated cheese
A
• peeled and sliced onions

• sliced tomatoes
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Warmer 4 mins • green or black olives

• oil
©
• Start the class by asking pupils what day it is. Taher: If you like, you can add:
Write
rite the day on the board. See if pupils can • pepper
tell you which month it is, and write that on the • garlic
board. Now see if pupils can tell you what date • herbs
• Ask pupils if they know any recipes for their
favourite meals. If so, get them to share with
the class.
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2 Listen to the instructions. 8 mins 4 Listen again and check your

answers. 3 mins
• Tell pupils they are now going to read and listen
to the instructions for how to make the pizza. • Play Track 75 again so that pupils can check
Draw their attention to the gaps in the text, and their answers. Then ask for volunteers to read
see if they have any ideas about what the first out the sentences.
few missing words are.
Answers
• Play Track 75. Ask pupils to follow and listen
1 Bake
for the missing words, but not to write anything
3 Grate
at this point.
4 Spread
5 Peel
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 Track 75 6 Wash
Listen to the instructions. 7 Cut
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Instructions 8 add
1 Brush the flatbread with oil. Bake in the 10 Serve
TI
oven for 3–5 minutes.
2 Take the flatbread out of the oven.
A
3 Grate the cheese. Activity Book
4 Spread the grated cheese on the flatbread.
C
5 Peel and slice the onions thinly. Note: Abbreviations
6 Wash the tomatoes. Slice them thinly and
put them on top of the cheese.
U
• In Activity 1, pupils look at some common
abbreviations for quantities, measures and
ED
7 Cut some green or black olives in half distances; and in Activity 3, pupils will read a
and put them on top of the cheese and recipe that uses some abbreviations for
tomatoes. quantity. Pupils have already met the
8 If you like, you can add: abbreviation cm for centimetre(s) in English
ET
a) some peeled and sliced garlic for Libya, Primary 4.

b) some pepper • Pupils are not required to memorize any of this
c) some fresh herbs information. However, it is important that pupils
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9 Put the flatbread back in the oven for recognize these common abbreviations because
another 3–5 minutes. WWatch
atch it carefully. they are very likely to see them used in the world
R
When it gets gold-brown, remove it from around them – in books, in shops, on road signs,
the oven immediately. on websites, in other school subjects and in
A
10 Serve to your family and friends. Enjoy many other places.

your flatbread pizza.
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• Ask pupils to open the Activity Book on page
©
3 Use these verbs to complete the 74. Before you play Track 76, make sure
instructions. 4 mins pupils have time to look at the three pictures
on the right of the page. Ask What can you see?
• Give pupils time to complete the gaps using the Elicit ideas: a kitchen, a saucepan, vegetables;
verbs in the boxes. They can work individually a box, a cube; a road, a road sign.
or in pairs. They will check their answers in • Note: You can tell pupils that the vegetables
Activity 4. are on some scales, and that these are used for
• Note: Remind pupils to use capital letters at the weighing ingredients when cooking.
beginning of sentences. • Play Track 76. Pupils read along as
they listen.
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 Track 76  Track 77
Listen and read. Listen and read. Put the instructions
Anwer: When we cook, we should weigh in the correct order.
the ingredients. We use grams and Taher: This is our recipe for easy biscuits.
kilograms. We can use spoons, too. Make them yourself. They are
Hiba: When we do maths, we often delicious!
measure size (how tall, how long, Hiba: Remember that you must ask your
how wide). We use millimetres, parents before you cook anything
centimetres and metres. or use sharp knives.
Taher: When we travel, we usually want Taher: Here are the ingredients for ‘Easy
to know how far we are going. We planet biscuits’:
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use kilometres. • 100g butter
• 100g sugar
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2 Write the short form (abbreviation) under • 1 egg, mixed with a fork
each picture. 3 mins • 280g plain flour
TI
• Ask pupils to read the ‘Look’ box. For the decoration:
• Read the rubric. Ask pupils to work in pairs and • 250g icing sugar
A
decide on an abbreviation (short form) to use • 1–2 sp water
under each picture. • food colour (red, blue, green,
C
• Ask pupils to tell you what the abbreviations yellow, orange, brown)
stand for.
U Hiba: Here are the instructions:
1 Ask your mother if you can turn
Suggested answers
ED
on the oven. The temperature
1 cm/mm
should be 180°C.
2 sp
2 Mix the butter and sugar
3 km
together until light and soft.
4 g/kg
ET
3 Add the egg slowly and mix

with the butter and sugar.
3 Listen and read. Put the instructions in the
4 Mix in the flour to make a
correct order. 10 mins
soft ball.
N
• Ask pupils to read the speech bubbles at the top

5 Make your biscuit ball flat and
of the page and look at the recipe.
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thin, about 4 mm.

• Draw pupils’ attention to the empty number
6 Cut circles to make your biscuits.
boxes in the instructions. Ask pupils to read the
A
7 Make the circles different sizes so

instructions quietly and see if they can guess how
that each biscuit is like a planet.
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they will be ordered. Elicit some ideas.

8 The biggest biscuit will be the Sun.
• Explain that pupils need to listen and write
9 Bake the biscuits for 10–12
the numbers they hear in the boxes. Play
minutes until gold-brown.
©
Track 77. Taher: For the decoration:

• After listening, let pupils compare the order
1 Mix the icing sugar with 1 or 2
with a partner. Elicit the order. If necessary, play
spoons of water to make icing
Track 77 again. that you can spread. Don’t make
• Ask some questions about the recipe, and see
it too thin.
what ideas pupils have:
2 Mix 1 very small spoon with yellow
Would you like to eat the planet biscuits?
food colour to make the Sun.
Will you make the biscuits?
3 Colour your other biscuits like
Which planets would you choose for your
the planets.
biscuits? How would you decorate them?
Now share your biscuits with your
family or friends!
122

Answers Warmer 4 mins

[1]
3 • Start the class by asking pupils what day it is.
4 Write the day on the board. See if pupils can
2 tell you which month it is, and write that on
5 the board.
[6] • Ask pupils if they do everyday housework tasks
9 and elicit some of these. Have a class discussion
8 on which they like or don’t like to do at home
7 and why.
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Rounding off 1 Listen and read. 4 mins
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• Spend a few minutes at the end of the lesson to • Ask pupils to look at the picture on page 90
TI
review with pupils what you have done together. Book. Play Track 78 and get
of the Pupil’s Book.
Get them to tell you which parts of the lesson pupils to read along as they listen.
A
 Track 78
C
Additional/Support
• Get pupils to write down things they would U Listen and rread.
ead.
It’ss Saturday morning. Anwer and Dania are at
It’
like to have on a flatbread pizza. They
home. It’s raining today and the children want
can use any of the food items they know.
ED
something to do.
• Put pupils in small groups. Ask them to
They have a recipe for an easy pizza that T
Taher
tell their group what is on their pizza.
and Hiba told them about.
They can use the instructions on page 89
of the Pupil’s Book to help.
ET
• Each group can vote for their favourite

2 Answer the questions about the
pizza. Ask for a volunteer from each
picture. Use short answers. 4 mins
group to describe the favourite pizza
N
they have chosen.

• Ask pupils to work with a partner and decide on
R
the answers to the questions. Ask pupils not to

write their answers until they have checked them
A
as a class.
Unit 6 Lesson 3: • Elicit answers. Let pupils write the answers.

G
• Note: Pupils have not yet learnt the word

Cooking at Home peppers. You can introduce it when you are
©
discussing the answers.

Suggested answers
Aims: To listen and read about cooking
1 Four.
at home
2 In the kitchen.
To ask for permission and
3 Tomatoes, onions, olives, herbs
make requests
(and peppers).
To discuss everyday
4 Cheese, bread and oil.
housework tasks
5 A (sharp) knife and a hot saucepan.
To describe a kitchen scene
Tracks 78–81
123

3 Write a sentence about what you 5 Complete the conversation. Listen

can see in the picture. 3 mins again to check your answers.
5 mins
• Ask pupils to write a sentence about what they

can see in the picture. Explain that they can • Let pupils work by themselves to complete
include things they have listed in their answers the conversation.
for Activity 2. If you wish, you can provide a • Put pupils in pairs to check their answers and
whole model sentence. help each other to fill in any words they are
• Let pupils read their sentences to each other in unsure of. Then play Track 79 to give them
pairs. Ask for volunteers to read their sentences a chance to check again and complete any gaps
to the class. that remain. Finally, elicit the answers.
N
• Note: You might like to collect in the Pupil’s
Answers
Books to check pupils’ progress in writing and
Dania: Mum, can we make a pizza?
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handwriting.
Mum: Yes,es, you can. It’s a good idea and we
Suggested answer can have it for lunch.
TI
In the picture, there is some food on the table. Anwer: We need some bread, tomatoes, onions
and cheese.
A
Dania: Do we have any olives, Mum?
4 Listen to the conversation. 5 mins
Mum: Yes,
Yes, we do. And we have some
C
fresh herbs.
• Ask Who can you see in the pictures? (Dania, U Ali: Can I help?
Anwer, Ali and Mum.) Let pupils look at the Mum: Yes, you can help, but you mustn’t use
ED
speech bubbles. Ask What do you think they a knife. You can spread the cheese or
are talking about? Elicit ideas – pupils may give put the olives on.
words like pizza, cooking or food. Dania: I’m going to slice the onions and
• Draw pupils’ attention to the fact that some words tomatoes.
are missing. Tell pupils to listen to the conversation.
ET
Anwer: I’m going to grate the cheese.

They should listen for the missing words, but should Ali: Can I have a big piece of pizza?
not attempt to write them at this stage.
N
6 Practise the conversation. Pupil A

is Dania and Ali. Pupil B is Mum
R
 Track 79 and Anwer. 3 mins

Listen to the conversation.
conversation.
A
Dania: Mum, can we make a pizza?

• Read the rubric together. Make sure pupils
G
Mum: Yes,
Y es, you can. It’s a good idea and
understand that there are two roles (Pupil A:
we can have it for lunch.
Dania and Ali; Pupil B: Mum and Anwer). Put
Anwer: Wee need some bread, tomatoes,
W
pupils in pairs to practise the conversation.
©
onions and cheese.

Dania: Do we have any olives, Mum?
Mum: Yes, we do. And we have some Activity Book
fresh herbs.
Ali: Can I help? 1 Read the list. Match the housework to the
Mum: Yes, you can help, but you mustn’t pictures. 4 mins
use a knife. You can spread the • Discuss with pupils whether they do housework at
cheese or put the olives on. home to help their parents. Elicit the housework
Dania: I’m going to slice the onions and jobs they do – help pupils with vocabulary where
tomatoes. necessary. You might like to write the housework
Anwer: I’m going to grate the cheese. jobs pupils suggest on the board. Extend the
Ali: Can I have a big piece of pizza? discussion by eliciting housework jobs that their
parents, brothers and sisters do.
124

• Ask pupils to open the Activity Book on Ali: OK, Mummy.

page 76. Get them to look at the three pictures Mum: I’m going to wash the plates and
and name the rooms (kitchen; sitting room/living saucepans. Then we can go to
room; bedroom). the park.
• Get pupils to read the ‘To do list’ to themselves. Dad: What about me? What can I do?
Elicit which ones, if any, haven’t already been Mum: Can you water the plants, please?
mentioned in the class discussion. Dad: Yes, of course.
• Draw pupils’ attention to the circles on the
pictures. Explain that they should write a Answers
number 1–7 in each circle to match a job to that Dania: 6, 4
place in the picture. Anwer: 2, 3
Ali: 7
N
Answers
Mum: 1
Numbers top to bottom, left to right
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Dad: 5
Kitchen: 1, 4
Living room: 7, 5, 6
TI
Bedroom: 3, 2 3 rite the missing words. 4 mins
Write
A
2 Listen. Which housework will they do? Write Make sure that pupils understand that to
the numbers next to the name. 4 mins complete the conversation, they should choose
C
• Tell pupils that they are going to listen to one of the missing words from the sets below
below.
Anwer’s mum asking her children to do some
U For example, for item 1, pupils have to choose
housework. Get pupils to read the rubric. find,, look or see.
find
• Ask pupils to complete the activity individually
individually.
ED
• Explain that the housework jobs are the same
as those in the ‘To do list’ in activity 1. Pupils They will check their answers in Activity 4.
should write the numbers in the boxes provided.
After listening, pupils can then write the 4 Listen and check. 5 mins
• Play Track 81. Pupils listen and check
ET
housework jobs on the blank lines.

• Play Track 80. On this first play, pupils their answers.
should just listen. Play Track 80 again for • Ask volunteers to read out each sentence and
check the answers as a class.
N
pupils to write in the numbers.

R
 Track 80  Track 81
Listen. Which housework will they do? Listen and check.
A
Write the numbers

umbers next to the name. Hiba: Can we go online to find an easy
cake recipe?
G
Mum: Dania, can you help me?

Dania: Yes,
Yes, Mum. Mum: Yes, that’s a good idea. What are
Mum: Can you pick up the books in you going to search for?
©
the living room and take out the Taher: We’re going to key in https://www.
rubbish, please? childrenchocolatecake.
Dania: Yes, of course. Hiba: We should find an easy recipe.
Mum: Anwer, can you tidy your room, Look Mum, we found this recipe
please? It’s very messy. Also, can on a children’s website.
you fold up your clothes? They’re Mum: Let me read the ingredients. Yes,
all over your bed. we have all the ingredients.
Anwer: Yes, Mum. I’m going to do it now. Taher: Do we have any chocolate?
Mum: Ali, can you turn off the TV, Mum: Yes, there is some in the cupboard.
please? Go and play with your
toys. We’re going to the park soon.
125

Answers
1 find
Unit 6 Lesson 4:
2 for
3 in
Road Safety
4 easy
5 website Aims: To review a road safety rhyme
6 read To categorize pictures as good or
7 Do bad road safety behaviour
8 some To give instructions using the
imperative (base form of the verb)
Too read instructions about road
Rounding off safety behaviour
N
Too mime actions to simple
O
• Spend a few minutes at the end of the lesson to instructions
review with pupils what you have done together. Materials: Pupil’
TI
Get them to tell you which parts of the lesson Activity Book pages 78–79
they enjoyed the most and the least. Tracks 82–83
A
Optional: blank sheets of paper or a clean
Additional/Support notebook page
C
• Play a quick game of Housework game:
you say a housework job, and pupils U
put up their hands if they do this job Warmer 4 mins
sometimes (or if they would like to do

ED
it). Example of housework jobs: • Start the class by asking pupils what day it is.
Tidy your bedroom. Write the day on the board. See if pupils can
Wash up the cups and plates. tell you which month it is, and write that on
Wash the floor. the board.
ET
Water the plants. • Ask pupils if they would like to learn how to
Clean the kitchen. drive a car and if they believe it will be easy or
Take out the rubbish. difficult to do so. Ask them if they know of
N
Fold up the clothes. any things the car drivers should be careful of
Wash the clothes. when driving.
R
Tidy
idy the living room
A
Pick up the toys.

• Put pupils in small groups. Ask 1 Do you remember this rhyme?
Listen and say. 4 mins
G
confident pupils to read out or say some

housework jobs. Other members of the
group mime doing these jobs. • Ask pupils to open their Pupil’s Book on page
©
92. Read the title of the lesson. Let them look

at the picture of the children crossing the road
at the top of the page. Ask for volunteers to
describe what they can see.
• Play Track 82. Ask pupils if they remember
this rhyme (from Grade 3). Elicit what the rhyme
says and what it is about. Introduce road safety.
Ask what pupils can tell you about being safe
when crossing a road and travelling in a car.
126

 Track 82 5 Read the descriptions. Match a

Do you remember this rhyme? description to a photo. 4 mins
Listen and say.
Look left, look right, • Ask pupils to read the sentences by themselves
Look left again, and then work with a partner to match the
If the road is safe, sentences to the photos.
Cross with a friend. • Note: Draw pupils’ attention to the ‘Be careful’
box. Make sure they understand that they will
not use two of the photos.
2 Listen and read. 4 mins • Ask for volunteers to give the answers.
• Ask pupils to underline any new words. Elicit
N
• Play Track 83. Ask pupils to read along as them and write them on the board. For
they listen to Anwer talking about the road example, pupils may underline: seatbelt,
seatbelt green
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safety poster. crossing. Ask pupils to
man, road signal, zebra crossing.
look at the pictures on page 92 again and point
TI
to these things.
 Track 83 • Note: A ‘green man’ is a road signal.
Listen and read.
A
Our teacher made a poster for the class Answers
4
C
about road safety. There are nine photos on
the poster. Some photos show good road 3
safety behaviour, and some show bad road
U 9
1
safety behaviour.
ED
Write the number of each photo in a ‘good 8
road safety’ or a ‘bad road safety’ column. 6
7
ET
3 Write
rite a number for each photo
about road safety behaviour in 6 Write a sentence about one of the
column A or column B. 3 mins other pictures. 6 mins
N
• Make sure pupils understand what they have • Ask pupils to tell you which two pictures are not
R
to do. The task is to decide which photos described in the seven sentences (2 and 5). Ask
show ‘good road safety’ and which show ‘bad Which is good road safety and which is bad road
A
road safety’. safety? (2 is good, 5 is bad.)

• Ask pupils to work individually and write the • Put pupils in pairs and get them to think about a
G
picture numbers in the columns. sentence to describe either picture 2 or picture 5.

• Don’tt elicit answers yet. Elicit ideas.
©
• Note: For picture 2, pupils may give the word

hat. This is fine. Teach the word helmet.
4 Ask your partner. 3 mins • Let pupils work by themselves to write one of
the sentences.
• Pupils work with a partner and check their Suggested answers
answers using the speech bubbles. Then do a In picture 2, the man is wearing a helmet while
class check. riding his motorbike.
Answers In picture 5, the man is talking on his
Good: 1, 2, 3, 4, 6, 8 smartphone while he is driving.
Bad: 5, 7, 9
127

Activity Book • Elicit answers. Encourage the class to give as

many possibilities as they can think of for
1 Read and match the two halves of the each verb.
sentences. 4 mins Suggested answers
• Read the rubric as a class or ask for a volunteer. 1 Brush your teeth/your hair.
Then read what Anwer says in the speech bubble. 2 Slice the onions/the tomatoes/the potatoes.
• Get pupils to work by themselves to match the 3 Peel an onion/an orange.
safety rules. Let them check their answers with a 4 Draw a picture.
partner. Then do a class check. 5 Click on a link/an icon.
Answers 6 Spread some butter/some grated cheese.
1 Put on your seatbelt when you are in a car. 7 Open a door/a window/a book.
N
2 Stop before you cross the road. 8 Close a door/a window/a book.
3 Look left and right before you cross 9 Read a book/a webpage.
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the road.
4 Wear a helmet when riding a bike. 3 Play the Instruction game. Tell your partner
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5 Don’t use your smartphone on your bike. what to do. 5 mins
6 Don’t play by a road. • Pupils in pairs. Explain that they should take it
A
7 Be careful on swings and slides. in turns: one pupil gives an instruction and the
8 Cross the road at the zebra crossing. other pupil mimes the action. Pupils swap roles.
C
2 Read these verbs. Add a noun to each verb.
8 mins
U
Rounding off
ED
• Ask pupils to read the ‘Look’ box. Read it to
the class. • Spend a few minutes at the end of the lesson to
• Ask pupils to stand up, and explain that you are review with pupils what you have done together.
going to give them some instructions. Some will Get them to tell you which parts of the lesson
ET
be with Do not or Don’t.. If pupils follow these they enjoyed the most and the least.
instructions incorrectly, then they are out and
will have to sit down. Additional/Support
N
• Example instructions: • Put pupils in pairs or small groups. Each

Pick up a pencil. pair or group needs to have a blank piece
R
Close your Pupil’ss Book. of paper or a notebook that they can use.
Lift your arm up. • Ask pupils to work together to write
A
Put your arm down. some sentences to give instructions.

Don’t sit down. Some sentences should start with Do
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Take one step forward. not/Don’t …

Close your eyes. • Combine pairs or groups. Get pupils to
©
Open your eyes. stand up. One pair/group reads out all
Show me your fingers. the instructions they have written; the
Pick up a book. pupils in the other group have to do
Hold up the book. them until there is a winner. Then they
Don’t put the book down. read out their own instructions.
Put the book down. • Note: Less confident pupils can just
Don’t sit down. do the miming, without giving the
Say your name. instructions.
Sit down.
• Ask pupils to work individually to think of
nouns they can add to the verbs in Activity 2.
128


Listen and read.
Let’s be safe at home. Accidents at home
Most accidents happen in the kitchen, the
bathroom or on the stairs.
Aims: To look at safety at home Who has the most accidents?
To read about accidents at home Children under the age of four years old have
To write rules about being safe the most accidents at home.
at home Why do children have accidents at home?
To give instructions (imperative, Young
oung children do not know about the danger
base form of the verb) because they have not learnt about the world
To play an ‘instruction’ game
N
around them.
To learn the names of dangerous They see older children and adults doing things
O
things in the home and want to copy them. Keep electrical devices
Materials: Pupil’s Book pages 94–95 away from children.
TI
Activity Book pages 80–81 Types
ypes of accidents
Tracks 84–86 Falls
A
Falls are the most common causes of
accidents at home. Everyone should be careful
C
Warmer 5 mins
on the stairs.
U Burns
Children get burnt because they touch fires or
ED
hot things. Y
Young children must not be left in
the kitchen by themselves.
• Play the ‘instruction’ game.
Accidents with knives and glass
• Put pupils in pairs. Explain that they should take
Sharp knives must be kept away from young
it in turns: one pupil gives an instruction and the
ET
children.
other pupil mimes the action.
Glass cups and mugs break very easily and
• Pupils swap roles.
young children can cut themselves.
Other dangers
N
Keep medicines and home cleaning materials

R
in safe places away from children. They are

very dangerous.
A
• Get pupils to look at the pictures on the right-

G
hand side of the page. 2 Listen to Anwer, Hiba and Taher

• Talk
alk about what they can see in the pictures. talking about being safe
• Write
rite any useful words on the board, for at home. 6 mins
©
example: stairs, fall down, cooker, hot, knife,

sharp, medicines
medicines.
• Ask pupils to read the conversation between
• Ask pupils to read along as they listen.
Anwer, Hiba and Taher on page 95 of the
Pupil’s Book.
• Get pupils to listen as they read.
129

Listen to Anwer, Hiba and Taher talking 2, 1, 4/6, 3
about being safe at home.
Anwer: Let’s write some rules about being
safe at home.
Activity Book
Hiba: That’s a good idea. Let’s read
1 Look at the pictures. Say what you can see
‘Accidents at home’ again and make
with your partner. 4 mins
a list.
• Ask pupils to look at the pictures in Activity 1
Taher: OK. You read and I’ll write. We
on page 80 of the Activity Book.
can show our list to Ali and tell him
• Read the words in the boxes to the class.
about dangerous things.
Note: There are some new words here. Say the
N
Anwer: Rule 1 is: Keep knives away from
words again and ask pupils to repeat after you.
young children.
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• Put pupils in pairs to match the words and the
Hiba: Can you help us write the rules
pictures.
about being safe at home?
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Answers
1 gas bottle
A
3 Complete the rules about being 2 hot saucepans
safe at home. 5 mins 3 clothes iron
C
4 oven gloves
• Ask What does Anwer say for rule 1? U 5 cleaning materials
• Elicit the answer. 6 broken glass
ED
• Ask pupils to look at the beginnings of 7 matches
sentences 1–7.
• Tell
ell pupils that they should look back at page 94 2 This is what Mum said. Complete her
and write rules about being safe at home. sentences. 3 mins
ET
Answers • Ask pupils to look at Activity 2 on page 81 of

1 Keep knives away from young children. the Activity Book.
2 Keep medicines in safe places (away from • Read the speech bubble to the class.
• Get pupils to work with a partner and complete
N
young children).
3 Keep cleaning materials in safe places (away the sentences orally.
R
from young children). • Tell them not to write anything at this stage.
4 Don’tt leave young children in the kitchen by
A
themselves. 3 Listen and check your answers. 3 mins

5 Be careful on the stairs. • Play Track 86 for pupils to compare
G
6 Hot things can burn. their sentences.

7 Keep electrical devices away from children. • Ask for volunteers to read out each sentence.
©
 Track 86
4 The rules are being broken in these Listen and check your answers.
pictures. Write the rule number. 1 Don’t play with matches.
4 mins
2 Don’t use electrical things like clothes iron.
3 Don’t put hot saucepans on the front of
• Ask pupils to look at the bottom activity on the cooker.
page 95 of the Pupil’s Book. 4 Don’t pick up broken glass without gloves.
• Pupils should add the rule number from the rules 5 Don’t touch gas bottles.
in the activity above. 6 Don’t open bottles of cleaning materials.
• Pupils work by themselves to decide on the rule 7 Use oven gloves to hold hot things.
before checking with a partner.
130

4 Read some of the kitchen rules. 3 mins Unit 6 Lesson 6:

• Ask pupils which room in the house the rules for
Activity 4 are for. Stay safe on your bike!
• Ask four confident pupils to read a rule each.
• Explain any unknown words or phrases as
necessary.
Aims: To read an article ‘Stay safe on
your bike!’
To give safety rules for riding a
5 Write another kitchen rule. 4 mins
bike (imperative, base form of
the verb)
• Encourage pupils to look at page 80 of the
To use because to add a reason to
Activity Book when writing a kitchen rule.
a sentence
N
• Walk around the class as pupils are writing
To
o practise using the comparative/
and help with any vocabulary and spelling
O
superlative forms of adjectives
as necessary.
To
o look at spelling rules for
• Ask several pupils to read out their rules to the
TI
comparative/superlative forms
class.
Materials: Pupil’
Possible answers
A
You mustn’t put hot saucepans on the front of Tracks 87–88
C
the cooker. Optional: Notebooks or plain paper for the
You mustn’t pick up broken glass without U Additional/Support activity
gloves. / You must put on gloves to pick up
broken glass.
ED
You mustn’t touch gas bottles. Warm up 4 mins
Additional/Support • Start the class by asking pupils what day it is.

• For confident pupils, put them with a Write the day on the board. See if pupils can tell
ET
pupil who finds reading harder and let you the date and write it on the board.
them read out the other parts of the text • Ask for volunteers to read out their kitchen rule
on page 94 for the other pupil to follow
follow. from Activity Book page 81, Activity 5 again.
N
• For slower readers, allocate only parts of

the ‘Accidents at home’ text on page 94
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of the Pupil’s Book

Book.. 1 Listen and read. 12 mins
A

Rounding off
G
Pupil’s Book.
• Let them look at the picture of the bike.
• Spend a few minutes at the end of the lesson to • Ask for volunteers to give a sentence about the
©

together. bike. For example: It’s red. / It has two wheels. /
Get them to tell you which parts of the lesson It’s small. / The tyres are made from rubber.
they enjoyed the most and the least. • Look at the rubric and ask pupils to read as
they listen.
131

 Track 87 2 Are they following the rules? Read

Listen and read. and put a tick (3) for Yes or a cross
Teacher: Bike riding is fun and healthy. But (7) for No. 6 mins
remember that a bike is not a toy.
You must follow some rules to help • The activity at the bottom of Pupil’s Book page
you stay safe. 97 has five sentences which either follow or
First, let’s look at your bike. Is your break the safety rules for riding a bike.
bike safe? • Pupils should read and decide whether to put a
Safe riding rules tick or a cross.
Follow these safety rules when you • Let pupils compare their ideas in pairs.
ride your bike. • Ask for volunteers to read out each sentence and
N
1 Before getting on your bicycle, also to say if they put a tick or a cross.
you should check that it is ready Answers
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to ride. Let’s check these five 1 [7]
things. Brakes, handlebars, seat, 2 [3]
TI
tyres and pedals. 3 [7]
2 Wear a helmet. If you have an 4 [3]
A
accident, you must protect your 5 [7]
head. This is very important.
C
3 Check your tyres. Tyres should
be hard, not soft. Activity Book
U
4 Check your brakes. Brakes
ED
are very important because • Before pupils read the ‘Look’ box on page 82
sometimes you need to stop of the Activity Book, ask some questions that
quickly.. You can’t stop if your will get pupils thinking about the reasons we do
brakes don’t work well. things. For example:
ET
5 Is your seat the correct height? Why do you come to school? (Because I want
ou must be able to put your
You to learn.)
feet on the ground. Why do you eat fruit and vegetables? (Because
6 Are your handlebars the correct
N
I want to be healthy./Because they are good

height? Can you sit on your bike for us.)
R
and touch the handlebars easily? Why shouldn’t you play with sharp knives?
7 Ride carefully with both hands (Because I will cut myself.)
A
on the handlebars. Carry your • Ask pupils to read the ‘Look’ box.
books and lunchbox in your • Go back to the sentences above that pupils gave
G
backpack. Some bikes have a reasons for.

basket for carrying things. • On the board write:
8 Can cars, buses and trucks see
©
Situation Reason
you? Wear bright, colourful Come to school I want to learn
clothes. Yellow and orange are Eat fruit and vegetables I want to be healthy
good colours. Don’t play with I will cut myself
9 Look at the road in front of sharp knives
you. Sometimes there are holes, • Show pupils how we join the situation and the
stones, broken glass or other reason with the word because.
dangerous things on the road.
132

1 Write the numbers to complete the • Check answers by asking for four volunteers to
sentences. 4 mins read the comparative and superlative form of
• Ask pupils to do Activity 1 by themselves and each adjective.
then check their answers with a partner. • Write the answers on the board and ask pupils to
• Class check. make any corrections in their books as necessary.
Answers Answers
1 3 (you must protect) big, bigger, the biggest
2 5 (they should be) hot, hotter, the hottest
3 1 (you need to stop) difficult, more difficult, the most difficult
4 6 (you can’t ride) dangerous, more dangerous, the most dangerous
5 4 (cars need to see)
N
6 2 (there are) 6 Use the comparative or superlative forms to
O
2 Match the situation and the reason. 4 mins • Check that everyone understands what they need
• Ask pupils to do Activity 2 on page 82. to do.
TI
• Ask for volunteers to read out the answers, but • Ask the pupils to complete the sentences
do not confirm or correct at this stage. individually and then to check with a partner
partner.
A
• Check answers by asking for four volunteers to
3 Listen and check your answers. 4 mins read a completed sentence each.
C
• Play Track 88 for pupils to check • Check that everyone agrees.
their answers.
U Answers
1 the biggest
ED
 Track 88 2 the hottest
Listen and check your answers. 3 more difficult
1 He has a stomach ache because he ate too 4 the most dangerous
many sweets.
ET
2 She is in bed because she has a temperature. Additional/Support

3 Wee didn’t play outside yesterday because it • After playing the game, you can ask
was raining. pupils to write three or four of the first
N
4 He burnt his finger because he was playing parts of the sentences.

with matches. • Play a ‘because’ game.
R
• On the board write the following table.

Answers
• Ask pupils to copy it into their notebooks or
A

onto a piece of paper.
G
because I because I didn’t because I was

4 Look at the spelling rules. 3 mins was tired. my breakfast. hot.
• Allow pupils time to read the spelling rules
because I had because I played because the
©
individually.
individually. a toothache. with matches. tyres were soft.
• Go through them with the class and check
because there is because it is her because I have
understanding. lots of water. birthday. a cold.
• Say the following sentence beginnings.

5 Write the two forms of these adjectives.
• Pupils should cross out each because
4 mins
match they hear.
• Direct pupils’ attention to the table.
• The first pupil(s) to put up their hand(s)
• Allow them to work in pairs to complete
to say that they have crossed out all the
this activity.
because matches is/are the winners.
• Remind them that they can refer to the spelling
Sentence beginnings:
rules in Activity 4 for assistance.
I went to bed (because I was tired).
133

I am hungry (because I didn’t eat my Note:

breakfast).
I took off my sweater (because I • You need blank sheets of paper for pairs or
was hot). groups to make their posters.
I went to the dentist (because I had a
toothache).
I burnt my finger (because I played Warmer 3 mins
with matches).
I didn’t ride my bike (because the tyres • Start the class by asking pupils what day it is.
were soft). Write
rite the day on the board. See if pupils can tell
It is called the ‘blue planet’ (because you the date and write it on the board.
there is lots of water).
N
I bought my mum a present (because it is
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her birthday). 1 Read ‘Safe riding rules’ in Lesson 6
I made a hot drink with honey and ((3)
again and tick (33)) Yes or No. 5 mins
TI
lemon (because I have a cold).
• Ask pupils to work individually and complete
A
the first activity on page 98 of the Pupil’s Book.
Rounding off • Tell
ell them that they should not look back at
C
pages 96 and 97 at this stage.
• Spend a few minutes at the end of the lesson to •
U Ask pupils to compare their answers in pairs.
review with pupils what you have done together. • If necessary
necessary, pupils can look back at pages 96
Get them to tell you which parts of the lesson and 97 to confirm their answers.
ED
Answers
1 No, 2 No, 3 Yes, 4 Yes, 5 No, 6 No, 7 No,
8 Yes, 9 Yes
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Unit 6 Lesson 7: Check 2 Find the correct noun for the verb
and circle it. 6 mins
my Understanding
N
R

Aims: To o review and check 98 of the Pupil’s Book.
A
understanding of the article from • Ask pupils to do the activity by themselves and
Lesson 6 then to check with a partner.
G
Too review cooking verbs Note: If pupils are still not sure, they should
To
T o follow a model and make a look back in the Pupil’s Book at Unit 6, Lessons
©
poster about staying safe at home 1 and 2.

To read and complete notes on • Check the answers as a class.
giving instructions
Answers
To write two notes about safety
1 onions
following a model
2 an orange
To learn to spell four high-
3 the cheese, it
frequency words (should,
4 the butter
shouldn’t, must, mustn’t)
5 vegetables
6 the oven
7 honey
Track 89 8 sugar
134

3 Look at the poster about being Activity Book

safe at home. Talk to your partner
about what you like / don’t like 1 Complete the notes. 4 mins
about the poster. Then make your • Ask pupils to look at Activity 1 on page 84 of
own poster. 15 mins the Activity Book.
• Ask pupils to read the box at the top of the page
• Explain that pupils are going to make a poster and look at the five notes.
with rules about being safe at home. • Ask Who wrote the notes? (the children’s mums
• Organize your pupils into pairs. and dads) Who are the notes to? (Anwer, Dania,
• You might like each pupil to be responsible for Taher, Hiba, Ali)
just one or two drawings and captions – they can • Get pupils to work by themselves and decide on
N
put these together to form the final poster. the words that are difficult to read.
Note: Explain that the poster is for pupils to • Pupils check their answers in pairs, but do not
O
express their own ideas and that there is no confirm at this stage.
right or wrong way. The poster on page 99 of
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the Pupil’s Book is given as an example and not 2 Listen and check your answers. 4 mins
as something for pupils to copy. Note also that • Play Track 89.
A
it is not necessary for pupils to have the same • Pupils check their answers.
number of pictures and rules – it is for them • Ask for volunteers to read out each note.
C
to decide.
• Ask pupils to open the Pupil’s Book on page 99. U
• Give pupils time to look at the pictures and
 TTrack
rack 89
Listen and check your ans
answers.
discuss the rules for each picture.
ED
Dad: Anwer
• Read the rubric and ask pupils to discuss in
Remember to put on your helmet
their pairs what they like and don’t like about
before you go out on your bike.
the poster.
Mum: Dania
• Next, let pupils work in their pairs to complete
ET
Please peel the potatoes and onions

the sentences.
for dinner today.
• Then, let pupils work with their partner to
Dad: Taher
decide on what rules and pictures they want to
N
Don’t hold your books when you

put on their posters.
ride your bike. Put them in your
• Let pupils spend the rest of the lesson deciding
R
backpack.
on the design of their poster and what they are
Mum: Hiba
A
going to draw and write for the captions.

Remember that the new knife is
Possible answers very sharp. Be careful when you
G
(to complete the rules on the poster on page 99) slice the onions and tomatoes.
Keep electrical things away from children. Mum: Ali
©
Don’tt play with matches. Remember that you mustn’t be in

Be careful on the stairs. the kitchen by yourself.
Keep cleaning materials away from children. /
Keep cleaning materials in safe places. Answers
Young children mustn’t use sharp knives. Note to Anwer – bike
Medicines can look like sweets. Keep them away Note to Dania – peel
from children. / Keep them in safe places. Note to Taher – backpack
Note to Hiba – sharp
Note to Ali – kitchen
135

3 Write two notes to your brother or sister. Support/Additional

Write three or four sentences in each note. • For less confident pupils, let them work
4 mins together with another more confident
• It is important that pupils understand what they pupil when doing the poster, and divide
have to do. up the roles.
• Read the rubric together as a class. • They can share ideas about the safety
• They should write three or four sentences in rules they are going to write and decide
each note. on what pictures or illustrations to put
• Point out that they should not just copy the on the poster.
notes on page 84. • Then one pupil can be responsible for
• Remind pupils that the notes should be full making the sketches or finding pictures
sentences and should give instructions to a and the other can write the rules.
N
brother and/or sister.
O
• Remind pupils that it is important that they use
proper punctuation in the writing task. Rounding off
TI
• Ask pupils to write their notes.
Sample answers
A
together.
Eisha
You can borrow my computer game today.
C
Please take care of it.
Remember to put it back in my room when
you finish.
U
ED
Khaled
It’s your turn to take the rubbish out. Unit 6 Lesson 8:
Empty all the bins.
Don’t forget! Our Rules
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Note: You will need to collect in this task and Aims: To use verbs to complete safety
monitor pupils’ progress. If possible, see each rules at home, on a bike and in
N
pupil and give your feedback. a car

R
To play a ‘safety’ game to review

4 Look, say, cover, write, check. 4 mins language from Unit 6
A
• Pupils continue to look at the spelling of To complete road safety

common, high-frequency words using the ‘Look, bookmarks for friends and family
G
say,, cover, write, check’ strategy. To choose six new words to learn
• The four words for the unit are should, To correct spelling mistakes (food
shouldn’t,, must
shouldn’t must, mustn’t.
©
words)
• Ask pupils to look at the activity at the bottom To choose ingredients for a
of page 85 of the Activity Book. favourite pizza
• Remind pupils to use the ‘Look, say, cover, write, To learn to spell four high-
check’ strategy and write the words in the ‘Write frequency words (should,
1’ column. shouldn’t, must, mustn’t)
Track 90
136

Warmer 5 mins  Track 90

Listen to the children and check
• Start the class by asking pupils what day it is. your answers.
Write the day on the board. See if pupils can tell Dania: My two most important rules are:
you the date and write it on the board. Use oven gloves to hold hot things.
• Say the following sentences. Pupils should write Ali mustn’t play with matches or
a noun, verb or adjective. use sharp knives.
1 When you are in the car, you should put on Anwer: My two most important rules are:
a _____. Wear a helmet when riding
2 Stop and look carefully to your left and right your bike.
before you cross a ____. Use a zebra crossing to cross
N
3 Bike tyres should be ____. the road.
4 Keep medicines and cleaning materials away Hiba: My two most important rules are:
O
from ____. Don’tt let young children touch hot
5 Wear colourful clothes when you ride your things like saucepans.
TI
____. Wear
ear bright colours when you ride
6 Before you cook or use knives, you must ask bike.
your bike.
A
your ____. Taher: My two most important rules are:
• Check ideas. Pupils with six correct answers are Check your brakes before you ride
C
the winners. your bike.
Answers
U Always put on a seatbelt in the car
car.
1 seatbelt
ED
2 road Answers
3 hard Dania’s rules: Use, mustn’t play
4 children Anwer’s rules: Wear, cross
5 bike Hiba’s rules: touch, ride
ET
6 parents Taher’s rules: Check, put on
1 The children wrote these rules. 3 Play the game. 10 mins

N
Can you complete them? 5 mins

• Explain that pupils are going to play a game
R
with one or two partners.

A

Pupil’s Book.
Pupil’s Book.
• Before pupils read, let them look at the four
G
• Ask What’s the game about?

illustrations on the notes.
• Ask pupils to read the ‘Game rules’.
• Ask for volunteers to say what they think each
• They will need to make a counter.
©
note is about. For example: cooking, bikes/riding

• Check that they understand the rules.
a bike, cooking, seatbelts/travelling in a car
car.
Ask If you get the answer right, what do you do?
• Ask pupils to complete the notes by themselves
(Move forward one square)
before they check their answers with a partner.
Ask If you get the answer wrong, what do you
Do not confirm or correct at this stage.
do? (Move backward one square)
• Pupils move their counter along the board and
2 Listen to the children and check then answer the question or complete
your answers. 4 mins the sentence.
Note: Partners or group members must agree
• Play Track 90. Pupils check their answers. that the answer is correct.
Class check. • If there is disagreement, pupils should ask you to
make the final decision.
137

• The pupil that reaches Finish first is the winner. • They can work in pairs to look through Unit 6,
but they must record their own six new words in
Answers
their Activity Books.
(from left to right on each line)
• Ask one or two pupils to read out their list and
Start, 1 matches, 2 baked (made), 3 Peel, 4 must,
write their words on the board.
5 Yes, I do./No, I don’t, 6 a knife, 7 can, 8 a
• Elicit any other new words pupils may have and
(your) seatbelt, 9 look left and right, 10 a gas
write these on the board, too.
bottle, 11 in the kitchen (OR in the bathroom
• Ask pupils whenever they get the chance to look
OR on the stairs), 12 gloves, 13 stop, 14 helmet,
at the new words they’ve listed and to try to
15 stop, 16 yellow and/or orange, 17 wash,
remember them.
18 hot, 19 minutes, Finish
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3 Correct the spellings. 4 mins
Activity Book • Do Activity 3 as a class activity
activity..
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• Make pairs or small groups with a mix of
1 Read the bookmarks. Write the names of together.
confident and less confident pupils together
TI
friends or family on each one. 5 mins • For more confident pupils: Pupils read out the
• Start by asking pupils if they read books correct spellings, one at a time.
A
at home. • For less confident pupils: Pupils write down
• Discuss how you mark where you are in a book. the spellings.
C
• Introduce the word bookmark. • All pupils check to make sure that the spellings
U are correct.
Activity Book. • Elicit spellings from the class and write them on
the board.
ED
• Let pupils read the heading and look at the little
pictures at the top of each bookmark. Answers
• Pupils read the road safety messages. Elicit 1 cheese
what the message on each bookmark is about 2 grated
ET
(crossing the road, riding a bike, getting off a 3 chicken

bus, putting on a seatbelt). 4 tomatoes
• Ask pupils to work by themselves to decide 5 onions
which family member or friend they think should
N
6 pepper
have each bookmark.
R
• Let pupils compare their ideas and follow with 4 Make your favourite flatbread pizza. Choose
whole-class feedback. your ingredients. 8 mins
A
• This is the second ‘Look, say

say, cover, write, • Point out the recipe and picture and ask pupils
check’ practice. to put up their hands if they like pizza.
G
• Ask pupils to open their Activity Book on page • Ask what their favourite toppings are.
85 and look at the bottom activity. • Ask if they normally have pizza at home or if
©
• Check that pupils are ready to write. they usually go to a restaurant to eat pizza.
• Get them to follow the ‘Look, saysay, cover, • Ask a volunteer to read the toppings.
write, check’ procedure and complete the ‘Write • Check understanding of all the ingredients.
2’ column. • Ask pupils if there are any toppings listed that
they don’t like.
2 What are the new words you know? Write • Pupils can work in pairs to read the recipe
six new words here and remember them. and add up to four ingredients to make their
4 mins
favourite pizza from the list provided.
• Remind pupils that they can choose any new • Tell them that if they have a favourite topping
words that they have learnt in Unit 6. that isn’t listed, they can add their own. Help
with any spellings by writing them on the board.
• Ask a couple of pupils to read out their recipes.
138

• Test preparation: Explain that pupils will have a

spelling test in the next lesson.
• They will be tested on the four words they
have been practising (should, shouldn’t, must,
mustn’t).
Rounding off

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A
C
U
ED
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A
G
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139

Unit 7 Celebrate!
Aims
Listening • Read an email and answer questions.
• Listen to a ‘To do’ list for a Mother’s • Make a story.
Day party. • Read and review shops in a mall.
• Listen to complete a conversation about • Read and answer questions about a
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shopping for a party. city map.
• Listen and describe patterns. • Review should and must and regular/
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• Listen to who is doing what to prepare irregular verbs.
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for a party. • Complete a crossword.
• Listen to small pieces of conversation • ‘Mother’s Day’ and ‘Making
Read about ‘Mother’
A
and say what people are talking about. a card’ and check understanding.
C
• Listen to a magazine article about • Follow instructions about how to make a
making a card. U card and an envelope.
• Listen to learn about Mother’s Day. • Read some special day messages.
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• Read a story about preparations for
Speaking ‘Teacher’s Day’.
• Check answers for a conversation about • Order sentences from a story.
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shopping for a party.

• Ask and answer about where shops are Writing
in the mall. • Review prepositions of places.
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• Describing and choosing wrapping paper • Review materials.

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for presents. • Complete phrases about preparations for

• Practise a group conversation about who a party.
A
is doing what to prepare for a party

party. • Write about a present you are going to
G
• Discuss how to design a ‘special buy following a model.

day’ card. • Review should and must and the present
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ell a story. / Re-tell a story.

• Tell continuous.
• Say what people are doing now. • Write what people are talking about.
• Write a special message in a card.
Reading • Do a project – follow a model and make
• Look at plans for a party. a poster about a special day card.
• Read a ‘To do’ list. • Learn to spell four high-frequency words
• Use going to for future plans (woollen, wooden, leather, metal).
(already agreed). • Select six new words for ‘My new words’
• Use the present continuous for future from Unit 7 to remember and to spell.
plans (arrangements made).
140

Unit 7 Celebrate!

Word list Presents He’s wrapping up presents. –
Celebrations leather bag – /ˈlɛðə(r) bæɡ/ /hiz ræpɪŋ əp prɛzənts/
Mother’s Day – /ˈmʌðə(r)z deɪ/ wooden picture frame – /wʊdən She’s in the kitchen baking a
Teacher’s Day – /ˈtiːtʃə(r)z deɪ/ pɪktʃər frem/ cake. – /ʃiz ən ðə kɪtʃən bekɪŋ
party – /ˈpɑːti/ metal watch – /mɛtəl watʃ/ e kek/
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birthday – /ˈbɜːθdeɪ/ smartphone – /smart fon/ They’re making a card. – /ðɛr
New Year – /ˌnjuː ˈjɪə(r)/ mekɪŋ e kard/
O
Congratulations – He’s putting up decorations. –
/kənˌɡrætʃuˈleɪʃnz/ Language /hiz pətɪŋ əp dɛkəreʃənz/
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do the shopping – /du ðə ʃapɪŋ/ They’re blowing up balloons. –
Party clean the house – /klin ðə haws/ /ðɛr bloɪŋ əp bəlunz/
A
‘To do’ list – /tə ˈduː lɪst/ do the cooking – /du ðə kʊkɪŋ/
presents – /ˈprɛzntz/ buy presents – /baj prɛzənts/
C
decorations – /ˌdɛkəˈreɪʃnz/ wrap presents – /ˈræpɪŋ prɛzənts/
balloons – /bəˈluːnz/
cards – /kɑːdz/
U
put up decorations – /pʊt əp
dɛkəreʃənz/
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pictures – /ˈpɪktʃə(r)z/ make a card – /mek e kard/
cake – /keɪk/ Let’s write a shopping list. – /lɛts
wrapping paper – /ˈræpɪŋ rajt e ʃapɪŋ lɪst/
ˈpeɪpə(r)/
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G
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141

Unit 7 Celebrate!
Unit 7 Lesson 1: 1 Listen and read. 5 mins
Celebrate! • Ask pupils to look at the Pupil’s Book on

page 104.
• Ask them to look at the list at the top of
Aims: To look at plans for a party the page.
To read a ‘To do’ list • Ask for a volunteer to read out the title.
To use going to for future plans • Write To do list on the board.
(already agreed) • Discuss what a ‘To do’ list is (a list of things you
To use present continuous for want to do/you must do).
future plans (arrangements made, • Play Track 91. Pupils should listen and read.
e.g., time and place known)
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To read an email and answer
 Track 91
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questions
Materials: Pupil’s Book pages 104–105 Listen and read.
Dania: This is the ‘To
‘To do’ list for our
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Tracks 91–92 Mother’s Day party. We have lots
of things to do.
A
This is my list:
Additional/Support 1 Do the shopping for food and
C
In the email on page 105 of the Pupil’s Book, U some new clothes.
there are three different tenses used to talk 2 Clean the house.
about the future. When pupils answer the 3 Do the cooking.
ED
questions, they should use the same tense as 4 Buy presents.
the question. In the email: 5 Wrap presents.
– we use going to to talk about future 6 Put up decorations.
plans decided before the moment 7 Make a card.
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of speaking
– we usually use the present continuous
to talk about the future when there is an 2 Match the pictures to the list.
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arrangement 5 mins
For example, when more than one person is

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involved and we know the time and the place • Ask pupils to look at the second activity on
– we use will to talk about plans decided page 104 of the Pupil’s Book.
A
at the moment of speaking. • Working individually, ask pupils to match the

pictures to the list.
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• Let pupils check in pairs. Monitor and support

Warmer 3 mins as necessary.
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• Say a number from the list and ask pupils to tell

• Start the class by asking pupils what day it is. you what it says.
Write the day on the board. See if pupils can • Say something from the list and ask pupils to
tell you which month it is and write that on the point to the matching picture.
Answers
Top row: 6, 7, 2
• Ask pupils to describe their special pizza from
Middle row: 1, 5
Unit 6, Lesson 8, Activity 4 in the Activity Book.
Bottom row: 4, 3
• Ask pupils who have chosen the same ingredients
to put up their hands.
142

Unit 7 Celebrate!
3 Read the email and answer the • Let pupils work by themselves to decide on
questions. 8 mins the endings.
• Ask pupils to work in pairs: Pupil A reads out a
• Ask pupils to look at the activity on page 105 of full phrase; Pupil B agrees or disagrees. If Pupil
the Pupil’s Book. B disagrees, they should give their answer. Pupils
• Read the rubric together as a class. swap roles.
• Ask pupils to read the email to themselves. • Class check: say a verb and get the class to give
• Before pupils write the full answers to the the matching noun phrase.
questions, get them to work with a partner and Answers
underline the words in the email that answer 1 shopping
the questions. 2 house
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• Elicit answers. 3 cake
• Pupils should underline: 4 grandma
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1 both our grandmas and grandpas 5 decorations
2 at our house 6 cards
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3 presents, party food, new clothes 7 presents
4 three (for Mum and for two grandmas)
A
5 we should help him 2 Write
rite a sentence for each picture. 4 mins
6 Dad is going to wrap up the presents / we • Ask pupils to look at the four pictures and tell
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will help him you what they can see.
7 I won’t see you this weekend / I’ll see you in U
• Explain that they have to write a sentence for
school on Sunday each picture which describes what they can see.
• Ask pupils to work by themselves to write the
ED
• Ask pupils to write their sentences individually
complete answers to the questions. before comparing in class.
• Remind pupils to use the same tense as in the • Check answers by asking for four volunteers to
question. Monitor and support as necessary
necessary.. read out a completed sentence each.
• Ask for volunteers to read out the answers.
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Note: Make sure that pupils remember to use

• Get the rest of the class to put up their hands if the present continuous for what is happening in
they have the same answers. a picture. For example: She’s cleaning the house.
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Answers Compare with the present simple to talk about

1 Both their grandmas and grandpas are what there is in a picture. For example: There is
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coming (to the party). a woman in the living room.

2 The party is going to be at Dania’
Dania’s house. Answers
A
3 They are going to buy the presents, the party 1 She’s cleaning the house.
food and some new clothes.
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2 They’re shopping.
4 Ali is going to make three cards. 3 They’re wrapping up presents.
5 His brother and sister (Anwer and Dania) 4 They’re putting up decorations.
©
are going to help him.

6 Dad is going to wrap up the presents. The 3 Correct the mistakes in the email and write
children are going to help him. them down. 5 mins
7 She’ll see her (Samira/her friend Samira) in • Make sure pupils understand what they
school on Sunday. have to do. Read out the rubric (as a class or
individually).
• Ask pupils not to look at the Pupil’s Book when
Activity Book
they do the activity. Of course, they can check
their answers when they have finished.
1 Write the endings for the phrases in the list.
• Allow pupils to work in pairs to make the
4 mins
corrections, but do not confirm or correct at
this stage.
the Activity Book.
143

Unit 7 Celebrate!
Answers Additional/Support
1 on, 2 will, 3 at, 4 room, 5 his, 6 buy, 7 and, • Put pupils in pairs and let them write a
8 up, 9 make, 10 present, 11 too, 12 about ‘To do list’ for themselves for the coming
week or for the weekend.
4 Listen and check your answers. 10 mins • Ask for a volunteer from each pair to
• Play Track 92 and ask pupils to follow in read out one of the items they have on
their books. their list. Other pairs who have the same
• You may wish to pause at the end of each item should put up their hands.
paragraph to check that pupils have written their • Alternatively, put pupils in threes. One
answers correctly. pupil says something to put on a ‘To do
• Ask five confident pupils to read a corrected list’, another pupil mimes the action and
paragraph each. the third pupil writes down the verb.
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• Write the answers on the board and ask pupils to
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check their spelling.
Rounding off
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 Track 92
A
together.
Hiba: To: Noor
Subject: Our birthday party
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My family is very excited this week
because on Saturday we’re having a
party for my grandpa’s birthday. He
U
ED
doesn’t know about it and it will be
a big surprise.
The party is going to be at our Unit 7 Lesson 2:
house. We’re very busy getting
Shopping for Our Party
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everything ready. I wrote a list of the

things we need to do. We want to
help our mum and dad. I’m going to Aims: To complete a conversation about
help mum clean the sitting room and shopping for a party
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Taher is going to tidy his bedroom. To review shops in a mall

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On Friday
Friday,, we’re all going to go To review prepositions of place
shopping to buy the presents and To make a story
A
the party food. We’re also going to To answer questions about a

buy some new clothes. city map
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On Saturday morning, I’m going to Materials: Pupil’s Book pages 106–107

help mum to do the cooking. Dad Activity Book pages 90–91
Track 93
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and T Taher are going to put up the

decorations. Ali is going to make a
card for grandpa. I think we should
help him to do the drawings and Warmer 5 mins
make any cut-outs. Dad is going to
wrap up grandpa’s present and we • Start the class by asking pupils what day it is.
will help him. Write the day on the board. See if pupils can
I won’t see you this weekend tell you which month it is and write that on the
because I’m going to be too busy. board. Now see if pupils can tell you what date
I’ll see you in school on Sunday and it is and write that on the board.
tell you about the party. • Ask pupils how much they can remember from
Hiba the To do list for the Mother’s Day party in the
previous lesson.
144

Unit 7 Celebrate!
1 Listen and complete the 3 scarf

conversation. 11 mins 4 watch
5 cards
• Ask pupils to open the Pupil’s Book on 6 paper
page 106. 7 balloons
• Ask pupils to name the characters they can see. 8 food
• Give pupils time to read the conversation.
• Tell them that they can fill in any gaps that they
think they know, but that they should do this 2 Check your answers with a partner.
34mins
in pencil.
• Play Track 93 and get pupils to listen
• Put pupils in pairs to check their answers using
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and read.
• Ask pupils to complete the conversation, but do the speech bubbles at the bottom of the page.
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not confirm or correct at this stage. • In groups of five, let pupils allocate roles to
themselves (Mum, Dad, Dania, AnwerAnwer, Ali) and
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read/act out the conversation.
 Track 93 • necessary.
Monitor and support as necessary
Listen and complete the conversation.
A
Mum: Let’s write a shopping list.
Dad: Dania, can you write down
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3 Look at the picture. Read and label
what we need to buy? U the shops. 5 mins
Dania: OK. I’ve got my notebook
here. Can I write down the • Ask pupils to look at page 107 of the
ED
presents first? Pupil’s Book
Book.
Mum: I’m going to buy a scarf for • Let pupils look at the illustration.
Granny Nadia and Dad • Ask How many shops can you see? (13 including
is going to get a watch for the coffee shop) Ask How many floors are there
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Granny Huda. in the mall? (Two – the ground floor and the
Anwer: Dania, write down what first floor)
we’re going to buy
buy,, but don’t • Ask pupils to read sentences 1–5 by themselves
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tell Mum because it’s and label the shops with the number of the
a surprise! sentence and either the name of what they want
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Ali: What about my present? I’m to buy there or with the name of the shop.
going to make the cards!
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Mum and Dad: That’

That’ss going to be a lovely
surprise! 4 Check your answers with a partner.
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Dania: Wee need paper for the cards

W 4 mins
and wrapping up the presents.
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Can we have balloons and • Put pupils in pairs to check their answers using
decorations? the speech bubbles at the bottom of the page.
Mum: Yes, we can. We’re going
Answers
to have lots of flowers too.
1 watch shop/watches
Now, let’s write down what
2 library/cards and paper
food we need to buy at the
3 supermarket/food
supermarket.
4 frames/picture frames
5 women’s fashion/leather bags/scarves
Answers
1 shopping
2 presents
145

Unit 7 Celebrate!
Activity Book Rounding off
1 Make your own story. Colour your answers. • Spend a few minutes at the end of the lesson to
5 mins review with pupils what you have done together.
• Ask pupils to look at Activity 1 on page 90 of Get them to tell you which parts of the lesson
the Activity Book. they enjoyed the most and the least.
• Explain that pupils are going to make their own
story by choosing one of the words/phrases in
the boxes and colouring their choice.
• Let pupils read the story and colour
their choices. Unit 7 Lesson 3:
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2 Tell your story to your partner. 6 mins Presents for Mother’s
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• Pupils tell their story to a partner. Monitor and
support as necessary. Day
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3 Look at the map. Read the sentences and Aims: T To
o review materials
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write T for true and F for false. 5 mins To
To describe patterns
• Read out the rubric (as a class or individually). To
To use adjectives in the
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• Give pupils time to look at the picture. correct order
• Pupils can work in pairs to decide whether the U To write about a present
sentences are true or false. Materials: Pupil’s Book pages 108–109
ED
• Ask for a volunteer to read out each sentence Activity Book pages 92–93
and ask the class to say whether it is true Tracks 94–96
or false.
Answers
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1 F, 2 T, 3 F, 4 T, 5 T, 6 F, 7 T Warmer 4 mins
Additional/Support • Start the class by asking pupils what day it is.

N
• Remember to collect in pupils’ books Write the day on the board. See if pupils can
on a regular basis to make sure that tell you which month it is and write that on the
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they are completing tasks successfully board. Now see if pupils can tell you what date
and that their writing (letter formation, it is and write that on the board.
A
space between words, punctuation, etc.) • Play a game of ‘My present’. Go round the class
continues to be done well. and get pupils to name a present they bought for
G
• In pairs or small groups, let pupils someone. For example: I bought a book for my
decide on a different story to the one on mum. / I bought a watch for my dad. / I bought
©
page 90 of the Activity Book. my sister a hat.

• Explain that they can do this by putting • When pupils can’t think of a sentence, you
a new word or phrase in each box and should move to the next one. Note: It doesn’t
they can also change other words. For matter if pupils repeat the same presents.
example, they could change woollen to
leather or cotton; winter to summer,
family to friends, etc. However, you 1 Look at the presents and complete
should emphasize that the story should the labels. 3 mins
make sense.
Note: It is not necessary for pupils to • Ask pupils to open the Pupil’s Book on
rewrite the complete story. Instead, they page 108.
can write their new ideas in the margin. • Read the title of the lesson. Get pupils to read
146

Unit 7 Celebrate!
the purple box at the top of the page. Ask Why  Track 95
did the children go shopping? (For presents) Listen and tick which paper they choose.
• Ask pupils to work by themselves and complete Anwer: Let’s wrap mum’s bag first.
the labels. Dania: OK. Which paper should we use?
Ali: I like the paper with the
Answers pretty flowers.
1 leather Dania: OK. The pretty flower paper is for
2 wooden
mum. What about the paper for her
3 woollen
picture frame?
4 metal
Anwer: I like the paper with all the
presents. There are big presents and
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small presents.
2 Read the words. Listen and tick (3)
Ali: What about the paper for Granny
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the words you hear. 3 mins
Nadia’ss scarf?
Dania: I like the paper with the big pink
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cakes and the small strawberries.
Book. Before pupils listen, give them time to
Ali: Yes,
Y es, granny loves baking cakes.
A
read the words in the box.
Anwer: OK. Now which paper should we
• Read the rubric. Make sure pupils understand
C
that they should only tick the words they hear. use for Granny Huda’
Huda’s watch?
• Read out the words and get pupils to say Yes U Dania: Let’
Let’s use the paper with the pink,
or No. blue and purple balloons.
Ali: Yes, that’s my favourite. I
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love balloons.
 Track 94
Listen and tick the words you hear. • Pupils check their answers in pairs. Elicit answers.
flowers, green,, balloons, smiles, orange, Happy
Answers
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Birthday, hats, red, birds

Students should tick the paper with flowers,
presents, big pink cakes, and the pink, blue and
Answers
purple balloons.
N
flowers, green, balloons, smiles, orange, Happy

Birthday, hats, red, birds
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• Look at the table at the bottom of page 109 of

the Pupil’s Book. Read the rubric and make sure
A
3 Listen and tick (3

((3)
3)) which paper pupils understand what they have to do. Pupils
they choose. 8 mins should write the words they hear that describe
G
the wrapping paper and they should tick which

present it is for.
• Let pupils listen to Track 95 again. This
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Book.. Ask Which children can you see in the

time stop after the children choose each piece
pictures? (Dania, Anwer, Ali) Let pupils read the
of wrapping paper so that pupils can complete
speech bubbles. Ask What do you think they
the table.
are talking about? Elicit that the children are
• Let pupils write about the piece of paper that
deciding which paper to wrap the presents in.
they like best at the bottom of the page.
• Tell pupils to listen to the children talking about
which paper to wrap the four presents in. Answers
Pupils tick the paper the children choose for Paper 1 = pretty flowers – bag
each present. Paper 2 = big presents, small presents –
• Play Track 95. picture frame
Paper 3 = big pink cakes, small strawberries – scarf
Paper 4 = pink, blue, purple balloons – watch
147

Unit 7 Celebrate!
Activity Book her a teddy bear as a get-well

present. She loves teddy bears and
1 Listen and read. 8 mins has two old ones. This bear is very
• On the board write: a boy who is 15 / a girl who pretty. It’s soft and woollen. It’s
is 5. Ask pupils to think of presents that the boy light brown with a dark brown
and girl would like. Let pupils think about this nose and little black eyes.
with a partner. Elicit ideas. I wrapped it in pink paper with
• Ask pupils to open the Activity Book on little rabbits.
page 92. Get them to look at the two pictures
and say what they see (someone playing a 2 Read the descriptions and write the
computer game / a teddy bear). underlined words in the column. 8 mins
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• Ask pupils to look at Activity A on page 92. • Get pupils to look at the table in Activity 2 on
Note: This is a revision of adjectives and order page 93 of the Activity Book.
Book.
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of adjectives. • Ask for a volunteer to read the rubric. Make
• Play Track 96. sure everyone understands what pupils have to
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do. You
ou might like to do the first present (boots)
as an example on the board.
 Track 96
A
• Pupils can do this activity by themselves and
Listen and read. partner. Alternatively, you can
then check with a partner
Boy: My cousin is 15 and he lives in
C
ask for one pupil to dictate the information for
Benghazi. I don’t see him very U one row while the other pupil writes it down.
often, but we often talk on the Pupils can then swap roles.
phone and we email and send • Class check.
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messages every week. He’s a good
Answers
friend. Next week, we’re going to
Presents Colour Material Wrapping
see him and my aunt and uncle
paper
because it’s his birthday.
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I bought him a new computer 1 boots brown leather blue paper

with red
game to play on his laptop. He
dots
likes games about space and games
N
where you can build things. My 2 T-shirt green and cotton blue paper
blue with red
parents bought him some brown
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dots
leather boots and a green and blue
cotton TT-shirt.
-shirt. I wrapped them up 3 dress blue and cotton x
A
white with
in blue paper with red dots.
pink flowers
G
Girl: My little sister is 5 years old. She

hasn’tt been very well this month.
hasn’ 4 teddy light brown woollen pink
bear with dark paper
She had a bad cough and cold.
©
brown nose with little

Then she got a rash and had a
and black rabbits
temperature, too. She was in bed
eyes
for four days and had to take some
medicine. Our mum made her some
3 Read about the present Dania is going to
chicken soup and she had fruit juice
buy for Ali. 4 mins
to drink.
• Model writing activity: this is the fourth and
Dad bought her a pretty new dress.
final time that pupils do this type of activity. It is
I think it’s made from cotton. It’s
important that they understand what they
blue and white with pink flowers.
She is feeling better now. I bought
148

Unit 7 Celebrate!
have to do. Pupils should read the model text in Note

Activity 3 and use this as a model for their own
description of the present they are going to buy. • Remember to make arrangements to
collect in the model writing activity that pupils
4 Write about a present you are going to buy. did for homework.
9 mins
• Pupils write their own text, based on the model.
Sample answer
Warmer 3 mins
I’m going to buy my little sister a present for

being a good girl and helping Mum at home. I • Start the class by asking pupils what day it is.
am going to buy her a doll. She loves dolls. She Write the day on the board. See if pupils can
N
wants a big doll with brown hair and blue eyes. tell you which month it is and write that on the
She likes blue eyes. I’m going to wrap the doll in board. Now see if pupils can tell you what date it
O
pink paper. is and write that on the board.
• Check that everyone has brought in a toy or
TI
other small object. Note: if some pupils have
Rounding off forgotten, then ask if they can share with
A
another pupil.
• Spend a few minutes at the end of the lesson to • Put pupils into small groups. Let each pupil hold
C
review with pupils what you have done together. up their toy/object and describe it to the group.
U Monitor and support as necessary.
ED
Preparation for next lesson
1 Look at the pictures and complete
• For next lesson, ask pupils to bring in a
the phrases. 5 mins
toy or another small object to describe.
ET
• Explain that they should think about

its colour,, what it is made of and who Read the title of the lesson. Let them look at the
would like it as a present (friend or pictures at the top of the page. Ask for volunteers
family member). to describe what they can see.
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• Ask pupils to complete the phrases for

each picture.
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Answers
A
1 Putting flowers in a jug

Unit 7 Lesson 4: 2 Painting a picture
G
3 Cleaning the house/the floor

Which job? 4 Blowing up a balloon
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5 Tidying a room/a bedroom

Aims: To review should and must
To look at preparations for
2 Look at the table. Listen and tick
a party
the jobs for each person. 10 mins
To review regular/irregular verbs
To do a crossword
• Ask pupils to look at the table at the bottom of
page 110 of the Pupil’s Book. Read the rubric
or ask for a volunteer. Give pupils time to read
Track 97 the headings for each column. Note: Blowing
up balloons, putting up decorations and making
cards are considered jobs and not housework.
149

Unit 7 Celebrate!
• Play Track 97. Pupils tick the jobs each • Ask pupils to read the conversation by
person is going to do. Let pupils compare themselves and then work with a partner to
answers. If necessary, play Track 96 again. complete the sentences.
 Track 97 4 Read the conversation again. Did

Listen and tick the jobs for each person. you use these words? 4 mins
Dad: Anwer, you should blow up the
balloons. I need them for the • Ask pupils to look at the words in the green
decorations. But first you must tidy boxes at the bottom of the page. Give pupils
up your bedroom. time to recheck the words they used.
Anwer: OK, Dad.
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Mum: Dania, you should clean the floor
5 Listen again and check your
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first. Then can you help Anwer
blow up the balloons? answers. 4 mins
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Ali: Can I help too?
Mum: Yes, Ali, of course you can. I must • Play Track 97 again for pupils to check
their answers.
A
start making the cake. It takes a
long time to bake. But Dania, first • Read out the missing words in the order they
C
I’ll help you clean the floor in the appear in the conversations.
sitting room. •
U Pupils read/act out the conversation. Put pupils
Dad: I must put up the decorations. I in groups of five. Let them allocate roles (Dad,
want the sitting room to look pretty. Anwer, Dania, Ali).
Mum, Anwer
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Dania: We should put the flowers in the Answers
pretty glass jug we bought for balloons, bedroom, floor, cake, sitting room,
your birthday. decorations, jug, cards, pictures
Mum: That’ss a good idea. Can you do
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it, Dania?
Ali: When can I start making the cards? Activity Book
Mum: Ali, Dania and Anwer
Anwer,, you should
N
all start making the cards as quickly 1 Look at page 111 of your Pupil’s Book. How
R
as possible. But do the balloons first. many verbs can you find? 4 mins
Ali: I want to paint the pictures. The • Pupils find and write the verbs.
A
cards must be the best! Answers

See the 8 verbs in Activity 2.
G
Answers
blow up balloons – Anwer
Anwer, Dania, Ali 2 Look at the table. 5 mins
©
make cake – Mum • Pupils follow the instructions in 1 and 2.

make cards – Ali, Dania, Anwer
put up decorations – Dad Answers
put flowers in jug – Dania 1 blow up / I / should blow up
tidy up the bedroom – Anwer 2 tidy up / R / must tidy up
clean floor – Dania, Mum 3 clean / R / should clean
4 help / R / should help
5 start / R / must start
3 Read the conversations and write 6 take / I / should take
the missing words 5 mins 7 put up / I / must put up
8 buy / I / should buy
• Read the rubric for the activity at the top of
page 111 of the Pupil’s Book.
150

Unit 7 Celebrate!
3
•
Complete the crossword puzzle. 5 mins
Ask pupils to look at page 95 of the Activity
Unit 7 Lesson 5:
Book. Read the rubric as a class or ask for
a volunteer.
Saturday Morning
• Put pupils into small teams. Let them read the
clues and decide how to complete the crossword Aims: To say what people are doing now
puzzle. Pupils should write in pencil at this stage. To correct mistakes in present
• The winners will be the first group(s) to finish continuous sentences
with the correct answers. To listen to small pieces of
conversation and say what people
Answers
are talking about
Across
To
o read about Mother’s Day
N
2 balloons, 3 cake, 5 wrapping paper, 7 Mother’s
Day, 8 flowers
O
Down
Tracks 98–99
1 shopping mall, 3 cards, 4 presents, 6 buy,
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8 food
Warmer
A
6 mins
• Tell pupils that you will be checking their
homework at the beginning of the next lesson.
C
U Write
W rite the day on the board. See if pupils can tell
Rounding off • Play the ‘instruction’ game (use some of
ED
the verbs from Activity 2 on page 94 of the
Book). Ask pupils to stand up. Give an
Activity Book
together.
instruction and get pupils to act it out. You can
follow this up by putting pupils in groups and
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getting them to give each other instructions.
Additional/Support For example:

Blow up a balloon.
N
• Less confident pupils can concentrate on

doing either the across clues or Clean the floor.
R
down clues. Put up the decorations.

• They can work in a group with more Tidy up your desk.
A
confident pupils and check their Paint a picture.

answers together. Put the flowers in the jug.
G
• Alternatively,
Alternatively, less confident pupils can
write down the answers with other
1 Read and answer the questions
©
members of the group spelling out the

words where necessary. using the verbs. 4 mins
• Ask pupils to open the Pupil’s Book on

page 112. Get pupils to read the purple box
at the top of the page. Ask What day is it?
(Saturday), What special day is it? (Mother’s
Day), What time is it? (4 o’clock), What is the
family doing? (getting ready for the party)
• Ask pupils to work by themselves and answer
the questions.
151

Unit 7 Celebrate!
2 Work with a partner. Ask and 4

answer. 5 mins Grandpa: Did it take a long time to
blow up all these?
• Put pupils in pairs and get them to check their 5
answers using the speech bubbles at the bottom Anwer: Grandpa can take a photo
of page 112. today and we can put it
in this.
Answers
6
1 They are (They’re) getting ready for the
Mum: This is very nice. You
party.
know that red is my
2 She is (She’s) baking a cake.
3 He is (He’s) putting up the decorations. favourite colour.
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4 He is (He’s) tidying up his room. 7
5 She is (She’s) cleaning the floor. Grandma Nadia: Who made this one? It’It’s
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6 He is (He’s) painting (a picture/pictures). very good.
8
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Grandma Huda: pretty. Can you
This is very pretty
3 Listen to the pieces of put it on my wrist?
A
conversation. What is each person
talking about? 5 mins Answers
C
1 This is about a Mother’s
Mother’ Day card.
2 This is about a cake.
• Ask pupils look at page 113 of the Pupil’s Book.
Explain that they are going to listen to eight
U sweater a hat).
3 This is about a scarf (or a sweater,
ED
very short pieces from different conversations. 4 This is about balloons.
Pupils should say what thing the person is 5 This is about a picture frame.
talking about. 6 This is about a handbag.
• Play Track 98. Get pupils to listen as 7 This is about a card.
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they read. 8 This is about a watch.

• Give pupils time to write their answers.
Activity Book
N
4 Work
ork with a partner and say what
R
you think. 6 mins 1 Match the pictures with the sentences.

Correct the sentences. 3 mins
A
• Put pupils in pairs and get them to check their • Ask pupils to look at page 96 of the Activity
answers using the speech bubbles at the bottom Book.
G
of page 113. Monitor and support as necessary

necessary. • Pupils match the pictures and the sentences and
also correct the sentences.
©
Listen to the pieces of con
conversation. 1 He is (He’s) getting on the bus. (5)
What is each person talking about? 2 He is (He’s) pushing his daughter. (4)
1 3 She is (She’s) talking on a smartphone. (1)
Mum: This is lovely, Ali. I like the 4 She is (She’s) looking at a shopping
birds and the flowers. website. (6)
2 5 He is (He’s) clicking on something with
Mum: Would you like a mouse. (2)
another piece? 6 He is (He’s) putting on a helmet. (3)
3
Grandma Nadia: This is woollen. It will be 2 Listen and read. 7 mins
warm in the winter. • Ask pupils to look at Activity 2 on page 97 of
the Activity Book. Ask pupils to say what they
152

Unit 7 Celebrate!
can see in the two pictures (some flowers / a Additional/Support

bunch of flowers; some chocolates / a box • For Activity 3 on page 97 of the Activity
of chocolates). Book, let less confident pupils work
• Play Track 99. Ask pupils to read as they listen. together with a partner to write the three
interesting things about Mother’s Day.
 Track 99
Listen and read.
Woman: Mother’s Day is a day to show love
and thanks to all wonderful mums Unit 7 Lesson 6:
everywhere by helping at home and
by giving presents and flowers. Making a Card
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Mother’s Day celebrations go back
many thousands of years. The date
O
Aims: To o read a magazine article
that countries celebrate this day is
‘Making a card’
different around the world. In
TI
To
o follow instructions about how
some countries the date is in May
to make a card
and in others, like Libya, it comes
A
To
To read some special day messages
in March. To
To write a special message in a card
C
On Mother’s Day, most people give Materials: Pupil’
Pupil’s Book pages 114–115
presents and cards to show their U Activity Book pages 98–99
mothers how much they are loved. Tracks 100–101
Flowers have always been the Optional: Notebooks or plain paper for the
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traditional gift for mothers. Today, Additional/Support activity
they are still a favourite present,
as well as chocolates and many
other things. Warmer 3 mins
ET
Many families go out to restaurants

to celebrate so that the mums do • Start the class by asking pupils what day it is.
not need to do the cooking. Write the day on the board. See if pupils can tell
N

3 Find three interesting facts about Mother’s
R
Day. Read them to your partner. 6 mins

1 Listen and read. These children told
A
• Pupils find three facts and share them with

their partner. us why they think it is a good idea to
make your own cards. 6 mins
G
Possible answers
Mother’s day celebrations go back thousands • Ask pupils to look at pages 114 and 115 of the
©
of years. Pupil’s Book. Let them look at the pictures of

The date for Mother’s day is different around the six children. Ask Have you made a card for
the world.
someone in your family or a friend? Ask pupils
Flowers and chocolates are popular presents.
to put up their hands if they have made a card.
• Look at the rubric and ask pupils to read as
they listen.
Rounding off
• Play Part 1 of Track 100. Ask pupils which
is the best reason for making a card. You can do
this by reading out the reason and getting pupils
to put up their hands if they think this is the
best reason. You can also ask pupils if they send
cards on any of the occasions below.
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Unit 7 Celebrate!
2 Look at the pictures. Tick (3) the • Coloured pens and pencils
things you can see. 4 mins • Popcorn
• Buttons (like the ones you have
• Play Part 2 of Track 100. Ask pupils to listen, on a coat)
look at the pictures and tick the things they • Ribbons (for decoration, like the
can see. ones you put in your hair)
Part 3
Voice 2: Here are some instructions. Can
3 Here are some instructions. Can you put them in order?
you put them in order? 15 mins 1 Think what drawing, cut-outs
and decorations you want to
Play Part 3 of Track 100. Let pupils listen
N
• make on the card.
and follow the order. Pupils work in pairs and 2 Think what colours you are
O
put the sentences in order. going to use.
• Play Part 3 again for pupils to check paper
3 Choose your card or paper.
TI
their answers. 4 Get your materials.
5 Fold the paper in half so that
A
 Track 100 you have a front, a back and
Listen and read. two middle pages.
C
Part 1 6 Draw or make your picture.
7 Add any decoration you want.
Making a card
Voice 1: Why make a card yourself? This is
U 8 Write your message inside.
ED
what some children said.
Boy 1: It’ss special for the person you make Answers
it for. Part 2
Boy 2: You
ou can draw what you want. All items are shown in the pictures except for
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Girl 1: ou can add pretty things like

You paints and ribbons.
ribbons and cut-outs. Part 3
Girl 2: Making your own cards is cheaper
cheaper. 3, 8, 5, 7, 2, 4, 6, 1
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Girl 3: You
ou can make your own designs.
Girl 4: You
ou can say what you want and
R
write your own message. Activity Book

Voice 1: When do we send cards?
A
• Mother’s
Mother’s Day on 21st March 1 Look at the messages. Finish each message.
G
6 mins
• T Teacher’s
eacher’s Day on 1st March
• Birthdays • Ask pupils to look at Activity 1 on page 98 of
• New Year on 1st January the Activity Book. Explain that pupils should
©
• Congratulations (on passing an read each message and should then decide what
exam or on a new job or on a type of message it is. Ask What special day is the
new baby) message for?
Part 2 • Put pupils in pairs and let them take turns to
Voice 2: It’s easy to make a card. Look at read the messages and decide what special day
the pictures. Tick the things you each message is for.
can see. • Ask for volunteer pairs to read the message and
say what special day it is for.
• Card – this is thick paper, but
not cardboard Answers
• Coloured card You are a good friend … = Happy New Year
• Scissors You worked hard … = Congratulations on
• Glue passing your exams
• Paints
154

Unit 7 Celebrate!
You have a beautiful … = Congratulations Sample answers

You are an amazing … = Happy Teacher’s Day a birthday card
Wishing you the nicest things … = Happy Birthday my mother
red and white
2 Listen to Dania talking about her card. flowers
Write the answers. 6 mins a heart
• Ask pupils to look at Activity 2 on page 99 of To my wonderful mother
the Activity Book. Read the rubric or ask for a
volunteer to read it.
• Let pupils read the questions and look at the Rounding off
picture of the card.
Play Track 101. Ask pupils to discuss their • Spend a few minutes at the end of the lesson to
N
•
answers in pairs. review with pupils what you have done together
together.
O
• Elicit answers. If necessary, play Track 101 Get them to tell you which parts of the lesson
again. they enjoyed the most and the least.
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Additional/Support
 Track 101
A
• Play another because game.
Listen to Dania talking about her card. • On the board write the following
Write the answers.
C
table. Ask pupils to copy it into their
Dania: This is a card I made. It’s a U notebooks or onto a piece of paper
paper.
birthday card for my best friend.
because it is because it is because you
She likes blue and green. I chose a
my mum’s Mother’s Day. can make
ED
blue card and I made the balloons
favourite your own
green and red. I drew a funny bear colour. designs.
on the card and two big presents. I
because they because because she
decorated the front with the words
are pretty. they are my passed the
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‘Happy Birthday’ in big writing. teacher’s exam.

Inside I wrote my message. It says: favourite
‘Happy Birthday to my best friend. animals.
N
ou are the best friend in the world!

You because she because he because it is
I hope you have lots of fun today
today.’ says it is is good at Teacher’s Day.
R
Answers cheaper. painting.

A
What card is it? It’s

It’s a birthday card. Say the following sentence beginnings. Pupils
Who is the card to? It’ss to her best friend.
It’ should cross out each because match they hear.
G
What colour card She chose a blue card. The first pupil(s) to put up their hand(s) to
did she choose? say that they have crossed out all the because
matches is/are the winners.
©
What did she draw She drew a funny bear and

on the card? two big presents. Sentences beginnings:
What other She wrote ‘Happy I chose blue card (because it is my mum’s
decoration did she Birthday’. favourite colour).
put on the front? I made a card (because it is Mother’s Day).
I like making my own cards (because you can
make your own designs).
3 Choose a card you want to make. Answer
I used ribbons to decorate my card (because they
the questions. 5 mins
are pretty).
• Make sure pupils understand what they have to
I drew some rabbits (because they are my
do. They can make their cards in the lesson or
teacher’s favourite animals).
at home.
155

Unit 7 Celebrate!
I wrote ‘Congratulations’ on the card (because Pupil’s Book are given as examples and not for
she passed the exam). pupils to copy. Note also that it is not necessary
My sister makes her own cards (because she says for pupils to have the same number of pictures
it is cheaper). and captions as in the examples – it is for them
He likes painting pictures on his cards (because to decide in their groups or pairs.
he is good at painting). • If possible, put projects up on the classroom
We give cards on 1st of March (because it is walls and let everyone read their classmates’
Teacher’s Day). work. This encourages interest and encourages
After playing the game, you can ask pupils to pupils to produce their best work.
write three or four of the first parts of
the sentences.
Warmer
N
3 mins
O
Write
rite the day on the board. See if pupils can tell
Unit 7 Lesson 7: Check
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my Understanding
A
1 Read ‘Making a Card’ in Lesson 6
C
Aims: To review and check again and tick ((3) Yes or No. 6 mins
understanding of the ‘My U
magazine’ article from Lesson 6 • Ask pupils to work individually and complete the
To match verbs with nouns first activity on page 116 of the Pupil’s Book. Tell
ED
To do a project – to follow a them that they should not look back at pages 114
model and make a poster about and 115 at this stage.
making a ‘special day’ card • Ask pupils to compare their answers in pairs. If
Too read and follow instructions to necessary, pupils can look back at pages 114 and
ET
make an envelope 115 to confirm their answers.

Too learn to spell four words for Answers
materials (woollen,
woollen, wooden, 1 Yes 5 No
N
metal)
leather, metal) 2 No 6 Yes
R
3 Yes 7 Yes
Activity Book pages 100–101 4 Yes 8 No
Track 102
A
Blank sheets of paper for pairs

G
or groups to make their project 2 Choose two verbs to match each

posters. word and circle them. 6 mins
Optional: Big sheets of paper (size A4 if
©
possible) for pupils to make their • Ask pupils to look at the second activity on
own envelopes page 114 of the Pupil’s Book. Ask pupils to do
the activity by themselves and then to check with
a partner.
Note: Projects • Check the answers as a class.
• This is the final project in Primary 6 (Units 2, 3, Answers

6 and 7). Projects are to let pupils express their 1 have a party, a celebration
own ideas, creativity and use of English to share 2 give a present, a card
ideas about what to put on their posters. There 3 help your parents, my brother
is no right or wrong. Example posters in the 4 make a cake, a poster
5 write a list, a message
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Unit 7 Celebrate!
6 choose your paper, your drawing envelope. Ask Can you use coloured paper for
7 use glue, scissors an envelope? (Yes) Do you need a ruler? (Yes)
8 send a message, an email Can you decorate your envelope? (Yes, if you
want to.)
3 Look at the poster about Mother’s 2 Listen and read the instructions on how to
Day. Talk to your partner about make an envelope. 10 mins
what you like / don’t like about • Before you play Track 101, give pupils time
the poster. Then make your own to look at the illustrations.
poster. 10 mins • Play Track 101. Pupils listen and follow.
• Note: If possible, give each pupil a sheet of
• Explain that pupils are going to do a project and
N
plain white paper (A4 size will work if pupils
make a poster about a special day. The example are planning to use a sheet of A4 paper folded in
O
project poster is for a Mother’s Day card. Pupils half to make their own cards). Ask them to try
can choose to make another card. Pupils can to make an envelope at home and bring it to the
TI
look back at page 114 of the Pupil’s Book to next lesson.
remind themselves of other possible special days.
A
• You will need to decide how best to organize
your pupils for the poster project; in pairs  Track 102
Listen and read
read how to make an envelope.
C
or groups. You might like each pupil to be
responsible for just one or two drawings and U Voice: 1 Measure your card with a ruler
ruler.
captions – they can put these together to form 2 Draw a rectangle a bit bigger than
the final poster. your card in the centre of a big piece
ED
• Note: Explain that the project is for pupils to of paper.
express their own ideas and that there is no right 3 Measure the distance from the X to
or wrong. The example poster on page 117 of the top of the rectangle.
the Pupil’s Book is given as an example and not 4 Measure the same distance again
ET
as something for pupils to copy. Note also that and mark it with A. Draw the lines.
it is not necessary for pupils to have the same 5 Do the same for the two side
number of pictures and instructions. It is for triangles and the bottom triangle.
N
them to decide. 6 Cut out the shape with scissors.

• Ask pupils to open the Pupil’s Book on page 7 Fold the three triangles into the
R
117. Give pupils time to look at the pictures and centre X.

8 Use glue or tape to stick three
A
read how Anwer and Dania made their card.

• Let pupils work in pairs or groups to decide triangles. Do this carefully.
G
what card they want to make their poster about. 9 Put your card into the envelope
• Let pupils decide on the design, how to make and carefully put tape on the
and decorate their card and what to write for top triangle.
©
the captions.
3 Look, say, cover, write, check 4 mins
• Pupils continue to look at the spelling of words
Activity Book from Primary 6 using the ‘Look, say, cover,
write, check’ strategy. The four words for the
1 Dania and Anwer are making an envelope. unit are woollen, wooden, leather, metal.
Read about what you need. 6 mins • Ask pupils to look at the activity at the bottom
• Ask pupils to look at Activity 1 on page 100 of page 101 of the Activity Book. Remind pupils
of the Activity Book. Ask pupils to read the to use the ‘Look, say, cover, write, check’ strategy
speech bubbles at the top of the page and look and write the words in the ‘Write 1’ column.
at the notes about what you need to make an
157

Unit 7 Celebrate!
Rounding off • Encourage pupils to talk about their cards, the

designs and decorations.
Get them to tell you which parts of the lesson 1 Listen, look and read. 20 mins

• Explain that pupils are going to listen to and read
Support/Additional a story. Write the title of the story on the board
• For less confident pupils, let them work and read it with the class. Get pupils to look at
together with another pupil within the the first picture on page 118 and ask Where is
group when doing the project, and divide Taher? What’s he doing?
• Ask pupils to read the story as they listen. Play
N
up the roles. They can share ideas about
how to design and decorate the card for Track 103.
O
the project and decide on what pictures
or illustrations to put on the poster. Then  Track 103
TI
one pupil can be responsible for making Listen, look and read.
the sketches or finding pictures and the Hiba: It’s
It’s two weeks before Teacher’s Day
A
other can write the rules. on 1st March. We’re going to make a
special card for our teacher.
C
Wee bought some coloured card in the
W
U mall. We can make the envelope with
Unit 7 Lesson 8: white paper.
ED
Our teacher’s favourite colours are
A Card for Our Teacher yellow and green. She likes birds and
butterflies.
We wrote ‘Happy Teacher’s Day’ at the
Aims: To read a story
ET
top. We drew leaves round the card to

To
o review language from Unit 7 in
make a border.
the story
I am good at drawing, so I drew the
To
o order sentences from the story
N
butterflies. Bassim made two birds with

To
o retell the story
cut-outs. They are very good.
R
To
o choose six new words to learn
We wrote a rhyme for the inside of
Materials: Pupil’
the card.
A

Track 103 Taher, read out the rhyme and I’ll
G
write it.
Taher: Dear Teacher
Warmer 5 mins You help us every day,
©
You help us learn,

• Start the class by asking pupils what day it is. You help us play,
Write the day on the board. See if pupils can Thank you on this special day.
tell you which month it is and write that on the Hiba: Taher is good at making things and
board. Now see if pupils can tell you what date so he made the envelope by folding a
it is and write that on the board. square piece of paper.
• See if any pupils have made an envelope, or an Our teacher liked her card and was
envelope and a card. If possible, set up a display. very happy on Teacher’s Day. All
• Let pupils show each other how they followed the class clapped loudly and said
the instructions for making an envelope. ‘thank you’.
158

Unit 7 Celebrate!
Activity Book • Put pupils in pairs. Ask them to swap their

Activity Book with their partner. They have to
1 Look at the story on pages 118 and 119 of test each other on the spelling of their six new
the Pupil’s Book. Can you put the sentences words. One pupil reads out one of their
in order? 8 mins partner’s chosen words; their partner has to
• Ask pupils to look at page 102 of the Activity write it down on a piece of paper. When both
Book. Read the rubric as a class. pupils have written all six of their words, they
• Put pupils in pairs. Challenge them to try can take their own Activity Book back and check
ordering the sentences without looking at the their answers.
story. Pupils can then refer to the Pupil’s Book to • Elicit some examples of words pupils
check if they are correct. have chosen.
Check the answers as a class or play Track
N
•
103 again. 4 Find the mistake, circle it and write the
O
sentences correctly. 4 mins
Answers • Read the rubric and then point out to pupils that
TI
1 What can we do … there is one mistake in each sentence.
2 Let’s make …
Answers
A
3 That’s a good idea …
1 We,
e, 2 are, 3 drew, 4 at, 5 for, 6 her
4 Do you know …
C
5 I think they’re …
6 We can buy … Rounding off
U
7 We should also buy …
8 What can we …
ED
9 She likes birds … review with pupils what you have done together
together.
10 Yes, I will draw … Get them to tell you which parts of the lesson
11 Can you write … and Unit 7 they enjoyed the most and the least.
12 Yes, I can … Can you make …
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13 Yes, I’m good at …

Additional/Support
• If pupils have not had the time or the
2 Practise the conversation with your partner.
N
opportunity to make a card or a card and

4 mins
an envelope, ask them to make one or both
• Ask pupils to look again at page 102 of the
R
at home.
Activity Book. Read the rubric as a class and Note: Encourage pupils to bring these to the
A
explain that pupils should retell the story – next lesson. Remember that pupils need to be
make it clear that they do not have to use the given credit for effort as well as for achievement.
G
exact words.
• Let pupils look at the speech bubbles at the
bottom of page 102. Pupils should work in pairs
©
taking it in turn to build up the story.

3 What are the new words you know? Write

six new words here and remember them.
4 mins
• Remind pupils that they can choose any new
words that they have learnt in Unit 7. Give them
time to look back through their Pupil’s Book and
Activity Book to find words they like and write
them down.
159

Unit 8 Revision (2)
Aims
Listening Reading
• Review: cooking preparation processes, • Review: read a text about Teacher’s Day.
celebration preparations. • Review: read and complete an email to
• Review: listen to check information grandparents.
N
about Teacher’s Day. • Review: classify vocabulary from Units
• Review: listen to a song about the future: 5, 6 and 7.
O
When I grow up. • Review: a spelling game conversation.
TI
Speaking Writing
A
• Review: discuss questions about the past, • Review: write a description of a picture
C
present and future in a class challenge. following a model.
• Review: sing a song about the future: • Review: write clues for a spelling game.
U
When I grow up.
ED
• Review: a spelling game conversation.
• Review: play a game using language
from Primary 6.
ET
N
R
A
G
©
160

Unit 8 Revision (2)

Revision of vocabulary from Units 5–7.
N
O
TI
A
C
U
ED
ET
N
R
A
G
©
161

Unit 8 Revision (2)
Unit 8 Lesson 1: 2 Work together and answer your

team’s questions. 10 mins
The Challenge • Draw pupils’ attention to the two sets of
questions, labelled Team A and Team B. Within
Aims: To do a class quiz each group, pupils should work together with
To listen to and sing a song the others who are in their team to read their set
To distinguish between words of questions and write their answers.
with the same pronunciation
but different meanings (e.g., to,
too, two) 3 Listen and check. 3 = 1 point. Who
To choose six new words to learn is the winner? 10 mins
N
To complete a puzzle
O
To review the names of planets • When they have finished, tell the TTeam A pupils
Materials: Pupil’s Book page 122 in each group to swap their books with the
TI
Activity Book page 104 Team B pupils in their group.
Track 104 • Play Track 104 and get pupils to check the
A
answers of the other team. Ask them to add up
the total number of points, write them at the
C
Warmer 5 mins
bottom of the page and give the books back.
•
U Check how well each team did and which
• Start the class by asking pupils what day it is. questions they got wrong.
Write the day on the board. See if pupils can • Note: The answers given in Track 104 are
ED
tell you which month it is, and write that on the not always the only possibilities. For example,
board. Now see if pupils can tell you what date for item 1, Team A may have written When I
it is, and write that on the board. was younger, I liked playing with dolls/teddy
• Ask pupils if they enjoy taking part in class bears. Allow points for correct variations.
ET
quizzes and why.. Ask them to mention which

activities they find more interesting and ask
them to think of any new activities or games  Track 104
N
they would like to do during the lesson. Have a Listen and check. 3 = 1 point. Who is
whole-class discussion. the winner?
R
Team A
1 When I was younger, I liked playing
A
1 Today
oday you have a class challenge. with toys.
Test yourself. Choose your team: 2 Computers are getting more intelligent.
G
A or B. 10 mins 3 will/won’t: In the future, I think robots will

do all the work.
©
• Ask pupils to open the Pupil’s Book on page 122 4 slice/mix: Before you put the tomatoes on
and explain that they are going to take part in the pizza, you need to slice them.
a class quiz. Ask How many teams are there? 5 Keep sharp knives away from young
(Two.) What is the name of each team? (Team A children.
and Team B.) 6 right/up: Look left, look right before you
• Put pupils into small groups. Tell them that half cross the road.
the pupils in each group should choose Team 7 Mum is in the kitchen. What’s she doing?
A and half Team B. Groups can agree among She’s baking a cake.
themselves who is in each team. Pupils should 8 I’m making a cake for Mother’s Day.
write their team letter on the blank line. Team B
1 When I was younger, I went to bed at 6.30.
2 Smartphones are changing the way
we communicate.
162

Unit 8 Revision (2)
3 will/won’t: In the future, I think there will • Ask pupils to complete the activity individually,
be driverless cars. then compare their answers with a partner.
4 spread/grate: Before you put the cheese on
Answer
the pizza, you need to grate it.
Group 1 words are family.
5 Keep dangerous materials away from
Group 2 words are about our world.
young children.
Group 3 words are materials.
6 Put on your seatbelt in the car.
Group 4 words are adjectives.
7 Dad is in the sitting room. What’s he
Group 5 words are about not feeling well.
doing? He’s putting up the decorations.
Group 6 words are about computers.
8 I’m making a card for Teacher’s Day.
Rounding off
N
Answers
O
together.
TI
Activity Book Get them to tell you which parts of the lesson
A
1 Circle the odd word in each group.
C
5 mins
Unit 8 Lesson 2:
• Ask pupils to open their Activity Book on page
U
104. Read the rubric, or ask a confident pupil to
ED
read it out. My Progress
• Ask pupils to read the words in the boxes.
Pupils have already done an odd word activity
activity,,
Aims: To listen and read about
but remind them that the odd word will be the
ET
celebrating Teacher’s Day

word that does not fit into the same group. For
To ask and answer questions
example, in sentence 1, boy is the odd word
about Teacher’s Day
because all the other words can be used to refer
To write a description of a picture
N
to relatives.
following a model
• individually,
Ask pupils to complete the activity individually
R

then compare their answers with a partner.
Check the answers together.
A
Track 105
Answers Note: Pupils will need to use their
G
1 boy, 2 bike, 3 jug, 4 sweater, 5 mouth, notebooks or have sheets of lined

6 planet paper for Activity 1 on page 105
©
of the Activity Book.
2 What are the groups for these

words? 5 mins Warmer 8 mins
• Read the rubric, or ask a confident pupil to read • Start the class by asking pupils what day it is.
it out. Write the day on the board. See if pupils can
• Make sure pupils understand what they have to tell you which month it is and write that on the
do. Go through the words in the box and check board. Now see if pupils can tell you what date
pupils’ understanding of the words. it is and write that on the board.
• Ask pupils to look back at activity 1 and decide • Play an odd word game (as in Activity 1 on page
which group of words matches the words in 104 of the Activity Book). Put pupils in pairs.
activity 2. Set a time limit. Pupils write as many groups of
163

Unit 8 Revision (2)
words as they can. Each group of words must the card and you can write your
have one odd word. Put two pairs together to own message.
read out the groups of words. The other pairs These are three cards that pupils in
should say which is the odd word. Pupils can my class made. Now they need to
keep their own scores. write ‘Happy Teacher’s Day’ at the
top and write their messages inside.
This is what some pupils said.
1 Listen, read and write the answers Girl 1: I drew a tree with the sun and grass
to the questions. 25 mins because in March it is spring. My
teacher loves spring.
• Ask pupils to look at page 123 of the Pupil’s Girl 2: I drew some flowers and
Book and read the title of the lesson together.
N
strawberries because strawberries
• Ask pupils to look at the picture at the top of the are my teacher’s
teacher’s favourite fruit.
O
page. Write ‘Teacher’s Day’ on the board. Elicit Boy: I made my card with cut-out boats
what pupils can say about it. For example, when
on the sea because my teacher likes
TI
it is and how they celebrate it in their school.
going to the seaside.
• Tell pupils that they are going to listen and read
about celebrating Teacher’s Day. Ask pupils to
A
Answers
read as they listen.
1 TTeacher’s
eacher’s Day is in spring.
Play Track 105.
C
•
2 WWee celebrate it (Teacher’s Day) because we
• Ask pupils to work by themselves and answer
want to thank our teachers.
the questions. Tell pupils not to write the
U 3 YYou
ou can decorate the card and you can write
answers at this point.
ED
your own message.
• Put pupils in pairs to ask and answer the
4 Pupils’ own answers.
questions. Elicit answers. Get the class to put up
their hands if they agree. If they disagree, check
alternative ideas. Make sure everyone has the
Activity Book
ET
correct answers.
• Give pupils time to write the answers. Monitor
1 Choose a picture. Use the words in the
and support as necessary.
box and write two or three sentences
N
about your picture in your notebooks.

 Track 105
R
12 mins
Listen, read and write the answers to • Ask pupils to open their Activity Books at
A
the questions.
questions. page 105 and make sure they understand what
Voice: Teacher’s
Teacher’s Day they need to do.
G
In Libya, we celebrate T Teacher’s

Example answer
Day on 1 March. This is a special
st
Picture 4:
day and we celebrate it because
©
I think this person is a child. He/She is playing a

we want to thank our teachers for
computer game about space. There is a spaceship
everything that they do for us. Here
and there are two planets. There are two scroll
are some ideas.
buttons for up and down and for left and right.
• You can write a ‘Thank you’ note
or a letter. Your note can be short
or long. Both will show your Rounding off
teacher that you are thinking of
them on this special day. • Spend a few minutes at the end of the lesson to
• Making a card is another great review with pupils what you have done together.
way to thank your teacher. In my Get them to tell you which parts of the lesson
class, we think cards are the best and Unit 7 they enjoyed the most and the least.
way because you can decorate
164

Unit 8 Revision (2)
Unit 8 Lesson 3: of the class to put up their hands if they agree.

If they disagree, check alternative ideas. Make
An Email to My sure everyone has the correct answers. You

might like to write the answers on the board
Grandparents as they are given.
Answers
1 about 6 ride
Aims: To read an email and complete
2 new 7 most
sentences
3 learnt 8 words (names)
To practise a spelling game
4 better 9 grow up
conversation
5 because 10 easy
To play a spelling game
N
To write clues
O
Activity Book
Track 106
TI
Note: Pupils will need to use their
notebooks or have sheets of lined
A
the Activity Book.
Book. Explain that Dania, Taher,
paper for Activity 3 on page 106
Hiba and Anwer are playing a spelling game.
C
of the Activity Book.
• Play Track 106. Pupils listen and follow the
conversation.
U
Warmer 5 mins
ED
 TTrack
rack 106
• Start the class by asking pupils what day it is. Listen and rread.
Write
rite the day on the board. See if pupils can Dania: Let’s play a spelling game. I’ll start.
tell you which month it is and write that on the It begins with –b, it ends with –e.
ET
board. Now see if pupils can tell you what date You do it in an oven.
it is and write that on the board. Taher: I know! Is it bake?
Dania: Yes, it is.
N
Taher: My turn. It begins with –c, it ends

1 Read the email and complete the with –n. You can make shirts from it.
R
sentences. 20 mins Hiba: I know! Is it cotton?

A
Taher: Yes, it is.

• Ask pupils to open the Pupil’s Book on Hiba: My turn. It begins with –r, it ends
G
page 124. Look at the end of the email. Ask with –r. You can make tyres from it.
Who is writing the email? (Sarah) Look at the Anwer: I know! Is it rubber?
‘To’ and ‘Subject’ lines on the email. Ask Who is
©
she writing to? (Grandma and Grandpa), What’s 2 What are these words? 6 mins
she writing about? (the end of Year 6). • Ask pupils to work by themselves and solve the
• Give pupils time to read the email. Elicit some spelling puzzles in Activity 2.
of the things Sarah talks about in her email. For • Put pupils in groups of four. They will be taking
example, moving up to Intermediate school, the roles of Dania, Taher, Hiba and Anwer. Let
making a card for Mother’s Day, road safety, pupils allocate the roles by themselves.
jobs, making a pizza, etc. • Pupils act out the conversation. Note: Some
• Put pupils in pairs and let them decide how to pupils may not have the correct solutions to
complete the gaps in the sentences. the spelling puzzles. If so, the other members
• Elicit answers. You can ask for volunteers to of the group should say No, it isn’t rather than
read out the sentences with the gaps. Get the rest Yes, it is.
165

Unit 8 Revision (2)
Answers • Play Track 107. Ask pupils to listen and read.

1 waiter • Play Track 107 again for pupils to sing along
2 soft and to clap along to the rhythm.
3 Earth
3 Write three clues in your notebook. Play  Track 107

the game with your partner. 6 mins Listen and sing.
• Ask pupils to write three clues of their own. Some day, one day when I grow up,
They will need to write these in notebooks or on I’ll have a job to do.
lined paper if they do not have a notebook. I’ll write a book or be a cook,
• Pupils play the game from Activity 1 and 2 with Or work in a zoo.
their partner. I think I could drive a bus,
N
Or be a busy nurse.
O
I’ll fly a plane or drive a train,
Or be a doctor and help people again.
TI
I think I could be a teacher
teacher,
Unit 8 Lesson 4: And help children to read.
Or I could be a farmer
farmer,
A
Let’s Sing! And grow some vegetable seed.
C
There are so many jobs I could choose,
U But I’m not sure what I’ll be.
Aims: To listen to and sing a song So now I’ll work and learn,
To distinguish between words it’s my turn
Until it’
ED
with the same pronunciation but To
T o find the best job for me!
different meanings (e.g., to,
too, two)
To
o choose six new words to learn Activity Book
ET
To complete a puzzle
To
o review the names of planets 1 Play the ‘I can say much more in English’
Materials: Pupil’s Book pages 125 game. 20 mins
N
Activity Book pages 107 • Ask pupils to open the Activity Book on
Track 107 page 107.
R
• Read the rubric together as a class and look at

the ‘what you need’ box under the rubric.
A
Warmer 5 mins
• Ask some checking questions:
G
Where do you start the game? (From circle 1)

• Start the class by asking pupils what day it is. Who is the winner? (The pupil who reaches
Write
rite the day on the board. See if pupils can circle 20 first.)
©
tell you which month it is, and write that on the • Ask pupils to quickly make a counter or reuse
board. Now see if pupils can tell you what date one they have made for previous games.
it is, and write that on the board. • Explain that pupils move the number of circles
according to the number they select on the
game circle. Remind pupils that if they cannot
1 Listen and sing. 20 mins
answer the question or get it wrong, then they
miss a turn.
• Ask pupils to look at the pictures and elicit what
• Pupils play the game in twos or threes.
jobs they can see (zoo worker, chef, pilot, doctor,
farmer, teacher).
• Read the rubric and the title of the song together
as a class.
166

Unit 8 Revision (2)
Answers
5 A hospital. / In a hospital.
6 Oil refinery. / In an oil refinery.
8 Paper
10 Wood
11 I’m fine / I’m very well. / I don’t feel well.
N
12 headache / stomach ache
O
13 password
14 knives / medicine / cleaning material
TI
15 Jupiter
16 Spread
A
17 Where
18 ground floor / 1st floor / 2nd floor
C
19 Happy Birthday
Rounding off
U
ED

together.
ET

• Congratulate the pupils on finishing their
Primary 6 course and learning so much this year.
N
R
A
G
©
167

Phonetic Symbols
Vowels Diphthongs
i  υ u ə e
see sit book too here day
N
e ə ɔ υə ɔ əυ
O
TI
men america word sort tour boy go
A
ɑ ɒ eə a aυ
C
U
cat but part not wear my how
ED
ET
Consonants
N
p b t d k
R
A
pink bed time do church judge kilo go

G
f v θ ð s z ʃ
©
five very think the six zoo short casual
m n ŋ h l r w j
milk no sing hello live read window yes
168

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RY

Eng Primary 6 Teacher’s Book

LBY_G6 Primary_TB_BOOK.indb 1 20/09/2021 10:50

Garnet Publishing Ltd.

Reading RG1 4QS, UK

First edition, copyright © 2019 Garnet Publishing Ltd.

Reprinted 2020, 2021.

‫ لجنة من مركز المناهج التعليم ّية والبحوث التربو ّية‬:‫اإ�شراف‬

LBY_G6 Primary_TB_BOOK.indb 2 20/09/2021 10:50

Unit 6 Food and Drink ............................................................................. 116

Unit 7 Celebrate! .................................................................................... 140

Unit 8 Revision (2) ................................................................................... 160

Phonetic Chart ........................................................................................ 168

LBY_G6 Primary_TB_BOOK.indb 3 20/09/2021 10:50

21st Century English for Libya is a modern, engaging Key features

In the primary levels of the course, 21st century Components

6, the four basic 21st skills of communication, • Teacher’s Book

critical thinking and creativity are regularly built in pronunciation audio)

21st century icon. support: www.englishforlibya.com

The course provides integrated speaking activities

LBY_G6 Primary_TB_BOOK.indb 4 20/09/2021 10:50

In the Activity Book, children continue to practise

through the book, they will explore much broader

LBY_G6 Primary_TB_BOOK.indb 5 20/09/2021 10:50

Lesson structure Aims connected to specific learning objectives:

Aims of 21st Century English for - likes school and teachers;

- learns during play as well as formal teaching;

Aims designed to create the right kind of

Pupils will be curious and enthusiastic about

- is active and energetic;

LBY_G6 Primary_TB_BOOK.indb 6 20/09/2021 10:50

• Linguistic characteristics: Using 21st Century English for Libya,

language which the children can use in the and do.

classroom and outside. Don’t try to go beyond

LBY_G6 Primary_TB_BOOK.indb 7 20/09/2021 10:50

Classroom instructions Songs and rhymes

classroom language, instructions or reading stories.

LBY_G6 Primary_TB_BOOK.indb 8 20/09/2021 10:50

your lesson.) Vocabulary is recycled in activities throughout the

pauses if necessary, so that everyone can find

4 Encourage pupils to help you tell the storystory. If it is

LBY_G6 Primary_TB_BOOK.indb 9 20/09/2021 10:50

classroom, it is a good idea to display frequently

signs with useful phrases as the class learn them,

Pardon? I don’t understand. What does … mean?

5 Role-play the conversation in pairs.

If these signs are decorated by the pupils and then

LBY_G6 Primary_TB_BOOK.indb 10 20/09/2021 10:50

• conversations 5 Point to the picture cards and read the words

relationship since the beginning of the course.

units, using their visual memory.

To recognize words easily, the pupils need regular

1 Practise recognition of individual word cards for

as follows: 2 Stick word cards on the board to form a

and stick them on the board.

LBY_G6 Primary_TB_BOOK.indb 11 20/09/2021 10:50

High-frequency words The classroom

Individual learning However, if desks are fixed or too heavy to move

and activities. Even with very limited, desk-only

quickly or slowly they are progressing, do praise

LBY_G6 Primary_TB_BOOK.indb 12 20/09/2021 10:50

Classroom language Try to make sure you get opportunities to observe

provide pupils with a great deal of real language by