English 6prim Dlil
English 6prim Dlil
Ministry of Education
Book Sector
2014 ــ2015
الحديثة للطباعة والتغليف غري م�صرح بتداول هذا الكتاب خارج وزارة الرتبية والتعليم
Arab Republic of Egypt
Ministry of Education
Book Sector
TEACHER'S BOOK
PRIMARY SIX
Georgiana Farnoaga
Anita Reetz
Susan Rivers
Setsuko Toyama
2014 ــ2015
غري م�صرح بتداول هذا الكتاب خارج وزارة الرتبية والتعليم
Table of Contents
Syllabus. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Sample Pages and Lesson Plans. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
Conversation Time. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
Word Time. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
Focus Time. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
Practice Time. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
Reading Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
Your Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
Unit Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Do You Remember?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
Classroom Language. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21
Unit 1 : Places we go. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22
Unit 2 : In the Restaurant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34
Unit 3 : Daily Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46
Unit 4 : Visiting a Film Studio . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58
Unit 5 : In Town . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70
Review 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82
Unit 6 : The School Concert . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .88
Unit 7 : Zoo Animals Escape!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .100
Unit 8 : In Kindergarten . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .112
Unit 9 : Cities Around the World. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .124
Unit 10 : At School. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .136
Review 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .148
Games and Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .154
Workbook Instructions and Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .157
Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .190
Card List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .214
Word List. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .216
Syllabus
1 At the Museum ask about a museum’s hours, read a historical Prepositions of location
entrance fees & exhibits over the narrative Yes / No questions with was
telephone vocabulary: public
ask about past locations buildings &
identify speakers in a structures
conversation
3 Daily Activities shop for a pie at a bakery read a short story Emphatic pronouns (by
express activities in the past vocabulary: daily myself, himself, herself,
identify speakers in a activities yourself, yourselves,
conversation themselves, ourselves)
Simple.past,.affirmative.&.
negative statements
4 Syllabus
Unit Topic LISTENING SPEAKING READING GRAMMAR
6 The School Concert help a friend clean up read a concert Adverbs of manner
conversation instruments
identify speakers in a
conversation
express past ability & inability vocabulary: Present & past tense
Affirmative.&.negative.
statements with could
9 Cities Around the interview an airline pilot read a tourist Wh- questions with when
World inquire about time & duration of brochure and how long
conversation
express consequences
identify speakers in a
conversation
conversation vocabulary
Shorouk Press 5
Introduction
6 Introduction
The Time For English lesson plans do not follow one 4. Games and Activities
particular teaching methodology. Instead, a variety All lessons include games and activities that
of different, successful methodologies are employed offer students further practice with the target
to provide exciting, stimulating lessons. Information language. Activities frequently combine previously
gap activities, role play, survey, and interviews are learned language with the target language, so
employed to create a real need for communication that students are continually building on what
and appeal to as many students as possible. Students they have learned. Teachers can choose the games
hear the target language before they produce it and activities that are appropriate to their needs.
(receptive exposure before production). Listening is Optional photocopiable Worksheets at the back of
emphasized so that students are exposed to correct the Teacher’s Books provide extra grammar and
pronunciation and intonation. reading practice.
Shorouk Press 7
Conversation Time Sample Page and Lesson Plan
In Town •.The.unit’s.topic.is.introduced
5 Conversation Time
A. Listen and repeat. Point to the speakers. Then listen again. •..Conversations.contain.both.recycled.
Hi, Mr. Samy! Thanks. oh! It’s cold today.
and new vocabulary and patterns.
Hello, Kamal. Have a seat.
•..Speakers.of.the.conversation.are.
featured in context.
That’s right. It’s 23 degrees!
1. 2.
Maybe. It’s
3. getting cloudy. 4. They’re fine. But my sister has the flu.
25
Shorouk Press 9
Word Time Sample Page and Lesson Plan
9
10
•..All.new.vocabulary.items.are.featured.
4 in context for students to find in the
large scene.
26 Unit 5
Warm-Up and Review picture/word card pair and read the word.
Students repeat. Then reposition the word
1. Do an activity to review the conversation cards so they are no longer directly below the
learned in the previous lesson. An activity is corresponding picture cards. Volunteers come
provided in each lesson plan. to the board one by one and place a word card
2. Check the Conversation Time Workbook page under its corresponding picture card, then point
that students did in class or for homework. to and read the word. Seated students repeat.
Answer keys and detailed instructions on
how to check the activities are provided at the
back of the Teacher’s Book. Talk About the Picture
1. Students open their Student’s Books for the
first time at this point. They look at the large
Introduce the Words scene and use complete sentences to identify
1. Hold up and name each of the unit’s Word and discuss anything they can.
Time Picture Cards. Students listen. Hold up 2. Talk about what is happening in the large
and name the cards again, and have students scene in order to recycle language and bring
repeat. Hold up the cards in random order the picture to life. It is not important that
and have students name them. students understand each word, as this is a
2. Attach the unit’s Word Time Picture Cards receptive exercise focusing on exposure to
in a row to the board. Stand the unit’s Word English and recycling previous language items
Time Word Cards on the chalktray under the in a new context. A short reading is suggested
corresponding picture cards. Point to each in each lesson plan. When reading a word in
bold type, point to its picture in the scene.
Shorouk Press 11
Focus Time Sample Page and Lesson Plan
•..Four.to.twelve.new.words.or.phrases.
Focus Time are introduced per unit. Students will
A. Listen and repeat. use them in a new grammar pattern.
H
H H
•..Simple.art.helps.to.illustrate.each.new.
2. twice a week
word or phrase.
I read
a newspaper once a month.
She reads
Unit 5 27
The introduction of the Focus Time Lesson Part 2: Introduce the Patterns
is divided into two parts. In Part 1, students
learn new vocabulary that they will use in Introduce the target patterns in a methodical step-
the new grammar pattern taught in Part 2. by-step way. Once students are familiar with the
patterns, provide an activity that allows students to
use the patterns immediately. Detailed instructions
Part 1: Introduce the Words are provided in each lesson plan. Explaining
grammar rules is not recommended at this level, as
Introduce each new word or phrase in such a
students are best able to learn and understand the
way that students both hear it and understand its
patterns through meaningful experiences with the
meaning. Detailed instructions are provided in each
language.
lesson plan.
Shorouk Press 13
Practice Time Sample Page and Lesson Plan
•..Students.are.reminded.of.the.new.
Practice Time grammar patterns they learned in the
A. Listen and repeat. Then practise with a partner. previous Focus Time lesson.
How often do you visit a museum? I visit a museum four times a year.
Extra Practice
Explain and assign the Practice Time Worksheet.
There is one Worksheet per Practice Time page
to give students further practice with the target
patterns. Worksheets can be done at home or
in class. They can also be used to challenge
more advanced students while the teacher
spends time with students who need more help.
For Worksheets and detailed instructions, see
Teacher’s Book pages 180-203.
Shorouk Press 15
Reading Time Sample Page and Lesson Plan
Reading Time
A. Listen and read along.
Dear Crazy,
Dear Sarah Your little brother loves you very
much and wants your attention.
Spend time with him. Tell him he can •..A.reading.passage,.related.to.the.unit’s.
Dear Sarah, use your things but he has to ask topic, is provided.
first. Help him find some friends. And
I am thirteen years old and I have
don’t forget, he will grow up!
a big problem. My little brother is a
pest! He follows me all the time and Sarah
always bothers me and my friends. •..New.words.are.listed.on.the.page
He goes into my room and takes my
things without asking. My mum tells New Words
me to be patient because I am older. pest bother
It’s not fair! What can I do? without
patient
tell
fair
•..Students.do.a.True/False.activity.about.
information from the reading.
Going Crazy
crazy attention
spend time grow up
Unit 5 29
1. Students may learn the new vocabulary A. Listen and read along.
within the context of the reading, or each 1. Play the recording. Students listen and read
new word can be taught before students along in their Student’s Books.
encounter it in the reading. If you choose to 2. Play the recording again, stopping it after
teach the new words before students read the each sentence. Students listen and repeat each
passage, write the new words in a column sentence.
on the board. Then point to and read each
3. Divide the class into pairs. Students in each
word before explaining its meaning. Detailed
pair take turns reading the passage aloud to
explanations of how to present each new
their partner.
word are provided in the lesson plans.
Extra Practice
Explain and assign the Reading Time Worksheet.
There is one Worksheet per Reading Time page to
give students further reading practice. Worksheets
can be done at home or in class. They can also
be used to challenge more advanced students
while the teacher spends time with students who
need more help. For Worksheets and detailed
instructions, see Teacher’s Book pages 180–203.
Shorouk Press 17
Your Time Sample Page and Lesson Plan
Your Time
•..Students.answer.questions.about.
A. Listen and answer the questions. themselves that they hear on the recording.
1.
2.
3. •..In.order.to.further.personalize.the.unit’s.
4. topic and language, students interact
with their classmates to find out related
B. Ask your classmates. Write their names and circle Yes or No. personal information.
Do you take medicine once a day?
Name Yes/No
30 Unit 5
Assessment
Give the unit Test in order to check students’
comprehension of the new language items. There
is one Test per unit. An extensive midterm and
final test are also provided. For Tests and detailed
instructions, see Teacher’s Book pages 204–231.
Shorouk Press 19
Do You Remember? 1.
Listen and repea
Samy.
Do You Rem
2.
t’s name is Sokka I’m fourteen.
ra.
We’re making I’m fourteen, 5.
dinner. We’re too.
Kareem swims
really well.
I like to ski. I
information Yum! My
favourite! I love to swim.
It’s delicious!
We like playin
g video games
. I like dolphins.
Well, we cooke
d the spaghetti,
salad, and set made the
the table. Yes,
let’s eat!
iii Study English
with us and have
and iv.
iv
20 Do You Remember?
Classroom Language Classroom
Language
Listen and rep
eat.
Focus: Frequently used classroom language Please number
your papers
five. We’re goin from one to
g to have a spe
Materials Needed: CD/cassette and player
lling test. Samy, will you
turn on the CD
player, please?
Go to track ten
.
Okay.
page 157.)
Mona, please
stay after clas
and finish you s
r homework. Have a good
weekend, clas
forget, your s! Don’t
projects are
Okay, Miss Nad due on Sunday
ia. .
Bye, Miss Nad
ia!
Shorouk Press 21
Places we go
1 Conversation Time Places we go
1
Language Focus: Asking about a museum’s hours, entrance Conversatio
n Time
A.
fees, and exhibitions over the telephone
Listen and rep
eat. Point to
the speakers. The
n listen again.
Good mornin
g, the Egyptia
Materials Needed: CD/cassette and player; Wall Chart 1 Museum. How n
can I help you Hi! What are
? your hours?
Open: Satur
day-Friday
Hours: 9:00A
M : 7:00PM
Egyptians:
L.E 2
Foreigners:
L.E 20
22 Unit 1
open their Student’s Books to page 1. Ask the 2. True/False/I Don’t Know. Say five to six
following questions: statements about the conversation (see
Where is the woman? Suggested Statements below). Students say True
What are the museum’s hours? if the statement is true, and False if it is false. If a
Is the museum open daily? statement is false, choose a volunteer to make it
How much does the museum cost for Egyptians? true. If students don’t have enough information
How much for tourists? to determine if the statement is true or false, they
How much does it cost for children under five? say I don’t know.
Does the cost include the mummy rooms? Suggested Statements:
The Egyptian Museum is open on Friays. It costs
Two pounds for a four-year-old child to get in.
Practise the Conversation Kareem wants to go to the museum on Tuesday.
There is a free tour of the mummy rooms. The woman
A. Listen and repeat. Point to the on the phone works at the museum daily. If Kareem’s
speakers. Then listen again. mother and father go to the museum, they will pay ten
pounds to get in.
1. Play the recording (first version of the
conversation). Students listen and repeat, 3. Make It Your Own. Write the following on
pointing to each speaker. the board:
1. Receptionist: Good morning, The A: What are your hours?
Egyptian Museum. How can B: We’re open from 9:00 to 7:00.
I help you? Students read the dialogue on the board.
2. Kareem: Hi! What are your hours? Then divide the class into pairs and write the
Receptionist: We’re open from 9:00 to 7:00. following on the board:
3. Kareem: Are you open on Fridays? 1. From Sunday to Thursday we’re open from
Receptionist: Yes. We’re open daily. 9:00 to 5:00. On Friday and Saturday we’re
open from 10:00 until 3:00.
4. Kareem: How much does it cost to get in? 2. From Sunday to Thursday we’re open from
Receptionist: It’s two pounds for Egyptians 10:00 to 6:00. We’re closed on Friday and
and twenty pounds for Saturday.
foreigners. Children under five 3. We’re only open on Tuesday and Thursday
are free. from 8:00 until 10:00.
5. Kareem: Does that include the Students read each new response. Quickly clarify
mummy rooms? meaning if necessary. Then each pair of students
Receptionist: No, it doesn’t. role-plays the dialogue on the board, substituting
6. Kareem: Thanks for your help. the new responses into the underlined part of the
Receptionist: You’re welcome. Have a nice day. target conversation.
2. Play the recording (second version of the
conversation). Students listen.
Finish the Lesson
B. Role-play the conversation.
1. You Tell Me. Ask students the following
Students choose a partner and, using their
questions about their own school: When is our
Student’s Books for reference, role-play the
school open? What are its hours? Is it open on
conversation. They then change roles and role-
Saturdays? On Sundays? Is our school open on
play the conversation again.
holidays? Then ask the following questions about
the cinema. Do you like going to the cinema? How
much does it cost you to get in? How much does it
Games and Activities cost your mother or father? Does that include the
popcorn?
Note: For all Conversation Time activities, students 2. Explain and assign Workbook page 1. (For
may use their Student’s Books for reference. instructions, see Teacher’s Book page 157.)
1. Back-to-Back. Divide the class into pairs.
Students sit with their backs to their partners
and role-play the conversation without looking
at each other. Partners then change roles and
repeat the activity.
Shorouk Press 23
Word Time Word Time
A. Listen and rep
eat.
Language Focus: Public buildings and structures (school,
9
1. school
3. barber’s sho 2. library
library, barber’s shop, bank, hotel, train station, post office, 5. hotel
p
4. bank
Time Picture Cards, 1 set; Unit 1 Word Time Word Cards, 1 set
(see Picture and Word Card Book pages 1 and 2) 4
Suggested Questions:
What are the Egyptian Museum’s hours?
Is it open on Friday?
How much does it cost for an Egyptian to get in? 2. Attach Wall Chart 2 to the board or open a
How much does it cost for a foreigner to get in? Student’s Book to page 2. Read the following
How much does it cost for children under 5 to get in? “story” while pointing to or touching the pictures
2. Check Workbook page 1. (For instructions and (bold words) and pantomiming the actions
answer key, see Teacher’s Book page 157.) (italicized words). If students repeat, do not stop
them, but they are not required to do so.
Note: It is not important that students understand
Introduce the Words each word. This is a receptive exercise focusing
on exposure to English.
1. Hold up and name each of the Unit 1 Word
Time Picture Cards. Students listen. Hold up This picture shows an old town. What was in the
and name the cards again, and have students town? We can see a bridge. There is a train station.
repeat. Hold up the cards in random order and We can see a library, a school, a bank, a post office,
have students name them. a barber’s shop, a hotel, and a theatre. There is a
pavement in front of the buildings. There are some
2. Attach the Unit 1 Word Time Picture Cards students going to school.
in a row to the board. Stand the Unit 1 Word
Time Word Cards on the chalktray under the 3. Ask the following questions while pointing
corresponding picture cards. Point to each to or touching the pictures (bold words) and
picture/word card pair and read the word. pantomiming the actions or adjectives (italicized
Students repeat. Then reposition the word cards words).
so that they are no longer directly below the (bridge) What’s this?
corresponding picture cards. Volunteers come Does the bridge go over a river?
to the board one by one and place a word card (post office) Is this a school?
under its corresponding picture card, then point Can you post a letter at the post office?
to and read the word. Seated students repeat. (theatre) What do people do here?
Can you read books at the library?
What do people do at a barber’s shop?
Talk About the Picture Can you in-line skate on a pavement?
24 Unit 1
Practise the Words Suggested Descriptions:
You take a train there.
A. Listen and repeat. You post a letter there.
1. Play the recording. Students listen and repeat, You walk across the river on it.
pointing to each word in the vocabulary box. You see a film there.
You walk on it.
1. school 2. library You sleep there.
3. barber’s shop 4. bank You get a haircut there.
5. hotel 6. train station You study there.
7. post office 8. pavement You read books there.
9. bridge 10. theatre You get money there.
2. Say the words in random order. Students 2. Find the Clue. Write the following words on the
point to them in the vocabulary box. board: book, money, train, letter, haircut, river, film,
walk, sleep, study. Point to each word and have
B. Point and say the words.
students read it. Clarify meaning as necessary.
Students point to each of the target vocabulary Then divide the class into teams of three to four.
items in the large scene and name them. Say library. The first team to say the related word
from the board then uses both the target word
C. Listen and point.
and related word in an appropriate sentence.
Play the recording. Students listen to the words. If they do so correctly, they win a point. For
For the vocabulary, they point to the named example, students say either Book. You read a book
item; for the conversations, they point to the at the library or Study. I like to study at the library.
speakers. (References are shown in parentheses.) Continue with the remaining target items. The
Play the recording as many times as necessary team with the most points at the end wins.
for students to complete the task.
3. Pantomime. Divide the class into groups of three
Bank. Pavement. to four. A student in each group (S1) begins by
Post office. School. pretending to be at one of the target buildings
Bridge. Library. or structures. For example, a student pretends to
Theatre. Hotel. walk up to a post office, buy some stamps, and
Barber’s shop. Train station. put a letter in the postbox. The other members
Now listen and point to the speakers. of the group say You’re at the (post office). S1
says either Yes, I am or No, I’m not, continuing to
A: Are you open on Sundays? (men outside
pantomime until the place is correctly named.
barber’s shop)
Another member of the group then takes a turn
B: Yes. I’m open from 7:00 to 10:00.
pantomiming. Groups continue in the same way
A: Good. I need a haircut.
for seven to nine minutes.
A: Dad, can we see the show? (father and
4. Option: Personalise the Vocabulary. Divide the
daughter by theatre)
class into groups of two to three. Students in
B: Sure. How much does it cost to get in?
each group work together to draw a map of their
A: It’s one pound for adults. Children are free.
town, labelling everything they can. Groups
A: Let me help you, Miss Sarah. (boy and then take turns standing up and telling the class
woman outside library) about their maps.
B: Thanks. Be careful. They’re heavy.
A: No problem.
Finish the Lesson
1. Association. Hold up a Unit 1 Word Time
Games and Activities Picture Card. Students try to be the first to say
another word with a logical association to the
1. Name the Place. Divide the class into teams illustrated building or structure. For example:
of three to four. Describe one of the target barber’s shop/hair, library/books, bridge/water.
vocabulary items (see Suggested Descriptions Accept any answers that make sense. The first
below). The first team to correctly name the student to call out an appropriate word wins a
building or structure gets a point. Continue with point. Do the same with the remaining picture
the remaining target items. The team with the cards. The student with the most points at the
most points at the end wins. Then have students end wins.
on each team work together to write their own
description of each target item. Once all teams 2. Explain and assign Workbook page 2. (For
have written at least four to five descriptions, instructions, see Teacher’s Book page 158.)
have them take turns reading them to the class
and have other teams name the described
building or structure.
Shorouk Press 25
Focus Time
Focus Time
A. Listen and rep
Language Focus: Prepositions of location (beside, behind, across
eat.
26 Unit 1
2. Practice for Fluency. Say pavement, in front of, 2. Living Buildings. Divide the class into groups
theatre. Students say the target question. Then of four and give each group a set of Unit 1 Word
nod your head yes and have students say the Time Word Cards and Focus Time Word Cards.
target answer. Do the same with four to five Two students in each group (S1 and S2) hold up
different combinations of buildings/structures a Unit 1 Word Time Word Card. Then another
and prepositions of location. student in each group holds up a Focus Time
Word Card. S1 and S2 position their cards in
Practise the Patterns relation to each other so as to illustrate the word
on the Focus Time card. The last student in each
B. Listen and repeat. group describes the past location of the two
“living” buildings, saying There was a (theatre)
1. Write the text from the pattern boxes on
(across from) the (post office). Groups continue
the board. Play the recording, pointing to each
in the same way with the remaining cards,
word. Students listen.
changing roles each time.
A: Was there a library beside the post office?
Option: Students in groups create their own time
B: Yes, there was.
cards and focus time cards.
A: Was there a library beside the post office?
3. Make the Sentences. (See Game 17, pages
B: No, there wasn’t.
155–156.) Do the activity using Unit 1 Word
2. Play the recording again. Students look at Time Word Cards, Focus Time Word Cards, and
the pattern boxes in their books and repeat, Grammar Cards.
pointing to each word.
3. Students work with partners to say the
question and answers, while looking at the Finish the Lesson
pattern boxes in their books.
1. Where Was It? Arrange several classroom items
C. Look at page 2. Listen and on a desk at the front of the classroom. Students
point. look at the items and take notes on the items’
Play the recording. Students look at page 2 and locations in relation to each other for about 30
listen to the words, pointing to each item they seconds. Then change the arrangement of the
hear named. Play the recording as many times items and ask students target questions about
as necessary for students to complete the task. the past location of the items.
A: Was there a bridge beside the school? 2. Explain and assign Workbook page 3. (For
B: No, there wasn’t. instructions, see Teacher’s Book page 158.)
Shorouk Press 27
Practice Time
Practice Tim
e
A. Listen and rep
Language Focus: Prepositions of location; Yes/No questions
eat. Then pra
ctise with a par
tner.
with was [Was there a (bank) (near) the (school)? (Yes), there (was).]
Was there a ban
k near the sch
ool?
Yes, there was
1. sch .
ool/beside/
Function: Asking about past location.
library?
Yes 2. train stat
ion/behind/hot
Yes el?
S2) to the board and give S1 the above word card. Unit 1
28 Unit 1
Yes, There Was! No, There Wasn’t! Was there a barber’s shop across from my
grandmother’s house?
Was there a theatre beside the school?
Was there a theatre near my grandmother’s school?
Yes, there was!
Was there a library above the theatre?
No, there wasn’t!
Was there a barber’s shop beside the school? 3. Write a Story. Give students 10–15 minutes
Yes, there was! to write a story that includes details about
No, there wasn’t! the location of their home and school. Once
students have finished writing their stories, have
Was there a post office near the bank?
volunteers take turns reading their stories to the
Yes, there was!
class.
No, there wasn’t!
Was there a train station near the bank?
Yes, there was!
No, there wasn’t! Extra Practice
Explain and assign Worksheet 1, An Old Town,
Was there a library across from the bridge? page 184. (For instructions and answer key, see
Yes, there was! page 180.)
No, there wasn’t!
Was there a hotel across from the bridge?
Yes, there was!
No, there wasn’t! Finish the Lesson
2. Play the recording again. Students listen and 1. Name the Location. Stand behind your desk.
chant along, using their books for reference. Then sit down and ask Was I above my desk? Then
Play the recording as many times as necessary stand in front of your desk, sit down, and ask
for students to become familiar with the chant. Was I in front of my desk? Continue in the same
3. Give each student a Unit 1 Word Time way for three to four minutes.
Picture Card. Play the karaoke version. 2. Explain and assign Workbook page 4. (For
Students chant along, standing up and showing instructions, see Teacher’s Book page 158.)
their picture card each time it is named.
Students exchange cards and chant again.
Shorouk Press 29
Reading Time
Reading Tim
e
A.
Language Focus: Reading a historical narrative
Listen and rea
d along.
30 Unit 1
The first ice cream shop opened in New York in Games and Activities
1876. Now there is an ice cream shop in every
Note: For all Reading Time activities, students may
town, and you can buy ice cream at every grocery
use their Student’s Books for reference.
shop. You can find a lot of flavours, from tomato to
pickle. America’s favourite flavours are vanilla and 1. Make New Phrases. Write ice cream cone on the
chocolate. What’s your favourite? board. Strike through the word cone. Students
replace cone with other words in order to create
New Words
new phrases. For example: ice cream churn, ice cream
invent
factory, ice cream shop, ice cream flavour. Write each
history
new phrase on the board as students say it. Then
first
have volunteers use each new phrase in a sentence.
churn
factory 2. Write the Words. Divide the class into pairs.
cone Write the following sentences on the board:
every 1. Nancy Johnson _____ the first ice cream churn.
a lot of 2. In 1851, the first _____ opened.
flavour 3. One of America’s favourite desserts is _____.
vanilla 4. My favourite flavour of ice cream is _____.
2. Play the recording again, stopping it after Students in each pair work together to complete
each sentence. Students listen and repeat each each sentence. Check answers by having volunteers
sentence. take turns reading a sentence to the class.
3. Divide the class into pairs. Students in each Answer Key:
pair take turns reading the story aloud to their 1. Nancy Johnson invented the first ice cream
partner. churn.
B. Listen and circle True or False. 2. In 1851, the first ice cream factory opened.
3. One of America’s favourite desserts is ice
1. Play the recording. For each number, students cream.
listen and circle True if the statement is true, and 4. My favourite flavour of ice cream is
False if it is not. (vanilla). (Answers will vary.)
1. We know who invented ice cream. 3. Timeline. Divide the class into groups of two to
2. The first ice cream churn was invented in 1846. three. Students in each group work together to
3. The first ice cream shop opened in New York. create a timeline about the history of ice cream.
4. Americans don’t like vanilla ice cream. Once students have completed their timelines,
2. Check answers by saying Number 1. We know say 1896 and have students say what happened in
who invented ice cream. Students say True if they that year. Do the same with 1876, 1843, and 1851.
circled True, and False if they circled False. If the OPTIONS:
statement is false, choose a volunteer to make it 1. Students illustrate their timelines with
true. Do the same for numbers 2–4. drawings or pictures cut from magazines.
Answer Key: 2. Students go to the library or use the Internet
1. False 2. False 3. True 4. False to do further research on ice cream. They then
C. Read the question. Write the answer. include the new information on their timelines.
1. Students read each question and answer it Option: Students do research on the history of
based on the reading in exercise A. ice cream in their country.
2. Check answers by reading each question and
having students read the answer they wrote. Extra Practice
Explain and assign Worksheet 2, Ice Cream
Answer Key:
1. When did the first ice cream shop open? Sandwiches, page 185. (For instructions and
The first ice cream shop opened in 1876. answer key, see page 180.)
Shorouk Press 31
Your Time
Your Time
A.
Language Focus: Personalising location language
Listen and ans
wer the questio
ns.
1.
B. Choose the
B. Pairwork. Fillcor
in
rect answer
from
c or d : the chart. The a, b,
n tell you r partner about
your town.
1. ......
For general information on Your Time,
1. The...... .
re’s ainve
a nted ice cream?
beside
a) What You
the b . b) When
When they do, they read or say the sentence 2. Is there a boo
kshop beside you
containing the words out loud (Ice cream is now
r school?
with the first ice cream shop, the first ice cream 4. Where do you
get a haircut?
churn, the first ice cream cone, the first ice cream
factory, America’s favourite flavours, you can buy ice
6
Answer Key:
Introduce the Lesson Answers will vary.
Write Is there a chemist’s beside our school? on the B. Choose the correct answer from a, b,
board. Point to the question and have students read c or d :
it. Quickly review meaning if necessary. Then ask 1. ............. invented ice cream?
students five to six questions relating to location
(see Suggested Questions below). a) What b) When c) Who d) Where
Suggested Questions: 2. Where did the first ice cream factory ........... ?
Is there a lizard beside (Amr)? a) open b) opened c) opening d) opens
Is (Mary) behind (Soha)?
3. You can find a lot ............ favourite flavour.
Am I near my desk?
Is there a bridge across from your house? a) of b) on c) at d) in
Are there any books in your bookbag? 4. My best ............... is vanilla.
Is there a hotel in front of our school?
a) flavour b) kind c) colour d) size
5. Do you like ............ to museum ?
Practise the Lesson
a) going b) go c) goes d) got
Students open their Student’s Books to page 6.
C. Review. Read and write the
A. Listen and answer the answers.
questions. 1. Students read each question and write an
1. Play the recording. For each number, answer based on their own knowledge and
students listen to the question and answer it experience.
based on their own knowledge. 2. Check answers by dividing the class into
1. Is there a library near your house? pairs and having students in each pair read one
2. Is there a library near your school? question and answer to the class.
3. Is there a theatre beside your house? Answer Key:
4. Is there a bank across from your school? Answers will vary.
2. Check answers by dividing the class into
pairs and having students in each pair read one
question and answer to the class.
32 Unit 1
Games and Activities
1. Draw a Map. Divide the class into groups of
two to three. Give each group ten minutes to
draw and label a map of either their town or
the neighbourhood around their school. Once
students have finished their maps, have groups
take turns standing up and telling the class
about their maps.
2. Questions. Ask students six to seven questions
about which buildings they would visit in order
to do certain activities (see Suggested Questions
below).
Suggested Questions:
You want to post a letter. Where do you go? (post
office)
You want to get a book. Where do you go? (library)
You want to take a train. Where do you go? (train
station)
You want to get a haircut. Where do you go?
(barber’s shop)
You want to go to sleep. Where do you go? (hotel)
You want to see a show. Where do you go? (theatre)
You want to get out some money. Where do you go?
(bank)
Assessment
Explain and assign the Unit 1 Test, page 212.
(For instructions and answer key, see page 204.)
Shorouk Press 33
2 In the Restaurant
Conversation Time In the Restau
2 rant
How about a
salad?
Good! I’m in
34 Unit 2
two plates. Set the “plates” down in front of Games and Activities
Students B and C.
C: Thanks. It looks delicious. Note: For all Conversation Time activities, students
Look at Student A and smile. Speak may use their Student’s Books for reference.
enthusiastically. 1. Responses. Divide the class into pairs. A student
3. Divide the class into Groups A, B, and C. Model in each pair (S1) begins by saying the first line
the conversation again using facial expressions of dialogue in any of the scenes (except for the
and body language. Group A repeats the first fifth scene). His/Her partner (S2) responds
line of the conversation, Group B repeats line accordingly. Pairs continue in the same way
two, and so on. Encourage students to copy your with the remaining scenes. S2 then says the first
facial expressions and body language. Groups lines of the dialogue in the same way and S1
change roles and say the conversation again in responds.
the same way. Continue until each group has 2. At a Restaurant. Divide the class into groups of
taken on each role. three. Each group takes five to seven minutes to
4. Attach Wall Chart 3 to the board or open create a menu. Students in each group then role-
a Student’s Book to page 7. Students then play the conversation, substituting items from
open their Student’s Books to page 7. Ask the their menus. Groups continue until each student
following questions: has been the waiter.
Where are these people? 3. Make It Your Own. Write the following on
What are they going to do? the board:
What’s the woman sitting at the table going to eat? A: Hello. Are you ready to order?
What’s the man at the table going to eat? B: I think so. I’ll have a steak.
What’s today’s special? Students read the dialogue on the board.
Who’s in the mood for spaghetti and meatballs? Then divide the class into pairs and write the
following on the board:
Practise the Conversation 1. No, not yet. I need a few more minutes.
2. Yes! I’d like a steak, please.
A. Listen and repeat. Point to the 3. Yes, but first I have a question about your specials.
speakers. Then listen again. Students read each new response. Quickly clarify
1. Play the recording (first version of the meaning if necessary. Then students in each pair
conversation). Students listen and repeat, role-play the dialogue on the board, substituting
pointing to each speaker. the new responses into the underlined part of the
target conversation.
1. Waitress: Hello. Are you ready to order?
Woman: I think so. I’ll have a steak.
2. Waitress: Rare, medium, or well done? Finish the Lesson
Woman: Medium, please. And a baked potato.
1. Finish the Phrase. Say the beginning words of
3. Waitress: How about a salad?
a phrase from the lesson (see Suggested Phrases
Woman: Sounds good.
below) and have students compete to be the first
4. Man: What’s today’s special? to complete the phrase. Any reasonable answer
Waitress: Spaghetti and meatballs. is okay.
5. Man: Good! I’m in the mood for spaghetti. Suggested Phrases:
I’ll have that. Are you _____
6. Waitress: Here you are. How about _____
Man: Thanks. It looks delicious. Sounds _____
Rare, medium _____
2. Play the recording (second version of the What’s today’s _____
conversation). Students listen. I’m in the mood _____
B. Role-play the conversation. Here you _____
Divide the class into groups of three. Using 2. Explain and assign Workbook page 7. (For
their Student’s Books for reference, students instructions, see Teacher’s Book page 159.)
in each group role-play the conversation.
They then switch roles and role-play the
conversation again. Groups continue until each
student has taken on each role.
Shorouk Press 35
Word Time Word Time
A. Listen and rep
eat.
Language Focus: Food and drink (water, lemonade, roast beef, 1. water
3. roast beef 2. lemonade
roast turkey, chicken soup, fruit salad, orange juice, coffee, bread, 5. chicken sou
p
4. roast turk
ey
36 Unit 2
other appropriate questions about their own
2. Say the words in random order. Students
point to them in the vocabulary box. “restaurant table.”
2. Survey. Students create a survey on a sheet of
B. Point and say the words. paper by writing Name and Do you like _____? in
Students point to each of the target vocabulary a row at the top of the paper. They then write a
items in the large scene and name them. list of five different food and drink items along
the left side of the paper. Students then work
C. Listen and point. in groups of five to six students in each group
Play the recording. Students listen to the words. take turns asking each other: Do you like (coffee)?
For the vocabulary, they point to the named Students respond Yes, I like (coffee) or No, I don’t
item; for the conversations, they point to the like (coffee). Students record the answers they
speakers. (References are shown in parentheses.) hear. Groups continue for five to six minutes.
Play the recording as many times as necessary Then ask students questions about what they
for students to complete the task. found out. For example: Ask Does Ramy like
Roast beef. iced tea? Students who know this information
Coffee. respond either Yes, he does. or No, he doesn’t.
Lemonade. 3. Place Your Orders, Please. Divide the class into
Orange juice. groups of three to four and give each group a set
Fruit salad. of Unit 2 Word Time Picture Cards and Word
Bread. Cards. Each group will role-play a restaurant
Chicken soup. scene, with one student acting as the waiter, one
Water. student acting as the cook, and the rest acting
Apple pie. as customers in the restaurant. The customers
roast turkey. lay the word cards face up on a desk to make a
Now listen and point to the speakers. menu. The waiter comes to the group and says
to each student Hello. Are you ready to order? Each
A: What are you going to have? (boy and girl) customer replies I think so. I’ll have some (chicken
B: I don’t know. soup). The waiter then walks to the cook. The
A: I’m going to have some french fries and a hot dog. cook asks What’s (she) going to have? about each
B: That sounds good. I’ll have that, too. customer. The waiter answers (She’s) going to
A: I rented a video. Do you want to watch it have some (chicken soup). The cook then finds the
tonight? (Mona and Kareem) Unit 2 Word Time Picture Card to fill each order
B: I can’t. I’m going to see a film with my family. and gives it to the waiter, who “serves” it to the
How about tomorrow? customer, saying Here you are. Students then
A: Sure! change roles and do the activity again. Groups
continue until each student has been both the
A: Here you are. (waiter and woman)
waiter and the cook.
B: Thanks. It looks delicious.
A: How about some more water? Option: students create their own cards and food
B: No, thanks. items
4. Option: Personalise the Vocabulary. Students
look through old magazines or newspapers and
cut out pictures of any food items they can name
Games and Activities in English. They then create a collage by gluing
1. Describe the Restaurant Table. Bring four all their pictures on a large sheet of paper and
volunteers (S1–S4) to the front of the classroom labelling each picture. Students then take turns
and have them sit around a desk. Place the Unit showing their collages to the class, pointing to
2 Word Time Picture Cards on the desk so that each picture and saying I want (roast beef). I don’t
their location can be described in terms of across want (fruit salad) or asking their classmates Do
from, beside, near, and in front of. Ask seated you like (roast beef)? Volunteers respond either
students the following questions: Yes, I do or No, I don’t. Hang the collages on the
What’s in front of S1? What’s near the (coffee)? walls for future reference.
What’s beside the (roast turkey)? What’s beside the
(fruit salad)? Who is sitting across from (S3)?
Finish the Lesson
Then divide the class into groups of four and
give each group a set of Unit 2 Word Time 1. Slow Reveal. (See Game 15, page 155.) Play the
Picture Cards. Or students can create their game using Unit 2 Word Time Picture Cards.
own cards by either drawing or writing Each 2. Explain and assign Workbook page 8. (For
group does the activity as above, asking each instructions, see Teacher’s Book page 159.)
Shorouk Press 37
Focus Time
Focus Time
A. Listen and rep
Language Focus: Food quantities (a bottle of water, a can of
eat.
He, She, They, I, we, he, she, and they grammar cards, 1 set per 2 B. bread
Listen and rep
eat.
Unit 2
38 Unit 2
2. How many (bottles) of (water) did (she) have? Games and Activities
(She) had (one) (bottle) of (water). Follow the
same procedure as in Step 1, underlining How many 1. Plurals. Divide the class into pairs and give each
bottles when writing the question on the board and pair a set of Unit 2 Focus Time Picture Cards.
using cans of lemonade, pieces of apple pie, bowls Students in each pair work together to write on
of chicken soup, and glasses of orange juice. each picture card both the singular and plural
form of each illustrated item. For example: On
3. Practice for Fluency. Write How much… and How the water card, students would write both a bottle
many… on the board. Write water, lemonade, roast of water and (two) bottles of water. Once pairs have
turkey, apple pie, and bread below How much…. Write labelled each card, they choose four of the cards
bottles of water, cans of lemonade, slices of turkey, pieces and write a sentence using each of the phrases.
of apple pie, and loaves of bread below How many…. Say The sentences can use any English that students
they, lemonade and point to How much…. Students know. For example: I drank a bottle of water. I like
ask How much lemonade did they have? Say three to eat four slices of turkey for breakfast.
cans. Students say They had three cans of lemonade.
Then say he, pieces of apple pie and point to How Option: Students can use the pictures in their books p.
many…. Students ask How many pieces of apple pie 9 and write the plurals there instead of using cards.
did he have? Say one piece. Students say He had 2. How Much/How Many. Divide the class into
one piece of apple pie. Continue for four to six pairs and write the following on the board:
minutes, using different food items, pronouns,
and quantities. After students have made several 1. How _____ roast turkey did you have? (three slices)
questions and answers, do not point to How much… 2. How _____ cups of coffee did she have? (one cup)
and How many…. 3. How _____ chicken soup did they have? (two
bowls)
Note: Use much to ask about singular and 4. How _____ bread did he have? (four loaves)
uncountable nouns (for example: apple pie, 5. How _____ pieces of apple pie did you have? (two
lemonade, coffee). Use many to ask about plural pieces)
nouns (for example: pieces of apple pie, cans of
lemonade, cups of coffee). Students in each pair work together to fill in
the blank in each question using much or many.
They then use the words in parentheses to write
Practise the Patterns the answer to each question. Check answers by
saying Number 1 and having a volunteer read
both the question and answer he/she wrote. Do
B. Listen and repeat. the same for numbers 2–5.
1. Write the text from the pattern boxes on the
board. Then play the recording, pointing to Answer Key:
each word. Students listen. 1. How much roast turkey. did you have? I
had three slices of roast turkey.
A: How much water did she have?
B: She had one bottle of water. 2. How many cups of coffee did she have?
She had one cup of coffee.
A: How many bottles of water did she have?
B: She had three bottles of water. 3. How much chicken soup did they have?
They had two bowls of chicken soup.
2. Play the recording again. Students look at
the pattern boxes in their books and repeat, 4. How much bread did he have? He had four
pointing to each word. loaves of bread.
3. Students work with partners to say the 5. How many pieces of apple pie did you
questions and answers, while looking at the have? I had two pieces of apple pie.
pattern boxes in their books. 3. Make the Sentences. (See Game 17, pages 155–
156.) Do the activity using I, You, He, She, They,
C. Look at page 8. Listen and point. I, we, he, she, and they grammar cards and Unit
Play the recording. Students look at page 8 and 2 Word Time Word Cards, Focus Time Word
listen to the words, pointing to each person Cards, and Grammar Cards.
being talked about. Play the recording as many
times as necessary for students to complete the Finish the Lesson
task.
1. Special Menus. Elicit the name of a famous
A: How many slices of roast beef did she have? dancer or model and the name of a famous
B: She had two slices of roast beef. boxer or footballer. Write the two names on the
A: How much lemonade did she have? board and have seated students ask and answer
B: She had one can of lemonade. the target questions about the two people with
A: How many slices of roast turkey did he have? special diet needs.
B: He had four slices of roast turkey. 2. Explain and assign Workbook page 9. (For
instructions, see Teacher’s Book pages 159–160.)
Shorouk Press 39
Practice Time
Practice Tim
e
A. Listen and rep
Language Focus: Wh- questions with how much/many [How
eat. Then pra
ctise with a par
tner.
much (bread) did (he) have? (He) had (six) (loaves) of (bread).]
How much bre
ad did he hav
e?
He had six loav
1. pieces of es of bread.
apple pie/the
Function: Expressing quantities of food and drink four y?
2. bowls of chic
ken soup/she?
one
say they, roast beef and elicit the target question. Unit 2
8. How many slices of turkey did he have? How much water did you have?
He had four slices of turkey. I had three bottles.
40 Unit 2
How many bottles? OPTIONS:
Three bottles. I had three bottles of water. 1. Quickly teach students the word about so
How much orange juice did you have? that they can approximate quantities that they’re
I had four glasses. not sure of. For example: I had about four slices of
How many glasses? roast beef.
Four glasses. I had four glasses of orange juice. 2. Quickly teach students the pattern I didn’t
2. Play the recording again. Students listen have any (bread).
and chant, using their books for reference. Play 3. Survey. Write How much? and How many? in a
the recording as many times as necessary for row at the top of the board. Under How much?
students to become familiar with the chant. write fudge (pieces of), milk (bottles of), glue (bottles
3. Divide the class into Groups A and B. Play the of), tape (rolls of), and paper (pieces of) in a column.
karaoke version. Group A chants the questions Under How many? write pencils, sisters, brothers,
and Group B chants the answers, holding up one books, eyes, ears, and hands. Point to each word and
finger in the first verse, two in the second. Groups have students read it. Quickly review meaning
switch roles and chant again. if necessary. Then divide the class into groups of
three to four. Students in each group take turns
asking each other How many/How much questions
about the items on the board. For example: How
Games and Activities many pencils do you have? Students can take notes
if necessary to remember what their classmates
1. How Many Did He Have? Divide students into say. Groups continue for five to six minutes.
groups of four to six, and give each group a set Then ask students questions about what they
of Unit 2 Word Time Picture Cards and Unit 2 found out. For example: Ask How much paper does
Focus Time Picture Cards. Students shuffle the Ramy have? Students who know this information
cards and turn them face down. Each group then respond Ramy has ten pieces of paper.
numbers slips of paper from 1–8 and turns these
OPTIONS:
face down. A student in each group (S1) begins
by picking up a number card that he/she doesn’t 1. Quickly teach students the word about
show to the others. S2 turns over a picture card, so that they can approximate quantities that
points to S1, and asks S3 How (many) (slices of) they’re not sure of. For example: I have about ten
(roast beef) did (he) have? S3 looks at S1’s number pieces of paper.
card and answers (He) had (three) (slices of) (roast 2. Quickly teach students the pattern I don’t have
beef). Groups continue in the same way with any (paper).
the remaining cards, changing roles each time.
Remind students that if they turn over a Word
Time Picture Card, they ask How much… and if Extra Practice
they turn over a Focus Time Picture Card, they Explain and assign Worksheet 3, How Many?/
ask How many…. How Much?, page 186. (For instructions and
answer key, see page 180.)
OPTIONS: Students can draw or write their own
cards.
2. What Did You Eat? Each student makes a list
of the ten Unit 2 target foods. They then write Finish the Lesson
down how many of each item they have eaten
in the last week. Divide the class into pairs and 1. Share the Answer. Ask a student How many
have students in each pair take turns using the fingers do you have? Continue around the
target patterns to ask each other about what classroom for three to four minutes, asking
they have eaten (students can take notes if students questions about body parts they can
necessary to remember what their partner says). name in English.
Pairs continue for four to five minutes. Then ask 2. Explain and assign Workbook page 10. (For
students questions about what they found out. instructions, see Teacher’s Book page 160.)
For example: Ask How many cans of lemonade did
Kim have? Kim’s partner responds Kim had one can
of lemonade.
Shorouk Press 41
Reading Time
Reading Tim
e
A.
Language Focus: Reading a restaurant review
Listen and rea
d along.
G
him
42 Unit 2
Grandpa Ali is clean and the prices are good. Games and Activities
The address is 12 Pine Street. They’re open
daily from 11:00 a.m. to 10:00 p.m. They Note: For all Reading Time activities, students may
serve lunch and dinner. use their Student’s Books for reference.
New Words 1. Sentence Strips. Divide the class into groups of
new six to eight and give each group a copy of the
Italian reading. Students in each group cut the reading
owner so that each sentence is on a separate strip of
real paper. They then shuffle the strips. Play the
chef recording. Students in each group work together
free to put the strips in order. Play the recording
best as many times as necessary for students to
price complete the task. Then have each group read a
A.M./P.M. paragraph to the class.
serve OPTION:Give students enlarged photocopies of
2. Play the recording again, stopping it after the reading.
each sentence. Students listen and repeat each 2. Definitions. Divide the class into Teams A and
sentence. B. Then say People eat there. The first student to
3. Divide the class into pairs. Students in each name the corresponding word from the reading,
pair take turns reading the article aloud to their restaurant, wins a point for his/her team. Do the
partner. same with six to seven other words from the
reading (see Suggested Definitions below). The
B. Listen and circle True or False. team with the most points at the end wins.
1. Play the recording. For each number,
Suggested Definitions:
students listen and circle True if the statement
not old (new)
is true, and False if it is not.
this person owns a restaurant (owner)
1. Grandpa Ali’s is a bakery. this person cooks at the restaurant (chef or
2. Laila Abdallah said, “Their pasta is the Grandpa Ali’s)
best pasta in town.” children (young people)
3. Kids under five eat free. an Italian food (pizza)
4. Grandpa Ali’s serves breakfast and lunch. not dirty (clean)
2. Check answers by saying Number 1. every day (daily)
Grandpa Ali’s is a bakery. Students say True if 3. Use It in a Sentence. Say new. A volunteer says a
they circled True, and False if they circled False. sentence using new (this can be either an original
If the statement is false, choose a volunteer to sentence or a sentence from the reading). Do the
make it true. Do the same for numbers 2–4. same with the remaining new words from the
Answer Key: lesson.
1. False 2. False 3. True 4. False
Extra Practice
C. Read the question. Write the Explain and assign Worksheet 4, Mona’s Diary,
answer. page 187. (For instructions and answer key, see
1. Students read each question and answer it page 180.)
based on the reading in exercise A.
2. Check answers by reading each question and
having students read the answer they wrote. Finish the Lesson
Answer Key: 1. Please Correct Me. Read sentences or parts
1. What is the name of the restaurant? of sentences from the reading, replacing one
The name of the restaurant is word in each utterance. Students follow in their
Grandpa Ali’s. Student’s Books and repeat each utterance,
2. Where is Grandpa Ali’s? Grandpa putting the word from the reading back in.
Ali’s is in Cairo. or Grandpa Ali’s is at For example: Say Grandpa Ali’s is an old Italian
12 Pine Street. restaurant. Students say Grandpa Ali’s is a new
3. Who is Grandpa Ali’s? Grandpa Ali’s Italian restaurant. Continue for three to four
is the owner’s grand father. He is the minutes.
chef at the restaurant. 2. Explain and assign Workbook page 11. (For
4. When is Grandpa Ali’s open? instructions, see Teacher’s Book page 160.)
Grandpa Ali’s is open daily from
11:00 A.M. to 10:00 P.M.
Shorouk Press 43
Your Time
Your Time
A. Listen and ans
Language Focus: Personalising food and quantity language
wer the questio
ns.
1.
3.
4.
B.
For general information on Your Time,
Ask your clas
smates. Write
their names and
Do you want circle Yes or
a slice of roa No.
see pages 18–19.
st beef for dinn
er?
Food
1. a slice of roa Name
st beef Yes/No
taken a turn. It is okay if more than one student 4. Did you hav
e a glass of milk
12
2. Check Workbook page 11. (For instructions and
answer key, see Teacher’s Book page 160.) Unit 2
44 Unit 2
Games and Activities
1. Memory Chain. (See Game 18, page 156.) Play
the game using My favourite food is (pizza).
OPTION: Play the game using I want a (slice) of
(beef) for dinner.
2. What Will You Eat? Students write down how
much of various types of food they plan to eat
in the next week. They then get together with
a partner. Each student asks his/her partner
How much (pizza) will you eat? and records the
answers.
3. Alien Interview. Divide the class into groups of
four to six. One student in each group is an alien
from outer space visiting the planet Earth. The
other group members interview the alien, asking
him/her questions like What’s your favourite
food?/What did you have (this morning)?/How
much (cake) can you eat/drink? and writing
down the answers. Then each group reports to
the class on their alien.
Assessment
Explain and assign the Unit 2 Test, page 213.
(For instructions and answer key, see page 204.)
Shorouk Press 45
3 Daily Activities
Conversation Time Daily Activiti
es
3
Language Focus: Shopping for a pie at a bakery Conversatio
n Time
A. Listen and rep
Materials Needed: CD/cassette and player; Wall Chart 5
eat. Point to
the speakers.
Then listen aga
in.
Good morning
. Can I help you
? We have lem
on, peach, and
apple.
2.
you have? Continue for three to four minutes. Oh, that’s too
much are the
expensive. How
peach pies? Okay. I’ll take
46 Unit 3
baker have any cherry pies? 2. Match the Halves. Divide the class into pairs.
How much are the apple pies? Is that expensive? Students in each pair write the contents of
How much are the peach pies? each speech bubble from the conversation on a
What kind of pie does the customer buy? separate piece of paper and then cut each piece
of paper in half. Pairs shuffle the pieces of paper
and place them face down. Say Go! Pairs try
Practise the Conversation to be the first to turn over the pieces of paper,
match each half, and put the complete speech
A. Listen and repeat. Point to the bubbles in the correct order. The first pair to do
speakers. Then listen again. so raises their hands and says the conversation
they have put together. If it is correct, they come
1. Play the recording (first version of the
to the front of the classroom and role-play the
conversation). Students listen and repeat,
conversation for the rest of the class. If it is not
pointing to each speaker.
correct, all pairs continue to work until one
1. Baker: Good morning. Can I help you? pair has put together the correct conversation.
Customer: Yes, please. What kinds of pie do Students then change partners and do the
you have today? activity again.
2. Baker: We have lemon, peach, and apple. 3. Make It Your Own. Write the following on the
3. Customer: Do you have any cherry pies? board:
Baker: Sorry. We’re out of cherry. But A: Can I help you?
the apple pies are very nice. B: Yes, please. What kinds of pie do you have today?
4. Customer: How much are they? Students read the dialogue on the board.
Baker: They’re ten pounds each. Then divide the class into pairs and write the
5. Customer: Oh, that’s too expensive. How following on the board:
much are the peach pies? 1. Yes, please. Can you tell me where the skirts are?
Baker: They’re five pounds each. 2. No, thank you. I’m just looking.
6. Customer: Okay. I’ll take one. 3. Yes. Do you have this shirt in red?
Baker: Great! I’ll get a fresh pie for you. Students read each new response. Quickly clarify
2. Play the recording (second version of the meaning if necessary. Then students in each pair
conversation). Students listen. role-play the dialogue on the board, substituting
the new responses into the underlined part of the
B. Role-play the conversation. target conversation.
Students choose a partner and, using their
Student’s Books for reference, role-play the
conversation. They then change roles and role- Finish the Lesson
play the conversation again.
1. Discussion. Have a short discussion (for about
three to four minutes) with the class, talking
about when and where they might have a
Games and Activities conversation in which they are talking to a store
clerk about buying something.
Note: For all Conversation Time activities, students 2. Explain and assign Workbook page 13. (For
may use their Student’s Books for reference. instructions, see Teacher’s Book page 161.)
1. Listen Carefully. Write the following sentences
on the board. Play the recording of the
conversation. Students listen and write the
missing words to complete each sentence.
1. The bakery has lemon, _____, and apple pies.
2. They’re out of _____ pies.
3. The apple pies are _____ pounds each.
4. The peach pies are _____ pounds each.
Check answers by saying Number 1. A volunteer
reads the complete sentence. Do the same for
numbers 2–4.
Answer Key:
1. The bakery has lemon, peach, and apple pies.
2. They’re out of cherry pies.
3. The apple pies are ten pounds each.
4. The peach pies are five pounds each.
Shorouk Press 47
Word Time Word Time
A. Listen and rep
eat.
Language Focus: Daily activities (walk to school, go to the 1. walk to sch
3. do laundry
ool
2. go to the
dentist, do laundry, chop vegetables, iron a shirt, slice fruit,
dentist
5. iron a shir 4. chop vegeta
t bles
take a bus, wash my hair, stay home, buy groceries) 7. take a bus 6. slice fruit
48 Unit 3
2. Say the words in random order. Students stand in two parallel lines and give each student
point to them in the vocabulary box. a Unit 3 Word Time Picture Card. Each student
faces the student directly across from him/her
B. Point and say the words. and holds up his/her picture card. Partners ask
Students point to each of the target vocabulary and answer When do you (wash your hair)? I (wash
items in the large scene and name them. my hair) (in the morning). Then students in each
line pass their card to the right and repeat the
C. Listen and point. exchange. Continue until students receive their
Play the recording. Students listen to the words. starting card and then change students and start
For the vocabulary, they point to the person again.
doing the named action; for the conversations, 3. Survey. Students create a survey on a sheet of
they point to the speakers. (References are paper by writing Name and Do you like to _____?
shown in parentheses.) Play the recording in a row at the top of the paper. Then they
as many times as necessary for students to write a list of six activities along the left side of
complete the task. the paper. Then divide the class into groups of
Do laundry. four to five. Students in each group take turns
Take a bus. asking each other around the classroom and ask
Go to the dentist. their classmates Do you like to (do the laundry)?
Slice fruit. Students respond Yes, I like to (do the laundry) or
Iron a shirt. No, I don’t like to (do the laundry). Students record
Buy groceries. their classmates’ names and answers on their
Walk to school. surveys. Groups continue for five to six minutes.
Wash my hair. Students sit down. Then ask students questions
Chop vegetables. about the survey. For example: Ask Does amr
Stay home. like to do the laundry? Students who know this
information respond either Yes, he does or No, he
Now listen and point to the speakers.
doesn’t.
A: Was there a mouse beside that tree? (Kareem
4. Option: Personalize the Vocabulary. Divide
and friend)
the class into pairs and give them three to
B: Where?
four minutes to talk with their partner about
A: Beside that tree, on the pavement.
the activities they plan to do in the next
B: I don’t know.
week (students can take notes if necessary to
A: Hi, Mr. Adam. How much is a medium apple remember what their partner says). Then each
juice? (shop assistant and girl at juice pair joins with another pair and each student
stand) tells the others about his/her partner’s plans.
B: It’s two pounds.
OPTION:Do the activity as above, also having
A: Great! I’ll take one, please.
students draw pictures to illustrate their
B: Here you are.
partner’s plans.
A: Look! My apple is bigger than your apple.
(Mona and friend)
B: But I’m so hungry. Finish the Lesson
A: Here. You can have mine.
B: Thanks! 1. Categorize. Divide the board into two columns.
Write at home at the top of the first column, and
not at home at the top of the second column. Say
buy groceries and have a volunteer point to the
Games and Activities corresponding column on the board. A different
volunteer says We don’t buy groceries at home.
1. Charades. Divide the class into groups of five Write buy groceries in the not at home column.
to six and give each group a set of Unit 3 Word Do the same with the remaining target actions.
Time Picture Cards. A student in each group Then point to each column and have students
begins by looking at a picture card and then read the words.
pantomiming the action. The first student to
correctly name the action, saying You’re (ironing 2. Explain and assign Workbook page 14. (For
a shirt), is next to pantomime an action. Groups instructions, see Teacher’s Book page 161.)
continue in this way for five to seven minutes.
option: Students can use the pictures in the book
instead of using cards.
2. When Do You… Get about six to eight students
come to the front of the classroom Have students
Shorouk Press 49
Focus Time
Focus Time
A. Listen and rep
Language Focus: Emphatic pronouns (by myself, by himself, by
eat.
ironed
I
didn’t iron a shirt by my
C. Look at page
Unit 3
15, page 155.) Hold up each Unit 3 Word Time
Picture Card and have students name it. Then 15
50 Unit 3
Practise the Patterns volunteers to the front of the classroom. Ask
one of them (S1) to step away from the other
B. Listen and repeat. volunteers, pantomime slicing fruit, and then
stop. Seated students point to S1 and say
1. Write the text from the pattern boxes on the
(He) sliced fruit (by himself). Then have all four
board. Then play the recording, pointing to
volunteers pantomime taking a bus together.
each word. Students listen.
Point to S1 and elicit (He) didn’t take the bus by
I ironed a shirt by myself. (himself). Do the same with different actions for
I didn’t iron a shirt by myself. four to five minutes, sometimes having S1 do the
2. Play the recording again. Students listen, action by (himself) and sometimes with the other
look at the pattern boxes in their books, and volunteers. Each time, seated students say the
repeat, pointing to each word. target pattern about S1.
3. Students work with partners to say the 3. Make the Sentences. (See Game 17, pages
sentences, while looking at the pattern boxes in 155–156.) Do the activity using I, You, He, She,
their books. We, and They grammar cards and Unit 3 Word
Time Word Cards, Focus Time Word Cards, and
C. Look at page 14. Listen and Grammar Cards.
point.
Play the recording. Students look at page 14
and listen to the words, pointing to the person/ Finish the Lesson
people doing each action they hear named.
Play the recording as many times as necessary 1. Family Chart. Draw a ten-column/five-row
for students to complete the task. chart on the board. On top of each column attach
one of the Unit 3 Word Time Picture Cards.
She cut fruit by herself. To the left of the rows write names of family
She didn’t wash her hair by herself. members: my baby sister, my big brothers, my
They took a bus by themselves. mother, my father, and my grandmother. Above the
chart write YESTERDAY. Students take turns
making sentences about each family member.
For example: My baby sister didn’t stay home
Games and Activities by herself yesterday. My big brothers went to the
1. Write the Word. Write the following sentences dentist by themselves yesterday. A volunteer checks
on the board. Students write each one, filling the appropriate box for each positive statement
in the blanks with the appropriate emphatic and crosses out the appropriate box for each
pronoun. negative statement. Continue until most students
have made a sentence.
1. I sliced fruit by _____.
2. You sliced fruit by _____. (one person) 2. Explain and assign Workbook page 15. (For
3. He sliced fruit by _____. instructions, see Teacher’s Book pages 161-162.)
4. She sliced fruit by _____.
5. We sliced fruit by _____.
6. You sliced fruit by _____. (two people)
7. They sliced fruit by _____.
Check answers by saying Number 1 and having
a volunteer read the whole sentence. Do the
same for numbers 2–7.
Answer Key:
1. I sliced fruit by myself.
2. You sliced fruit by yourself. (one person)
3. He sliced fruit by himself.
4. She sliced fruit by herself.
5. We sliced fruit by ourselves.
6. You sliced fruit by yourselves. (two people)
7. They sliced fruit by themselves.
2. Pantomime. Say walk. Students say its
simple past form, walked. Do the same with
the remaining target verbs. Then bring four
Shorouk Press 51
Practice Time A.
Practice Tim
e
Listen and rep
eat. Then pra
ctise with a par
tner.
Language Focus: Emphatic pronouns; simple past, affirmative You walked to
(yourselves).] 2. You/wash
your hair /yourself
52 Unit 3
3. Divide the class into Groups A and B.
Play the karaoke version. Group A sings the
Finish the Lesson
un-indented lines, pantomiming each action as 1. Present to Past. Say I go to the dentist by myself.
they sing it. Group B sings the indented lines. A volunteer changes the sentence into the past
Groups switch roles and sing the song again. tense, saying I went to the dentist by myself.
Continue in this way until all of the target verb
phrases have been changed from present to past.
Games and Activities
2. Explain and assign Workbook page 16. (For
1. True Sentences. Divide the class into groups of instructions, see Teacher’s Book page 162.)
three to four, and give each group a set of Unit
3 Word Time Picture Cards. A student in each
group begins by picking up a picture card and
using the verb phrase in a true sentence. For
example: I didn’t buy groceries by myself on Friday
or On Tuesday, I chopped vegetables by myself.
The other students in the group point to the
volunteer and say (He) (didn’t) (buy groceries) by
(himself) on (Friday) or On (Tuesday), (he) (chopped
vegetables) by (himself). Groups continue in the
same way for four to five minutes.
option: Students create their own cards by either
drawing or writing the target language.
2. Chart. Divide the class into pairs and write the
following chart on the board:
Extra Practice
Explain and assign Worksheet 5, Play a Game,
page 188. (For instructions and answer key, see
page 180.)
Shorouk Press 53
Reading Time
Reading Tim
A. e
Language Focus: Reading a short story
Listen and rea
d along.
Ramy Forgo
Materials Needed: CD/cassette and player; Unit 3 Word t!
“Ramy,” said
his mother,
Time Picture Cards, 1 card per student me, please? “will you go
” She put a to the superm
grocery list and arket for
the table by some money
the door. on
“No problem
, Mum,” said
Ramy.
Ramy arrived
at the superm
For general information on Reading Time,
arket.
“Oh, no!” Ram
y said. “I forg
list!” He wen ot the
Unit 3
54 Unit 3
Ramy Forgot! 2. Who wanted Ramy to go? Ramy’s mother
“Ramy,” said his mother, “will you go to the wanted him to go.
supermarket for me, please?” She put a grocery list 3. Did Ramy forget the list? Yes, he did.
and some money on the table by the door.
4. What did Ramy leave at the supermarket?
“No problem, Mum,” said Ramy. He left the groceries at the supermarket.
Ramy arrived at the supermarket.
“Oh, no!” Ramy said. “I forgot the list!” He went Games and Activities
home and got the list. Then he ran back to the
supermarket. Ramy put the groceries in the trolley. Note: For all Reading Time activities, students may
Then he went to the checkout. use their Student’s Books for reference.
“Oh, no!” he said. “I forgot the money!” He ran home, 1. Use It in a Sentence. Say checkout. A volunteer
got the money, and ran back to the supermarket. Then says a sentence using checkout (this can be either
he paid for the groceries and went home. an original sentence or a sentence from the
“Hi, Ramy,” said his mother. “Where are the reading). Do the same with the remaining new
groceries?” words from the lesson.
“Oh, no!” he said. “I left them at the supermarket!” 2. Act It Out. Get a group of four students come
to the front of the classroom. Two students
New Words “Ramy and his mother” read the dialogue lines.
supermarket The other two students “Ramy and his mother”
grocery list pantomime the sentences they hear. Continue as
arrive above changing the groups each time.
forget, forgot Option: Students work in pairs. S1 is Ramy and
go home S2 is Ramy’s mother they say the dialogue and
get, got pantomime it at the same time .
trolley
checkout 3. What Happened? Divide the class into pairs.
pay, paid Students in each pair work together to write down
leave, left the things Ramy did, in chronological order.
Students’ lists may vary somewhat but should
2. Play the recording again, stopping it after each include most of the following information:
sentence. Students listen and repeat each sentence.
1. Ramy said he would go to the supermarket.
3. Divide the class into pairs. Students in each pair 2. Ramy arrived at the supermarket.
take turns reading the story aloud to their partner. 3. Ramy went home and got the list.
4. Ramy ran back to the supermarket.
B. Listen and circle True or False.
5. Ramy put the groceries in the trolley.
1. Play the recording. For each number, students 6. Ramy went to the checkout.
listen and circle True if the statement is true, and 7. Ramy ran home, got the money, and ran back
False if it is not. to the supermarket.
1. Ramy went to the supermarket with his mother. 8. Ramy paid for the groceries.
2. Ramy ran to the bookstore. 9. Ramy went home.
3. Ramy forgot the money. 10. Ramy told his mother that he left the groceries
4. Ramy didn’t pay for the groceries. at the supermarket.
2. Check answers by saying Number 1. Ramy went
to the supermarket with his mother. Students say Extra Practice
True if they circled True, and False if they circled Explain and assign Worksheet 6, The Assistant’s
False. If the statement is false, choose a volunteer Tale, page 189. (For instructions and answer key,
to make it true. Do the same for numbers 2–4. see page 180.)
Answer Key:
1. False 2. False 3. True 4. False
Shorouk Press 55
Your Time
Your Time
A. Listen and ans
Language Focus: Personalising daily activity language
wer the questio
ns.
1.
3.
4.
5.
2.
3.
1. Reading Review: Changing Words. Students 4.
3.
Unit 3
56 Unit 3
Games and Activities
1. Yesterday’s Actions. Divide the class into
pairs. A student in each pair (S1) begins by
pantomiming four different actions he/she did
yesterday. His/Her partner (S2) writes down the
actions he/she thinks S1 is pantomiming. Once
S1 has finished pantomiming, S2 checks his/her
list, asking Did you (do the laundry) yesterday? S1
says either Yes, I did or No, I didn’t. Pairs continue
until S2 has an accurate list of S1’s activities.
Pairs then change roles and do the activity again.
2. What Did You Do by Yourself? Divide the
class into four groups. Have students in the first
group make a list of things they did and did not
do by themselves when they were two years old.
Students in the second group list things they
did and did not do by themselves when they
were four. Students in the third group make a
list about when they were eight. Students in the
fourth group list things they do and do not do
by themselves now. Then have each group tell
the class about their lists, saying, for example,
When I was two, I didn’t slice fruit by myself.
3. Drawing. Give students five to six minutes to
draw pictures of themselves doing activities they
like to do by themselves. Once students have
finished drawing, divide the class into pairs.
Students tell their partners about their drawings.
For example: This is me. I like to (take the bus) by
myself.
Assessment
Explain and assign the Unit 3 Test, page 214.
(For instructions and answer key, see page 205.)
Shorouk Press 57
4 Visiting a Film Studio
Conversation Time Visiting a Fi
lm Studio
4
Language Focus: Making a telephone call and leaving a A.
Conversatio
n Time
Listen and rep
eat. Point to
message
the speakers.
Then listen aga
in.
Hello?
Materials Needed: CD/Cassette and player; Wall Chart 7; a ball
Hello. May I
speak What time will
to Ahmed, plea he
se? be back?
Film Studio
I’m sorry. s
I don’t know.
58 Unit 4
statement is true, and False if it is false. If a
Practise the Conversation statement is false, choose a volunteer to make it
true. If students don’t have enough information
A. Listen and repeat. Point to the to determine if the statement is true or false, they
speakers. Then listen again. say I don’t know.
1. Play the recording (first version of the
Suggested Statements:
conversation). Students listen and repeat,
Ahmed will be back at his office at 1:00.
pointing to each speaker.
Salwa can’t meet Ahmed for lunch.
1. Man: Hello? Salwa will be late because she has to take out the
Woman: Hello. May I speak to Ahmed, rubbish.
please? Salwa’s phone number is 02-3555-1839.
Man: He’s not in right now. Salwa wants Ahmed to call her back.
2. Woman: What time will he be back? The man on the telephone is Ahmed.
Man: I’m sorry. I don’t know. 3. Make It Your Own. Write the following on the
3. Woman: Can you take a message? board:
Man: Sure. Who’s calling? A: Can you take a message?
4. Woman: This is Salwa kamel. I’m B: Sure. Who’s calling?
going to be late for lunch A: This is Salwa kamel.
today. I’ll see him at 1:00. Students read the dialogue on the board.
5. Man: Got it. What’s your number? Then divide the class into pairs and write the
Woman: 02-3-555-1839. following on the board:
6. Man: Okay. I’ll give him your 1. This is his friend (Haitham). Could you ask Tim to
message. call me back?
Woman: Thanks. 2. This is his brother (Haitham). I’m calling to see if
Man: You’re welcome. Tim can meet me at 10:00 rather than 2:00.
3. This is his teacher (Haitham). I’m calling to
2. Play the recording (second version of the remind Tim to bring his book to class.
conversation). Students listen.
Students read each new response. Quickly clarify
B. Role-play the conversation. meaning if necessary. Then students in each pair
Students choose a partner and, using their role-play the dialogue on the board, substituting
Student’s Books for reference, role-play the the new responses into the underlined part of the
conversation. They then change roles and role- target conversation.
play the conversation again.
Shorouk Press 59
Word Time Word Time
A. Listen and rep
eat.
Language Focus: Activities (wear a wig, drive a sports
1. wear a wig 2
3. put on ma 2. drive a spo
ke-up rts car
60 Unit 4
Practise the Words Games and Activities
A. Listen and repeat. 1. TV Game Show. Bring a volunteer to the front
of the classroom to act as a TV game show
1. Play the recording. Students listen and repeat,
host. Divide the class into Teams A and B. The
pointing to each word in the vocabulary box.
host calls two players, one from each team, to
1. wear a wig the front of the classroom. The host secretly
2. drive a sports car shows each player a different Unit 4 Word Time
3. put on make-up Word Card. The host asks Are you ready? Go!
4. make friends The players then pantomime their actions to
5. get a suntan their own team. The first team to name their
6. listen to music player’s action correctly, saying You’re (talking
7. take a nap on the phone), wins a point. Continue in the
8. talk on the phone same way until all students have taken a turn
9. sign autographs pantomiming. The team with the most points at
10. have an accident the end wins.
2. Say the words in random order. Students 2. Bingo. (See Game 9, pages 154–155.) Play the
point to them in the vocabulary box. game using Unit 4 Word Time Picture Cards.
B. Point and say the words. 3. Draw the Picture. (See Game 13, page 155.) Play
the game using Unit 4 Word Time Picture Cards.
Students point to each of the target vocabulary
items in the large scene and name them. 4. Option: Personalize the Vocabulary. Give each
student a large piece of paper and crayons or
C. Listen and point. markers. Students make postcards of themselves
Play the recording. Students listen to the and friends or family at a film studio, doing the
sound effects and words. For the vocabulary, target activities. Students then take turns holding
they point to the person/people doing the up their postcards for the rest of the class to see,
named action; for the conversations, they point and using complete sentences to describe the
to the speakers. (References are shown in activities the people on the postcards are doing.
parentheses.) Play the recording as many times Display the postcards on the wall for future
as necessary for students to complete the task. reference.
Take a nap. option: Students can work in groups and do the
Make friends. activity as above.
Drive a sports car.
Talk on the phone.
Sign autographs. Finish the Lesson
Get a suntan.
Put on make-up. 1. Name the Card. Hold up a Unit 4 Word Time
Wear a wig. Picture Card and have a volunteer name the
Have an accident. card, pantomime the action, and use the verb
Listen to music. phrase in a sentence. Continue in the same way
with the remaining Unit 4 Word Time Picture
Now listen and point to the speakers.
Cards.
A: I’ll have a bottle of water, please. (man
2. Explain and assign Workbook page 20. (For
and woman at refreshments table)
B: Sorry. We’re out of water. But the instructions, see Teacher’s Book page 163.)
lemonade is very nice.
A: Okay. I’ll take a can of lemonade and some chips.
Shorouk Press 61
Focus Time
Focus Time
A.
Language Focus: Adverbs of frequency (always, usually, often,
Listen and rep
eat.
Picture Cards, 1 set; Unit 4 Word Time Picture Cards, 1 set; Unit
drive → drives
listen→ listens put → puts
take → takes fall → falls
get → gets
4 Word Time Word Cards, 1 set per 2 students; Unit 4 Focus
talk → talks
sign→ signs
have → has
B.
Time Picture Cards, 1 set; Unit 4 Focus Time Word Cards, 1 set
Listen and rep
eat.
per 2 students; I, you, he, she, we and they grammar cards, 2 always
sets per 2 students; Unit 4 Grammar Cards, Yes, I
he
usually
listen
1 set per 2 students
Do you often
listens to music.
Does he ever listen to sometimes
music?
Unit 4
21
62 Unit 4
3. Practice for Fluency. Say she, take a nap and have 2. Find Someone Who… Each student writes the
students say the corresponding target question. Unit 4 target activities in a column on a piece of
Then say sometimes and have students say paper. They then write one adverb of frequency
the target answer. Do the same with different next to each target activity. For example: take a
pronouns and actions for three to four minutes. nap/hardly ever. Students then work in groups
of five to six, asking each other Do you ever (take
a nap)? Once they find someone who (takes a
Practise the Patterns nap) with the frequency listed on their paper,
they write down that person’s name next to
B. Listen and repeat. the activity. Students continue for six to eight
1. Write the text from the pattern boxes on minutes. Then asks students questions about
the board. Play the recording, pointing to each what they found out. For example: Ask Does
word. Students listen. Khaled ever take a nap? Students who know this
information respond either Yes, he often takes a
A: Do you ever listen to music? nap or No, he hardly ever takes a nap.
B: Yes, I always listen to music.
C: Yes, I usually listen to music. 3. Make the Sentences. (See Game 17, pages
D: Yes, I often listen to music. 155–156.) Do the activity using I, you, he, she,
E: Yes, I sometimes listen to music. we, and they grammar cards and Unit 4 Word
F: No, I hardly ever listen to music. Time Word Cards, Focus Time Word Cards, and
G: No, I never listen to music. Grammar Cards.
A: Does he ever listen to music?
B: Yes, he always listens to music. Finish the Lesson
C: Yes, he usually listens to music.
D: Yes, he often listens to music. 1. Talk Show: The (Famous) Singers. Bring three
E: Yes, he sometimes listens to music. to four volunteers to the front of the classroom
F: No, he hardly ever listens to music. and have them assume the names of members of
G: No, he never listens to music. a popular performing group. Seated students use
2. Play the recording again. Students look at the target patterns to ask individual volunteers
the pattern boxes in their books and repeat, questions. Encourage students to use any
pointing to each word. verbs they are familiar with that make sense
in this context. Play several times, with several
3. Students try to say the patterns on their groups of volunteers, changing the names of the
own, while looking at the pattern boxes in their performers every time.
books.
2. Explain and assign Workbook page 21. (For
C. Look at page 20. Listen and instructions, see Teacher’s Book page 163.)
point.
Students look at page 20. Play the recording.
Students listen to the patterns and point to the
person/people doing each activity they hear
named. Play the recording as many times as
necessary for students to complete the task.
A: Do they ever have an accident?
B: No, they hardly ever have an accident.
A: Does he ever sign autographs?
B: Yes, he often signs autographs.
A: Does he ever wear a wig?
B: Yes, he sometimes wears a wig.
Shorouk Press 63
Practice Time
Practice Time
A.
Language Focus: Adverbs of frequency; Yes/No questions with
Listen and repe
at. Then practise
with a partner.
do and does [(Do) (you) ever (sign autographs)? (No), (I) (hardly Do you ever sign
autographs?
No, I hardly eve
64 Unit 4
Do you ever wear a wig? 3. Talking. Write the following on the board: eat
No, I hardly ever wear a wig. bread, drink lemonade, go to the beach, go skiing,
Do you ever talk on the phone? take a bus, go to the dentist, buy groceries. Divide
Yes, I always talk on the phone. the class into pairs and give them three to
Do you ever get a sunburn? four minutes to talk with their partners about
Yes, I sometimes get a sunburn. if they ever do the activities listed on the
board (students can take notes if necessary to
2. Play the recording again. Students listen and remember what their partner says). Then each
chant along, using their books for reference. pair joins with another pair and each student
Play the recording as many times as necessary tells the others about his/her partner’s activities.
for students to become familiar with the chant.
OPTION:Do the activity as above, also having
3. Write the chant on the board with a missing students draw pictures to illustrate their
word in each line. partner’s actions.
Play the chant again and have students listen
and fill in the missing words. Extra Practice
Explain and assign Worksheet 7, Do You
Ever…?, page 190. (For instructions and answer
key, see page 180.)
Games and Activities
1. True Sentences. Divide the class into groups
of six to eight. Give each group a set of Units 3 Finish the Lesson
and 4 Word Time Word Cards and a set of Unit
4 Focus Time Picture Cards. Each group forms 1. Famous People Survey. Draw a 626 chart on the
a circle and places their cards face up in front board. Elicit names of six famous people and
of them. A student in each group (S1) begins write them in a column to the left of the chart,
by pointing to a word card. The other group then attach the Unit 4 Focus Time Word Cards
members ask S1 Do you ever (put on make-up)? in a row above the chart. Stand the Unit 4 Word
S1 points to a picture card and makes a true Time Picture Cards on the chalktray and bring
sentence, saying (No), I (never) (put on make-up). two volunteers (S1 and S2) to the board. S1 holds
Groups continue the activity until each student up the (wear a wig) picture card, points to a
has answered two to three questions. name on the chart, and asks S2 Does (Mona zaki)
option: Students create their own cards. ever (wear a wig)? S2 says (No), he (never) (wears
a wig). Then S2 attaches the (wear a wig) picture
2. Information Gap. Divide the class into pairs. card to the (Mona zaki/never) square on the chart.
Give one student in each pair a piece of paper Continue in the same way with four to six new
with the following sentences written on it: pairs of volunteers.
1. Salma _____ takes a nap. 2. Explain and assign Workbook page 22. (For
2. Tom never talks on the phone. instructions, see Teacher’s Book page 164.)
3. Amira often listens to music.
4. Kate _____ gets a sunburn.
5. Tamer _____ drives a sports car.
6. Mona usually signs autographs.
Give the other student in each pair a piece of
paper with the following sentences written on it:
1. Salma always takes a nap.
2. Tom _____ often talks on the phone.
3. Amira _____ never listens to music.
4. Kate hardly ever gets a sunburn.
5. Tamer sometimes drives a sports car.
6. Mona _____ signs autographs.
Students in each pair ask their partner the
target questions in order to get the information
necessary to fill in the blanks.
Shorouk Press 65
Reading Time
Reading Tim
e
A.
Language Focus: Reading a postcard
Listen and rea
d along.
66 Unit 4
New Words Games and Activities
have a good time
family Note: For all Reading Time activities, students may
yesterday use their Student’s Books for reference.
today 1. Use It in a Sentence. Say family. A volunteer
film studio says a sentence using family (this can be either
adventure an original sentence or a sentence from the
actor reading). Do the same with the remaining new
rehearse words from the lesson.
film star
2. One Sentence at a Time. Divide the class into
tonight
groups of five to six. Students in each group tell
2. Play the recording again, stopping it after Mona’s story, one sentence per student. Make
each sentence. Students listen and repeat each sure students use appropriate pronouns. For
sentence. example: She’s having a good time in Alexandria
3. Divide the class into pairs. Students in each with her family. They visited Alexandria library
pair take turns reading the postcard aloud to yesterday. Today they visited Qaitbay citadel.
their partners. Note: Students can do the activity directly from
the reading, just changing the pronouns, or
B. Listen and circle True or False. they can tell the story in their own words, also
1. Play the recording. For each number, changing the pronouns.
students listen and circle True if the statement
3. Our Own Trip. Divide the class into groups of
is true, and False if it is not.
three to four and have each group write, then
1. Mona was in Aswan. tell about, an imaginary trip they took to a place
2. Mona went to the cinema. of their choice. Provide any words students
3. Mona talked to a film star. need, but have them primarily use words they
4. Mona went to Alexandria library and Qaitbay know. Set a time limit of ten minutes.
citadel.
OPTION: If students need additional help,
2. Check answers by saying Number 1. Mona write key structures on the board. For example:
was in Aswan. Students say True if they circled (Yesterday) we visited _____. We went to a _____.
True and False if they circled False. If the We watched/saw _____ there. We talked to _____. We
statement is false, choose a volunteer to make it had lots of fun.
true. Do the same for numbers 2–4.
Answer Key: Extra Practice
1. False Explain and assign Worksheet 8, Film Stars,
2. False page 191. (For instructions and answer key, see
3. True page 180.)
4. True
C. Read the question. Write the Finish the Lesson
answer.
1. Students read each question and answer it 1. Please Correct Me. Read sentences or parts
based on the reading in exercise A. of sentences from the reading, replacing one
word in each utterance. Students follow in their
2. Check answers by reading each question and
Student’s Books and repeat each utterance,
having students read the answer they wrote.
putting the word from the reading back in. For
Answer Key: example: say I’m having a good time in New York
1. Where is Mona having a good time? with my family. Students say I’m having a good time
Mona is having a good time in Alexandria. in Alexandria with my family. Continue for three to
2. What did she watch at the film studio? four minutes.
She watched the actors rehearse at the 2. Explain and assign Workbook page 23. (For
film studio. instructions, see Teacher’s Book page 164.)
3. Who did she talk to at the film studio?
She talked to Ahmed El- Sakka (the film
star).
4. When did she visit Qaitbay citadel? She
visited Qaitbay citadel today.
Shorouk Press 67
Your Time
Your Time
A. Listen and ans
wer the questio
ns.
Language Focus: Personalising language related to 1.
3.
C. Review. Rea
1. Reading Review: In Your Own Words. Students
d and write the
answers.
1. Do you eve
r see a film by
open their Student’s Books to page 23 and take
yourself?
3. What did
in their own words—something about the
you do yesterday?
68 Unit 4
Games and Activities
1. What Do You Do? Write eat apple pie, do the
laundry by yourself, stay home by yourself, drink
cola, and iron a shirt by yourself on the board. Then
divide the class into pairs. Students in each pair
ask each other Do you ever…? questions about
the activities listed on the board (students can
take notes if necessary to remember what their
partner says). Then each pair joins with another
pair and each student tells the others about his/
her partner’s activities.
2. Draw, Write, and Tell. Each student writes
often, sometimes, and never in a column on a piece
of paper. Then give students seven minutes to
draw a picture of themselves or a friend next to
each word, to illustrate actions they do often,
sometimes, and never. Once students have
finished drawing, have them write a sentence to
describe each picture. Each student then tells a
partner about his/her pictures.
3. Talking. Divide the class into pairs and
give them three to four minutes to talk with
their partners about the last time they saw
a film (students can take notes if necessary
to remember what their partner says). Then
each pair joins with another pair and each
student tells the others about his/her partner’s
experience at the cinema.
OPTION:Do the activity as above, also having
students draw pictures to illustrate their
partner’s experience at the cinema.
Assessment
Explain and assign the Unit 4 Test, page 215.
(For instructions and answer key, see page 205.)
Shorouk Press 69
5 In Town
Conversation Time In Town
5
Language Focus: Talking about the weather and inquiring after Conversatio
n Time
A.
family Listen and rep
eat. Point to
the speakers.
Then listen aga
Hi, Mr. Samy! in.
1.
70 Unit 5
B: I’d better go home. Take care, Kamal. Games and Activities
Stand up and begin to walk away from the
chairs. Wave to Student A. Note: For all Conversation Time activities, students
A: Bye, Mr Samy. may use their Student’s Books for reference.
Stand up and begin to walk away from 1. Responses. Divide the class into pairs. A student
Student B. Wave to Student B. in each pair (S1) begins by saying the first line of
3. Divide the class into Groups A and B. Model the dialogue in any of the scenes. His/Her partner
conversation again using facial expressions and (S2) responds accordingly. Pairs continue in the
body language. Group A repeats the first line of the same way with the remaining scenes. S2 then
conversation, Group B repeats line two, and so on. says the first lines of the dialogue in the same
Encourage students to copy your facial expressions way and S1 responds.
and body language. Groups change roles and say 2. Back-to-Back. Divide the class into pairs.
the conversation again in the same way. Students sit with their backs to their partners
4. Attach Wall Chart 9 to the board or open a and role-play the conversation without looking
Student’s Book to page 25. Students then open at each other. Partners then change roles and
their Student’s Books to page 25. Ask the repeat the activity.
following questions. 3. Make It Your Own. Write the following on the
Where are Kamal and Mr Samy? board:
What is Kamal holding? A: So, how’s your family?
How does Kamal feel? B: They’re fine. But my sister has the flu.
How cold is it?
Students read the dialogue on the board.
How is Kamal’s family? Is his sister sick? What’s
Then divide the class into pairs and write the
the matter?
following on the board:
Is it raining here today?
1. Everybody’s fine. We’re all busy.
2. They’re doing well. We leave next week for our
Practise the Conversation holiday!
3. We’re all fine. Thanks for asking!
A. Listen and repeat. Point to the Students read each new response. Quickly clarify
speakers. Then listen again. meaning if necessary. Then students in each pair
1. Play the recording (first version of the role-play the dialogue on the board, substituting
conversation). Students listen and repeat, the new responses into the underlined part of the
pointing to each speaker. target conversation.
1. Kamal: Hi, Mr Samy!
Mr Samy: Hello, Kamal. Have a seat.
Finish the Lesson
2. Kamal: Thanks. Oh! It’s cold today.
Mr Samy: That’s right. It’s 23 degrees! 1. Discussion. Have a short discussion (for about
three to four minutes) with the class, talking
3. Kamal: Wow! Do you think it’s going to
about what Mr Samy and Kamal might do next,
rain?
once they have left each other. For example: Mr
Mr Samy: Maybe. It’s getting cloudy.
Samy might go home and fix himself a hot cup
4. Mr Samy: So, how’s your family, Kamal? of tea. Kamal might go to the chemist’s to get
Kamal: They’re fine. But my sister has the flu. medicine and tissues for his sister.
5. Mr Samy: I’m sorry to hear that. 2. Explain and assign Workbook page 25. (For
Kamal: It’s not serious. She’s much better instructions, see Teacher’s Book page 164.)
today.
Mr Samy: Good!
6. Kamal: Look! It’s starting to rain.
Mr Samy: I’d better go home. Take care, Kamal.
Kamal: Bye, Mr Samy.
2. Play the recording (second version of the
conversation). Students listen.
Shorouk Press 71
Word Time Word Time
5
A. Listen and rep
eat.
Language Focus: Activities (feed the birds, read a 1. feed the bird
3. take medic
s
2. read a new
spaper
newspaper, take medicine, meet a friend, visit a museum,
ine
5. visit a museu 4. meet a frie
nd
m
take the underground, give a speech, take a maths test, 7. give a spe 6. take the und
ech erground
9. bake bread 8. take a maths
72 Unit 5
Practise the Words Games and Activities
A. Listen and repeat. 1. Concentration. (See Game 10, page 155.) Play
the game using Units 4 and 5 Word Time Picture
1. Play the recording. Students listen and Cards.
repeat, pointing to each word in the vocabulary
box. 2. Ask and Answer. Write always, usually, often,
sometimes, hardly ever, and never on the board.
1. feed the birds Point to each word and have students read
2. read a newspaper it. Then quickly review the Do you ever (get a
3. take medicine haircut)? pattern. Divide the class into groups of
4. meet a friend three to four and give each group a set of Units
5. visit a museum 4 and 5 Word Time Picture Cards. Groups place
6. take the underground the cards face up in front of them. A student
7. give a speech in each group begins by asking Does (Sarah)
8. take a maths test ever (give a speech)? The first student to touch
9. bake bread the named card asks (Sarah) Do you ever give a
10. get a haircut speech? (Sarah) answers truthfully and then takes
2. Say the words in random order. Students a turn asking a Does (Emad) ever… question.
point to them in the vocabulary box. Groups continue in the same way for five to
seven minutes.
B. Point and say the words.
option: Students create their own cards by
Students point to each of the target vocabulary drawing or writing them.
items in the large scene and name them.
3. Categorizing. Divide the class into groups
C. Listen and point. of two to three. Students in each group work
Play the recording. Students listen to the together to make two lists. One list should
sound effects and words. For the vocabulary, contain the target actions that people generally
they point to the person/people doing the do by themselves. The other list should contain
named action; for the conversations, they point the target actions that people generally do not
to the speakers. (References are shown in do by themselves. Once each group has made
parentheses.) Play the recording as many times their lists, have students share their lists with
as necessary for students to complete the task. the class. Work with the class as a whole to
come to a consensus about what should be on
Take the underground.
each list. Write the final lists on the board.
Take medicine.
Read a newspaper. 4. Option: Personalize the Vocabulary. Divide the
Visit a museum. class into groups of two to three and give each
Take a maths test. group a magazine. Members of each group work
Feed the birds. together to find pictures of people doing the
Bake bread. target actions. Groups cut out the pictures and
Get a haircut. make a collage. Groups then take turns showing
meet a friend. the class their collages and talking about the
Give a speech. people doing the activities, saying, for example,
He’s taking the underground. They like to bake
Now listen and point to the speakers.
bread. Display the collages on the wall for future
A: May I speak to waild, please? (man on reference.
mobile phone by birds)
option: Students can do this activity at home
B: I’m sorry. He’s not in right now.
looking at the magazines they have at home and
A: Can you take a message?
bring their collages to class the next day.
B: Sure. Who’s calling?
A: This is Esam. I’ll be late for lunch today.
I’ll see him at two o’clock.
Finish the Lesson
A: What are you doing? (girl on blanket and boy)
B: I’m writing a letter to Emiley Chen. 1. Slow Reveal. (See Game 15, page 155.) Play the
game using Unit 5 Word Time Picture Cards.
A: How much water did you have? (waiter
and man at café) 2. Explain and assign Workbook page 26. (For
B: We had two bottles of water. instructions, see Teacher’s Book page 164.)
A: How many pieces of apple pie did you have?
B: We had two pieces of apple pie.
Shorouk Press 73
Focus Time
Focus Time
A. Listen and rep
Language Focus: Adverbial phrases of frequency (once a
eat.
per 2 students; I, He, She, We, They, I, you, he, she, we, and H
3. three times H
they grammar cards, 1 set per 2 students; Unit 5 Grammar a mo nth
4. four times
a yea
B. r
Cards, 1 set per 2 students Listen and rep
eat.
I read
a newspaper
For general information on Focus Time,
She reads once a month
.
Unit 5
74 Unit 5
2. How often does (she) (read a newspaper)? 2. Match and Draw. Divide the class into pairs and
(She) (reads a newspaper) (once) a (day). Do the write the following questions and answers in
same as in Step 1, using appropriate gestures to two columns on the board:
demonstrate she. 1. How often does she meet her friend?
3. Practice for Fluency. Say you, take the 2. How often do you bake bread?
underground. Students ask the target question. 3. How often does he get a haircut?
Then say twice a week and have students use the 4. How often do they feed the birds?
target pattern to answer the question. Continue He gets a haircut twice a month.
in the same way—using different pronouns, She meets her friend once a week.
activities, and frequencies—for three to four They feed the birds once a day.
minutes. I bake bread three times a year.
Practise the Patterns Students in each pair work together to match
each question in the left-hand column to
the corresponding answer in the right-hand
B. Listen and repeat.
column, writing each question/answer pair on
1. Write the text from the pattern boxes on the a piece of paper. Students also quickly draw a
board. Then play the recording, pointing to small calendar beside each match to show the
each word. Students listen. frequency they are talking about. Check answers
A: How often do you read a newspaper? by having students take turns reading the
B: I read a newspaper once a month. questions and answers they matched.
A: How often does she read a newspaper? 3. Make the Sentences. (See Game 17, pages 155–
B: She reads a newspaper once a month. 156.) Do the activity using I, He, She, We, They, I,
you, he, she, we, and they grammar cards and Unit
2. Play the recording again. Students look at
5 Word Time Word Cards, Focus Time Word
the pattern boxes in their books and repeat,
Cards, and Grammar Cards.
pointing to each word.
3. Students work with partners to say the
questions and answers, while looking at the
pattern boxes in their books. Finish the Lesson
C. Look at page 26. Listen and 1. Talk Show: The Singers. Bring several
point. volunteers to the front of the classroom and
Students look at page 26. Play the recording. have them assume the names of members of
Students listen to the patterns and point to the a popular performing group. Seated students
person doing each activity they hear named. ask individual members of the group target
Play the recording as many times as necessary questions, and the “performers” respond using
for students to complete the task. the target patterns. Encourage students to use
any verbs they are familiar with that make sense
A: How often does he get a haircut? in the context. Play several times, with several
B: He gets a haircut twice a month. groups of volunteers, changing the names of the
A: How often do they take the underground? performers each time.
B: They take the underground five times a week. 2. Explain and assign Workbook page 27. (For
A: How often does he give a speech? instructions, see Teacher’s Book page 165.)
B: He gives a speech four times a year.
Shorouk Press 75
Practice Time
Practice Tim
e
A.
Language Focus: Adverbial phrases of frequency; Wh-
Listen and rep
eat. Then pra
ctise with a par
tner.
3. he/feed the
Focus Time Picture Cards, 1 set once a day
birds?
4. he/meet his
friends?
twice a week
H H H
pages 14–15.
ke the underg
five times a wee round?
k 6. she/bake
bread?
HHHHH once a day
H
ask the rest of the class How often does (she) (give a
speech)? Students answer the question. Continue
in the same way for four to five minutes. 2. Students practice numbers 1–8 in pairs.
2. Check Workbook page 27. (For instructions and (S1 in each pair asks the question, S2 says the
answer key, see Teacher’s Book page 165.) answer.) Students then change roles and repeat
the activity.
76 Unit 5
2. Play the recording again. Students listen and 2. Remind students that they can use the
sing along, using their books for reference. Play patterns I never (cook breakfast by myself) and I
the recording as many times as necessary for hardly ever (cook breakfast by myself).
students to become familiar with the song. 3. Listen Carefully. Read the following paragraph
3. Divide the class into Groups A and B. Play the to students, having them take notes as necessary.
karaoke version. Group A sings the questions I’m going to tell you about my good friend, Sahar.
and Group B sings the answers. Everyone Sahar loves to do so many things! Once a day,
pantomimes each action as they sing. Groups she goes swimming. She practices the violin once
then switch roles and sing the song again. a day, too. She likes to bake, so twice a week she
bakes four loaves of bread. Her family says, “Yum!
Sahar, your bread is great!” Sometimes—about
three times a month—she makes biscuits, too.
Games and Activities Chocolate biscuits are her favourite. My friend
1. Survey. Students create a survey on a sheet of Sahar is busy doing so many fun things!
paper by writing Name and How often do you Ask the following questions about the above
_____? in a row at the top of the paper. They reading, having students refer to their notes
write bake bread, take the underground, visit a for reference. If necessary, read the paragraph
museum, feed the birds, and get a haircut along several times.
the left side of the paper. Students then work
in groups of five to six taking turns asking each How often does Sahar bake bread?
other How often do you (bake bread)? Students How many loaves of bread does she bake?
respond I (bake bread) (twice) a (year). Students Does her family like Sahar’s bread?
record their classmates’ names and answers How often does Sahar go swimming?
on the survey. Groups continue for five to six How often does she play the violin?
minutes. Then ask students questions about the
survey. For example: Ask How often does Jana Extra Practice
bake bread? Students who know this information Explain and assign Worksheet 9, How Often?,
respond Jana bakes bread twice a year.
page 192. (For instructions and answer key, see
OPTIONS: page 181.)
1. Quickly teach students the word about so that
they can approximate frequency. For example: I
take the underground about three times a month.
2. Remind students that they can use the Finish the Lesson
patterns I never (take the underground) and I hardly
ever (take the underground). 1. How Often? Bring two volunteers to the front
of the classroom and give each one a ball. The
2. Talking. Write the following on the board: go first volunteer tosses the ball to a seated student
fishing, pick apples, feed the pets, play cards, cook (S1) and asks How often do you (take medicine)? S1
breakfast by yourself, walk to school by yourself, talk replies using the target pattern, then throws the
on the phone. Divide the class into pairs and give ball back. The second volunteer tosses the ball
them three to four minutes to talk with their to another seated student (S2), points to S1, and
partners about how often they do the activities asks How often does (he) (take medicine)? S2 replies
listed on the board (students can take notes if using the target pattern, then throws the ball
necessary to remember what their partner says). back. After two to four questions, bring two new
Then each pair joins with another pair and each volunteers to the front of the classroom to toss
student tells the others about his/her partner’s the balls and ask questions.
activities.
2. Explain and assign Workbook page 28. (For
OPTIONS:
instructions, see Teacher’s Book page 165.)
1. Quickly teach students the word about so that
they can approximate frequency. For example: I
cook breakfast by myself about three times a month.
Shorouk Press 77
Reading Time
Reading Tim
A. e
Language Focus: Reading a newspaper advice column
Listen and rea
d along.
Materials Needed: CD/cassette and player; copies of Dear Sarah Dear Crazy,
reading, 1 per 6–8 students Your little bro
ther loves you
much and wa very
nts your atte
Dear Sarah, Spend time ntion.
with him. Tel
l him
For general information on Reading Time,
use your thin he can
I am thirteen gs but he has
years old and to ask
a big proble I have first. Help him
find some frie
see pages 16–17.
m. My little bro nds. And
pest! He foll ther is a don’t forget,
ows me all the he will grow
time and up!
always bother Sarah
s me and my
He goes into friends.
my room and
things without takes my
Unit 5
78 Unit 5
New Words 1. My little brother is a _____!
pest 2. He always _____ me and my friends.
bother 3. He takes my things _____ asking.
without 4. My mum tells me to be _____ because I am older.
tell 5. It’s not _____! What can I do?
patient Check answers by saying Number 1. A volunteer
fair reads the complete sentence. Do the same for
crazy numbers 2–5.
attention
spend time Answer Key:
grow up 1. My little brother is a pest!
2. He always bothers me and my friends.
2. Play the recording again, stopping it after 3. He takes my things without asking.
each sentence. Students listen and repeat each 4. My mum tells me to be patient because I
sentence. am older.
3. Divide the class into pairs. Students in each 5. It’s not fair! What can I do?
pair take turns reading the story aloud to their 2. Sentence Strips. Divide the class into groups of
partner. six to eight and give each group a copy of the
B. Listen and circle True or False. reading. Students in each group cut the reading
so that each sentence is on a separate strip of
1. Play the recording. For each number, students
paper. They then shuffle the strips. Play the
listen and circle True if the statement is true, and
recording. Students in each group work together
False if it is not.
to put the strips in order. Play the recording
1. Crazy is thirteen years old. as many times as necessary for students to
2. Crazy is younger than her brother. complete the task. Then have each group read a
3. Her brother bothers their mother. paragraph to the class.
4. Her brother borrows her things without asking. 3. Ten Years Later. Divide the class into three
2. Check answers by saying Number 1. Crazy groups and ask each group to write, then read
is thirteen years old. Students say True if they to the class, a letter that Crazy might write ten
circled True, and False if they circled False. If the years in the future to thank Sarah for her good
statement is false, choose a volunteer to make it advice. Write the beginning and the ending of the
true. Do the same for numbers 2–4. letter on the board, and ask students to use the
Answer Key: past tense in their letter. Suggested beginning:
1. True 2. False 3. False 4. True When I was thirteen years old, I had a big problem….
Suggested ending: I spent time with my brother and
C. Read the question. Write the answer. helped him find some friends. He did grow up and I
1. Students read each question and answer it love him very much! When students have finished,
based on the reading in exercise A. each group reads its letter to the class.
2. Check answers by reading each question and
Extra Practice
having students read the answer they wrote.
Explain and assign Worksheet 10, Am I a Pest?,
Answer Key: page 193. (For instructions and answer key, see
1. What is Crazy’s problem? Her little page 181.)
brother is a pest.
2. Who does Crazy’s brother bother?
Crazy’s brother bothers Crazy and Finish the Lesson
her friends.
1. Tell Me About It. Ask students three to four
3. Who tells Crazy to be patient? Crazy’s questions about the form (rather than the content)
mum tells her to be patient. of the reading (see Suggested Questions below).
4. What does Crazy’s brother want? Suggested Questions:
Crazy’s brother wants her attention. What is this reading about?
How do you know that these are letters?
Games and Activities Who do you think Sarah is?
Where can you find letters like these?
Note: For all Reading Time activities, students may Do you like reading letters like these? Why or why not?
use their Student’s Books for reference. 2. Explain and assign Workbook page 29. (For
1. Listen Carefully. Write the following sentences instructions, see Teacher’s Book page 165.)
on the board. Then play the recording. Students
listen and write the missing words to complete
each sentence.
Shorouk Press 79
Your Time
Your Time
A.
Language Focus: Personalising activity and frequency
Listen and ans
wer the questio
ns.
1.
language 2.
Yes No
C. Review. Read
and write the
1. Reading Review: In Your Own Words. Students
answers.
1. Do you eve
r visit a museu
m?
open their Student’s Books to page 29 and take
two to three minutes to review the article. Then
2. Do you like
feeding the birds?
Answer Key:
Introduce the Lesson Answers will vary.
Write How often do you take medicine? I take medicine B. Ask your classmates. Write their
once a day. on the board. Point to the sentences and names and circle Yes or No.
have students read them. Quickly review meaning Students ask three classmates Do you (take
if necessary. Then ask students five to six questions medicine) (once) a (day)? using the word cues
relating to how often they do certain actions (see from the chart. They record the answers in the
Suggested Questions below). chart. Then ask students questions about what
Suggested Questions: they found out. For example: Ask Does (Nabil)
How often do you give a speech? take medicine once a day? Students who know
How often do you go to the dentist? this information respond Yes, he does or No, he
How often do you drink lemonade? doesn’t.
Do you ever get a sunburn?
C. Review. Read and write the
Do you ever bake bread?
answers.
1. Students read each question and write an
Practise the Lesson answer based on their own knowledge and
experience.
Students open their Student’s Books to page 30. 2. Check answers by dividing the class into
pairs and having students in each pair read one
A. Listen and answer the
questions. question and answer to the class.
1. Play the recording. For each number, Answer Key:
students listen to the question and answer it Answers will vary.
based on their own knowledge.
1. How often do you read a newspaper?
2. How often do you get a haircut?
3. How often do you visit a museum?
4. How often do you feed the birds?
2. Check answers by dividing the class into
pairs and having students in each pair read one
question and answer to the class.
80 Unit 5
Games and Activities four to five minutes. The team with the most
points at the end wins.
1. Cut and Paste. Divide the class into groups of six Note: Students may use verbs other than the
or eight cut the Unit 5 Word Time Word Cards ones on the board.
in half after the verb (for example: meet a friend,
take/the underground). Then give each student 2. Explain and assign Workbook page 30. (For
one of the card halves. Students work in their instructions, see Teacher’s Book page 166.)
groups, looking for the other half of their card.
Once they find a student with the other half of
their card, the two students work together to
write two different sentences about themselves Assessment
or people they know, using their verb phrase. Explain and assign the Unit 5 Test, page 216.
For example: I often take the underground. My (For instructions and answer key, see page 206.)
brother takes the underground three times a week.
Pairs then take turns reading their sentences to
the class. Students then exchange cards and do
the activity again.
2. Schedules. Divide the class into pairs and
give them three to four minutes to talk with
their partners about their weekly/monthly
schedules (students can take notes if necessary
to remember what their partner says). Then each
pair joins with another pair and each student
tells the others about his/her partner’s weekly/
monthly schedule. For example: My partner, Ola,
washes the pots and pans once a day. She hardly ever
practices the piano.
3. Drawing. Give students five to six minutes to
draw pictures of themselves doing activities
they do just once or twice a week. Once
students have finished drawing, divide the class
into pairs. Students tell their partners about
their drawings. For example: This is me. I practice
the violin twice a week.
Shorouk Press 81
Review
Conversation Time Review
Conversatio
n Time Revie
Review Focus: Units 1–5 conversations A. Listen and circ
le the correct
w
picture.
1. a.
Materials Needed: CD/cassette and player b.
c.
2. a.
b.
Warm-Up
c.
Ad
c.
am
answer key, see Teacher’s Book page 166.)
Ali
5. a.
b.
c.
82 Review
Mrs Samy: Is that a book? Woman: 13 pounds?
Woman: No. It’s a video. Baker: No, 30 pounds.
Mrs Samy: Okay. I’ll give her the message. Woman: Okay. Here you are.
5. Samy: Hi, Kareem! Baker: Thank you.
Kareem: Hi, Samy. How are you? 4. Mrs Samy: Hello?
Samy: Fine, thanks. How are you? Girl: Hello. May I speak to Mona,
Kareem: I’m good. How’s your family? please?
Samy: My mother and sister are sick. Mrs Samy: She’s not in right now.
Kareem: I’m sorry to hear that. What’s the Girl: Can you take a message, please?
matter? This is Emiley chin. My number
Samy: They have the flu. is 987-9876.
Kareem: Oh. Is your brother sick, too? Mrs Samy: Did you say 987-9867?
Samy: No, he isn’t sick. Girl: No, it’s 987-9876.
Kareem: Good! Mrs Samy: Got it. I’ll give her the message.
Samy: Well, I’ll see you later, Kareem!
Kareem: Okay. Bye! 2. Check answers by having students listen
to the conversations again. Stop the recording
2. Check answers by having students listen after each conversation and have students say
to the conversations again. Stop the recording the number or words they have circled.
after each conversation and have students say
the letter of the picture they have circled. Answer Key:
1. 4:15
Answer Key: 2. 2 glasses
1. b 2. b 3. a 4. b 5. c 3. 30
4. 987-9876
B. Listen and circle the correct
answer.
1. Play the recording. Students listen and, for
each number, they circle the number or words Games and Activities
that they hear discussed in the conversation.
1. Role Play. Write the third conversation from
1. Clerk: Cairo Theatre. How can I
exercise A on the board. Point to each line and
help you?
have students read it. Then divide the class into
Mona: Hi. What time is the film today?
pairs and have students in each pair role-play
Clerk: 4:15.
the conversation. Students change roles and role-
Mona: 4:50?
play the conversation again.
Clerk: No. 4:15.
Mona: Oh. Thank you. 2. Act It Out. Divide the class into pairs. Students
in each pair work together to write out a mini-
2. Waiter: Hello. Are you ready to order?
dialogue (approximately four to five lines long)
Mrs Samy: I think so. I’ll have a piece of
between two friends meeting in the park. Once
apple pie and a glass of orange
students have created their dialogues, choose
juice.
volunteers to role-play their dialogues for the
Dr Samy: I’ll have a piece of apple pie,
class.
too, and a cup of coffee.
Mona: I’ll have a piece of apple pie 3. Illustrators. Read the third conversation from
and a glass of orange juice. exercise B. Students listen and then draw
Waiter: All right. That’s three pieces pictures to illustrate the conversation. Volunteers
of apple pie, one glass of then take turns showing their pictures to the
orange juice, and two cups of class and explaining them.
coffee.
Mrs Samy: No, no. We want two glasses
of orange juice and one cup of
coffee. Finish the Lesson
Waiter: Okay. I’ll be right back.
1. Who Says It? Read the second conversation
3. Baker: Hi. Can I help you? from exercise B. Discuss with students where
Woman: Yes, please. I’d like a lemon they think the conversation is being held, and
pie and an appel pie. who the speakers might be.
Baker: Okay. That’s 30 pounds.
2. Explain and assign Workbook page 31. (For
instructions, see Teacher’s Book page 166.)
Shorouk Press 83
Sokkara and Sokkar A. Listen and read
Sokkara’s Dia
along. Then look
ry
at the pictures
and write the
days of the week Sokkar’s Diary
.
Day B. Listen and read
: Monday along. Then look
Warm-Up
33
84 Review
I had a bowl of ice cream for lunch. It was Finish the Lesson
delicious! Ice cream is the best medicine. 1. Change the Readings. Students take turns
There was a baking class at the Food School reading one sentence each, first from Sokkara’s
today. I made an apple pie. I had an accident. diary, then from Sokkar’s diary. They change the
I hurt my finger. But my pie was delicious. diaries into stories by changing the subjects from
Sokkara liked it, too. I’m happy. I to He/She. For example: Today he was busy. She
It was 30 degrees today. I went to Sokkara’s bought groceries, did the laundry, and ironed all her
house. She wanted to stay home by herself. shirts. Then She baked bread and made dinner.
I went to the park by myself. It wasn’t fun. 2. Explain and assign Workbook pages 32–33. (For
Then Sokkara came to the park because She instructions, see Teacher’s Book page 166.)
was bored at home. We had a good time.
2. Play the recording again, stopping after
each paragraph. Students find the picture that
corresponds to each paragraph and write the
corresponding day.
Answer Key:
Monday, Wednesday, Thursday,
Saturday
3. Ask students to comment on the differences
between Sokkara’s and Sokkar’s accounts of
their week.
Shorouk Press 85
Word Time and Focus Time Review Word Time an
d Focus Time
A. Read and write Review
Review Focus: Units 1–5 vocabulary and patterns
the words.
1. Does he eve
r take a nap?
Materials Needed: CD/cassette and player; Units 1–5 Word Yes, he o f t e n takes a nap.
Time Word Cards, 1 set 2. Your teeth
hurt . You go to the
.
3. I can
by myself.
4. I’ll have two
Warm-Up
piec es of
.
5. She had a
glas s of orange
house? by myself.
and answer key, see Teacher’s Book page 166.) B. Look at A. Writ
e the letters in
the circles. Uns
cramble the nam
e of Mona’s lunc
h.
I have a cold.
I’m staying hom
making a delic e today. Mum
ious lunch for is
me. What is it?
Review n
Review
86 Review 1
Pairwork A. Ask your partn
er and fill in the
How much roast
beef did Mona
Pair work: Stud
chart.
have?
ent A
Annie
Mona Pairwork: Stud
1.
roast
roast
beef
beef Ted ent B
Kareem A. Ask your partn
Warm-Up
Yoru
YourPartn
Partnerer Ask and answ
2.bake twice
twice aa month
month er the questions.
bake
bread
bread 3
three
times
times
a a How often does
mont
monthh Kareem do laund
3.feed
feed
the
the
pets
pets ry? How often do you
once
once aa day do laundry?
4.setset
thethe day Mona
table
table Kareem
once
once aa week
week 1. do the laund
You
ry twice a month Your Partner
2. bake bread
D. Finished? Comp
on the phone?
Review
Assessment
C. Ask and answer the questions. Explain and assign the Midterm Test, pages
1. Each student fills in the You column of the 217–220. (For instructions and answer key, see
chart. Then students in each pair ask their pages 206–207.)
Shorouk Press 87
6 The School Concert
Conversation Time The School
Concert
6
Language Focus: Helping a friend clean up Conversatio
n Time
A. Listen and rep
Materials Needed: CD/cassette and player; Wall Chart 11
eat. Point to
the speakers.
Then listen aga
Hi, Kareem! Wh in.
at are you doin
g?
Do you want
some help?
88 Unit 6
3. Divide the class into Groups A, B, and C. Model 3. Kareem wants Mona to put the bass by the _____.
the conversation again using facial expressions 4. The bass is _____.
and body language. Group A repeats Mona’s
Check answers by saying Number 1. A volunteer
lines, Group B repeats Kareem’s lines, and
reads the complete sentence. Do the same for
Group C repeats Miss Nadia’s line. Encourage
numbers 2–4.
students to copy your facial expressions and
body language. Groups change roles and say the Answer Key:
conversation again in the same way. Continue 1. Kareem is helping Mr. Khaled.
until each group has taken on each role. 2. Mona asks, “Do you want some help?”
3. Kareem wants Mona to put the bass by the
4. Attach Wall Chart 11 to the board or open
window.
a Student’s Book to page 1. Students then
4. The bass is heavy.
open their Student’s Books to page 1. Ask the
following questions: 2. True/False/I Don’t Know. Say five to six
statements about the conversation (see
What is Kareem doing?
Suggested Statements below). Students say True
Why is he cleaning the music room?
if the statement is true, and False if it is false. If a
Can Mona lift the bass?
statement is false, choose a volunteer to make it
Why did Mona say “Look out!”?
true. If students don’t have enough information
What did Miss Nadia ask?
to determine if the statement is true or false, they
say I don’t know.
Practise the Conversation
Suggested Statements:
A. Listen and repeat. Point to the Kareem likes Mr Khaled.
speakers. Then listen again. The bass is heavy.
Mona is strong.
1. Mona: Hi, Kareem! What are you doing?
Miss Nadia is happy.
Kareem: I’m helping Mr Khaled clean up the
Kareem wants the bass by the door.
music room. He’s getting ready for
Mona doesn’t like to play the bass.
the concert.
2. Mona: Do you want some help? 3. Make It Your Own. Write the following on the
Kareem: Sure. You can move the bass. board:
3. Kareem: Put it over there, by the window. A: Do you want some help?
Mona: Ugh! I can’t lift it by myself. B: Sure. You can move the bass.
4. Mona: It’s so heavy. Students read the dialogue on the board.
Kareem: Here. I’ll take it. Then divide the class into pairs and write the
5. Mona: Look out! There’s a box behind you! following on the board:
Kareem: Ahhhh! 1. No, thanks. Everything’s under control.
6. Teacher: What’s going on in here? 2. Well, let me think. Oh, I know! You can clean
Kareem: We’re cleaning up. the board.
3. Not right now, thanks. But if you come back in
2. Play the recording (second version of the
ten minutes, you can sweep the floor.
conversation). Students listen.
Students read each new response. Quickly clarify
B. Role-play the conversation. meaning if necessary. Then students in each pair
Divide the class into groups of three. Using role-play the dialogue on the board, substituting
their Student’s Books for reference, each group the new responses into the underlined part of the
role-plays the conversation. They then change target conversation.
roles and role-play the conversation again.
Groups continue until each student has taken
on each role. Finish the Lesson
1. Discussion. Have a short discussion (for about
three to four minutes) with the class, talking
Games and Activities about what might happen next. For example:
Note: For all Conversation Time activities, students Miss Nadia helps Mona and Kareem clean up the
may use their Student’s Books for reference. music room. Mona and Kareem get sent to the
headteacher’s office for making such a mess.
1. Listen Carefully. Write the following sentences
on the board. Play the recording of the 2. Explain and assign Workbook page 1. (For
conversation. Students listen and write the instructions, see Teacher’s Book pages 167-168.)
missing words to complete each sentence.
1. Kareem is _____ Mr. Khaled.
2. Mona asks, “Do you want _____ help?”
Shorouk Press 89
Word Time Word Time
A. Listen and rep
eat.
1. tuba
Language Focus: Musical instruments (tuba, flute, cymbals, 3. cymbals 2. flute
drums, xylophone, electric keyboard, harp, cello, recorder, trumpet) 5. xylophone 4. drums
conversation. Unit 6
90 Unit 6
Practise the Words Games and Activities
A. Listen and repeat. 1. Beanbags. (See Game 8, page 154.) Play the
game using Unit 6 Word Time Picture Cards.
1. Play the recording. Students listen and
repeat, pointing to each word in the vocabulary 2. Survey. Students create a survey on a sheet of
box. paper by writing Name and Do you like to play
the _____? in a row at the top of the paper. Then
1. tuba they write a list of six musical instruments along
2. flute
the left side of the paper. Students then work in
3. cymbals
groups of five to six asking their classmates Do
4. drums
you like to play the (tuba)? Students respond Yes,
5. xylophone I like to play the (tuba) or No, I don’t like to play the
6. electric
(tuba). Students record the answers they hear.
keyboard Groups continue for six to seven minutes. Then
7. harp
ask students questions about the survey. For
8. cello example: Ask Does Kamal like to play the recorder?
9. recorder
Students who know this information respond
10. trumpet
either Yes, he does or No, he doesn’t.
2. Say the words in random order. Students
3. Categorize. Work with students to come up
point to them in the vocabulary box.
with two or three different categories that
B. Point and say the words. the instruments could be divided into. Some
possibilities are: woodwind, brass, strings,
Students point to each of the target vocabulary
instruments you blow, big instruments, little
items in the large scene and name them.
instruments. Once the class has decided on a
C. Listen and point. set of categories, divide the class into groups
of three. Students in each group write each
Play the recording. Students listen to the
category on a piece of paper and list the
words. For the vocabulary, they point to the
corresponding instruments in each category.
named item; for the conversations, they point
to the speakers. (References are shown in 4. Option: Personalize the Vocabulary. Invite one
parentheses.) Play the recording as many times to three musicians or music teachers to come
as necessary for students to complete the task. to your English class. Ask them to tell students
about the instrument(s) they play.
Flute.
Cymbals.
Recorder.
Cello.
Finish the Lesson
Xylophone. 1. Pantomime. Say flute. Students say I’m going to
Drums. play the flute and then pantomime playing the
Trumpet. flute. Do the same with the remaining target
Harp. instruments.
Electric keyboard.
Tuba. 2. Explain and assign Workbook page 2. (For
instructions, see Teacher’s Book page 168.)
Now listen and point to the speakers.
A: Mum, I have a stomach ache. (boy and
mother in front row of audience)
B: How many bottles of water did you have
at dinner?
A: Three.
B: Oh, dear.
A: Hi. Is Yasser there? He isn’t? Can you take a
message? This is Basma Ahmed. (woman
talking on mobile phone and man in front
row of audience)
B: Sh! Be quiet!
A: Sorry!
A: I like playing the violin, but I don’t
practice enough. (two boys on left
playing violins)
B: Well, practice makes perfect!
A: Do you want to practice together?
B: Sure!
Shorouk Press 91
Focus Time
Focus Time
A. Listen and rep
Language Focus: Adverbs of manner (well, badly, quietly,
eat.
Picture Cards, 1 set; Unit 6 Word Time Word Cards, 1 set per
2 students; Unit 6 Focus Time Picture Cards, 1 set per 6–8
students; Unit 6 Focus Time Word Cards, 1 set per 2 students;
I, He, She, We, They, you, he, she, and they grammar cards, 1 5. quickly
set per 2 students; Unit 6 Grammar Cards, 1 set per 2 students 6. slowly
7. happily
8. sadly
good → well
bad → badl
quick → quic y quiet → quie
kly slow → slow tly loud → loud
ly happy → happ ly
ily sad → sadl
y
B. Listen and rep
eat.
92 Unit 6
Part 2: Introduce the Patterns Games and Activities
1. How did (he) play the (tuba)? (He) played the 1. Slow, Slowly. Say good. Using their Student’s
(tuba) (well). Bring a volunteer to the front of Books for reference if necessary, students say the
the classroom. Say Please play the tuba quickly corresponding adverb, well. Do the same with the
and have the volunteer pretend to quickly play remaining target adjective/adverb pairs. Then
a tuba, then stop. Point to the volunteer, look say slowly and have a volunteer use the word in
at the class, and ask How did he play the tuba? a sentence. For example: I always walk to school
Students repeat. Write How did he play the tuba? slowly or I like to read slowly. Do the same with the
on the board. Point to and read each word. remaining target adverbs.
Students repeat. Then ask the question again
and have students formulate an answer on their 2. How Did He Play? Divide the class into groups
own. Say He played the tuba quickly. Students of six to eight and give each group a set of Unit
repeat. Write He played the tuba quickly. on the 6 Word Time Word Cards and Focus Time
board to the right of How did he play the tuba? Do Picture Cards. (or ask the groups to create
the same with flute/quietly, harp/happily, and them) The groups place the picture cards and
drums/loudly. word cards face down in two separate piles. A
student in each group (S1) begins by picking
2. Practice for Fluency. Say they, recorder. Students up a card from each pile (for example: cello,
ask the corresponding target question, How did sadly). He/She then pantomimes playing the
they play the recorder? Say well. Students say They (cello) (sadly) and then stops. The student to
played the recorder well. Do the same with other S1’s left (S2) asks another student in the group
pronouns, instruments, and adverbs for four to (S3) about S1’s playing, How did (he) play the
five minutes. (cello)? S3 answers, He/She played the cello sadly.
S2 then takes a turn choosing two cards and
pantomiming. Groups continue until they have
Practise the Patterns pantomimed all the cards.
3. Make the Sentences. (See Game 17, pages 155–
B. Listen and repeat.
156.) Do the activity using I, He, She, We, They,
1. Write the text from the pattern boxes on the you, he, she, and they grammar cards and Unit
board. Then play the recording, pointing to 6 Word Time Word Cards, Focus Time Word
each word. Students listen. Cards, and Grammar Cards.
A: How did he play the tuba?
B: He played the tuba well.
A: How did they play the tuba? Finish the Lesson
B: They played the tuba well.
1. Follow Directions. Say Please play the drums
2. Play the recording again. Students look at quietly. Students on the right side of the
the pattern boxes in their books and repeat, classroom pantomime playing drums quietly.
pointing to each word. Then they stop. Students on the left side of
3. Students work with partners to say the the classroom ask How did you play the drums?
questions and answers, while looking at the Students on the right answer. Continue in the
pattern boxes in their books. same way for three to four minutes, having
students switch roles each time.
C. Look at page 2. Listen and
2. Explain and assign Workbook page 3. (For
point.
instructions, see Teacher’s Book page 168.)
Play the recording. Students look at page 2
and listen to the words, pointing to the person
playing each instrument they hear named. Play
the recording as many times as necessary for
students to complete the task.
A: How did she play the flute?
B: She played the flute well.
A: How did he play the harp?
B: He played the harp sadly.
A: How did he play the electric keyboard?
B: He played the electric keyboard slowly.
Shorouk Press 93
Practice Time
Practice Tim
e
A. Listen and rep
Language Focus: Adverbs of manner; Wh- questions with
eat. Then pra
ctise with a par
tner.
How did he
how; simple past tense [How did (he) play the (recorder)? (He) play the rec
order?
He played the
recorder sad
played the (recorder) (sadly).]
1. she/xyloph ly.
one?
happily
2. you/drums?
quickly
Function: Describing how actions were performed in the past
Materials Needed: CD/cassette and player; Unit 1 Word Time
3. he/harp?
Picture Cards, 1 set per 3–4 students; Unit 6 Word Time Picture sadly
4. he/electric
keyboard?
Cards, 1 set; Unit 6 Focus Time Picture Cards, 1 set slowly
5. you/cymbals?
For general information on Practice Time, loudly
6. she/trump
et?
see pages 14–15.
badly
Students open their Student’s Books to page 4. B. Look at page 2. Practise with a
partner.
A. Listen and repeat. Then Students remain in pairs and look at page 2.
Practise with a partner. They then take turns asking and answering
1. Play the recording. Students listen and questions about the characters in the large
repeat, pointing to each picture in their books. scene, using the target patterns and vocabulary
A:How did he play the recorder? items. For example: S1 (pointing to the girl
B:He played the recorder sadly. playing the xylophone): How did she play the
xylophone? S2: She played the xylophone happily.
1. How did she play the xylophone?
She played the xylophone happily. C. Listen and chant.
2. How did you play the drums? 1. Students turn to the How Did She Play the
I played the drums quickly. Flute? chant on page 37. They cover up the text,
3. How did he play the harp? look at the pictures, and talk about what they
He played the harp sadly. see. Read the lyrics line by line. Students repeat
each line. Play the recording. Students listen
4. How did he play the electric keyboard? and follow along in their books.
He played the electric keyboard slowly.
How Did She Play the Flute?
5. How did you play the cymbals?
We played the cymbals loudly. How did she play the flute?
She played the flute quickly.
6. How did she play the trumpet? How did she play the cello?
She played the trumpet badly. She played the cello slowly.
7. How did they play the flute? How did she play the trumpet?
They played the flute well. She played the trumpet loudly.
How did she play the harp?
8. How did she play the cello? She played the harp quietly.
She played the cello quietly.
How did he play the drums?
He played the drums happily.
94 Unit 6
How did he play the tuba? groups to draw them) Each group arranges the
He played the tuba sadly. picture cards on the floor. A student in each
How did he play the xylophone? group begins by saying I’m a (giraffe). I’m walking
He played the xylophone badly. to the (library). He/She then pretends to be a
How did he play the recorder? giraffe walking to the (library) picture card. He/
He played the recorder well. She pretends to walk in any way he/she wants
to (for example: quickly, slowly, quietly using
2. Play the recording again. Students listen and his fingers and gestures). Once the (giraffe) has
chant along, using their books for reference. reached the (library), another student in the
Play the recording as many times as necessary group asks the others in the group How did the
for students to become familiar with the chant. (giraffe) walk to the (library)? Students answer It
3. Play the karaoke version. Students chant walked to the (library) (quickly). Groups continue
along, pantomiming playing each instrument in the same way for five to seven minutes, taking
as they chant its name, and also pantomiming turns pantomiming and asking the questions.
each adverb.
Extra Practice
Games and Activities Explain and assign Worksheet 11, Instruments,
page 194. (For instructions and answer key, see
1. From Words to Sentences. Write Happy. I play page 181.)
the trumpet happily. on the board. Point to the
word and sentence and have students read
them. Then hold up the drums and loudly picture Finish the Lesson
cards. Students say Loud. I play the drums loudly.
Continue in the same way with the remaining 1. Memory Chain. (See Game 18, page 156.) Play
Unit 6 Word Time and Focus Time Picture the game using the pattern I play the (electric
Cards. keyboard) (happily).
2. Fill In. Divide the class into pairs and write 2. Explain and assign Workbook page 4. (For
the following sentences on the board. Students instructions, see Teacher’s Book pages 168-169.)
in each pair copy the sentences onto a piece
of paper and fill in the blanks with the correct
forms of the word in parentheses. When they
are done, each pair of students reads a pair of
sentences to the class.
1. It’s my birthday today. I’m happy. I’m singing
happily. (happy)
2. The sick man is _____. He walks _____. (sad)
3. Mother is a _____ cook. She cooks _____. (good)
4. I can’t play the flute. I’m _____ at it. I play the
flute _____. (bad)
5. The baby is sAhmedping. I’m being _____. I’m
closing the door _____. (quiet)
Answer Key:
1. It’s my birthday today. I’m happy. I’m
singing happily.
2. The sick man is sad. He walks sadly.
3. Mother is a good cook. She cooks well.
4. I can’t play the flute. I’m bad at it. I play
the flute badly.
5. The baby is sleepping. I’m being quiet. I’m
closing the door quietly.
3. The Animals Came to Town. Elicit names of
animals familiar to students and write their
names on the board. Divide the class into groups
of three to four and give each group a set of
Unit 1 Word Time Picture Cards. (or ask the
Shorouk Press 95
Reading Time
Reading Tim
e
A.
Language Focus: Reading a concert review in a newspaper
Listen and rea
d along.
Write How did you play the tuba? I played the tuba
play
hit
B. Listen and circ
chorus
orchestra
chorus: Say A chorus is people singing together. After the performance, the school had a pizza party at
Grandpa Ali’s for the students, their families, and the
orchestra: Say An orchestra is people playing the teachers.
violin, tuba, flute, and other instruments together.
96 Unit 6
word in each utterance. Students follow in their
New Words
Student’s Books and repeat each utterance,
performance
putting the word from the reading back in. For
last
example: Say The chorus and orchestra performances
second
were very bad. Students say The chorus and
perform
orchestra performances were very good. Continue for
play
three to four minutes.
hit
chorus 2. Categorizing. Divide the class into groups of
orchestra two to three and write People, Performance, Music,
soloist Time in a row on the board. Students in each
after group work together to write words from the
reading associated with the words on the board
2. Play the recording again, stopping after
(see Suggested Categories below). Some words
each sentence. Students listen and repeat each
can be listed in several columns, for example
sentence.
soloist (People, Performance, Music). Once each
3. Divide the class into pairs. Students in each group has made its lists, have students share
pair take turns reading the story aloud to their their lists with the class. Work with the class as a
partner. whole to come to a consensus about what should
be on each list. Write the final lists on the board.
B. Listen and circle True or False.
1. Play the recording. For each number, students Suggested Categories:
listen and circle True if the statement is true, and People: students, chorus, orchestra, Amira
False if it is not. Mohamed, Youssef Hamdy, Grandpa Ali,
families, teachers
1. The students gave their winter performance last night. Performance: play, perform, hit, very good
2. The students in the first and second years wrote Music: chorus, orchestra, sang, songs, soloist,
and performed a play. music, Bach, Beethoven, violin
3. There weren’t any soloists in the performance. Time: spring, last night, evening, after the
4. After the performance, there was an ice cream party. performance
2. Check answers by saying Number 1. The 3. End the Sentences. Divide the class into
students gave their winter performance last groups of three to four and write the following
night. Students say True if they circled True, sentences on the board. Students in each group
and False if they circled False. If the statement is work together to complete each sentence with
false, choose a volunteer to make it true. Do the information from the reading. Groups then take
same for numbers 2–4. turns reading their sentences in the order in
Answer Key: which they appear in the reading.
1. False 2. True 3. False 4. False The students at Cairo School _____.
Students in the first and second years _____.
C. Read the question. Write the answer.
The chorus _____.
1. Students read each question and answer it The orchestra _____.
based on the reading in exercise A. Youssef Hamdy _____.
2. Check answers by reading each question and After the performance _____.
having students read the answer they wrote. OPTION:Groups create their own stories by
Answer Key: completing the sentences with original information.
1. When was the performance? The Then each group reads its story to the class.
performance was last night.
2. Who sang songs? The chorus sang songs.
Extra Practice
3. What did the orchestra perform? The Explain and assign Worksheet 12, Spring
orchestra performed music by Bach and
Performance, page 195. (For instructions and
Beethoven.
answer key, see page 181.)
4. What kind of party did the school have?
The school had a pizza party.
Finish the Lesson
Games and Activities 1. Discussion. Ask students to talk about a show
they have seen or have performed in. Continue
Note: For all Reading Time activities, students may
the discussion for four to five minutes.
use their Student’s Books for reference.
2. Explain and assign Workbook page 5. (For
1. Please Correct Me. Read sentences or parts
instructions, see Teacher’s Book page 169.)
of sentences from the reading, replacing one
Shorouk Press 97
Your Time
Your Time
A. Listen and ans
Language Focus: Personalising musical language and adverbs
wer the questio
ns.
1.
3.
4.
B.
For general information on Your Time,
Pairwork. Wri
te. Then ask
your partner.
You
1. quietly Your Partner
2. loudly
4. slowly
Unit 6
Students open their Student’s Books to page 6. C. Choose the correct answer from a, b,
c or d :
A. Listen and answer the 1. When ............. the performance?
questions.
a) did b) was c) does d) can
1. Play the recording. For each number,
students listen to the question and answer it 2. I ........... the piano loudly every day.
based on their own knowledge and experience. a) play b) playing c) plays d) played
1. Can you ride a bike quickly? 3. The students at Cairo School gave their
2. Do you do your homework quietly? spring ........... last night.
3. What do you do well?
4. Do you ever sing loudly? a) food b) flavour
2. Check answers by dividing the class into c) performance d) favour
pairs and having students in each pair read one 4. What .............. of party did you have?
question and answer to the class.
a) high b) colour c) fast d) kind
Answer Key:
5. Please, ............. your papers from one to five.
Answers will vary.
a) numbers b) number
c) numbered d) numbering
98 Unit 6
Games and Activities
1. Find Someone Who… Write the following on
the board and have students copy it on a piece
of paper:
Find someone who…
…likes to play the flute.
…can play the electric keyboard.
…plays the trumpet every day.
…plays the tuba loudly.
Students then work in groups of seven to eight,
asking their classmates questions to elicit the
information they are looking for. For example:
Do you like to play the flute? Once they find
someone who (likes to play the flute), they
write down that person’s name next to the
corresponding sentence. Students continue for
five to six minutes. Then ask students questions
about what they found out. For example: Ask
Does Kim like to play the flute? Students who
know this information respond either Yes, she
does or No, she doesn’t.
2. Drawing. Give students five to six minutes to
draw pictures of themselves doing activities they
can do well. Once students have finished drawing,
divide the class into pairs. Students tell their
partners about their drawings. For example: This is
me. I can ride my bike well.
3. Writing Relay. Each student writes a verb
(phrase) and an adverb on a piece of paper and
then passes it to the student sitting behind him/
her. Each student then writes a true sentence
using the verb phrase and adverb he/she has
received. For example: play ping-pong/happily. I
often play ping-pong happily. Students then read
their sentences to the class. Continue in the
same way, having students write new verbs and
adverbs each time, for five to six minutes.
Assessment
Explain and assign the Unit 6 Test, page 221.
(For instructions and answer key, see page 207.)
Shorouk Press 99
Zoo Animals Escape!
7 Conversation Time Zoo Animals
Escape!
7
Language Focus: Making an emergency telephone call A.
Conversatio
n Time
Listen and rep
eat. Point to
Materials Needed: CD/cassette and player; Wall Chart 13
the speakers.
Then listen aga
122. What’s the in.
emergency?
What is it?
several students respond. Do the same with What Is this the wild
animal?
Sorry, officer.
6.
B. Role-play the Oh, my dog!
conversation.
122: Say 122 is the telephone number you call Egypt A: What’s your name and address?
to get help from police officers or firefighters, and for Speak into the telephone in a calm voice.
a fast ride to the hospital. B: Ahmed Samy. 49 El salam street.
emergency: Explain that an emergency is when Speak into the telephone clearly and more
something bad happens and you need to get help slowly.
quickly. A: Are your parents home?
wild animal: Say Cheetahs and snakes are wild Speak into the telephone and ask the question
animals. They are not pets. Cats and dogs are not in a kind voice.
wild animals. B: No. They went to a film. I’m taking care of my
calm: Say I’m not calm in an agitated voice. Then little sister. What should I do?
take a deep breath and calmly say Now, I’m calm. Shake your head no, point to Student D
standing beside you, and speak into the
2. Bring four students to the front of the classroom. telephone in a somewhat helpless and
Stand behind each student and model his/her concerned tone.
lines of the conversation. Student C should stay
off to the side until the end of the conversation. A: Stay calm. I’m sending an officer now.
Student D should stand by Student B. Speak into the telephone in a calm and helpful tone.
100 Unit 7
D: Oh, My dog! Games and Activities
Smile and point to the “dog” in Student
C’s arms. Note: For all Conversation Time activities, students
3. Divide the class into Groups A, B, C, and D. may use their Student’s Books for reference.
Model the conversation again using facial 1. Listen Carefully. Write the following sentences
expressions and body language. Group A on the board. Play the recording of the
repeats the operator’s lines, Group B repeats conversation. Students listen and write the
Ahmed’s lines, Group C repeats the officer’s line, missing words to complete each sentence.
and Group D repeats Hoda’s line. Encourage 1. Ahmed’s address is _____ El salam street.
students to copy your facial expressions and 2. Ahmed’s parents went to a _____.
body language. Groups change roles and say the 3. Ahmed is _____ his little sister.
conversation again in the same way. Continue 4. There wasn’t a wild animal. It was _____.
until each group has taken on each role.
Check answers by saying Number 1. A volunteer
4. Attach Wall Chart 13 to the board or open reads the complete sentence. Do the same for
a Student’s Book to page 7. Students then numbers 2–4.
open their Student’s Books to page 7. Ask the
following questions: Answer Key:
1. Ahmed’s address is 49 Maple Lane.
Who is calling 122? 2. Ahmed’s parents went to a film.
Why is Ahmed calling 122? 3. Ahmed is taking care of his little sister.
Where are Ahmed’s parents? 4. There wasn’t a wild animal. It was a dog or
What does the Dan operator do? (Hoda’s dog).
Who comes to help Ahmed?
Was there a wild animal in the garden? 2. Say the Next Line. Using scenes 1–4 of the
What was in the garden? conversation, write the 122 operator’s four
questions and Ahmed’s answers on the board.
Students read the conversation. Rub out
Practise the Conversation Ahmed’s answers. Divide the class into four
groups. A volunteer reads the first question
A. Listen and repeat. Point to the and Group 1 gives Ahmed’s answer. If Group
speakers. Then listen again. 1 answers correctly, another volunteer reads
the next question and Group 2 tries to give that
1. Play the recording (first version of the
answer. If any group cannot answer correctly,
conversation). Students listen and repeat,
the next group tries.
pointing to each speaker.
3. Make It Your Own. Write the following on the
1. Operator: 122. What’s the emergency?
board:
Ahmed: Help! There’s something in my
garden! A: 122. What’s the emergency?
B: Help! There’s something in my garden!
2. Operator: What is it?
Ahmed: I think…I think it’s a wild animal! Students read the dialogue on the board.
I can see its eyes! Then divide the class into pairs and write the
following on the board:
3. Operator: What’s your name and address?
Ahmed: Ahmed Samy. 49 El Salam street. 1. Someone had an accident in front of my house.
2. My friend fell out of a tree. He hurt his arm.
4. Operator: Are your parents home?
3. There’s a fire in my kitchen.
Ahmed: No. They went to the cinema. I’m
taking care of my little sister. Students read each new response. Quickly clarify
meaning if necessary. Then students in each pair
5. Ahmed: What should I do?
role-play the dialogue on the board, substituting
Operator: Stay calm. I’m sending an officer now.
the new responses into the underlined part of the
6. Officer: Is this the wild animal? target conversation.
Ahmed: Sorry, officer. I’ll take him.
Hoda: Oh, My dog!
Finish the Lesson
2. Play the recording (second version of the
conversation). Students listen. 1. Discussion. Take three to four minutes to
discuss which emergencies would warrant a call
B. Role-play the conversation. to 122. For example: you see a fire, or you see a
Divide the class into groups of four. Using their bad car accident. Then ask What do you need to
Student’s Books for reference, each group role- tell the 122 operator? For example: your name,
plays the conversation. They then change roles and address or location, and what you saw.
role-play the conversation again. Groups continue
2. Explain and assign Workbook page 7. (For
until each student has taken on each role.
instructions, see Teacher’s Book page 169.)
7. deer 6. parrot
pages 10–11. 7
4
conversation.
8
102 Unit 7
Practise the Words Games and Activities
A. Listen and repeat. 1. Act It Out. Get a group of students to the front
of the classroom give each student a Unit 7 Word
1. Play the recording. Students listen and
Time Picture Card. Say The deer is walking quietly.
repeat, pointing to each word in the vocabulary
The student(s) with the deer picture card pretends
box.
to be a deer walking very quietly. He/She says
1. tiger I’m a deer. I’m walking quietly. Continue in the
2. eagle same way, using different animals and adverbs,
3. panda for four to five minutes.
4. bear
2. True or False? Say four to five comparative
5. kangaroo
statements about the target animals (see Suggested
6. parrot
Statements below). Students say True if the statement
7. deer
is true, and False if it is not. If the sentence is false,
8. camel
choose a volunteer to make it true. For example: Say
9. lion
A camel is smaller than an eagle. A volunteer corrects
10. giraffe
the statement by saying either An eagle is smaller than
2. Say the words in random order. Students a camel or A camel is bigger than an eagle.
point to them in the vocabulary box.
Suggested Statements:
B. Point and say the words. A bear is bigger than a parrot.
A lion is faster than a camel.
Students point to each of the target vocabulary
An eagle is bigger than a giraffe.
items in the large scene and name them.
A bear is faster than a tiger.
C. Listen and point. A kangaroo is smaller than a parrot.
Play the recording. Students listen to the 3. Descriptions. Brainstorm with students to come
words. For the vocabulary, they point to the up with a list of adjectives they might use to
named item; for the conversations, they point describe the target animals. Write the list of
to the speakers. (References are shown in adjectives on the board, then divide the class into
parentheses.) Play the recording as many times groups of three to four. A student in each group
as necessary for students to complete the task. (S1) begins by using some of the adjectives on
Giraffe. the board to describe one of the target animals.
Eagle. For example: It’s white and black. The other
Panda. students in the group try to name the animal
Deer. S1 is describing. The first student to correctly
Lion. name S1’s animal then takes a turn describing
Bear. a different animal. Groups continue until each
Camel. student has described two to three animals.
Tiger. 4. Option: Personalize the Vocabulary. Divide the
Parrot. class into groups of five to six. Students in each
Kangaroo. group take turns telling the group about any of the
Now listen and point to the speakers. target animals that they have seen. They give as
many details as possible about their experiences.
A: Dad, do you think it’s going to rain? For example: when they saw the animal, where
(father and son feeding birds) they saw it, who they were with, and what the
B: Maybe. It’s getting cloudy. Let’s go inside. animal was like (tall, short, brown, etc.).
A: Aw. I don’t want to go inside.
A: Mum, where’s Sarah? (mother and Finish the Lesson
daughter watching TV)
B: She’s in the bathroom. She’s putting on 1. Raise Your Hand. Read the following passage.
make-up. Students raise their hands each time they hear a
A: Is she going out tonight? target animal named.
B: Yes, she is.
One day I was walking to school with my sister, and
A: What did you do on Friday? (Mona and I saw a giraffe walking down my street! I thought it
friend by bin) was cute, but my sister thought it was scary. Then,
B: I went to the beach with my dad. I got a flying in the sky above the giraffe was a beautiful
sunburn. parrot. It was red, green, and yellow. Then, once I got
A: Did you wear any sunscreen? to school, I saw a kangaroo, a camel, and a tiger. What
B: No. I forgot. were all these animals doing in my neighbourhood?
2. Explain and assign Workbook page 8. (For
instructions, see Teacher’s Book pages 169-170.)
Time Picture Cards, 1 set; Unit 7 Focus Time Word Cards, 1 set
→ putting on mak er → reading a newspap
talk on the phon e-up feed the birds
e → talking er
take a nap on the phone → feeding the birds
chop vegetable
you, he, she, and they grammar cards, 1 set per 2 students; Unit
ish → taking out the rubb
B. Listen and rep
ish
eat.
7 Grammar Cards, 1 set per 2 students What were you
was he doing when
the camel wa
lked by?
We were
For general information on Focus Time, He was washing the
car when the
camel walke
d by.
see pages 12–13. C. Look at page
8. Listen and
point.
104 Unit 7
each word. Ask the question again and elicit He
was reading a newspaper. Do the same with the A: What were they doing when the Lion
other activities on the schedule. walked by?
B: They were feeding the birds when the Lion
3. What was (he) doing when the (tiger) (ran) walked by.
by? (He) was (watching TV) when the (tiger)
(ran) by. Draw a TV on the board, and have a A: What was he doing when the parrot flew by?
volunteer (S1) come to the front of the classroom B: He was reading a newspaper when the parrot
and pretend to be watching TV. Give the tiger flew by.
picture card to a different volunteer (S2), and A: What was she doing when the camel walked by?
have him/her run by S1. The students then return B: She was putting on make-up when the camel
to their seats. Point to S1 and ask students What walked by.
was (he) doing when the tiger ran by? Students
repeat. Write What was he doing when the tiger ran
by? on the board. Point to and read each word. Games and Activities
Students repeat. Ask the question again and elicit
(He) was watching TV when the tiger ran by. Prompt 1. Drill. Say walk. Students say its simple past form,
as necessary. Write (He) was watching TV when walked. Do the same with run, hop, and fly. Then
the tiger ran by. on the board. Point to and read do the activity again, having a contest to see who
each word. Students repeat. Do the same with can first correctly say and spell the simple past
bear/walk/talk on the phone, eagle/fly/wash the car, and tense. Repeat the entire activity, this time having
kangaroo/hop/read a newspaper. students say and spell the -ing form of the verbs
in the box on page 45.
4. What were (they) doing when the (tiger) (ran)
by? (They) were (watching TV) when the (tiger) 2. Animal Show. Divide the class into two groups.
(ran) by. Do the same as in Step 3 above, using One group is the audience and the other pretends
two volunteers to elicit They. to be animals in a show. Each animal makes a
big nametag for himself/herself (for example:
5. Practice for Fluency. Say he, lion, walk and elicit
bear). Say wash the car. Members of the audience
the target question, What was he doing when the
pantomime washing a car as one of the animals
lion walked by? Say feed the birds and elicit He was
walks, runs, flies, or hops by the audience. After
feeding the birds when the lion walked by. Continue
the animal passes by, ask What were you doing
in the same way—using different pronouns,
when the (bear) (walked) by? Audience members say
animals, and activities—for three to four minutes.
We were washing the car when the (bear) (walked) by.
Continue in the same way, having the audience
Practise the Patterns members pantomime different actions as the
different animals move by them. Then have groups
B. Listen and repeat. change roles and do the entire activity again.
1. Write the text from the pattern boxes on the
3. Make the Sentences. (See Game 17, pages 155–
board. Then play the recording, pointing to each
156.) Do the activity using I, He, She, We, They,
word. Students listen.
you, he, she, and they grammar cards and Unit
A: What were you doing when the camel 7 Word Time Word Cards, Focus Time Word
walked by? Cards, and Grammar Cards.
B: We were washing the car when the Camel
walked by.
Finish the Lesson
A: What was he doing when the camel walked by?
B: He was washing the car when the camel 1. Freeze. Divide the class into Groups A and B
walked by. and have a volunteer from each group come to
2. Play the recording again. Students look at the the front of the classroom. Give the Group A
pattern boxes in their books and repeat, pointing volunteer (S1) a Unit 5 Word Time Picture Card.
to each word. Give the Group B volunteer (S2) a Unit 7 Word
Time Picture Card. S1 pantomimes the action on
3. Students work with partners to ask and his/her card, and S2 walks, runs, flies, or hops
answer the questions, while looking at the by S1, acting like the animal on his/her card. Say
pattern boxes in their books. Freeze! Students in Group A point to S1, and ask
Group B What was (Alaa) doing when the (camel)
C. Look at page 8. Listen and point.
(walked) by? Group B students say (He) was (taking
Play the recording. Students look at page 8 and medicine) when the (camel) (walked) by. Continue in
listen to the words, pointing to each person the same way with different volunteers for three
being talked about. Play the recording as many to four minutes. Groups take turns asking and
times as necessary for students to complete the answering the questions.
task.
2. Explain and assign Workbook page 9. (For
instructions, see Teacher’s Book page 170.)
students read it. Then say they, parrot, fly and C. Listen and cha
nt. (See “What
Were You Doi
have students ask the target question. Say watch
ng?” on page
37.)
10
A. Listen and repeat. Then Practise 8. What was she doing when the camel walked by?
with a partner. She was putting on make-up when the camel
walked by.
1. Play the recording. Students listen and repeat,
pointing to each picture in their books. 2. Students practise numbers 1–8 in pairs. (S1
in each pair asks the question, S2 answers.)
A: What were you doing when the bear walked by?
Students then change roles and repeat the
B: I was chopping vegetables when the bear
activity.
walked by.
1. What were you doing when the deer ran by? B. Look at page 8. Practise with a
I was talking on the phone when the deer ran by. partner.
2. What was he doing when the panda walked by? Students remain in pairs and look at page 44.
He was taking a nap when the panda walked by. They then take turns asking and answering
questions about the large scene using the target
3. What were you doing when the tiger ran by? patterns and vocabulary items. For example: S1
We were watching TV when the tiger ran by. (pointing to the woman chopping vegetables):
4. What was she doing when the kangaroo hopped by? What was she doing when the bear walked by? S2: She
She was taking out the rubbish when the was chopping vegetables when the bear walked by.
kangaroo hopped by.
C. Listen and chant.
5. What were they doing when the Lion walked by?
1. Students turn to the What Were You Doing?
They were feeding the birds when the Lion
chant on page 76. They cover up the text, look at
walked by.
the pictures, and talk about what they see. Read
106 Unit 7
the lyrics line by line. Students repeat each 3. Listen Carefully. Read the following paragraph to
line. Play the recording. Students listen and students, having them take notes as necessary.
follow along in their books. Last week, on Wednesday, my friend Jim was at
What Were You Doing? home. He was studying English, when all of a sudden
he looked out the window and saw a kangaroo
What was she doing when the tiger ran by? hopping by! He thought, “Why is a kangaroo
She was talking on the phone when the tiger hopping by my window?” Then, around six
ran by. o’clock, Jim was chopping vegetables with his
What was he doing when the tiger ran by? father. They heard a noise and looked out the
He was taking out the garbage when the tiger window. What did they see? There was a monkey
ran by. running by! Jim asked, “Dad, what are these
animals doing here?” Jim’s father said, “Hmm…I
What were you doing when the parrot flew by?
don’t know!” Then, when Jim was washing the
We were climbing a tree when the parrot
pots and pans after dinner, he saw a parrot flying
flew by.
by. “Wow!” thought Jim. “There are a lot of
What was it doing when the parrot flew by?
animals here today!”
It was taking a nap when the parrot flew by.
Ask the following questions about the above
What were they doing when the panda walked by?
paragraph, having students refer to their notes for
They were doing laundry when the panda
reference. If necessary, read the paragraph several
walked by.
times.
What were you doing when the panda walked by?
I was watching TV when the panda walked by. What was Jim doing when the parrot flew by?
What were Jim and his father doing when the
2. Play the recording again. Students listen and
monkey ran by?
chant along, using their books for reference. Play
What was Jim doing when the kangaroo hopped by?
the recording as many times as necessary for
students to become familiar with the chant.
3. Divide the class into Groups A and B. Play the Extra Practice
karaoke version. Group A chants the questions,
Explain and assign Worksheet 13, What Were
pantomiming the action of each animal. Group B
You Doing?, page 196. (For instructions and
chants the answers, pantomiming each activity.
answer key, see page 182.)
Welcom
lcomee totoSun
Bob and Lili Canyv
iroille
ZooZoo
’s Gia
’s Gia
are our giant nt nt
PanPan
dadaHo Hom
Here are som pandas. Bob mee!!
For general information on Reading Time,
e facts abo is 15 years
old. Lili is 20
• When giant
pandas are
ut giant pan
das: years old.
108 Unit 7
New Words Games and Activities
giant Note: For all Reading Time activities, students may
fact use their Student’s Books for reference.
about
born 1. Sentence Strips. Divide the class into groups of
weigh six to eight and give each group a copy of the
bamboo reading. Students in each group cut the reading
hibernate so that each sentence is on a separate strip of
enAhmedgered paper. They then shuffle the strips. Play the
around recording. Students in each group work together
alive to put the strips in order. Play the recording
as many times as necessary for students to
2. Play the recording again, stopping it after complete the task. Then have each group read a
each sentence. Students listen and repeat each paragraph to the class.
sentence.
OPTION:Give students enlarged photocopies of
3. Divide the class into pairs. Students in each the reading.
pair take turns reading the story aloud to their
partner. 2. Finish the Sentence. Say Giant pandas eat for
_____. A volunteer says 12 to 16 hours daily. Do
B. Listen and circle True or False. the same with three to four facts from the story
1. Play the recording. For each number, (see Suggested Facts below).
students listen and circle True if the statement Suggested Facts:
is true, and False if it is not. Giant pandas live in the mountains of China.
1. When giant pandas are born, they weigh 80 kilos. When giant pandas are born, they weigh 80 to 140
2. Giant pandas walk and run on two legs. grams.
3. Giant pandas live in the mountains in China. Giant pandas have to eat 8 to 16 kilos of bamboo
4. Giant pandas can climb trees, but they can’t every day.
swim. Samir and Lili are Cairo Zoo’s giant pandas.
2. Check answers by saying Number 1. When 3. Draw It. Divide the class into pairs. Give
giant pandas are born, they weigh 80 kilos. students seven to nine minutes to work with
Students say True if they circled True, and their partners to illustrate each fact about pandas
False if they circled False. If the statement is from the reading. When pairs are done, have
false, choose a volunteer to make it true. Do the them take turns telling the class about their
same for numbers 2–4. illustrations.
Answer Key:
Extra Practice
1. False 2. False 3. True 4. False
Explain and assign Worksheet 14, Animal Facts,
C. Read the question. Write the page 197. (For instructions and answer key, see
answer. page 182.)
1. Students read each question and answer it
based on the reading in exercise A.
Finish the Lesson
2. Check answers by reading each question and
having students read the answer they wrote. 1. Discussion. Spend four to five minutes
Answer Key: discussing with students possible reasons why
1. How much do adult giant pandas weigh? giant pandas are endangered.
Adults usually weigh 80 to 125 kilos. 2. Research. As an assignment at home, Students
2. What do giant pandas eat? They eat search the net or magazines to get some
bamboo. information about other animals. Then they
bring their researches to the class and read them.
3. Why don’t giant pandas hibernate? They Display the students’ work around the class.
don’t hibernate because they have to eat 8
to 16 kilos of bamboo every day. 2. Explain and assign Workbook page 11. (For
instructions, see Teacher’s Book page 170.)
4. How many giant pandas are alive today?
Around 700 to 1000 pandas are alive today.
activity language
eat a cheese
sandwich
make dinner iron a shirt
watch TV walk to school
2. What wer
e you doing when the
deer ran by?
3. What wer
e you
For general information on Your Time,
doing when the
parrot flew by?
C.
1. Reading Review: Facts About Pandas. Students
Review. Read
and write the
answers.
1. Do you eve
r feed the birds?
open their Student’s Books to page 47 and
quickly read the facts silently to themselves. 2. What’s you
r favo urite animal?
Why?
Then have volunteers take turns saying facts
about giant pandas.
3. What wer
e you doing at 6:00
last night?
Unit 7
110 Unit 7
Games and Activities
1. Memory Chain. (See Game 18, page 156.) Play
the game using I was (taking a nap) when the
(kangaroo) (hopped) by.
2. Toss the Ball. Divide the class into groups of
four to five. Students in each group form a
circle. Give a group member (S1) a small ball
or beanbag. S1 begins by asking What were you
doing at seven o’clock last night? and tossing the
ball to another group member (S2). S2 replies,
then asks the same or a similar question and
tosses the ball to another group member (S3).
Groups continue in the same way for four to five
minutes.
3. Animal Facts. Divide the class into groups of four
to six. Each group chooses its favourite animal
and writes down facts about it. For example: It’s
brown. It has two legs. It can fly. It can’t swim. Then
each group reads its facts to the class and other
students try to guess the animal.
OPTION: Students also draw their animal.
Assessment
Explain and assign the Unit 7 Test, page 224.
(For instructions and answer key, see page 208.)
1. Review. Give each student a Unit 5 Word Time Come on, Mon
Picture Card and have them pantomime the
3. a.
Don’t give up.
4.
112 Unit 8
lines. Encourage students to copy your facial Games and Activities
expressions and body language. Groups change
roles and say the conversation again in the same Note: For all Conversation Time activities, students
way. Continue until each group has taken on may use their Student’s Books for reference.
each role. 1. Match the Halves. Divide the class into pairs.
4. Attach Wall Chart 15 to the board or open Students in each pair write each line of the target
a Student’s Book to page 13. Students then conversation on a separate piece of paper and
open their Student’s Books to page 13. Ask the then cut the sentences into halves. Pairs shuffle
following questions: the pieces of paper and place them face down.
Say Go! Pairs try to be the first to turn over the
Who asks Mona to come to the front of the
pieces of paper, match the sentence halves, and
classroom?
put the complete sentences in the correct order.
What does the teacher want Mona to do?
The first pair to do so raises their hands and says
Why is Mona unhappy?
the conversation they have put together. If it is
What is Judy going to do?
correct, they come to the front of the classroom
Is someone going to clean the board?
and role-play the conversation for the rest of
What did Mona get on the homework?
the class. If it is not correct, all pairs continue to
work until one pair has put together the correct
Practise the Conversation conversation. Students then change partners and
do the activity again.
A. Listen and repeat. Point to the
speakers. Then listen again. 2. Charades. Divide the class into groups of three
to four. Write the following on the board: do the
1. Play the recording (first version of the
laundry, chop vegetables, iron a shirt, slice fruit, buy
conversation). Students listen and repeat,
groceries, bake bread. A student in each group (S1)
pointing to each speaker.
begins by saying to the other students in the
1. Teacher: Mona, please come to the front. group Please (chop vegetables). The other students
Write the letter “d” on the board. in the group say We don’t know how. S1 says Let
Mona: I don’t know how. me show you how and shows them how to do
2. Mona: I’m sorry, Miss Dina. it. The other students copy S1’s actions and say
Teacher: That’s okay. Let me show you how. Hey! We can do it! Groups continue in the same
It’s easy. way, using different actions from the board,
until each student has taken on the role of S1.
3. Mona: No, I can’t. It’s too hard.
Teacher: Come on, Mona. Don’t give up. 3. Make It Your Own. Write the following on the
board:
4. Mona: Hey! I can do it!
Teacher: Good work, Mona. Please sit down. A: What did you get?
B: I got a hundred!
5. Teacher: Judy, please help me hand out the
homework. Hassan, clean the board, Students read the dialogue on the board.
please. Then divide the class into pairs and write the
following on the board:
6. Girl: What did you get?
Boy: I got a hundred! 1. I’d rather not talk about it.
Mona: Yay! So did I! 2. Well, I did better than last time.
3. I only got a ninety. I wanted to get a hundred.
2. Play the recording (second version of the
conversation). Students listen. Students read each new response. Quickly clarify
meaning if necessary. Then students in each pair
B. Role-play the conversation. role-play the dialogue on the board, substituting
Divide the class into groups of four. Using their the new responses into the underlined part of the
Student’s Books for reference, students in each target conversation.
group role-play the conversation. They then
change roles and role-play the conversation
again. Groups continue until each student has Finish the Lesson
taken on each role.
1. Happy Parrots. (See Game 1, page 154.) Students
play the game using the target conversation.
2. Explain and assign Workbook page 13. (For
instructions, see Teacher’s Book page 171.)
catch a butterfly, cut out a heart, peel an orange, speak 7. catch a but 6. spell a wor
terfly d
9. peel an ora 8. cut out a
heart
English)
nge
10. speak Eng
lish
B. Point and say
the words.
C.
Materials Needed (excluding materials for optional activities):
Listen and poi
nt.
Suggested Questions:
Who shows Mona how to write the letter “d”?
Who will help Miss Dina hand out the homework?
Who will clean the board? Talk About the Picture
Did anyone get a hundred on their test?
1. Students open their Student’s Books to page 50.
2. Check Workbook page 13. (For instructions and They look at the large scene and use complete
answer key, see Teacher’s Book page 171.) sentences to identify anything they can.
2. Attach Wall Chart 16 to the board or open a
Introduce the Words Student’s Book to page 14. Read the following
“story” while pointing to or touching the
1. Hold up and name each of the Unit 8 Word pictures (bold words) and pantomiming the
Time Picture Cards. Students listen. Hold up and actions (italicized words).
name the cards again, and have students repeat. This is a kindergarten class. The children
Hold up the cards in random order and have are only around five years old. Some of the
students name them. children can spell, count, and play nicely.
2. Attach the Unit 8 Word Time Picture Cards And some can’t. Mike is counting happily.
in a row to the board. Stand the Unit 8 Word And Manal can speak English. But this girl
Time Word Cards on the chalktray under the can’t cut out a heart. It’s too hard for her.
corresponding picture cards. Point to each Samir can say the alphabet and This girl
picture/word card pair and read the word. can blow a bubble. Ola can throw a ball.
Students repeat. Then reposition the word cards The girl is watching the boy peel an orange.
so that they are no longer directly below the But this boy can’t catch a butterfly and Bill
corresponding picture cards. Volunteers come can’t build a sand castle.
to the board one by one and place a word card 3. Ask the following questions while pointing
under its corresponding picture card, then point to or touching the pictures (bold words) and
to and read the word. Seated students repeat. pantomiming the actions (italicized words).
3. Hold up each Unit 8 Word Time Picture How many children are on this playground?
Card and have students name the card and (girl throwing ball) Can Ola throw a ball?
pantomime the action. Who can speak English?
(girl blowing bubble) What is she doing?
What are the children building with sand?
(boy reaching for butterfly) What is this boy
trying to catch?
What do you see on the easel?
(picture of dog) What’s this? Can you spell
“dog”?
114 Unit 8
Practise the Words Games and Activities
A. Listen and repeat. 1. Cut and Match. Cut the Unit 8 Word Time Word
Cards in half after the verb (for example: build/a
1. Play the recording. Students listen and repeat,
sand castle, throw/a ball). Divide the class into
pointing to each word in the vocabulary box.
groups of six or eight then give each student one
1. say the alphabet of the card halves. Students for the other half
2. throw a ball of their card. Once they find a student with the
3. blow a bubble other half of their card, the two students work
4. count to ten together to write two different sentences using
5. build a sand castle their verb phrase. For example: I like building
6. spell a word sand castles. I was building a sand castle when the
7. catch a butterfly eagle flew by. Pairs then take turns reading their
8. cut out a heart sentences to the class.
9. peel an orange
2. Draw the Picture. (See Game 13, page 155.) Play
10. speak English
the game using the target vocabulary.
2. Say the words in random order. Students
3. Categorizing. Divide the class into groups
point to them in the vocabulary box.
of two to three. Students in each group work
B. Point and say the words. together to make two lists. One list should
contain the target actions that people generally
Students point to each of the target vocabulary
do by themselves. The other list should contain
items in the large scene and name them.
the target actions that people generally do not
C. Listen and point. do by themselves. Once each group has made
their lists, have students share their lists with the
Play the recording. Students listen to the
class. Work with the class as a whole to come to
words. For the vocabulary, they point to the
a consensus about what should be on each list.
person/people doing the named action; for
Write the final lists on the board.
the conversations, they point to the speakers.
(References are shown in parentheses.) Play 3. Option: Personalise the Vocabulary. Divide
the recording as many times as necessary for the class into pairs and give them three to four
students to complete the task. minutes to talk with their partners about things
they liked and did not like to do when they
Say the alphabet.
were five years old (students can take notes if
Cut out a heart.
necessary to remember what their partner says).
Throw a ball.
Then each pair joins with another pair and each
Catch a butterfly.
student tells the others about his/her partner’s
Blow a bubble.
activities.
Speak English.
Count to ten. OPTION:Do the activity as above, also having
Build a sand castle. students draw pictures to illustrate their
Peel an orange. partner’s activities.
Spell a word.
Now listen and point to the speakers.
Finish the Lesson
A: What are you eating? (boy peeling
orange and girl) 1. Pantomime Chain. A volunteer (S1) comes to
B: A cookie. Do you want some? the front of the classroom and pantomimes one
A: No, thanks. I’m going to eat this orange. of the target actions. Students try to identify
A: Look out! There’s a bee behind you! the action, saying You’re (catching a butterfly).
(children in sandbox) If students guess correctly, S1 says Yes, I’m
B: A bee? Where? (catching a butterfly). If students guess incorrectly,
A: It’s behind you. S1 says No, I’m not (blowing a bubble) and
students continue guessing until they correctly
A: How often do you get a haircut? name the action. The first student to correctly
(Kareem and girl cutting out heart) name the action is next to come to the front of
B: I get a haircut once a year. How about you? the classroom and pantomime. Continue in the
A: I get a haircut once a month. same way with six to eight students.
2. Explain and assign Workbook page 14. (For
instructions, see Teacher’s Book page 171.)
B.
For general information on Focus Time,
Listen and rep
eat.
116 Unit 8
2. When (I) was little, (I) couldn’t (count to ten). Games and Activities
Point to the date on the board and then try to
count to ten, struggling and missing some of 1. Dictation. Students make two columns on a
the numbers as you do so. Look sad, shake your piece of paper. They label one column 1995
head, and say When I was little, I couldn’t count and one column Now. Say He can ride a bike.
to ten. Students point to themselves and repeat. Students repeat and write the sentence in the
Write When I was little, I couldn’t count to ten. on Now column. Then say They were short. Students
the board. Point to and read each word. Students repeat and write the sentence in the 1995
point to themselves and repeat. Do the same with column. Do the same with five to six different
throw a ball, blow a bubble, and spell a word. sentences (see Suggested Sentences below).
3. When (you) were little, (you) could (count to Check answers by having volunteers read the
ten). Do the same as in Step 1 above, having a sentences they wrote in each column.
volunteer do the activities to demonstrate you. Suggested Sentences:
4. When (you) were little, (you) couldn’t (count to I can speak English.
ten). Do the same as in Step 2 above, having a They couldn’t build a sand castle.
volunteer do the activities to demonstrate you. We are short.
We were short.
5. Practice for Fluency. Say he, then happily nod She could bake bread.
your head while saying catch a butterfly. Students He is tall.
say the corresponding target statement, When he
was little, he could catch a butterfly. Then say we 2. Act It Out. Divide the class into groups of four
and sadly shake your head while saying throw a to five and give each student a Unit 8 Word
ball. Students say When we were little, we couldn’t Time Picture Card. A student in each group
throw a ball. Continue in the same way for three begins by acting out—either well or badly—
to four minutes with different pronouns and the action on his/her card and saying the
actions, eliciting both positive and negative corresponding target sentence. For example: A
statements. student has the speak English picture card. He/
She pretends to be a little kid speaking English
badly. He/She then says When I was little, I
Practise the Patterns couldn’t speak English. The other students in the
group then say When you were little, you couldn’t
speak English. Groups continue until each student
B. Listen and repeat.
has taken a turn. They then exchange cards and
1. Write the text from the pattern boxes on the do the activity again.
board. Then play the recording, pointing to
each word. Students listen. option: Do as above but students write their
cards in each group.
When I was little, I could peel an orange.
When I was little, I couldn’t peel an orange. 3. Make the Sentences. (See Game 17, pages
155–156.) Do the activity using I, you, he, she, we,
When you were little, you could peel an orange. and they grammar cards and Unit 8 Word Time
When you were little, you couldn’t peel an orange. Word Cards and Grammar Cards.
2. Play the recording again. Students look at
the pattern boxes in their books and repeat,
pointing to each word. Finish the Lesson
3. Students work with partners to say the 1. True Sentences. Students use the target pattern
sentences, while looking at the pattern boxes in to make true sentences about themselves. Allow
their books. students to use any verbs they know. Continue
C. Look at page 14. Listen and until most students have taken a turn.
point. 2. Explain and assign Workbook page 15. (For
Play the recording. Students look at page 14 and instructions, see Teacher’s Book pages 171–172.)
listen to the words, pointing to each person being
talked about. Play the recording as many times as
necessary for students to complete the task.
When he was little, he could cut out a heart.
When she was little, she could blow a bubble.
When he was little, he could say the alphabet.
and past tense; When clauses; affirmative and negative statements 1. we/cou
When I was
little, I could
say the alphab
et.
with could [When (I) (was) little, (I) (could) (say the alphabet).]
ld/throw a ball
2. you/couldn
’t/cut out a hea
rt
118 Unit 8
He couldn’t spell, she couldn’t count, Finish the Lesson
but they could catch a butterfly.
1. Favourite Heroes. Elicit names of familiar book
2. Play the recording again. Students listen and and/or film heroes and write them on the board.
sing along, using their books for reference. Play Students make sentences about actions these
the recording as many times as necessary for heroes could or couldn’t do when they were
students to become familiar with the song. little. For example: When Wonderboy was little, he
3. Divide the class into groups of three to four. couldn’t catch a butterfly. Allow students to use
Students in each group work together to write other names and verbs as well. Continue for
each line of the song on a separate piece of three to four minutes.
paper. They then shuffle the pieces of paper. 2. Explain and assign Workbook page 16. (For
Play the song again. Students in each group instructions, see Teacher’s Book page 172.)
place their pieces of paper in the correct order.
Play the song as many times as necessary for
students to complete the task.
Extra Practice
Explain and assign Worksheet 15, When I Was
Little, page 198. (For instructions and answer
key, see page 182.)
120 Unit 8
you could build enormous sand castles. When you Games and Activities
were in the sandbox at break , you never wanted to
get out. Remember? Note: For all Reading Time activities, students may
use their Student’s Books for reference.
Do you like Oxford? How’s your new school? Are
you making a lot of friends? Please write soon! 1. Complete the Sentences. Read Kareem’s
letter, sentence by sentence, leaving each sentence
Your friend,
incomplete. Students repeat and complete each
Kareem Ahmed
sentence with information from their Student’s
New Words Books.
move away 2. Sequencing. Divide the class into groups of two
miss to three. Write the sentences below on the board,
kindergarten and have each group of students work together
show to write the sentences on their papers in the
funny order in which they happened. Check answers
enormous by having a group read its list of sentences to the
break class.
make friends
soon Adam could build enormous sand castles.
Mona and Kareem went to Miss Dina’s house for
2. Play the recording again, stopping it after each lunch.
sentence. Students listen and repeat each sentence. Adam moved to Oxford.
3. Divide the class into pairs. Students in each Kareem wrote Adam a letter.
pair take turns reading the letter aloud to their Answer Key:
partner. 1. Adam could build enormous sand castles.
2. Adam moved to Oxford.
B. Listen and circle True or False.
3. Mona and Kareem went to Miss Dina’s house
1. Play the recording. For each number, students for lunch.
listen and circle True if the statement is true, and 4. Kareem wrote Adam a letter.
False if it is not.
3. Letter Writing. Write the following outline of a
1. Kareem and Mona saw Miss Dina on Sunday. letter on the board for reference:
2. Miss Dina showed them funny pictures.
3. Adam could build enormous sand castles when Dear _____,
he was little. How are you?
4. Adam lives in Ireland. Last Saturday we _____.
2. Check answers by saying Number 1. Kareem Do you remember when _____?
and Mona saw Miss Dina on Sunday. Students say Please write soon.
True if they circled True, and False if they circled Your friends,_____
False. If the statement is false, choose a volunteer
Divide the class into groups of three to four.
to make it true. Do the same for numbers 2–4.
Each group works together to write a letter to a
Answer Key: friend about things they did together when they
1. False 2. False 3. True 4. False were in kindergarten. Each group reads its letter
to the class.
C. Read the question. Write the answer.
1. Students read each question and answer it Extra Practice
based on the reading in exercise A.
Explain and assign Worksheet 16, New Friends,
2. Check answers by reading each question and page 199. (For instructions and answer key, see
having students read the answer they wrote. page 182.)
Answer Key:
1. Who is Adam? Adam is Kareem’s friend
from kindergarten. Finish the Lesson
2. Was Miss Dina Kareem and Mona’s first 1. Use It in a Sentence. Say enormous. A volunteer
grade teacher? No, she was their says a sentence using enormous (this can be
kindergarten teacher. either an original sentence or a sentence from the
3. What did Kareem do at Miss Dina’s house? reading). Do the same with the remaining New
He and Mona ate lunch, looked at old and Words from the lesson.
listened to stories. 2. Explain and assign Workbook page 17. (For
4. What could Adam do when he was little? instructions, see Teacher’s Book page 172.)
When Adam was little, he could build
enormous sand castles.
inability language 2.
4.
5.
B. Pairwork. Wh
For general information on Your Time,
at could you
do when you
chart. Then ask were little? Wh
your partner. at couldn’t you
You
could Your Partner
couldn’t
1. could
1. couldn’t
2.
1.
3. 2.
3.
Unit 8
2. Check answers by dividing the class into a) see b) saw c) seen d) sea
pairs and having students in each pair read one 4. ................ is your school? It is fine.
question and answer to the class. a) Who b) Where c) Why d) How
Answer Key:
Answers will vary.
122 Unit 8
Games and Activities
1. Survey. Students create a survey on a sheet of
paper by writing Name, Could, and Couldn’t in
a row at the top of the paper. Students then
work in groups of five to six taking turns
asking What could you do when you were little?
What couldn’t you do? Students respond I could/
couldn’t (count to ten) when I was little. Students
record their classmates’ names and answers on
their surveys, Groups continue for five minutes.
Then ask students questions about the survey,
for example: What could (Mary) do when (she)
was little? Students who know this information
respond When (she) was little, (she) could (blow
bubbles).
2. When I Was Eight. Divide students into pairs.
Students draw for two to three minutes and
make sentences about things they did or did not
do when they were certain ages: four, six, eight,
etc. They then show their pictures and tell their
partners what they did and did not do.
3. Talking. Divide the class into pairs and give
students three to four minutes to talk with their
partners about what they could and could not do
when they were little (students can take notes if
necessary to remember what their partner says).
Then each pair joins with another pair and each
student tells the others about his/her partner’s
activities.
Assessment
Explain and assign the Unit 8 Test, page 223.
(For instructions and answer key, see page 208.)
6.
answer key, see Teacher’s Book page 172.) B. Role-play the
conversation.
New York City, Paris, Honolulu, San Francisco, Hong Kong) 3. Tokyo 2. Cairo
5. Seoul 4. London
6. New York
Materials Needed (excluding materials for optional activities): 7. Paris
9. San Francis 8. Honolulu
City
pages 10–11. 8
★
9
★ ★ ★★ 5
6
7 ★ 1 ★ ★ 3
★
126 Unit 9
B. Point and say the words. she would take to get to Rome. For example: I
Students point to each of the target cities in the will drive to the airport in my car. Then I will fly
large scene and name them. on an aeroplane to Rome. Do the same with the
remaining target cities.
C. Listen and point. option: You can ask about the cities in Egypt like
Play the recording. Students listen to the Alex., Aswan, etc.
words. For the vocabulary, they point to the 3. Tell Me About It. As a class, choose two of
named city; for the conversations, they point the target cities that students have visited or
to the speakers. (References are shown in know something about. Write each of the city
parentheses.) Play the recording as many times names on the board. Then bring a volunteer to
as necessary for students to complete the task. the board. Seated students call out things they
Tokyo. know about the two cities, and the volunteer
San Francisco. writes the information on the board below the
Cairo. corresponding city name. Then divide the class
Paris. into groups of three to four and have each group
Hong Kong. write a mini-description of one of the cities on
Honolulu. the board. Groups share their descriptions with
London. the class.
New York City. 4. Option: Personalise the Vocabulary. Each
Seoul. student chooses a target city that he/she would
Rome. like to visit. Then, for five to seven minutes,
Now listen and point to the speakers. students draw pictures of themselves visiting the
A: What a cool plane! (boy holding plane city they have chosen. Students then take turns
and friend) telling the class about their pictures and what
B: I want to see it. they would like to do when they visit the city.
A: No.
B: Come on! Let me see it.
Finish the Lesson
A: I can’t lift this by myself. It’s so heavy.
(Kareem and girl) 1. Questions. Ask students questions about cities
B: Here, let me help you. of the world (see Suggested Questions below).
A: Thanks. Continue for three to four minutes.
A: Do you ever fly at night? (Mona and Suggested Questions:
malepilot) What two cities do you really want to visit?
B: Yes, I often fly at night. I need a lot of coffee. Can you go skiing in Honolulu?
A: How much coffee do you have? Can you climb a mountain in Rome?
B: I usually drink four cups of coffee. Can you take a train to Paris?
Can you take a train to New York City?
2.Research: Students can search the net or maga-
Games and Activities zines or books to get some information about
any other cities they like to visit. this can be done
1. Draw a Map. Divide the class into pairs. Each as an assignement. Then they report back to the
student in the pair takes three to four minutes to class what they have found out.
trace the map of the world from Student’s Book 3. Explain and assign Workbook page 20. (For
page 56, placing dots where the cities are (but instructions, see Teacher’s Book page 173.)
not writing the city names). Each student then
gives his/her partner the map he/she drew.
Students then fill in the city names. Partners
check each other’s work.
2. How Will You Get There? Say You want to go to
Rome. How will you get there? A volunteer says
the different forms of transportation that he/
Kong)? (He) went in (April). How long (was) (he) there? (He) (was)
there for (one week).]
Function: Inquiring about the time and duration of activities in 7. July 8. August
9. September
the past
10. October
11. November
12. December
Ho
Howwlon
lon
gg was he
were they there? He was
For general information on Focus Time, They were there for one
week.
Unit 9
128 Unit 9
went to Rome in April. He was there for one week. Games and Activities
Students repeat. Write He was there for one week.
on the board. Point to and read each word. 1. Months: Please Stand Up. Say If your birthday is
Students repeat. Then ask the class How long in Lailauary, please stand up. Any student whose
was he there? Students repeat. Ask the question birthday is in Lailauary stands up and says My
again and elicit He was there for one week. Write birthday is in Lailauary! Do the same with four
How long was he there? on the board to the left other months. Then ask students about different
of He was there for one week. Point to and read events during the year (see Suggested Questions
each word. Students repeat. Do the same with below).
London/March/one day, Tokyo/October/two weeks, Suggested Questions:
and Paris/July/five days. When does school start?
3. How long were (they) there? (They) were When is our (Summer) vacation?
there for (one week). Do the same as in Step When does the New Year start?
2 above, writing two names on the calendar to When is (The mother’s day)?
demonstrate they. When is your mother’s birthday?
4. Practice for Fluency. Say they, London and elicit 2. Ask Them Questions. Bring five volunteers
When did they go to London? Say May. Elicit They to the front of the classroom and give each
went in May. Then say one week and elicit both of them a Unit 9 Word Time Picture Card
the target question and answer, How long were and a Unit 9 Focus Time Picture Card. One
they there? They were there for one week. Do the of the volunteers begins by saying I went to
same with he/Seoul/July/one day, you/Cairo/August/ (Honolulu). Seated students say When did you
eight weeks, and she/Tokyo/December/ three days. go to (Honolulu)? The volunteer says I went in
(August). Seated students ask How long were you
there? The volunteer responds using any length
Practise the Patterns of time he/she desires, I was there for (one year).
Continue in the same way with the remaining
B. Listen and repeat. volunteers.
1. Write the text from the pattern boxes on the 3. Make the Sentences. (See Game 17, pages 155–
board. Then play the recording, pointing to 156.) Do the activity using I, He, She, We, They,
each word. Students listen. you, he, she, and they grammar cards and Unit
A: When did he go to Hong Kong? 9 Word Time Word Cards, Focus Time Word
B: He went in April. Cards, and Grammar Cards.
A: How long was he there?
B: He was there for one week.
Finish the Lesson
A: When did they go to Hong Kong?
B: They went in April. 1. When Did You Go to Mars? Walk around the
A: How long were they there? classroom asking students questions about
B: They were there for one week. interplanetary travel. For example: When did
2. Play the recording again. Students look at you go to Mars? I went in June. How long were you
the pattern boxes in their books and repeat, there? I was there for ten minutes. Continue for
pointing to each word. four to five minutes using other planets.
3. Students work with partners to ask and 2. Explain and assign Workbook page 57. (For
answer the questions, while looking at the instructions, see Teacher’s Book pages 173–174.)
pattern boxes in their books.
C. Look at page 20. Listen and
point.
Play the recording. Students look at page 56 and
listen to the words, pointing to the person being
talked about. Play the recording as many times
as necessary for students to complete the task.
A: When did she go to Paris?
B: She went in October.
A: How long was she there?
B: She was there for four days.
long [When did (you) go to (San Francisco)? (I) went in (March). When did you
go to San Fra
ncisco?
I went in Ma
rch.
How long (were) (you) there? (I) (was) there for (two days).] How long we
re you there?
I was there
1. you/Hong for two days.
the past
★ December
Decem ber April ★ December
three days
April
December
Word Cards, 1 set; Unit 9 Focus Time Word Cards, 1 set (see
Dece mbe
3. she/Tokyo?
Janu ary r April
June
Dece
Janumbe
ary r
June April 4. you/Lo
Picture and Word Card Book pages 34, 36, and 38)
June Decendo
mbe n?
two weeks ★ January r
Januar April
y June December
January
one day
Junest
Augu
Janu
★
Mayary Junest
Augu
Janu
Mayary
June
five days
★ July
I went in April.
e 39.)
130 Unit 9
B. Look at page 20. Practise with a Ask two volunteers to read the sentences on
partner. the board, filling in any words from the target
patterns. Then divide the class into groups of
Students remain in pairs and look at page 56.
four. Each group practices substituting names
S1 points to a city on the map and says I went
of places, months, and time periods into the
to (Cairo). S2 then uses the target patterns to ask
sentences on the board. After four to five
S1 about his/her trip. S1 responds using the
minutes, each group writes down one of the
target patterns. For example: S2: When did you
substitutions that they practiced and reads it to
go to Cairo? S1: I went in September. S2: How long
the class.
were you there? S1: I was there for three days.
2. Listen Carefully. Read the following paragraph
C. Listen and chant. to students, having them take notes as necessary.
1. Students turn to the When Did You Go to Paris? My friend Amr loves going to the beach. He likes
chant on page 39. They cover up the text, look at swimming and snorkelling. Once when he was at
the pictures, and talk about what they see. Read the the beach he even saw a whale and a dolphin! In
lyrics line by line. Students repeat each line. Play Lailauary, Amr went to Honolulu, because the best
the recording. Students listen and follow along in beaches are there. He was there for two weeks, and
their books. every day he swam all day long. Once or twice he
When Did You Go to Paris? went snorkelling with his friends, too.
When did you go to Paris? Ask the following questions about the above
I went to Paris in September. reading, having students refer to their notes
How long were you there? for reference. If necessary, read the paragraph
I was there for eight days. several times.
I played tennis in Paris. Where did Amr go?
When did you go to London? Why did he go there?
I went to London in October. When did Amr go to Honolulu?
How long were you there? How long was he there?
I was there for a week. Did he go sailing?
I played football in London. Did he snorkel?
When did you go to Tokyo? 3. Students’ Trips. Divide the class into pairs. Each
I went to Tokyo in May. student writes about a true or imaginary trip he/
How long were you there? she took recently. Each student then tells his/her
I was there for two weeks. partner I went to (Alexandria). Give students five
I bought a yo-yo in Tokyo. to seven minutes to ask their partners questions
When did you go to Honolulu? about the recent trips. If necessary, students can
I went to Honolulu in April. take notes to remember what their partners say.
How long were you there? Then each pair joins with another pair and each
I was there for a day. student tells the others about his/her partner’s
I bought some shoes in Honolulu. recent trip.
OPTION: Do the activity as above, also having
2. Play the recording again. Students listen and
chant along, using their books for reference. students draw pictures to illustrate important
Play the recording as many times as necessary sights and happenings on their trips.
for students to become familiar with the chant.
3. Divide the class into Groups A and B. Play the Extra Practice
karaoke version. Group A sings the questions Explain and assign Worksheet 17, Cities of the
while pointing to Group B. Group B sings the
World, page 200. (For instructions and answer
answers, pantomiming the action in the last line of
key, see page 183.)
each verse. Groups changes roles and chant again.
O ver 30 million
City every yea
people visit
New York
page 22.
Unit 9
23
2. Check Workbook page 22. (For instructions and
answer key, see Teacher’s Book page 174.)
132 Unit 9
Walking tours, boat tours, and bus tours are Games and Activities
available daily. For information, call us at 1
(800) 555-2112. We can help you find a hotel Note: For all Reading Time activities, students may
room, buy plane tickets, or rent a car. use their Student’s Books for reference.
New Words 1. Name the Place. Describe four to five places
million discussed in the reading (see Suggested
world Descriptions below). Students look in their books
most exciting and name those places.
thousand Suggested Descriptions:
opera An exciting city in America (New York City)
jazz A tall statue in New York (the Statue of Liberty)
available A place to see shows in New York (a Broadway
information theatre)
rent The world’s largest department store (Macy’s)
2. Play the recording again, stopping it after each A place to eat in New York City (Carnegie Deli)
sentence. Students listen and repeat each sentence. 2. Radio Advertisement. Volunteers take turns
3. Divide the class into pairs. Students in each pretending to be radio announcers recording an
pair take turns reading the brochure aloud to advertisement for New York City. They read the
their partner. reading with as much enthusiasm and drama as
possible.
B. Listen and circle True or False. 3. Posters. Divide the class into groups of three to
1. Play the recording. For each number, four. Using the information from the reading,
students listen and circle True if the statement each group works together to create a travel
is true, and False if it is not. poster encouraging people to visit New York
1. People visit New York City because it’s City. The poster should contain both pictures
one of the world’s most exciting places. and words.
2. There are 80 thousand restaurants in OPTION:
Students create a travel poster for their
New York City. own town.
3. Carnegie Deli is the world’s largest
department store.
4. When you’re in New York City, you can Extra Practice
take a boat tour. Explain and assign Worksheet 18, Kareem’s
2. Check answers by saying Number 1. People Trip to London, page 201. (For instructions and
visit New York City because it’s one of the world’s answer key, see page 183.)
most exciting places. Students say True if they
circled True, and False if they circled False. If the Finish the Lesson
statement is false, choose a volunteer to make it
true. Do the same for numbers 2–4. 1. Discussion. Ask students to tell about cities they
Answer Key: have toured. Continue the discussion for four to
1. True 2. False 3. False 4. True five minutes.
2. Explain and assign Workbook page 23. (For
C. Read the question. Write the answer.
instructions, see Teacher’s Book page 174.)
1. Students read each question and answer it
based on the reading in exercise A.
2. Check answers by reading each question and
having students read the answer they wrote.
Answer Key:
1. How many museums are in New York
City? There are 150 museums in New
York City.
2. Why do people visit New York City?
People visit New York City because it’s one
of the world’s most exciting places.
3. What kinds of tours are available? Walking
tours, boat tours, and bus tours are
available daily.
4. What is the “Big Apple”? New York
City is the “Big Apple.”
3.
4.
Unit 9
134 Unit 9
Games and Activities
1. Memory Chain. (See Game 18, page 156.) Play
the game using I went to (Tokyo) in (March).
2. What Did You Do? Write What did you do on
your last trip? on the board. Then divide the class
into pairs. Each student asks his or her partner
the question and writes down the answer. Then
the students tell the class what their partners did
on their last trip.
3. Draw and Tell. Each student takes five to six
minutes to draw a picture of himself/herself
doing three actions that he/she likes to do.
When students have finished drawing go around
the classroom, look at each student’s picture, and
ask them When did you (listen to music)? Students
show their picture to the class and say I (listened
to music) (on Tuesday).
Assessment
Explain and assign the Unit 9 Test, page 224.
(For instructions and answer key, see page 209.)
136 Unit 10
Practise the Conversation 1. I was at my grandparents’ house. We had lunch
and then played a game.
A. Listen and repeat. Point to the 2. I went swimming with my brother.
speakers. Then listen again. 3. I was taking care of my little sister.
Play the recording (first version of the Students read each new response. Quickly clarify
conversation). Students listen and repeat, meaning if necessary. Then students in each pair
pointing to each speaker. Play the recording role-play the dialogue on the board, substituting
(second version of the conversation). Students the new responses into the underlined part of the
listen and point to each speaker. target conversation.
1. Sarah: Where were you yesterday afternoon?
Noha: At Mona’s house. We were watching TV.
Finish the Lesson
2. Sarah: What was on?
Noha: A programme about animals in Africa. 1. Discussion. Ask students five to six questions
about their TV viewing (see Suggested Questions
3. Sarah: Aw, I missed it. Was it good?
below).
Samy: Yeah, it was. The gorillas were really
cool. Suggested Questions:
Who watched TV last night?
4. Sarah: Did you watch the football match last
What was on?
night?
What are your favourite TV programmes?
Noha: No, my mum was watching the news.
What programmes do you usually watch?
Besides, I don’t like watching football
How many of you usually watch that programme?
matches on TV.
Do you like to watch sports like football on TV?
5. Sarah: Me, neither. It’s not as fun as Do you watch TV on school nights?
watching a real game. When do you usually go to bed?
Noha: Hey! There’s a good film on tonight.
2. Explain and assign Workbook page 25. (For
Do you want to come over?
instructions, see Teacher’s Book page 175.)
6. Sarah: I can’t. My mum won’t let me watch
TV on a school night.
Noha: Too bad. Oh! There’s the bell. Time for
class!
B. Role-play the conversation.
Students choose a partner and, using their
Student’s Books for reference, role-play the
conversation. They then change roles and role-
play the conversation again.
bed late, fall off my chair, get a good mark, lose my favourite pencil, 3. go to bed 2. forget my
late homework
5. get a good 4. fall off my
chair
make a mistake, take off my jacket, win a prize, turn off the fan)
ma rk
7. make a mis 6. lose my fav
take ourite pencil
9. win a priz 8. take off my
jacket
Materials Needed (excluding materials for optional
e
10. turn off
the fan
B.
activities): CD/cassette and player; Wall Chart 20; Unit 5
Point and say
the words.
C. Listen and poi
nt.
Word Time Picture Cards, 1 set per 3–4 students; Unit 10 Word 1
Time Picture Cards, 1 set per 3–4 students, Unit 10 Word Time 7
pages 10–11.
4
138 Unit 10
pantomiming the action. The first student to
Practise the Words correctly name the action, saying You’re (going to
bed late), is next to pantomime an action. Groups
A. Listen and repeat. continue in this way for five to seven minutes.
Play the recording. Students listen and repeat,
option: Do as above but use the phrases and
pointing to each word in the vocabulary box.
pictures on p.62 instead of cards.
1. skip lunch
2. Categorizing. Divide the class into groups
2. forget my homework
of two to three. Students in each group work
3. go to bed late
together to make two lists. One list should
4. fall off my chair
contain the target actions that generally make
5. get a good mark
people happy. The other list should contain the
6. lose my favourite pencil
target actions that generally make people sad or
7. make a mistake
upset. Once each group has made its lists, have
8. take off my jacket
students share their lists with the class. Work
9. win a prize
with the class as a whole to come to a consensus
10. turn off the fan
about what should be on each list. Write the final
B. Point and say the words. lists on the board.
Students point to each of the target vocabulary 3. Ask and Answer. Write always, usually, often,
items in the large scene and name them. sometimes, hardly ever, and never on the board.
Point to each word and have students read it.
C. Listen and point. Then quickly review the Do you ever (go to bed
Play the recording. Students listen to the late)? pattern. Divide the class into groups of
words. For the vocabulary, they point to the three to four and give each group a set of Units 5
person/people doing the named action; for and 10 Word Time Picture Cards. Groups place
the conversations, they point to the speakers. the cards faceup in front of them. A student
(References are shown in parentheses.) Play in each group begins by asking Does (Samy)
the recording as many times as necessary for ever (skip lunch)? The first student to touch the
students to complete the task. named card asks (Samy) Do you ever skip lunch?
(Samy) answers truthfully and then takes a turn
Fall off my chair.
asking a Does (Wael) ever… question. Groups
Forget my homework.
continue in the same way for five to seven
Take off my jacket.
minutes.
Lose my favourite pencil.
Make a mistake. Note: Remind students to change my to your or
Get a good mark. his/ her as necessary.
Skip lunch. 4. Option: Personalise the Vocabulary. Divide the
Win a prize. class into pairs and give each pair a set of Units
Turn off the fan. 8 and 10 Word Time Picture Cards. Choosing
Go to bed late. from the activities listed on the cards, students
Now listen and point to the speakers. write a list of five things they want to do and
five things they do not want to do. Students then
A: Excuse me. May I borrow a pencil?
read their lists to each other and say why they
(Mona and boy)
want and do not want to do the activities.
B: Sure. Here you are.
A: Thanks. option: Do as above but without using the
picture cards. Students can get back to the book.
A: When did you go to Paris? (boys by fan)
B: I went in June.
A: How long were you there?
B: I was there for three days.
Finish the Lesson
A: Here you are. Today’s special is beef and 1. How often…? Write once a day, three times a
potatoes. week, twice a month, and four times a year on the
B: No, thank you. I’m not in the mood for beef. board. Point to each word and have students
A: Are you sure? read it. Then ask How often do you make a mistake?
B: Positive. I’m not hungry today. and have several students respond. Then ask
How often do you win a prize? and have several
students respond. Do the same with How often do
Games and Activities you lose your favourite pencil?
1. Charades. Divide the class into groups of five Note: Students can also use the pattern I (never)
to six and give each group a set of Unit 10 Word (lose my favourite pencil) to respond to the questions.
Time Picture Cards. A student in each group 2. Explain and assign Workbook page 26. (For
begins by looking at a picture card and then instructions, see Teacher’s Book page 175.)
expressing consequences
Materials Needed: CD/cassette and player; Unit 4 Focus
Time Word Cards, 1 set; Unit 10 Word Time Word Cards, 1 4. embarrassed
5. happy
set per 2 students; Unit 10 Focus Time Picture Cards, 1 set; 6. sad
7. disappointe
d
Unit 10 Focus Time Word Cards, 1 set per 2 students; I, you,
she, he, we, and they grammar cards, 1 set per 2 students; Unit
10 Grammar Cards, 1 set per 2 students
8. cold
9. hot
10. proud
B. Listen and rep
pages 12–13.
I skip
If I’ll
she skips lunch,
she’ll be hungry.
C.
Warm-Up and Review
Look at page
26. Listen and
point.
Unit 10
1. Vocabulary Review: True Sentences. Attach
the Unit 10 Word Time Word Cards in a
27
140 Unit 10
2. If (she) (falls off her chair), (she’ll) be 3. Make the Sentences. (See Game 17, pages
(embarrassed). Do the same as in Step 1 with a 155–156.) Do the activity using I, you, she, he,
girl to demonstrate she. we, and they grammar cards and Unit 10 Word
3. Practice for Fluency. Say he, turn off the fan, hot Time Word Cards, Focus Time Word Cards, and
and have students say the corresponding target Grammar Cards.
sentence. Do the same with different pronouns,
actions, and adjectives for three to four minutes.
Finish the Lesson
1. What Might Happen? Point to a girl and say
Practise the Patterns If she skips lunch… The girl pantomimes an
adjective and the rest of the class completes the
B. Listen and repeat. sentence, saying …she’ll be (hungry). Do the same
1. Write the text from the pattern boxes on the with different volunteers and actions for three to
board. Then play the recording, pointing to four minutes.
each word. Students listen.
2. Explain and assign Workbook page 27. (For
A: If I skip lunch, I’ll be hungry. instructions, see Teacher’s Book page 175.)
B: If she skips lunch, she’ll be hungry.
2. Play the recording again. Students look at
the pattern boxes in their books and repeat,
pointing to each word.
3. Students work with partners to say the
sentences, while looking at the pattern boxes in
their books.
students; I, you, we, he, she, and they grammar cards, 1 set
(see Picture and Word Card Book pages 39, 40, 42, and 43)
5. she/go to
bed late/tired
6. they/win a
prize/p roud
142 Unit 10
If she wins a prize, she’ll be very proud.
P-R-O-U-D, P-R-O-U-D, P-R-O-U-D.
She’ll be very proud.
2. Play the recording again. Students listen and
sing along, using their books for reference. Play
the recording as many times as necessary for
students to become familiar with the song.
3. Play the karaoke version. Students sing along,
pantomiming each adjective as they sing it.
Extra Practice
Explain and assign Worksheet 19, If…, page 202.
(For instructions and answer key, see page 183.)
1969
720 million 1975
people
watch Neil Arm Colour broadc 1998
strong asting
walk on the begins in Egy The first Egy
moon pt.
Unit 10
144 Unit 10
New Words Games and Activities
website
fan Note: For all Reading Time activities, students may
find out use their Student’s Books for reference.
go on sale 1. Complete the Information. Divide the class into
public groups of four to six. Each group sits in a circle.
broadcasting A student in each group (S1) begins by saying
begin the first half of a sentence from the reading. The
launch next student in the circle (S2) repeats S1’s words
remote control and then adds the second half of that sentence.
2. Play the recording again, stopping it after The next student (S3) begins the following
each sentence. Students listen and repeat each sentence from the reading. Groups continue
sentence. around the circle until they have
said the entire reading.
3. Divide the class into pairs. Students in each
pair take turns reading the story aloud to their 2. Make a Narrative. Work with students to
partner. turn the information on Student’s Book page
65 into a narrative. For example: Here is some
B. Listen and circle True or False. information about the history of TV. In 1939, the
1. Play the recording. For each number, first televisions went on sale. Then in 1956, the first
students listen and circle True if the statement televisions with remote control went on sale. By
is true, and False if it is not. 1960 the public broadcasting began in Egypt. It was
in black and white.
1. 720 million people watched Neil
Armstrong walk on the moon in 1969. OPTIONS:
2. Public broadcasting begins in Egypt in 1960. 1. Students illustrate the narrative with
3. Public broadcasting was in colour in 1998. drawings or pictures cut from magazines.
4. The Egyptian satellite (Nilesat 102) was 2. Students go to the library or use the internet
launched in 1998. to do further research on TV. They then include
2. Check answers by saying Number 1. 720 the new information in the narrative.
million people watched Neil Armstrong walk 3. Questionnaire. Write these questions on the
on the moon in 1969. Students say True if they board:
circled True, and False if they circled False. If
the statement is false, choose a volunteer to 1. Do you have a TV at home? How many TVs do
make it true. Do the same for numbers 2–4. you have?
2. Do you have a black and white or a colour TV?
Answer Key: 3. Do you watch TV in the morning, afternoon, or
1. True 2. True 3. False 4. False evening?
4. What’s your favourite show?
C. Read the question. Write the answer.
5. Do you like talk shows talk? Why or why not?
1. Students read each question and answer it
based on the reading in exercise A. Divide the class into pairs. Partners ask each
other these questions and write the answers in
2. Check answers by reading each question and their notebooks. Then they tell the class about
having students read the answer they wrote. their partners’ answers.
Answer Key:
1. When did colour broadcasting begin? Extra Practice
Colour broadcasting began in the Explain and assign Worksheet 20, My
Egypt in 1975. Grandmother, page 203. (For instructions and
2. What did Neil Armstrong do? Neil answer key, see page 183.)
Armstrong walked on the moon in 1969.
3. When did the first televisions with
remote control go on sale? The first Finish the Lesson
televisions with remote control went
on sale in 1956. 1. What Happened in That Year? Say 1956.
Students look in their Student’s Books, find the
4. What happened in 1998? The first information corresponding to that year, and then
Egyptian satellite (Nile sat 101) was say what happened in 1956 (in their own words
launched in 1998. if possible). Do the same with the other years
from the reading.
2. Explain and assign Workbook page 29. (For
instructions, see Teacher’s Book pages 175–176.)
3.
4.
Feeling
1. win a priz Name
146 Unit 10
Games and Activities
1. Memory Chain. (See Game 18, page 156.) Play
the game using If I (win a prize), I’ll be (sad).
2. Yesterday’s Actions. Divide the class into
pairs. A student in each pair (S1) begins by
pantomiming different actions he/she did
yesterday. His/Her partner (S2) writes down the
actions he/she thinks S1 is pantomiming. Once
S1 has finished pantomiming, S2 checks his/her
list, asking Did you (make a mistake) yesterday? S1
says either Yes, I did or No, I didn’t. Pairs continue
until S2 has an accurate list of S1’s activities.
Pairs then change roles and do the activity again.
3. Drawing. Give students five to six minutes to
draw pictures of themselves doing both activities
that make them happy and activities that make
them sad or upset. Once students have finished
drawing, divide the class into pairs and write
When I (visit a friend), I’m happy. on the board.
Students tell their partners about their drawings.
For example: This is me. When I get a good grade,
I’m happy.
Assessment
Explain and assign the Unit 10 Test, page 225.
(For instructions and answer key, see page 209).
2.
a.
b.
Warm-Up
c.
3. a.
1. Review Units 6–10 Conversations. Students b.
c.
turn to each Conversation Time page (pages 1,
7, 13, 19, and 25). Elicit each conversation. 4.
a.
b.
2. Check Workbook page 30. (For instructions and c.
picture.
31
1. Play the recording. Students listen and,
for each number, they circle the picture that
corresponds to the conversation they hear.
1. Mona: Hi, Kareem. Do you want some help? Teacher: Come on, Hend. Don’t give up!
Kareem: Sure! You can move the cello. Put it Hend: Okay. Hey! I can do it.
over there. Teacher: Good work, Hend!
Mona: Beside the harp?
Kareem: No. Don’t put it by the harp. Put it 4. Boy: Captain Ahmed, could I interview
beside the drums. you for my school newspaper?
Mona: Okay. Pilot: Sure! Go ahead.
Kareem: Now put the harp behind the Boy: Do you fly the plane by yourself?
xylophone. Pilot: No. I always have a co-pilot.
Boy: Do you enjoy being a pilot?
2. Woman: 122. What’s the emergency? Pilot: Yes, I do.
Boy: There’s a wild animal in my garden! Boy: Thanks for your time, Captain
I think it’s a bear. Ahmed.
Woman: A bear? Pilot: My pleasure!
Boy: No, it isn’t a bear. I think it’s a deer!
Woman: A kangaroo? 5. Girl: Where were you last night?
Boy: No, a deer. Oh! There are two Boy: I was at home watching TV.
animals! A deer and a bear! Girl: What was on?
Woman: Okay. I’m sending a police officer now. Boy: A programme about animals in
Africa.
3. Teacher: Hend, please come to the board. It was great!
Write the letter “p.” Girl: Aw…I missed it. Did you watch the
Hend: Okay. football match last night?
Teacher: No, that’s not a “p.” That’s a Boy: No. My mum was watching the
“b.” No, that’s a “q.” news.
Hend: I can’t. It’s too hard. I went to bed.
2. Check answers by having students listen
to the conversations again. Stop the recording
148 Review
after each conversation and have students say
Games and Activities
the letter of the picture they have circled. 1. Role Play. Write the third conversation from
Answer Key: exercise A on the board. Point to each line and
1. c have students read it. Then divide the class into
2. a pairs and have students in each pair role-play
3. c the conversation. Students change roles and role-
4. b play the conversation again.
5. a 2. Act It Out. Divide the class into pairs. Students
B. Listen and circle the correct in each pair work together to write out a mini-
answer. dialogue (approximately four to five lines long)
between two friends discussing what they did
1. Play the recording. Students listen and, for
last night. Once students have created their
each number, they circle the number or words
dialogues, choose volunteers to role-play their
that they hear discussed in the conversation.
dialogues for the class.
1. Kareem: Put the bass over there, Mona.
3. Illustrators. Read the first conversation from
Mona: Okay. Wow! This is heavy.
exercise B. Students listen and then draw
Kareem: Look out for the box!
pictures to illustrate the conversation. Volunteers
Mona: Where? Behind me?
then take turns showing their pictures to the
Kareem: No, by the window, in front of
class and explaining them.
you!
Mona: Oh, there it is. Thanks, Kareem.
2. Woman: What’s your name and address? Finish the Lesson
Ahmed: Ahmed Samy. 49 El salam street.
Woman: Okay. Ahmed Samy at 99 El salam 1. Who Says It? Read the second conversation
street. from exercise B. Discuss with students where
they think the conversation is being held, and
Oh! Sorry, you said 39 El salam
who the speakers might be.
street.
Ahmed: No, it’s 49 El salam street. 2. Explain and assign Workbook page 31. (For
Woman: Got it. instructions, see Teacher’s Book page 176.)
3. Teacher: Nora, please help me hand out
the homework.
Girl: Is it homework from Tuesday?
Teacher: No, it’s homework from
yesterday.
Girl: But yesterday was Saturday.
Teacher: Oh yes, you’re right. It’s
homework from Thursday.
4. Boy: Captain Marwa, do you ever fly
abroad?
Pilot: Yes, I have an overseas flight once
a month.
Boy: So you fly to Hong Kong once a
month?
Pilot: Oh, I never fly to Hong Kong. I
fly to Cairo once a month.
2. Check answers by having students listen
to the conversations again. Stop the recording
after each conversation and have students say
the number or words they have circled.
Answer Key:
1. in front of
2. 49
3. Thursday
4. Cairo
Warm-Up
Sokkara: We you rehearse? Let’s talk about
rehearse three cymbals now. the
times a week. You play the
4. Reporter hard? cymbals. Is it
: Do you
Sokkara: No, ever play Sokkar: No,
the cello, it’s easy. I’ll show
I can’t play Sokkara? Reporter: you.
Reporter: the cello. It’s You play the
Do you ever too big. Sokkar: Are cymbals loudly,
Sokkara: Yes! play the trump you okay? Sokkar!
I love playin et? Reporter:
Reporter: g the trump My ears hurt.
What’s your et. Sokkar: I’m sorry!
favourite kind
music? of
Sokkara: I
pattern.
2. Check Workbook page 31. (For instructions and
answer key, see Teacher’s Book page 176.)
2. Reporter: Did you go to Alexandria by
Work with the Pictures yourself?
Sokkara: No, I went with Sokkar and our
Students open their Student’s Books to pages 32 orchestra.
and 33. We gave our winter performance.
1. Divide the class into groups of three. Groups Reporter: Oh! Were there any soloists?
find and name any items or characters they Sokkara: I was the soloist on the flute.
recognize in the pictures. Sokkar was the soloist on the
cymbals.
2. Ask each group how many items they found. Reporter: How did he play the cymbals?
Encourage groups to name as many items or Sokkara: He played the cymbals very
characters as they can, using complete sentences loudly! It was funny.
when possible.
3. Reporter: How many Puppets are in your
3. When groups have finished, have each group orchestra?
name one item, and write a sentence with that item Sokkara: Five.
on the board. Once all the sentences have been Reporter: How often do you rehearse?
written, point to and read each sentence. Students Sokkara: We rehearse three times a week.
repeat, pointing to those items in their books.
4. Reporter: Do you ever play the cello,
4. Ask students what they think the readings will be Sokkara?
about. Sokkara: No, I can’t play the cello. It’s
too big.
Practise the Reading Reporter: Do you ever play the trumpet?
Sokkara: Yes! I love playing the trumpet.
A. Listen and read along. Then Reporter: What’s your favourite kind of
number the pictures. music?
1. Play the recording. Students listen and read Sokkara: I like jazz. We’re going to give a
along. jazz performance on television
Puppets’ Daily in March.
January Music Special Reporter: Sounds great! Thanks for your
time, Sokkara.
1. Reporter: You play the flute very well, Sokkara: My pleasure.
Sokkara.
Sokkara: Thank you. When I was little, I 2. Play the recording again, stopping after each
couldn’t play well. But practice paragraph. For each number, students find the
makes perfect! corresponding picture and write the number in
Reporter: You went to Alexandria, right? the space provided.
Sokkara: Yes, I did. I went in December. Answer Key:
Reporter: How long were you there? 4, 3, 1, 2
Sokkara: I was there for two weeks.
Alexandria is the most exciting
city in the world! I had a good
time.
150 Review
Games and Activities
B. Listen and read along. Then
number the pictures. 1. Listen Carefully. Play the recording of Sokkara’s
1. Play the recording. Students listen and read interview again. Students listen and write down
along. Sokkara’s favourite kind of music and how
Puppets’ Daily many Puppets are in his orchestra. Then play
March Music Special the recording of Sokkar’s interview. Students
listen and write how long Sokkar was in Rome,
1. Reporter: Sokkar, I’d like to interview and what happened to Sokkar at the concert in
you for Puppets’ Daily Rome.
Newspaper.
Sokkar: Wow! Okay. 2. Tell the Story. Divide the class into pairs.
Reporter: How often do you and Sokkara Students in each pair cover the text on each
play abroad? interview page. They then take turns looking
Sokkar: Our orchestra plays abroad at the pictures and telling the events to their
about six imes a year. We went partners.
to Rome in February! 3. Make a New Story. Each student divides a piece
Reporter: How long were you there? of paper in four equal parts. He/She then creates
Sokkar: I think we were there for one a new story about either Sokkara or Sokkar by
week. I don’t remember. But drawing original scenes. Students then take
the food was delicious! turns standing up and describing their story to
2. Reporter: Did you give a performance in the rest of the class.
Rome?
Sokkar: Well, yes. I was nervous and I
fell off my chair. I was so Finish the Lesson
embarrassed!
1. Questions. Ask students five to six questions
Reporter: What was Sokkara doing when
about Sokkar’s and Sokkara’s interviews (see
you fell off your chair?
Suggested Questions below).
Sokkar: She was playing the flute. She
was the soloist. The performance Suggested Questions:
was a hit. When did Sokkara go to Alexandria?
When did Sokkar go to Rome?
3. Reporter: That’s great! Let’s talk about the
Does Sokkara ever play the cello?
cymbals now. You play the
Does Sokkar like Italian food?
cymbals. s it hard?
How often does Sokkara’s orchestra rehearse?
Sokkar: No, it’s easy. I’ll show you.
How does Sokkar play the cymbals?
Reporter: You play the cymbals loudly,
Sokkar! 2. Explain and assign Workbook pages 32–33. (For
Sokkar: Are you okay? instructions, see Teacher’s Book pages 176–177.)
Reporter: My ears hurt.
Sokkar: I’m sorry!
4. Reporter: It’s okay. So, are you going to
perform in Cairo soon?
Sokkar: Yes! We’re going to give
a performance at the Cairo
Theatre. It will be on TV, too!
Reporter: Oh, yes, I remember now. I’m
going to buy a ticket.
Sokkar: It’s free!
Reporter: Great! Thanks for your time,
Sokkar.
Sokkar: You’re welcome.
2. Play the recording again, stopping after each
paragraph. For each number, students find the
corresponding picture and write the number in
the space provided.
Answer Key:
2, 4, 3, 1
1 7
2
5 6 8
Warm-Up
3 9
4
10
answer. Do the same with When did you do your 2. They play
ed the ____ loudly. .8
3. When he
was little, he could
____ a ball.
Tuesday?
.7
4. If I ____ .2
my favourite
pencil,
I’ll be sad.
Review
152 Review
Pairwork A. Ask your partn
How did Mona
Pairwork:
Warm-Up
2.
listen
countot pop
to ten er. Then listen
music often and fill in the
could When Kareem chart.
3.visit
spea
a muse
k Engli
umsh
was little, he
couldn’t say
hardly ever
could the alphabet.
4.
talkpeel
on the
an orang
phonee Mona
usually 1. say the alpha Kareem
could n’t bet You Your Partner
C. 2. count to ten couldn’t
Review Review
Games and Activities for to the student directly across from them. Groups then
Conversation Practise change roles and practice the conversation again.
Unit 2
Conversation Time, Page 7
A. Rearrange the following words to make
correct sentences:
Answer Key
1. Hello. Are you ready to order?
2. I think so. I’ll have a steak.
3. How about a salad?
4. Sounds good. What’s today’s special?
5. Spaghetti and meatballs.
Check answers by saying Number 1 and B. Read the question. Write the answer.
having a volunteer say the phrase he/she Students read and answer each question based on
wrote. Do the same for numbers 2–6. the reading in exercise A.
Answer Key Check answers by reading each question and
1. once a day 2. three times a week having a volunteer read the answer.
3. twice a month 4. three times a year Answer Key
5. four times a day 6. twice a week 1. Who’s a pest? Hosam is a pest.
B. Look at Heba’s schedule. Write True or 2. Who told Hanaa and Shaimaa to be patient?
False. Their teacher told them to be patient.
For each number, students write True if the 3. Why does the pest bother Hanaa and Shaimaa?
sentence accurately describes Heba’s schedule and Because he wants attention.
False if it does not.
• Black bears hibernate for five to seven Check answers by saying Number 1. Mona,
months in the winter. please come to the chair. Then have a
volunteer say the word he/she circled and
• Black bears are not endangered. Around read the corrected line of conversation. Do the
750,000 black bears are alive today. same for numbers 2–6.
B. Read the question. Write the answer. Answer Key
Students read and answer each question based on 1. Mona, please come to the chair.
the reading in exercise A. Mona, please come to the front.
Check answers by reading each question and 2. Wrote the letter “d” on the board.
having a volunteer read his/her answer. Write the letter “d” on the board.
Answer Key 3. I don’t know why. I’m good, Miss Dina.
1. How much do adult black bears weigh? They I don’t know how. I’m sorry, Miss Dina.
weigh 60 to 150 kilos. 4. That’s okay. Let me showed you how. It easy.
2. What do black bears eat? They eat everything: That’s okay. Let me show you how. It’s easy.
vegetables, fruits, nuts, leaves, fish, and meat.
3. Do black bears hibernate in the winter? Yes, 5. Yes, I can’t. It’s not hard.
they do. No, I can’t. It’s too hard.
4. How many black bears are alive today? 6. Come one, Mona. Please give up.
Around 750,000 black bears are alive today. Come on, Mona. Don’t give up.
C. Read and circle True or False. B. Look at A. Read and write True or False.
For each number, students read the sentence and Students read each sentence and write True if the
circle True if the sentence is true and False if it is sentence is true and False if it is not, based on the
not. conversation in exercise A.
Check answers by having a volunteer read Check answers by saying Number 1. It’s easy
each sentence and say if he/she circled True for Mona to write the letter “d.” Then have a
or False. volunteer say if he/she wrote True or False.
Answer Key Do the same for numbers 2–4.
1. False 2. True 3. False 4. False Answer Key
1. False 2. True 3. False 4. False
Revision Unit 8
Revision Unit 7
A. Listen and number the pictures.
A. Listen and Put 3 or 7. Read the script. For each number, students listen
Read the script. For each number, students look and find the picture that corresponds to those lines
at the picture and listen to the conversation. If the of conversation. They then write that number in the
picture illustrates the conversation, students write space provided.
3 in the space provided. If it does not, students Teacher:
write 7. A. Listen and number the pictures.
Teacher: 1. Mona, please come to the front. Write the letter “d”
A. Listen and write 3 or 7. on the board./I don’t know how.
1. Is this the wild animal?/Sorry, officer. I’ll take him./ 2. I’m sorry, Miss Dina./That’s okay. Let me show you
Oh, my dog! how. It’s easy.
2. What is it?/I think...I think it’s a wild animal! I can 3. Judy, please help me hand out the homework. Hassan,
see its eyes! clean the board, please.
3. Look out! There’s a box behind you! 4. What did you get?/I got a hundred!/Yay! So did I!
Answer Key Answer Key
1. 3 2 4
2. 7 1 3
3. 7
B. Listen and 3 the words you hear.
B. Listen and Put 3 or 7. Read the script. Students listen and write 3 next to
Read the script. Students listen. For each number, each word they hear.
students write 3 if the sentence is true and 7 if it is Teacher:
false. B. Listen and 3 the words you hear.
Teacher: Dear Adam,
B. Listen and write 3 or 7. How are you? When you moved away, we were sad. We
Welcome to Sunnyville Zoo’s Giant Panda Home! miss you very much. Do you miss us? Last Saturday, we
Bob and Lili are our giant pandas. Bob is 15 years saw Miss. Dina. She was our kindergarten teacher. Do you
old. Lili is 20 years old. When giant pandas are remember her? Mona and I went to her house for lunch.
born, they weigh 80 to 140 grams. Adults usually She said when you were little, you could build enormous
weigh 80 to 125 kilos. Giant pandas eat bamboo. sandcastles. Do you like Oxford? Please write soon.
They eat for 12 to 16 hours daily. Your friend,
Answer Key Kareem Ahmed
1. 7 Answer Key
2. 3 Numbers 2, 5, 6, 7, and 9 are checked.
3. 3
4. 7 C. Look and write.
Students look at each picture and write the words to
C. Read and match. Then write. complete the corresponding sentence.
For each number, students read the question and Answer Key
match it to the corresponding picture. They then
1. When he was little, he couldn’t say the
write the corresponding answer.
alphabet.
Answer Key 2. When she was little, she could cut out a heart.
1. What were they doing when the deer ran by? 3. When they were little, they couldn’t build a
(c) They were watching TV when the deer sandcastle.
ran by.
2. What was she doing when the bear walked
by? Revision Unit 9
(d) She was talking on the phone when the
bear walked by. A. Listen and match.
3. What was he doing when the kangaroo Read the script. For each number, students listen
hopped by? and match the question to the corresponding
(a) He was taking a nap when the kangaroo response.
hopped by.
B. Reading
3. Choose the correct answer from a, b, c or d :
1. a) washing 2. b) for
3. d) long 4. b) quickly
5. d) blow 6. c) yourself
7. a) nap 8. c) Where
4. Circle the odd word, and then replace it with a
correct one:
1. slow - quick - happily - sad happy
2. January - Monday - March - April February
3. Which - When - Where - Do
What (Or any Wh- word)
4. Woman - man - big - girl boy
5. himself - herself - itself - your yourself
5. Read the passage and answer the questions:
A) Choose the correct answer from a, b, c or d :
1. a) photos 2. b) Samah
Unit 1 Unit 2
Worksheet 1: An Old Town Worksheet 3: How Many?/How
Much?
A. Read and write.
A. Read and write.
Students look at the picture. Then they answer
Students look at each picture and write the
the questions and fill in the blanks based on the
corresponding question and answer.
information in the picture.
Answer Key
Answer Key
1. How many loaves of bread did she have?
1. Was there a train station near the bridge?
She had one loaf of bread.
No, there wasn’t.
2. Was there a hotel beside the theatre? Yes, 2. How much beef did he have?
there was. He had three slices of beef.
3. Was there a post office behind school? 3. How many glasses of orange juice did they have?
No, there wasn’t. They had two glasses of orange juice.
4. Was there a hotel above the barber’s shop?
Yes, there was. 4. How much water did he have?
5. Was there a library across from the theatre? He had one bottle of water.
Yes, there was. B. Read and write.
6. Was there a bridge behind the theatre? Students look at the food items and their prices.
Yes, there was. Then they answer the questions based on the prices.
B. Look at A. Read and answer the questions. Answer Key
Students read the questions and answer them based 1. You have six pounds. How many bowls of
on the picture in exercise A. fruit salad can you buy? I can buy three bowls
of fruit salad.
Answer Key 2. You have three pounds. How many cups of
1. It was across from the theatre. It was beside coffee can you buy? I can buy three cups of
the school. What was it? It was the library. coffee.
2. It was near the barbershop. It was in front 3. You have five pounds. How much lemonade
of the bridge. What was it? It was the theatre. can you buy? I can buy five cans of lemonade.
3. It was across from the school. It was above 4. You have ten pounds. How much apple pie
the barbershop. What was it? It was the hotel. and fruit salad can you buy? I can buy two
Worksheet 2: Ice Cream Sandwiches pieces of apple pie and two bowls of fruit
salad.
A. Read. Worksheet 4: Mona’s Diary
Students read the personal statement.
A. Read.
B. Read and circle True or False.
Students read Mona’s diary entry.
Based on the reading, students circle True if the
statement is true and False if it is not. B. What did Kareem and Mona eat? Look
at A and write.
Answer Key
Students look at the reading in exercise A and make lists
1. True 2. False 3. False 4. True of what Kareem and Mona ate (including quantities).
C. Read and match. Answer Key
Students draw a line from each question to the Mona
corresponding picture and then from the picture to a bowl of soup
the corresponding answer. spaghetti and meatballs
Answer Key two cups of coffee
1. Who is the owner of Cold Sandwiches? Kareem
(second picture) Steven Conner is the owner. two loaves of bread
2. When did Steven buy his first ice cream three slices of pizza
churn? (fourth picture) He bought it in 1995. a can of lemonade
3. When did Steven buy his ice cream shop? C. Your turn. Answer the questions.
(first picture) He bought it in 1999. Students answer each question about themselves.
4. What does Steven sell? (third picture) He sells
ice cream sandwiches. Answer Key
Answers will vary.
A. Read.
Hi! I’m Steven Conner. I own an ice cream sandwich
shop. It’s called Cold Sandwiches. In 1995, I bought
my first ice cream churn. I made ice cream at home.
Then, in 1999, I bought an ice cream shop. Across
from my shop there was an ice cream shop called
Snow Treats. Ice cream shops were on every block
in my town. So I decided to sell just ice cream
sandwiches at my shop. The delicious taste of ice
cream between two cookies is my favourite. I use all
kinds of ice cream, from chocolate and strawberry to
banana. Come over to Cold Sandwiches and buy your
favourite ice cream sandwich.
She had
3. 4.
glasses of much
1. You have six pounds. How many bowls of fruit salad can you buy?
2. You have three pounds. How many cups of coffee can you buy?
3. You have five pounds. How much lemonade can you buy?
4. You have ten pounds. How much apple pie and fruit salad can you buy?
A. Read.
1 5 1 4 2 1 4 6
3 4 3 3 2 3 1 5
3. 4.
A. Read.
Sincerely,
Debra Pillman
Pairwork.
Student 1 Student 2
Ask the question. Listen and circle. Answer the question.
1. a. once a week 1.
b. twice a week
H H
2. a. four times 2.
a day
b. twice a
day
3. a. once a year 3.
b. three times
a year
FOLD
4. 4. a. three times
H a month
H b. four times
H a month
5. 5. a. once a
day
b. three
times a day
6. 6. a. twice a
H H year
b. four times
H H a year
A. Read.
Hi, I’m Ben. I follow my older brother Bill and his friends
all the time. I go into Bill’s room once a day and take his
comic books. One day Bill invited his friend Kareem over to
play. When Bill and Kareem went outside to play basketball, I
went to Bill’s room and took a comic book.
When I finished reading, I followed Bill and Kareem into
the basement to listen to music. Bill said, “You always bother
me! You are a pest.” I didn’t know what a pest was. I found
my mum and asked, “What’s a pest?” My mom said, “A pest
bothers people.” Then I asked, “Am I a pest?”
4. Is Ben a pest?
quickly
quietly
well
sadly
1.
How did he play the electric keyboard?
2.
How did she play the trumpet?
3.
He quietly.
4.
They sadly.
A. Read.
Dear Grandpa,
I’m sorry you missed our spring performance. It was a great show. The play
was called Wake
WakeUp!
Up!Spring
Spring Is
Is Here!
Here! The actors were good. The chorus sang a
lot of songs. They sang very loudly. The soloist, Amira Mohamed, sang well.
I played the recorder in the orchestra. Because I was next to the cymbals,
I couldn’t hear my recorder! Youssef Hamdy played the violin happily. My
parents had a good time. We had a pizza party at Grandpa Ali’s after the
performance. It was fun. I’m sad the performance is finished, but we will
perform again next autumn. Please come!
Love,
Doaa
• • • •
• • • •
I couldn’t hear youssef We had a The soloist, Amira
my recorder. Hamdy played pizza party Mohamed, sang
the violin after the well.
happily. performance.
Shorouk Press 205
Unit 7, Worksheet 13: What Were You Doing?
Pairwork.
Student 1 Student 2
Ask the question. Listen and circle. Answer the question.
1. a. taking a 1.
nap
b. chopping
vegetables
2. a. putting on 2.
make-up
b. climbing a
tree
3. a. talking on 3.
the phone
b. watching
TV
FOLD
4. 4. a. climbing a
tree
b. feeding the
birds
5. 5. a. taking a
nap
b. washing the
car
6. 6. a. climbing a
tree
b. taking out
the rubbish
A. Read.
Tigers weigh 90 to
180 kilos.
Tigers eat meat. They
eat four kilos of meat
every day.
Tigers walk and run on
all four legs.
Tigers live in Asia. They
Leopards usually weigh are endangered.
25 to 140 kilos. Baboons weigh 15 to 40
Leopards eat meat. kilos.
A. Pairwork.
Student 1 Student 2
Say the sentences. Listen and write 3 and 7.
1. a, b, c, d, e, f, g... g-d-o? 1.
a, b, c, d, e, f, g... D-o-g.
2. 2.
1, 2, 3, 4, 5, 6, 7, 8, 9, 10.
1, 2, 3, 4, 5, 6, 7, 8, 9, 10.
FOLD
4. 4.
2.
A. Read.
Hi, class! My name is Adam Abo baker. I’m from Cairo in Egypt.
I moved to Oxford last week. I had a lot of friends in Cairo.
I walked to school with my friends five times a week.
Our school was near the Cairo Zoo. We could see the pandas and
the deers. I love animals. My friend Mona has a puppet named
Sokkara.
When we were little, we sometimes went to the beach with
Sokkara. I could build enormous sandcastles. I like
going to the beach.
Pairwork.
Student 1
Ask the questions, listen, and write. Then answer
your partner’s questions.
Bill Honolulu
FOLD
Student 2
Answer your partner’s questions. Then ask the
questions, listen, and write.
Name City When? How Long?
A. Read.
August 10
There is so much to do in London! It’s a big city. Millions of people
live here. In the morning I went shopping at Harry’s Department Store.
Then I took a bus. When I got off the bus it was getting cloudy.
I took a walk and looked at all the shops, restaurants, and museums.
I ate lunch at a restaurant and sat outside. It started to rain. I ran into a
museum. I went on a tour of the museum. I saw the bird exhibition. In the
evening I had dinner at a restaurant called Neptune. After dinner I went to
the theatre and saw a play. I had a great day!
c.
disappointed
proud
happy
hungry
1.
If he
2.
If they
3.
4.
A. Read.
The numbers to the right of the entries indicate the page on which the word
is introduced.