Action Pack 1

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Action Pack 1
First Grade
(New Edition)
Starter & 1
Teacher’s Book
Richard Northcott
Acknowledgements
The publishers and the writers would like to acknowledge the contribution made by the Review and Adaptation Committee appointed by the
Ministry of Education of the Hashemite Kingdom of Jordan, through their guidance and valued assessment of the materials, to the development
of the Action Pack 1 course.
Evalution and Adaptation Committee

● Professor Ahmad Yacoub Majdoubeh ● Haifa Hafez Takrouri
● Dr Hamza Ali Al-Omary ● Narmin Dawod Al-Azza
● Dr Tha’er Issa Tawalbeh ● Nuha Sulaiman Al-Tarawneh
● Dr Saleh Hassan Al-Omary ● Ahmad Hussein Al-Qaisi
/

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The Ministry of Education has decided to adopt this book for Jordanian schools in accordance
with the approval of the Board of Education decision No. 3/2010 for the 2010/2011 academic
year.
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The authors and publishers are grateful to all those who York Press
have given permission to reproduce copyright material. 322 Old Brompton Road,
London SW5 9JH, England
© Dar Al Tarbawiyoun House of Education Ltd and
Pearson Education Ltd 2010 Pearson Education Ltd
All rights reserved; no part of this publication may be Edinburgh Gate, Harlow,
reproduced, stored in a retrieval system or transmitted Essex CM20 2JE, England
in any form or by any means, electronic, mechanical, and associated companies throughout the world.
photocopying, recording or otherwise, without the prior
written permission of the copyright holders. House of Education Ltd
Woodbourne Hall,
P.O. Box 916,
ISBN: 978-614-406-094-0 Road Town,
Printed 2010 Tortola,
British Virgin Islands
CONTENTS
Teacher’s Book
Scope & Sequence 4 UNIT 11 Where’s my bag? 67
INTRODUCTION 6 UNIT 12 It’s raining 73
UNIT 1 Hello! 11 UNIT 13 I like this jacket 79
UNIT 2 What’s this? 17 UNIT 14 It’s a blue bus 84
UNIT 3 Look! It’s a robot 23 UNIT 15 Review 90
UNIT 4 One, two, three 29 UNIT 16 I can swim 94
UNIT 5 Review 35 UNIT 17 I like chicken 100
UNIT 6 How old are you? 39 UNIT 18 Can I have some bread, please? 106
UNIT 7 My family 45 UNIT 19 Let’s draw a man 112
UNIT 8 Fadia is in the bedroom 51 UNIT 20 Review 117
UNIT 9 My toys 57 Wordlist 123
UNIT 10 Review 63
Scope & Sequence
Unit Structures Functions New vocabulary Phonics Song/Project/
Game
1 The verb to be: Introducing people; boys, hello, girls, name, Song: Hello.
Hello! Hello, I’m (Miss Mariam). Giving commands please, sit down, stand What’s your
What’s your name? I’m (Mazen). up, this, thank you name?
This is (Asma).
How are you? Very well, thank you.
Imperatives:
Stand up, please. Sit down, please.
2 The verb to be: Identifying objects; blue, chair, classroom, Project: Make
What’s this? What’s this? It’s a (door). It’s (blue). Describing colours clock, door, green, red, colour posters
What colour is it? It’s (red). table, window
3 The verb to be: Identifying objects bag, black, blue, book, b /b/ Song: What
Look! It’s a What’s this? It’s a (book). and colours; green, look, pen, pencil, colour is the bag?
robot What colour is it? It’s (yellow). Describing objects red, robot, table, yellow,
and colours white, window
4 Plural forms: Counting one, two, three, four, g /g/ Project: Make a
One, two, One (boy). Two (boys). five, bag, bird, book, picture book
three Goodbye. car, chair, girl, goodbye,
green, pencil, red, table,
Two (red birds).
tree, white
How many (pencils)?
5 The verb to be: Describing objects bag, book, boy, blue, Revision Song: What’s
Review What’s this? It’s a (robot). and colours; chair, clock, door, girl, of previous this?
Counting green, pen, pencil, red, sounds
It’s (red).
robot, sit down, stand
What colour is it? It’s (blue).
up, table, window,
Plural forms: white, yellow
(Three) (girls).
6 The verb to be: Counting; Asking one, two, three, four, t /t/ Project: Make a
How old are How old are you? I’m (seven). and answering about five, six, seven, eight, number chain
you? How old is he/she? He’s/She’s (six). one’s age; Describing nine, ten, bag, bird,
colours and objects; black, blue, car, chair,
Asking and clock, door, green, pen,
answering questions red, table, tree, white,
yellow
7 Possessive adjectives my/his/her: Talking about the brother, car, dad, friend, s /s/ Song: She’s my
My family This is my (brother). family; Talking about her, his, mum, my, friend
This is my/his/her (sister). school; Singing school, sister, teacher
along with songs
He’s my (friend). His/Her name’s …
That’s my (school).
8 Preposition of place in: Talking about bathroom, in, kitchen, f /f/ Project: Make a
Fadia is in the (Ibrahim) is in the (bathroom). location; Discussing living room, bedroom picture of a house
bedroom Where is he/she? He’s/She’s in the location
(bedroom).
Where’s the bag?It’s in the
(kitchen).
9 Possessive adjectives my/your: Expressing CD, computer, doll, c /k/ Song: Look at my
My toys This is my (computer). possession; Counting game book
Look at my (cars).This is my (blue
car).
Is this your (ball)? Yes/No.
Four red balls.
10 Possessive adjectives my/his/her: Talking about the numbers 1-10; book, Revision Game: Look and
Review This is my (mum). family; Counting; boy, brother, dad, friend, of previous say
Describing pictures mum, pencil, teacher sounds
(Mazen) is my friend.
Plural forms:
Four yellow balls.
How many (pencils)?
4
Unit Structures Functions New vocabulary Phonics Song/Project/
Game
11 Prepositions of place in/on/under: Stating location; bathtub, bed, box, in, on, d /d/ Song: Where’s
Where’s my Where’s my (bag)? It’s on/under the Asking and shelf, sofa, TV, under, the book?
bag? (chair). answering questions; wall
Singing along with
Where’s (Mum)? She’s (in the car).
songs
The (blue) bag is on the (green)
chair.
12 The verb to be plus adjective: Observing weather close, cold, happy, hot, w /w/ Song: It’s
It’s raining It’s (sunny). It’s (raining). I’m/He’s/ conditions; open, park, raining, sad, sunny. It’s sunny
She’s (happy). Understanding sunny
commands
Imperatives:
Open/Close the window, please.
Let’s go (in this shop).
13 Present simple: Expressing likes; dress, jacket, orange, h /h/ Project: Make a
I like this I like this (dress). Identifying objects pink, shirt, shoes, shop, clothes quiz
jacket The verb to be: and colours skirt, socks, trousers,
washing machine
What’s in your bag? (Trousers.)
What colour are they? (Red).
Indefinite article an:
It’s an (orange) skirt.
14 Adjectives and nouns: Describing things bike, bus, car, train, p /p/ Project: Do a
It’s a blue bus It’s a (red car). white traffic survey
How many:
How many (cars)/(Three) cars.
Determiner this:
This is my (car). It’s (red).
15 Prepositions of place in/on/under: Stating location; bag, ball, bathroom, Revision Project: Make a
Review It’s (on the shelf). It’s (under the Asking and box, brother, car, CD of previous picture game
computer). answering questions game, computer, dad, sounds
The verb to be plus adjective: doll, five, kitchen, living
It’s sunny. room, mum, red, sofa
Imperatives: Open/Close (the
window), please.
16 Modal verb can for ability: Describing ability; hop, jump, ride a bike, r /r/ Song: Look at
I can swim I can (jump). He/She can (run). Singing along with run, sports centre, swim him!
songs n /n
Can you (run)? Yes./No.
17 Present simple: Expressing likes; apples, chicken, fish, j /j/ Project: Make a
I like chicken I like (chicken). He/She likes Asking about likes; juice, milk, salad, tea poster
Discussing likes and a /a/
(apples).
Do you like (dolls)? Yes/No. dislikes
18 The modal verb can for polite Making requests; apples, bananas, bread, e /e/ Song: Can
Can I have requests: Singing along with chicken, dates, eggs, I have some
songs fish, ice cream, oranges, o /o/ chicken, please?
some bread, Can I have some (bread), please?
please? Yes, here you are. salad, tea, water
Thank you.
19 Imperatives: Giving and following arms, draw, ear, eye, m /m/ Song: I can
Let’s draw a Let’s draw a man. Draw his (head). commands; feet, foot, hands, head, touch my head
man Touch your (foot). Counting; Describing in, legs, man, mouth,
How many: parts of the body; nose, touch, under
How many (hands)? (Six hands). Singing along with
songs
20 The modal verb can for polite Making requests; apples, bananas, bread, Revision Project: Make a
Review requests: Describing ability; chicken, dates, fish, of previous menu
Can I have some (milk), please? Expressing likes; happy, hop, ice cream, sounds
Yes, here you are. Stating ability juice, jump, milk,
Thank you. orange, ride a bike, run,
Present simple: salad, water
I like (milk). He/She likes (apples).
The modal verb can for ability:
He/She/I can (ride a bike).
Adjectives and nouns:
It’s a (white) (van).
5
INTRODUCTION
New Action Pack Starter & 1 is the first level of a Since the pupils at this level are beginners, the
twelve-level course for young Jordanian learners of teacher is necessarily the manager of all their
English. It aims to introduce English gradually and activities. The move towards a Learner-centered
efficiently through fun activities, games and songs. approach must be a gradual one, which can only
These activities not only enable pupils to understand become effective after pupils have mastered some
and communicate in English, but also promote a basic expressions in English.
positive attitude towards language learning.
As different classes work at different paces,
Components additional activities are also suggested for pupils or
classes that finish early.
The course consists of four components:
There is also an ‘End the lesson’ activity, usually a
1 Pupil’s Book and Activity Book fun task that closes the lesson.
The Pupil’s Book consists of twenty units, four 3 Cassette

of which are Reviews. Each unit consists of four
lessons. The Reviews offer opportunities for pupils to The cassette includes all the recorded material,
recycle new language. This level focuses on two new songs and rhymes. The material is spoken by
characters, brother and sister Mazen and Asma, and native English speakers and is carefully graded to
their family and friends. New language is presented be appropriate to younger learners. Full tapescripts
in the context of themes that will be familiar to the of all the recorded material are provided in the
age group: the classroom, the family, the home, the Teacher’s Book. In the LSB (Language Summary
leisure activities, the weather, shopping, transport Box), if the reference to the cassette is mentioned it
and food, all in a Jordanian context. is for the Activity Book. If there is no reference to it
The Activity Book is also made up of twenty units. then it is for the Pupil’s Book.
The activities correspond to the material in the Pupil’s
Book. The Activity Book practises and develops the 4 Flashcards and Wall Charts
material presented in the Pupil’s Book. There are
Pupils are more likely to remember language when
also extra activities to develop pupils’ writing skills, it is presented visually through colourful pictures.
including the letters and numbers, at the end of each To aid learning, there are flashcards and wall charts
Activity Book. which accompany the course.
2 Teacher’s Book Always try to use flashcards and wall charts to

present key new language in the course. Flashcards
This Teacher’s Book consists of lesson plans with necessary for specific lessons are always indicated
detailed guidance on how to teach all the activities in the lesson boxes. Remember, too, that the
in both the Pupil’s Book and the Activity Book, along flashcards can be used again, either for revision in
with suggestions for further activities. Answer keys later lessons, or as prompts in particular exercises.
are provided for activities where necessary. They can also be used in fun activities such as
memory games.
Each lesson begins with a list of outcomes,
highlighting the key language to be achieved, any Wall charts for particular lessons are also listed in
new vocabulary featured in the lesson and the lesson the lesson boxes. Each wall chart covers a particular
topic. Any additional materials and resources that topic, e.g. Colours, Numbers, etc. In conjunction
may need to be prepared beforehand are also listed, with the flashcards, they can be used to present or
including flashcards and wall charts. reinforce new language, for revision, and for specific
games and activities. However, because there is
Step-by-step teaching notes on how best to exploit
more than one word on the wall charts, they can
the material then follow. Lessons typically begin
best be used to check understanding. Say a word on
with a warmer, usually revising language from the
the wall chart and ask pupils to point to the relevant
previous lesson. Techniques on how to present
picture, or point to a picture on the wall chart and ask
new vocabulary and language are included when
appropriate. There are also tapescripts for all the pupils to name the object.
recorded material. Specific tasks and activities give further ideas on how
to fully exploit the flashcards and wall charts within
6 lessons.
Preparing for the lessons necessary and ask the class simple comprehension
questions. Encourage pupils to ask their own
Each unit covers four lessons. questions as well. As with all tasks, listening should
be fun and interactive.
Lesson 1 typically consists of a short story,
presented around story frames. The language Listen and say
is presented by native English speakers on the
cassette and in speech bubbles on the page. Pupils In this activity, pupils listen to letters and words,
listen to the story and follow the text in the speech a short dialogue or sentences. They then repeat.
bubbles as they listen. In this lesson pupils are Pupils then practise the dialogues themselves in
often encouraged to act out the story. In order to aid pairs. Play the cassette more than once if necessary.
understanding, flashcards and wall charts can also
be used. In addition, using real objects whenever Listen and match
possible can help bring the situation to life. Pupils
also complete one or two exercises in the Activity In this activity, pupils match the information they hear
Book to consolidate the new language. on the cassette with the correct picture in the Pupil’s
Book exercise. First, ask pupils what they can see in
Lesson 2 allows pupils to practise the language the pictures, in order to prepare them for what they
presented in the first lesson. Typical exercises are are going to hear and in order to elicit vocabulary.
Say, where pupils describe pictures, or Listen and Then play the cassette. Ask pupils to compare their
say, where pupils listen to short dialogues, repeat answers before playing the cassette again for a
and then practise the dialogues in pairs. This lesson second, or if necessary, a third time. Check pupils’
also focuses on a letter sound, with two or three answers as a class.
examples. Pupils also complete corresponding
exercises in the Activity Book. Say
Lesson 3 continues with the practice of the language Pupils refer to a picture in the Pupil’s Book and then
introduced in Lesson 1. These activities can include describe what they can see. This will be a word,
Ask and answer, where pupils participate in a short phrase or sentence. Before pupils begin, focus on
dialogue, or Find and say, where pupils find items the example below the rubric and elicit answers for a
pictured and describe what they see. Pupils also subsequent picture.
complete corresponding exercises in the Activity
Book. Ask and answer
Lesson 4 often asks pupils to listen to short In this activity, pupils ask and answer questions
dialogues in order to highlight language introduced in pairs based on information in the Pupil’s Book.
in the first lesson. Pupils will commonly listen and Before pupils begin, read the model sentences with
match the information they hear with the pictures in the class and ask pupils to give further examples of
their books. The unit then concludes with a song or different questions and answers.
rhyme or a project.
The Review unit follows the same pattern and Sing
activities as the lessons 1-4 above.
There are various songs and rhymes throughout
Activities and procedures: Pupil’s Book the course, each incorporating vocabulary and
grammatical structures studied during lessons. Using
Listen and point Total Physical Response (TPR), encourage pupils
to sing the song themselves with any appropriate
This activity opens every unit, and is based around a actions. Pupils always enjoy singing songs and will
story. Before pupils listen, prepare them thoroughly quickly learn not only the tunes, but also the rhythms
for what they will hear. Ask pupils what they can see and patterns of English. Before playing each song,
in the pictures and pre-teach any new vocabulary look at the accompanying pictures and encourage
with the flashcards and wall charts. Pupils then listen the pupils to describe what they can see. Then, play
to the story and follow the text in the speech bubbles the song for pupils to listen to. Play it again, a verse
and the pictures. Play the cassette more than once if at a time. Encourage pupils to join in. Play it again;
7
pupils will then begin to join in with confidence. There Spell
are usually further opportunities to practise the song
in subsequent lessons. This exercise enables pupils to spell simple
words correctly. Pupils write the words next to a
Project corresponding picture.
There are a number of projects throughout the Find sounds

course. Each project enables pupils to further
practise the language introduced in the unit in an In this phonics exercise, pupils find and circle the
enjoyable way. The projects commonly ask pupils pictures which have the appropriate initial sound.
to use scissors, glue and coloured pencils to make
a poster or a number chain, for example. First, Read and circle
talk about the project with the class and focus on
the example in the Pupil’s Book. Pupils then work Pupils read the words and circle the corresponding
alone or in pairs on their projects. Each project picture.
can be developed or planned in the accompanying
exercise in the Activity Book or on separate pieces of Circle the odd one out
paper. Give pupils sufficient class time to finish their
projects. Pupils can talk about their work in front of Pupils look at a number of pictures and then circle
the class. Always display projects in the classroom; the odd one out.
they serve as useful tools for revision at a later stage
of the course. Draw
Activities and procedures: Activity Book Pupils will usually draw a picture in a box provided.
Match Draw, say and write
This activity asks pupils to draw a line to match Pupils draw a picture as requested, complete the
pictures, or pictures with words. sentence below and then read their sentence aloud.
Match and say Trace and copy
In this activity, pupils match words with In these exercises, pupils trace the lower and
accompanying pictures and then say the words, upper-case letters using the directional arrows
phrases or sentences aloud. provided. They then copy the letters in the stave
below.
Count and circle
Listen and draw
Pupils count the items in the pictures, and then circle
the corresponding number alongside. Pupils listen to words or sentences and then draw or
complete the information in the box provided.
Write
Listen and colour
In this activity, pupils write a word corresponding to a
picture. The words to use in the exercise are in a box In this activity, pupils listen and colour the pictures
below the rubric. accordingly.
Write the missing letters Listen and circle
Pupils complete words by inserting the missing Pupils listen to words or sentences and circle the
letters. A picture is provided for reference. correct picture according to the information on the
cassette.
8
How to use Action Pack Reading
• demonstrate recognition of the letters of the
The course uses Total Physical Response (TPR), English alphabet and their combinations in
based on the idea that initially pupils will understand basic words
and respond to language without actually using it. • develop pre-reading strategies
The course is graded accordingly, building up from • demonstrate understanding of simple words in
gently asking pupils to respond physically to verbal reading material
instructions, e.g. to stand up or sit down, to pupils • make connections between prior knowledge
actively using the language themselves. and new words
Writing
TPR also relies on props such as flashcards, wall
charts and realia, as well as actions, to provide • print the letters of the alphabet in English
a context that helps to convey meaning. Young correctly, legibly and neatly
learners love to act out situations and imagine that • be able to label, match and complete
they are the characters in the book. This is both • use appropriate simple organisational patterns
fun, motivating and above all an excellent way of • apply knowledge of simple spelling and
learning. punctuation (capitalisation)
• start developing correction skills.
Outcomes
Besides the integration of language skills, Action More about the Course
Pack 1 outcomes reflect a broader kind of cross- Revision
curricular integration, in which the themes There are regular specific revision units, but revision
encompass various curricular areas. Examples of is also ongoing throughout the course. Each
interdisciplinary teaching in Action Pack 1 include the lesson begins with a task that recycles language
following: communicating with people (PB Unit 1 from a previous lesson. It also ends with a task to
p. 5 - Civics); colours (PB Unit 2 p. 9 - Science); consolidate what the pupils have learned. However,
numbers (PB Unit 4 p. 16 - Maths); fitness activities the specific revision units recycle language from
(PB Unit 16 p. 22 - Physical Education); projects the previous units in a new context. In this way,
(PB Unit 19 p. 34 - Art). language is constantly recycled and revised, but in a
Through using TPR and the lesson teaching plans, new, motivating and fun way. You can also use the
the course not only teaches English, but also shows revision units to monitor your pupils’ progress. Make
pupils that language learning can be fun. As children a note of any areas of weakness, and try to allocate
of this age group have great enthusiasm but a time to go back over the problem areas in a later
limited attention span, activities are of a varied pace, lesson.
requiring short spells of concentration followed by Assessment
fun and lively tasks. By the end of this grade, pupils
will be able to: As the new curriculum in Jordan is founded on new
concepts in the field of teaching and learning, so
Listening is the assessment of learning. Teachers need to
• demonstrate recognition of basic English develop assessment strategies whose main focus is
sounds and their combinations in simple improvement of learning.
words Assessment is the process of gathering
• demonstrate understanding of simple words information, over time and from a variety of
in greetings and classroom-controlled sources - assignments, demonstrations, projects,
instructions performances, and tests. Teachers and pupils gather
• develop strategies to understand basic spoken information about what pupils know (knowledge and
words understanding), what pupils can do (skills) and what
Speaking pupils believe (values and attitudes).
• pronounce the letters of the English alphabet Good assessment has the following qualities:
and correctly learn basic words • Follows a systematic, planned process over time
• use words they have learned to speak in
• Gathers helpful information about pupil learning in
simple familiar situations and develop a love a fair way
of singing songs and repeating rhymes
• take part in simple familiar exchanges and • Is concerned with both how the pupil learns and
mini class presentations the result of the learning
• Shows progress towards outcomes, including 9
knowledge and skills of the subject Writing
• Motivates pupils to learn better The Activity Book has carefully guided activities that
• Guides the teacher to judge the effectiveness of introduce pupils to writing in English. At this level,
his/her teaching, to adapt the instruction and to pupils need to be shown how to write from left to right
plan next steps. as well as how to form English letters and numbers.
There are plenty of tracing and copying tasks that
Assessment may be conducted in a number of ways: help them develop these motor skills. In addition,
• Performance-based (demonstration, presentation) towards the second half of the book pupils label,
match and complete words and sentences, as well as
• Pencil and paper (essay, quiz, test, exam)
spelling simple words correctly.
• Observation
Most of the writing tasks can be done individually.
• Communication: conference, interview, questions Go round and check that pupils are writing well. Give
and answers them plenty of help with holding pencils if necessary.
• Reflection: response journal, portfolio, self- Make sure that they are also sitting comfortably, with
assessment the book in the correct position: right-handed pupils
tend to slope their paper slightly to the left while
Teachers can record assessment information in a
variety of ways: checklists, rating scales, rubrics, left-handed pupils slope their paper slightly to the
learning logs and anecdotal records. The Teacher’s right. Never encourage left-handed pupils to write
Book suggests various assessment strategies at the with their right hands.
end as well as classroom / diagnostic assessment in Phonics
each unit.
Note the following set of abbreviations: In the first unit, pupils focus on directional practice.
A= Always, S= Sometimes, N= Never In subsequent units, pupils focus on one or two
C= Complete, P= Partial, I= Incomplete letter sounds. These letters are introduced in the
G= Good, F= Fair, P= Poor Pupil’s Book with a Listen and say exercise, where
pupils listen to and repeat the letter sound and
Pupils should learn how to assess their learning corresponding words. The letters are then reinforced
skills, such as communication, the ability to work in with exercises in the Activity Book, where pupils
a group and to set learning goals. They will find such also trace and copy the letters concerned. Towards
self-assessment particularly valuable if they have the end of the course, once pupils have learned the
helped create these instruments. majority of letter sounds, pupils bring their knowledge
Action Pack 1 offers the pupils plenty of opportunity together and learn the alphabet in its entirety. At this
to develop the skill of assessing their own point, pupils learn the letter names for the first time.
performance. At the end of the Pupil’s Book there
are boxes representing the listening and speaking Classroom management
skills. At the end of each unit, guide your pupils to
assess their own work by placing a ✔ or a ✘ in the With a large class of enthusiastic pupils, it is very
appropriate box. important to keep order, especially when pupils are
being encouraged to play games and complete active
Learning economy tasks. Always ensure that noise is at an acceptable
In modern societies, knowledge can be considered level: creative noise is fine, but disruptive noise should
the most important resource of all. The term ‘learning be discouraged. Agree on a simple code beforehand
economy’ has been coined to identify this idea, – for example, tell pupils that if you put your finger to
according to which all members of society are your lips or your hands over your ears, then the noise
encouraged to engage in lifelong learning, which level is too high.
ensures both their adaptability to technological and Throughout the course there are various activities
societal change, and their future employability. that require pupils to work in pairs or small groups.
Action Pack 1 lays the foundation for this process of Above all, good luck and enjoy the course!
lifelong learning. Pupils are expected to try out tasks
that will become relevant and meaningful in their
future lives. For example, in the traffic survey project
(Pupil’s Book, Unit 14, page 19), pupils first gather
and record data in the real world before reporting it
back and discussing it in class, thereby practising
the life skills of observation, recording and basic
statistical analysis.
10
Unit Hello! Hello
Lesson 1 Pupil’s Book, Page 4, Exercise 1

Outcomes To recognise short, simple greetings
Unit
To learn new words through pictures, Hello!
flashcards and real objects
To read English from left to right
To recognise the characters in the 1 Listen and point
What’s your name?
listening materials 1 2
Hello, I’m Miss Mariam.
Structures What’s your name? I’m (Mazen). I’m Mazen.
Functions Introducing people
Vocabulary hello, name
Topic The Classroom

Resources ■ Pupil’s Book, page 4
Exercise 1, Listen and point 3
What’s your name?
■ Activity Book, page 40
Exercise 1, Listen and circle
■ Cassette, Unit 1, Exercise 1
Activity Book, Unit 1, Exercise 1
■ Flashcards: Mazen, Asma, Miss Mariam
Presentation I’m Asma.
• Greet the pupils by saying Hello. Encourage them to

respond in the same way. This can be done by putting 4 Unit 1
your hand to your ear, as if you are expecting to hear

something. • Open your book at page 4 and hold it up to show the
• Point to yourself and say your name: I’m [your name]. class. Say Open your books at page 4.
Then ask a pupil What’s your name? Avoid translating • Ask pupils to listen to the recording and to point to the
the question into Arabic. Instead, give pupils the answer person who is speaking. Tell them just to listen for now
as part of your question. For example, if you are and not to worry about the printed words: they will learn
speaking to a boy called Raed, ask What’s your name? to read them later.
Ali? Raed? He should quickly understand that you are
• Play the recording two or three times. Pause the machine
asking him for his name. When he gives his name, model
from time to time to give pupils a moment to assimilate
the full-sentence answer I’m Raed. and encourage him to
what they have just heard. Repeat the line of dialogue
repeat by using the hand-to-ear gesture, as before.
they just heard and encourage them to repeat.
• Repeat with other pupils. If your first pupil did not
understand your question, ask him or her again once a
Tapescript
few others have answered. Always be encouraging if
pupils hesitate or make mistakes. 1. Teacher: Hello, I’m Miss Mariam.
• Encourage pupils to ask each other What’s your name?
2. Miss Mariam: What’s your name?
Having put the question to one pupil, encourage him or
Mazen: I’m Mazen.
her to put the question to a friend. Establish a convention
early on whereby pupils know that they must repeat the
3. Samira: What’s your name?
question you have just asked them, but addressing it to a
Asma: I’m Asma.
friend. Point to the friend to whom the question should
be addressed, and say Ask Laila – or whoever the friend
happens to be.
Unit 1
11
Activity Book, Page 40, Exercise 1 Lesson 2
• In this exercise, pupils are asked to identify the character
To participate in short, simple guided
Outcomes
speaking. Establish the procedure from the start, so that exchanges with a peer
pupils know exactly what is required of them each time To demonstrate the ability to ask people
this type of exercise occurs. Explain that you want them how they are
to circle the person who is speaking. Hold up your book To respond positively to a question asked
and demonstrate. To demonstrate recognition of the main
characters
• Do the exercise with the whole class.
Structures This is …
I’m ...
Tapescript How are you? I’m very well, thank you.
1. Asma: Hello, I’m Asma.
2. Teacher: Hello, I’m Miss Mariam. Functions Introducing people
3. Mazen: Hello, I’m Mazen. Vocabulary this, thank you
4. Ali: Hello, I’m Ali.
Topic The Classroom
Answers Resources ■ Pupil’s Book, page 5
1. Picture 3 Exercise 2, Listen and say
2. Picture 1 Exercise 3, Listen, ask and answer
3. Picture 2 ■ Activity Book, page 40
4. Picture 4 Exercise 2, Match and say
Exercise 3, Listen and draw
Further practice ■ Cassette, Unit 1, Exercises 2 and 3;
• Pupils repeat together: Hello. I’m (Raed). What’s your ■ Flashcards: Mazen, Asma, Miss
name? They then work in small groups for a few Mariam, Ali, Samira
moments, putting the question to the pupils around them.
• Confident pupils can act out a scene of two children
meeting and asking each other’s names.
Revision
• Use the flashcards of Mazen, Asma and Miss Mariam • Begin the lesson as you finished the last one. Have pupils
to familiarise the class with flashcard work. Hold up listen to the recording and point to each character as they
the cards one after the other and ask Who’s this? Pupils hear the dialogue.
respond with the name alone, e.g. Mazen. • Ask pupils to act out the classroom scenes shown on
page 4 of the Pupil’s Book. Invite a confident pupil to
play the role of Miss Mariam, standing in front of the
End the lesson class.
• Before you leave the classroom, ask pupils to practise
what they have learned in this unit, with their family Presentation
members.
• Use the character flashcards to teach the formula for
introducing someone. Hold up the card showing Mazen
and say This is Mazen. Have the class repeat.
• Use the other cards to practise the sentences This is
Asma and This is Miss Mariam.
• Continue to hold up the cards in random order, saying
This is followed by a name. Make occasional deliberate
mistakes (e.g. call Mazen ‘Ali’) and encourage the class
to correct you. Take the opportunity to introduce the
word No: This is Ali. No! This is Mazen.
Unit 1
12
• Circulate in the class, standing behind different pupils
and saying This is with their name. As before, make Tapescript
deliberate mistakes and encourage the class to correct Miss Mariam: This is Mazen.
you. Pupils always enjoy doing this. Ali: Hello, Mazen. I’m Ali.
• In Arabic, tell the class that they are going to learn how Mazen: Hello, Ali.
to ask a friend how he or she is and to reply to the same
question. Model the question How are you? and have Miss Mariam: This is Asma.
several pupils repeat. Samira: Hello, Asma. I’m Samira.
Asma: Hello, Samira.
• Use the same procedure to teach the reply: I’m very well,
thank you.
• Divide the class into two. Have half the room asking Pupil’s Book, Page 5, Exercise 3
How are you? and the other half replying. Initially • Pupils listen to the recording, pointing to the person who
pupils can speak along with you. Gradually stop is speaking.
speaking and simply point to different groups or
individuals and have them ask or answer the question. • Speaking all together, pupils point and speak for the
different people, without the recording.
Pupil’s Book, Page 5, Exercise 2 • Invite four confident pupils to act out the situations, as
Miss Mariam, Asma, Mazen and Ali. Repeat with other
pupils. Try to give everyone who wishes the chance to
roleplay.
2 Listen and say
This is Mazen. This is Asma.

1
2
Tapescript
Miss Mariam: Hello, Asma. How are you?
Asma: I’m very well, thank you. How are you?
Miss Mariam: I’m very well, thank you.
Mazen: Hello, Ali. How are you?

Hello, Mazen. Hello, Ali.
Hello, Asma.
I’m Samira.
Hello, Samira.
Ali: I’m very well, thank you. How are you?
I’m Ali. Mazen: I’m very well, thank you.
3 Listen, ask and answer Further practice

Hello, Ali.
Hello, Asma.
How are you?
I’m very well,
thank you. How
How are you? I’m very
well, thank you.
• Circulate in the class as if you were Miss Mariam.
are you? How are you? Introduce pupils to other pupils saying This is … . Pupils
1 2 then greet each other, like the children in the book.
• Invite a pupil to play the role of Miss Mariam,
introducing one pupil to another.
I’m very well,

thank you. I’m very well,
thank you.
5
Unit 1 5
• Say Open your books at page 5. Hold up your book,

pointing to page 5.
• Set a listening task. Tell the pupils that they are going to
meet two new children in the book. They must listen
carefully and find out these children’s names.
• Play the recording. Pupils listen and repeat.
• Ask Who are the new children? and – to help
understanding – point to Ali and Samira on page 5. Help
pupils to say This is Ali and This is Samira.
• Play the recording again. Pause after each line of the Unit 1
dialogue. 13
Activity Book, Page 40, Exercise 2 Lesson 3
• Hold up your Activity Book open at Exercise 2. Point to
To recognise and respond to basic
Outcomes
each of the faces and have the class identify the person, classroom instructions
saying This is Mazen, etc. To understand new words when listening
• Pupils match the faces of the character to the full-length through pictures, flashcards and real
pictures. Hold up your book and demonstrate. objects
To identify actions as part of a sequence
• Tell pupils that you want them to look at each face, then
draw a line linking it to the full-length picture of the Structures Sit down, please. Stand up, please.
same person, moving from left to right. While they do
this, circulate and spend time with pupils individually. Functions Giving commands
Point to the people in Exercise 2 and say This is Asma, Vocabulary stand up, sit down, please, boys, girls
etc. Encourage the pupil to speak along with you, then to
point and say without your help. Topic The Classroom
• Hold up the completed exercise in your book for pupils Resources ■ Pupil’s Book, page 6
to check their answers. Exercise 4, Listen and point
Exercise 5, Say
Answers ■ Activity Book, page 41
1. b Exercise 4, Look and match
2. c ■ Cassette, Unit 1, Exercise 4
3. a ■ Flashcards: Mazen, Asma, Miss
Mariam, Ali, Samira, stand up, sit down
Activity Book, Page 40, Exercise 3
Revision
• Pupils draw Asma and Mazen, who are having a
conversation. They must be able to realise that the first • Use the flashcards of Mazen, etc. to revise sentences for
voice is Asma’s and the second is Mazen’s. saying who people are and introducing people. Hold up
the cards and have the class say with you This is Asma,
• While pupils work, circulate and roleplay the scene with This is Mazen, This is Ali, etc.
different individuals. One pupil takes the role of Asma
and another plays the part of Mazen. • Go round the class, introducing pupils to each other
as Miss Mariam does: This is ... . Encourage pupils to
Tapescript respond like the children in the book: Hello, ..., I’m. If
you think pupils need reminding of introductions and
Asma: Hello. How are you? greetings, play the recording for Exercise 2. Ask different
Mazen: I’m very well, thank you. pupils How are you? and elicit the reply: I’m very well,
thank you. How are you? Again, play the recording first
if pupils need reminding.
End the lesson
• Before you leave the classroom, ask pupils to practise Classroom Assessment
asking How are you? with their family members. With reference to the teacher’s instructions, pupils can:
Scoring criteria Yes No

respond correctly to This is ... .
repond correctly to How are you?
Presentation
• Use the flashcards of stand up and sit down. Say Stand
up, please and motion the class to stand. Say Sit down,
please and motion the class to sit.
• Ask different groups of pupils to stand and to sit. You
can make this more fun by turning your back to the class
and giving the instruction without looking, then turning
Unit 1 round to see if the right pupils are standing or sitting.
14
Pupil’s Book, Page 6, Exercise 4 Further practice
• Encourage the pupils to practise this in pairs. One pupil
instructs the other to either stand or sit, as appropriate.
4 Listen and point
Hello, boys and girls. Stand up, please.
• Pupils match the pictures on the left with the
corresponding one on the right of the page.
Sit down, please. Answers
1. Stand up, please. (b)
2. Sit down, please. (a)
5 Say End the lesson

Stand up, please. • Before you leave the classroom, ask pupils to practise
what they have learned in this lesson with their family
members.
Lesson 4
Sit down, please.
Outcomes To draw from left to right
To revise the language taught in Unit 1
To demonstrate a love of listening to songs
To follow the rules of a simple game
Structures What’s your name? I’m … .
6 Unit 1 How are you? I’ m very well … .
Functions Making introductions

• Say Open your books at page 6 and hold up your book to
Topic Introducing people
show the class.
• Play the recording and have pupils point to the Resources ■ Pupil’s Book, page 7
corresponding picture in the usual way. Exercise 6, Listen and match
Exercise 7, Sing
• Play it again, this time pausing the machine after each of ■ Activity Book, page 41
the teacher’s instructions. Have the class repeat. Exercise 5, Trace and copy
• Explain that please is an important word: without it, the ■ Cassette, Unit 1, Exercises 6 and 7
instructions would sound rude.
Revision
Tapescript
• Ask different individuals Hello. How are you? What’s
Miss Mariam: Hello, boys and girls. Stand up, please.
your name? Elicit appropriate replies such as Hello. I’m
very well, thank you. I’m ... .
Miss Mariam: Sit down, please.
Classroom Assessment
Pupil’s Book, Page 6, Exercise 5 With reference to the teacher’s instructions, pupils can:
• Hold up your book to the class and ask the pupils to look Scoring criteria Yes No
at Exercise 5.
answer the teacher’s question:
• Ask the class to say the lines of dialogue Stand up, Hello. How are you?
please and Sit down, please.
answer the teacher’s question:
• You can ask a confident pupil to come to the front of the What’s your name?
class. Ask them to say the commands to the class, who
will then respond by standing or sitting.
Unit 1
15
Pupil’s Book, Page 7, Exercise 6 Pupil’s Book, Page 7, Exercise 7
• If there is room in your classroom, ask the pupils to stand
in a circle. Give one pupil a ball or a soft toy. Pupils
6 Listen and match
pass the ball around the circle as they sing the greeting
1 2 and ask the question Hello. What’s your name? When
the moment comes to reply, the pupil holding the ball
at that point must reply, using his or her own name: I’m
(Mazen) – or whoever it is.
• Similarly, in the second part of the song, the pupil
3 4 holding the ball when the questions finish must reply:
I’m very well, thank you.
Tapescript
Hello. What’s your name?
7 Sing
Hello. What’s your name? I’m Mazen.
Hello. What’s your name? Hello. How are you?
I’m Mazen. Hello. How are you?
Hello. How are you?
Hello. How are you?
Hello. How are you? I’m very well, thank you.
Hello. How are you?
I’m very well, thank you.
Presentation
7
Unit 1 7
• Remind the class that English is written from left to
right: the other way round to Arabic.
• Pupils will hear four short dialogues. They must decide
which of the four pictures goes with each dialogue.
• Show them how to draw straight lines, which ascend and
1
descend. ( )
2
• Play the first dialogue. Ask the pupils to match it with the
corresponding picture. Circulate and check that everyone
is matching the correct pictures.
• Proceed in the same way with the other three dialogues.
• In this exercise, pupils practise drawing from left to
Tapescript right.They should start tracing the lines which ascend
( ) and then the lines which descend ( ).
1. Miss Mariam: Sit down, please.
• Pupils then continue with this exercise and copy what
2. Asma: Hello. I’m Asma. they have been tracing earlier.
• Go round the class and check the pupils’ performance.
3. Ali: What’s your name?
Mazen: I’m Mazen.
End the lesson
4. Samira: Hello, Asma. How are you?
Asma: I’m very well, thank you. • Remind pupils of all the different things they have
learned to say in Unit 1. Ask different pupils What’s your
Answers name? and elicit answers beginning I’m … . Then
1. Picture 3 encourage pupils to put the same question to their
2. Picture 1 friends. Say: Ask Omar, etc.
3. Picture 4 • Ask different pupils How are you? Have them ask their
4. Picture 2 friends the same question.
• Instruct pupils Stand up, please and Sit down, please. Try
giving the instruction to small groups of named pupils, as
in Lesson 3.
Unit 1
• Congratulate the pupils on all their hard work in Unit 1.
16
Unit
What’sHello
this?
Lesson 1 Presentation
• Use the flashcards or the wall chart to present the new
Outcomes To recognise some basic English words
classroom vocabulary. You can also use the real items in
To show understanding of new words
through pictures, flashcards and real the classroom to present the new words.
objects • Now point to the window and ask the class What’s this?
To pronounce some key simple words Pupils will reply window. Tell the class It’s a window.
correctly Repeat for other items in the classroom, and elicit It’s
a … each time. Encourage pupils to ask each other
To match items by drawing a line
What’s this? It’s a … . Use the wall chart of the
Structures Who’s this? classroom.
What’s this? It’s a (door).
Functions Identifying objects Pupil’s Book, Page 8, Exercise 1
Vocabulary chair, classroom, clock, door, table,
window Unit
What’s this?
Topic The Classroom
Resources ■ Pupil’s Book, page 8 1 Listen and point
Exercise 1, Listen and point 2
1
■ Activity Book, page 42 What’s this? What’s this?
Exercise 1, Match
■ Flashcards: chair, classroom, clock,
door, table, window, Mazen, Asma,
Miss Mariam, Ali, Samira, boy, girl It’s a door. It’s a window.
■ Wall chart (1): The classroom What’s this?
3
What’s this? 4
Revision
• Briefly revise language from Unit 1 to get pupils thinking
in English again. Ask different pupils What’s your name? It’s a chair.
How are you? and have them put the same questions to What’s this?
It’s a table.
their friends: Ask Ali, etc. 5 6 What’s this?

It’s a classroom.
• Tell pupils to stand up and sit down as a whole class and
in small groups.
• Revise the names of the characters from the story. Hold
up the flashcards one by one and say This is … and
8
encourage pupils to complete the sentence with the Unit
Uniit 2 It’s a clock.
name.
• Use flashcards of the characters from the story to revise • Say Open your books at page 8, holding up your open
the names of the characters from the Pupil’s Book. Point book to show the class the page. Point to different
to the flashcard of Mazen, saying This is … . Encourage characters shown on the page and ask Who’s this? If
the class to give his name. Ask Where’s Asma? and pupils need further prompting, ask closed questions:
pretend to be looking for her. Use the flashcards to revise Mazen? Asma?, etc.
boy and girl. • Tell pupils to listen to the recording, and point to the
Classroom Assessment person who is speaking.
With reference to the teacher’s instructions, pupils can: • Play the recording two or three times. Pause the machine
from time to time to give pupils a moment to assimilate
Scoring criteria Yes No what they have just heard. Repeat the line of dialogue
respond correctly to Stand up. they have just heard and encourage them to repeat.
Unit 2
respond correctly to Sit down.
17
• Point to the classroom all around you, like the teacher in
the Pupil’s Book. Ask What’s this? and let several Lesson 2
different pupils give the answer: It’s a classroom.
Outcomes To participate in short, simple guided
exchanges with a peer
Tapescript To recognise some basic English words
1. Miss Mariam: What’s this? To demonstrate understanding of new
Mazen: It’s a door. words through pictures, flashcards and
real objects
To identify the colour of objects
2. Miss Mariam: What’s this?
Asma: It’s a window. Structures What’s this? It’s a (door). It’s (red).
3. Miss Mariam: What’s this? Functions Describing colours

Mazen: It’s a chair. Vocabulary blue, green, red, door, window, table
4. Miss Mariam: What’s this? Topic The Classroom

Ali: It’s a table. Resources ■ Pupil’s Book, page 9
Exercise 2, Ask and answer
5. Miss Mariam: What’s this? Exercise 3, Listen and point
Asma: It’s a clock. ■ Activity Book, page 42
Exercise 2, Complete
6. Miss Mariam: What’s this? ■ Cassette, Unit 2, Exercise 3
Ali: It’s a classroom. ■ Flashcards: blue, red, green
■ Wall charts (1 and 2): The classroom;
Colours
Further practice
• Revision
Point to different items in the room, asking What’s this?
Finish by pointing to the whole classroom. • With the Pupil’s Book closed, revise the words taught in
Lesson 1 by playing the recording from the Pupil’s Book
• Invite volunteers to stand up and ask about classroom exercise. Point to the different items in the classroom as
items in the same way, using What’s this? the question is asked: What’s this? You can also use the
wall chart of the classroom.
• Point to the same items in a different order and ask the
Activity Book, Page 42, Exercise 1 question yourself: What’s this? Insist on answers
• Look at the exercise with the class. Pupils draw lines beginning It’s a … .
from the item in the left-hand column with its matching Classroom Assessment
item in the right-hand column. With reference to items, pupils can:
• Help pupils as they work. Check answers as a class.
Answers answer correctly using It’s a ... .
1. b
2. c
3. d
4. e
5. a
End the lesson

• Before you leave the classroom, ask pupils What’s this?
pointing to an item in the classroom. Pupils reply, using
It’s a … .
Unit 2
18
Pupil’s Book, Page 9, Exercise 2 • Point to blue, red or green items around the classroom
and elicit the colour: It’s blue, etc.
• Once the colour words are well-assimilated, try making
deliberate mistakes. For example, hold up a yellow
2 Ask and answer
pencilcase and say It’s blue. Convey by facial
What’s this?
1 2 expression and tone of voice that you are not quite
certain. Pupils will enjoy giving the correct sentence.
Pupil’s Book, Page 9, Exercise 3

• Focus on Exercise 3. Hold up your book and point to
It’s a door. each door in turn, beginning with the blue one. Say It’s
blue, and have the class repeat. Point to the other doors.
3 Listen and point See if pupils can supply the sentence – It’s red. It’s green.
– without you giving it to them.
It’s red.
It’s green. • Tell pupils to listen to the recording, and point to the
It’s blue.
correct door as they hear each each sentence and repeat
the sentence beginning It’s … .
• Play the recording, pausing the machine after each
sentence.
Tapescript
Boy: It’s blue.
Girl: It’s red.
9
9
Unit 2
Boy: It’s green.
Girl: It’s red.
Boy: It’s green.
• Choose any of the classroom items that pupils have Boy: It’s blue.
learned and do a simple drawing of it on the board. Ask Boy: It’s green.
What’s this? and accept answers using It’s a ... from Girl: It’s red.
several pupils. Boy: It’s green.
• Say Open your books at page 9. Hold up your book and Boy: It’s blue.
point to the door that the girl is drawing on the board in
Exercise 2. Ask What’s this?
• Choose a confident pupil to come to the front of the class
and draw another item on the board. Encourage him/her • Look at the exercise with the class. Ask pupils what they
to ask the rest of the class What’s this? can see.
• Give out sheets of loose drawing paper. Tell pupils to • Pupils complete the pictures of the classroom items.
choose one of the items and draw it. Each pupil holds up
his or her drawing and asks the class What’s this?
The others reply, using It’s a … . Further practice
• Pupils can ask each other What’s this? It’s a … with the
pictures in the Activity Book exercise.
Presentation
• Use the colour flashcards or the wall chart of the colours
to teach the colours blue, green and red. First, place the End the lesson
blue colour card where everyone can see it. Say It’s blue, • Before you leave the classroom, ask pupils to practise
and have the class repeat. Proceed in the same way for asking about the colour of items in their house, with their
red and green. family members.
• After several repetitions, point to different cards and
elicit the sentence from pupils (hold your hand to your
ear as if listening) without saying it.
Unit 2
19
• Continue in the same way with other items in the bag.
Lesson 3 Place the items on the table in front of you. When all are
Outcomes To pronounce some simple English words displayed, point to different objects at random, asking
What colour is it? Ask individual pupils, then ask the
To participate in simple, short guided
whole class.
exchanges with a peer
To recognise some basic English words Pupil’s Book, Page 10, Exercise 4
To trace and copy lines from left to right
To identify the colours of objects
Structures What colour is it? It’s ... 4 Listen and say
What colour is it?
1 What colour is it? 2
Functions Describing colours
Topic The Classroom
Exercise 4, Listen and say
Exercise 5, Ask and answer
It’s blue. It’s red.
Exercise 3, Listen and colour
Exercise 4, Trace and copy 5 Ask and answer
■ Flashcards: blue, red, green
■ A bag of coloured toys that are red, blue
or green
Revision
• Hold up the colour flashcards one by one, saying It’s
blue, etc. Have pupils repeat after you. Then hold up
each card and see if pupils can say what colour it is
without your help. 10 Unit 2
• Place the flashcards in different parts of the room, where

all the pupils can see them. Play the recording from
Exercise 3 in the Pupil’s Book. The pupils must point to • Say Open your books at page 10. Ask pupils to listen and
the correct card, according to what they hear. point to the person who is speaking. Play the recording.
Demonstrate, using the first line of the recording: It’s • Play the recording again. Pause the machine after each
blue. Be ready to pause the machine after each sentence, line of the dialogue for pupils to repeat.
so that pupils don’t get left behind.
Classroom Assessment Tapescript
With reference to flashcards, pupils can:
1. Miss Mariam: What colour is it?
Scoring criteria G F P Girl: It’s blue.
identify the colour blue. 2. Miss Mariam: What colour is it?
Boy: It’s red.
identify the colour red.
identify the colour green.
Further practice
G = Good F = Fair P = Poor • Invite pairs of pupils to come to the table where you have
Presentation laid out the coloured toys, etc. One pupil pretends to be
the teacher; the other is the pupil. They ask and answer
•The purpose of the bag of coloured toys, etc. is to questions about the things on the table, like the teacher
stimulate pupils’ interest and practise colour words in and pupil in Exercise 4.
new contexts. Take one item from the bag and ask What
colour is it? The pupils are unlikely to understand, so
use a closed question to convey meaning, e.g. Is it red or
Unit 2 green? What colour is it? It’s (green).
20
Pupil’s Book, Page 10, Exercise 5 Lesson 4
• Hold up your book and point to the first clock in Exercise
Outcomes To listen and match sentences with
5. Ask What colour is it? and elicit a full-sentence
pictures
answer: It’s red. Continue with the second and third
To make colour posters
clocks.
• Tell pupils to work with a partner, taking turns to point, Structures What colour is it? It’s (red).
ask and answer about any of the items in the exercise. Functions Describing colours
The first one asks a question and the second one
answers. Then the second pupil asks the next question, Topic The Classroom
and so on. Resources ■ Pupil’s Book, page 11
Exercise 6, Listen and match
Exercise 7, Project: Make colour posters
Activity Book, Page 43, Exercise 3 ■ Activity Book, page 43
Exercise 5, Project: Make a colour
• Look at the exercise with the class. Pupils listen to the poster
cassette and colour the objects accordingly. ■ Cassette, Unit 2, Exercise 6
• Help pupils as they work. ■ Flashcards: blue, red, green
■ A bag of coloured toys that are red, blue
or green
Tapescript ■ Magazines, scissors and coloured
pencils
Boy 1: It’s blue.
Girl : It’s red.
Boy 2: It’s green. Revision
• Take an object from the bag of toys. Hold it in your hand
Activity Book, Page 43, Exercise 4 or behind your back so that the pupils cannot see it. Ask
What colour is it? and invite pupils to guess. If they
• In this exercise, pupils practise drawing from left to
guess correctly, place the object on their desk in front of
right.
them.
• Help pupils as they work. • Once the bag is empty, go to each pupil who has one of
the items on their desk. Tell them to ask their friends
what colour it is: say What colour is it? Ask Omar. When
End the lesson the question has been answered correctly, they can put
• Before you leave the classroom, ask pupils to practise the object back into your bag.
what they have learned in this lesson, with their family
members.
With reference to objects, pupils can:
• For the next lesson, tell pupils to prepare magazine
cut-outs at home to be used for the project of the next Scoring criteria Yes No
lesson. ask correctly What colour is it?
answer correctly It’s + colour.
Unit 2
21
Pupil’s Book, Page 11, Exercise 6 Answers
1. Picture 2
2. Picture 3
3. Picture 4
6 Listen and match
4. Picture 1
1 2

• Refer to page 8 (introduction) of the Teacher’s Book.
• Working in pairs or small groups, pupils use the
3 4
magazine cut-outs they brought from home to make
colour-themed collages in red, blue and green. They can
also use the cut-outs you brought yourself, or colour in
the photocopies you have made.
• Help pupils display their coloured posters in the
classroom. You may use the display example as shown in
7 Project: Make colour posters
the Pupil’s Book.

• Pupils create a smaller version of their collages in
the accompanying exercise in the Activity Book. At
the top of each poster write red, blue or green in the
Unit 2 11 corresponding colours. Pupils then create their collages,
arranging the cut-outs and gluing them to the page in the
book.
• Say Open your books at page 11. As in the similar • While they work, circulate and help. Point to different
exercise in Unit 1, Lesson 4, pupils must listen to the cut-outs and ask the pupils What colour is it?
four mini-dialogues and match them with the
corresponding picture. Pause the machine after each
dialogue and check that everyone has matched it to the End the lesson
correct picture.
• Before you leave the classroom, ask pupils to tell their
• Play the recording again. Pause after each line for pupils family members what they have done in their projects.
to repeat.
• Hold up your book and point to each picture in turn.
Help pupils to repeat the dialogues without hearing them
again on the recording.
Tapescript
Boy: It’s a window
Girl: It’s a clock.
3. Girl 1: What colour is it?
Girl 2: It’s green.
4. Boy 1: What colour is it?
Girl: It’s red.
Unit 2
22
Unit
Look! It’s a robot
Outcomes To recognise new words when listening
Unit
To learn a new structure using pictures Look! It’s a robot
and real objects
To recognise basic English words
1 Listen and point
What’s this?
Structures What’s this? It’s a … 1 What’s this? 2
What’s your name? It’s a bag.
Functions Identifying objects
Vocabulary bag, book, robot, table, window
Topic The Classroom

Resources ■ Pupil’s Book, page 12 It’s a book.
Exercise 1, Listen and point 3 What’s this?

4 What’s your name?
■ Cassette, Unit 3, Exercise 1; Activity
Book, Unit 3, Exercises 1 and 2
■ Flashcards: book, bag, Dan
■ A schoolbag and a book
It’s a robot. I’m Dan.
Revision 12 Unit 3
• Revise language from Units 1 and 2: Say Hello, and ask

different pupils What’s your name? and How are you? • Say Open your books at page 12. Hold up your book and
Elicit answers such as Hello, I’m ... . Point to different point to the characters whose names pupils know. Ask
items in the classroom and ask What’s this? Elicit What’s his name?
answers such as It’s a door, It’s a chair, etc. If necessary,
remind pupils of the words by asking closed questions: Is • Set a listening task. Explain briefly in Arabic that the
it a door? Is it a clock? class is going to have a visitor. Tell pupils to listen
carefully and find out the visitor’s name.
Classroom Assessment • Play the recording once or twice without stopping. Pupils
With reference to teacher’s instructions, pupils can: follow in their books, pointing to the character who is
speaking.
Scoring criteria Yes No • Hold up your book, point to the robot and ask What’s his
answer correctly What’s your name? name? Accept answers from several pupils before you
answer correctly How are you? finally confirm, It’s Dan. Have the class repeat.
answer correctly What’s this? • Hold up the flashcard of Dan. Ask Is it a boy? Is it a
girl? See if anyone remembers what they heard in the
recording: It’s a robot. Otherwise, say It’s a robot, and
have the class repeat.
Presentation
• Hold up the schoolbag and ask What’s this? Answer the
question yourself – It’s a bag – and have the class repeat.
• Take the book out of the bag and hold it up. Use the
same procedure to teach book.
Unit 3
23
Tapescript Further practice
Miss Mariam: What’s this? • Use the flashcards of a book, a bag and Dan the robot.
Mazen: It’s a book. Hold up a card with the reverse towards the class. Ask
Miss Mariam: What’s this? Is it a book or a bag? Is it a bag or a robot? Encourage
Asma: It’s a bag. pupils to guess what the card is. When pupils guess
Miss Mariam: What’s this? correctly, give the card.
Mazen: It’s a robot. • Repeat with the other cards.When all the cards are
Miss Mariam: What’s your name? distributed, ask each pupil who has one to tell the class
Dan: I’m Dan. what is shown on the card: It’s a book, etc. Collect all the
cards.
End the lesson
• Hold up your Activity Book open at page 44. Ask pupils
to look at the objects in the classroom at the top of this • Before you leave the classroom, ask pupils to practise
page. Point to the chair and ask What’s this? Elicit the identifying some of the objects at their house, with their
answer It’s a chair. family members.
• Play the recording and make sure that pupils can see that Lesson 2
the chair has been circled as an example answer. The
pupils continue with the rest of the exercise. Outcomes To revise words for classroom items
• To learn four new colours
Hold up the completed exercise in your book for the
To ask and respond to simple questions
pupils to check their answers.
To learn the phonic value of the letter b
To colour objects accurately
Tapescript
What’s this? It’s a chair Structures What’s this? What colour is it?
What’s this? It’s a table. It’s a + noun
What’s this? It’s a robot. It’s + colour
What’s this? It’s a window.
What’s this? It’s a book. Functions Describing colours
Vocabulary blue, green, red, yellow

• Refer to page 131 of the Teacher’s Book. Topic The Classroom
• Hold up your book. Explain to the pupils that there are Resources ■ Pupil’s Book, page 13
five objects missing on the page and that they must Exercise 2, Listen and say
listen and draw the objects as they hear them. Exercise 3, Ask and answer
• Try a memory test. Ask pupils to close their books. See if Exercise 4, Say
they can name six objects in the pictures from Exercise 5, Listen and say
memory. ■ Activity Book, page 44
• Let one pupil come to the front and play teacher. He or Exercise 3, Listen and colour
she follows in the book and checks while the rest of the ■ Cassette, Unit 3, Exercises 2 and 5;
class recite. Activity Book, Unit 3, Exercise 3
■ Flashcards: Bb, blue, green, red,
Tapescript yellow; Dan
■ A schoolbag and a book
What’s this? It’s a chair.
■ Wall chart (8): Letters
What’s this? It’s a table.
What’s this? It’s a robot.
What’s this? It’s a window. Revision
What’s this? It’s a book. • Put the book into the bag, as in Lesson 1 – and also the
flashcard showing Dan the robot.
Answers • Revise the words for classroom items by pointing to the
Pupils draw a chair, a table, a robot, a window and a book. window, etc. and asking What’s this?
• Use the bag with the book in it to revise bag and book as
in Lesson 1.
Unit 3
24
• Take the flashcard of Dan out of the bag and, without • Pupils turn to page 13 and look at Exercise 2. Play the
turning it round to show the class, ask What’s this? Is it a recording.
girl? Is it a boy? Is it a robot? • Play it again. Pause after each sentence for the class to
• Revise the colours green, blue and red by holding up repeat.
colour flashcards or coloured pencils and asking What
colour is it? Ask closed questions to help pupils Tapescript
remember the words for colours: Red? Blue? etc.
Girl 1: What’s this? Girl 1: What colour is it?
Classroom Assessment Girl 2: It’s a bag. Girl 2: It’s yellow.
With reference to the flashcards / items, pupils can:
• Focus on the objects in Exercise 3. Hold up your book
respond correctly to What’s this?
and point to each object, beginning with the door. For
respond correctly to What colour is it? each object, ask What’s this? What colour is it?
• Ask pupils to practise with a partner. They take turns to
Presentation point to a picture and ask the questions, moving along
• Use the yellow colour flashcard to teach yellow. Hold up the row of objects from left to right.
the card and say It’s yellow. Have the class repeat.
• Use all four cards together to consolidate the colour
words. Hold up cards so that pupils see only the reverse. • Hold up your book and point to the picture showing part
Ask What colour is it? and let pupils guess. of a book. Ask What is it?
• Let confident pupils come to the front and be the teacher, • Having established that it’s a book, say It’s a book. It’s
one at a time. They hold up the cards and ask What blue. Have the class repeat several times.
colour is it? Let them decide whether answers are right • Point to the other pictures and help the class to make
or wrong. similar statements.
2 Listen and say
It’s a bag.
• Tell the class briefly in Arabic that they are going to learn
What’s this? their first written letter in English: it represents the sound
/b/. Say the /b/ sound alone several times, pointing to
your mouth to show the class how the sound is formed.
• Focus on the letter b shown in Exercise 5. Then post the
What colour is it? It’s yellow. letter Bb flashcard on the board. Draw a big b slowly on
3 Ask and answer the board, forming it with a downwards vertical stroke
What’s this? It’s a door. What colour is it? It’s green. followed by a circle drawn clockwise (see Activity Book
page 45, Exercise 7). Ask pupils to draw the same letter
in the air in front of them.
• Have all the class draw bs in the air together, saying the
sound /b/.
4 Say
• Hold up your book and point to Exercise 5. Tell the class
It’s a book. It’s blue.
that all three items shown in Exercise 5 begin with the
sound /b/.
• Hold up the letters wall chart and check if pupils are able
to identify the letter b.
5 Listen and say
• Play the recording. Have the class repeat each word after
the voice in the recording.
• Hold up the flashcards showing the boys Mazen and Ali.
book bag boy Say boy and have the class repeat.
Unit 3 13
13
13 Tapescript
/b/ book bag boy
Unit 3
25
Activity Book, Page 44, Exercise 3 Revision
• Ask the pupils to identify the objects on the page. • Draw a big letter b on the board. Ask the class to tell you
Explain that they will hear each item and its colour what sound it represents. Encourage them to draw big
detailed on the tapescript. They must colour each item letter bs in the air.
correctly.
• Ask pupils to point to items in the classroom or things in
• While they are working, circulate and work with pupils the book that begin with the /b/ sound.
individually. Point to different items and ask What’s this?
to elicit It’s a bag/door/book. Then ask What colour is it? Presentation
to elicit It’s yellow, etc.
• Use real objects or the flashcards of the pen and pencil to
teach pen and pencil. Take the objects out of the bag one
Tapescript at a time, say the word and have the class repeat.
1. It’s a bag. It’s yellow. • After several repetitions of the noun alone, progress to
2. It’s a door. It’s blue. whole sentences: ask What’s this? and elicit answers
3. It’s a book. It’s red. beginning It’s a … .
• Holding up the white pen, ask What colour is it? Answer
Further practice the question yourself, with special emphasis on the new
• If anyone in the class has a bag that is red, blue, green colour word: It’s white.
or yellow, hold it up and ask What’s this? What colour is • Proceed in the same way with the black pencil.
it? Otherwise, draw a door or a clock on the board and
colour it blue, green, red or yellow. As you draw and • Have the class repeat the new colours several times: It’s
colour, ask What’s this? What colour is it? white. It’s black.
• Hold up any object – pen, pencil, bag or book – but
End the lesson choose one which is one of the colours the pupils know.
Describe the object in two sentences and have the class
• Before you leave the classroom, ask pupils to practise repeat after you, e.g. It’s a pen. It’s white.
what they have learned in this lesson, with their family
members.
Lesson 3
Outcomes To learn more words for classroom objects 6 Listen and match
To learn two more colours 1 2
To represent short, simple sentences in
pictures
Structures It’s a + noun

3 4
It’s + colour
Functions Identifying objects and colours
Vocabulary pen, pencil, black, white

Topic The Classroom
7 Say
It’s a pen. It’s red.

Exercise 7, Say
Exercise 4, Draw and say
Exercise 5, Find and circle the b sounds
■ Flashcards: pen, pencil
■ Schoolbag, book, white pen, black
pencil or coloured crayon
14 Unit 3
Unit 3
26
• Before pupils look at Exercise 6 in their books, arrange a Activity Book, Page 45, Exercise 5
green bag, a blue book, a white pen and a black pencil on
your desk. • Explain the activity briefly in Arabic, then follow up with
• Tell pupils they must point to the objects as they are instructions in English to give pupils more exposure to
mentioned in the recording. Invite a confident pupil to the language: There are two words that begin with /b/
come to the front of the class to demonstrate. (hold up two fingers; point to the letter b on the board).
• Play the first two items on the recording. Pause the • Find the two words and draw a circle (mime drawing a
machine after each one and check that your helper is circle).
pointing to the right object.
Answers
• Play the rest of the recording. Be ready to pause the
bag, book
machine if the recording is going too fast for your helper.
• Thank your helper and ask him or her to sit down.
End the lesson
• Pupils open their books at page 14 and look at Exercise
6. Tell them that they must now listen to the recording • Before you leave the classroom, ask pupils to practise
and match each pair of sentences to the accompanying what they have learned in this lesson, with their family
picture. members.
Tapescript
Lesson 4
1. It’s a book. It’s blue.
2. It’s a bag. It’s green. Outcomes To connect objects and characters aurally
3. It’s a pencil. It’s black. and visually
4. It’s a pen. It’s white. To demonstrate a love of listening to songs
To trace and copy the letter b
Answers To invent a simple song similar to the one
1. Picture 2 2. Picture 1 in the Pupil’s Book
3. Picture 4 4. Picture 3
Structures What’s this? It’s a …
Pupil’s Book, Page 14, Exercise 7 What colour is it? It’s …
What colour is the …?
• Focus on Exercise 7. Hold up your book and point to the What’s your name?
red pen. Say It’s a pen. It’s red. Have the class repeat.
Functions Describing objects and colours
• Do the same with other objects. Gradually stop saying
the sentences yourself and see if pupils can generate Vocabulary bag, blue, book, pen, yellow
them on their own.
• Topic The Classroom
Tell pupils to work in pairs. One pupil points to an item
in Exercise 7 and the other says what it is and what Resources ■ Pupil’s Book, page 15
colour it is. Then the other pupil points.
• Circulate, listen and help. Exercise 9, Sing
Activity Book, Page 45, Exercise 4 Exercise 6, Listen, circle and colour
Exercise 7, Trace and copy
• Refer to page 131 of the Teacher’s Book. ■ Cassette, Unit 3, Exercises 8 and 9;
• Hold up your closed book. Say It’s a book. Activity Book, Unit 3, Exercise 6
• Draw a book on the board and say It’s a book. ■ Books, bags, pens, pencils
■ Flashcards: Dan, book, bag
Have the class repeat.
• Tell pupils to draw the picture in their Activity Books Revision
and say what it is. • Play the recording for the picture story from Lesson 1
• Repeat the procedure for the bag and the again. Hold up a book and then a bag, as Miss Mariam
does, or hold up the flashcards of these objects to help
robot . comprehension. When Miss Mariam first sees Dan, point
• When they have completed the drawings, ask individual to the flashcard of Dan.
pupils to stand up, point to one of the drawings, and say • Hold up classroom objects that pupils can name: pens,
what it is: It’s a book, etc. pencils, books and bags. Ask What’s this? and – in cases
• Early finishers can colour the items red, blue, green or where pupils can name the colour – What colour is it?
Unit 3
yellow. Encourage them to give a two-part description of
their pictures, e.g. It’s a bag. It’s blue. 27
Pupil’s Book, Page 15, Exercise 8 • Tell the class that the children on the recording are now
going to sing about a pen. Ask them to listen to the
second verse of the song then tell you what colour the
pen is. Play the second verse. (It’s red.)
8 Listen and match • Pupils then sing the entire song along with the recording.
1 2
• Afterwards, there is an opportunity to invent their own
versions of the song. You or your pupils can hold up
different classroom objects and sing a song about them.
3 4 Tapescript
What colour is the bag? What colour is the pen?
It’s blue. It’s red.
9 Sing
What colour is the bag?

What colour is the bag?
What colour is the bag? • Pupils listen to the tapescript and circle the relevant
It’s blue. object when it is mentioned. Then, after hearing the
What colour is the pen? colour of the object, they colour it in as appropriate.
What colour is the pen?
What colour is the pen? • Pupils can then describe the objects by identifying them
It’s red. by name and colour.
Tapescript
1. It’s a pen. It’s red. 3. It’s a book. It’s green.
2. It’s a bag. It’s blue. 4. It’s a clock. It’s yellow.
Unit 3 15
Answers
1. Picture 3 2. Picture 1 3. Picture 2 4. Picture 4
• Pupils turn to page 15 and look at Exercise 8. Play the
recording once and encourage pupils to point at the Activity Book, Page 45, Exercise 7
appropriate picture. • Write a letter b on the board and remind pupils of the
• Play the recording once more, pausing after each sound. Ask them to turn back to page 13 of the Pupil’s
situation. Make sure that the pupils match the correct Book and practise saying the words in Exercise 5 along
picture after hearing the corresponding piece of dialogue. with you, book, bag and boy.
• Remind the pupils how to draw b in the air. Then
demonstrate this on the board.
Tapescript
• First, pupils should draw a vertical line from the top to
1. Asma: Hello. What’s your name?
the bottom of the stave. Then, on the right hand side of
Samira: Samira.
the line, theyPractice
Extra should trace a circle clockwise starting
2. Girl: Look! It’s a robot.
from the bottom of the stave and reaching the middle at
3. Miss Mariam: What’s this? 1
its highest point.

Boy: It’s a book. 2
4. Boy 1: What colour is it?

Boy 2: It’s yellow. • For the capital letter B, pupils draw a vertical line from
the top to the bottom of the stave. Then they trace two
Answers semicircles on the right hand
Extra side of the line, one from
Practice
1. Picture 2 2. Picture 4 3. Picture 1 4. Picture 3 the top to the middle of the stave and the other from the
1
middle to the bottom. 2
Pupil’s Book, Page 15, Exercise 9 3
• Focus on the picture that accompanies the song. Hold up

• Pupils turn to Exercise 7 on page 45 of the Activity
Book. Working from left to right, they trace over the
your book and point to the bag. Ask What colour is the shapes and letters, moving their pencils in the direction
bag? and elicit the answer It’s blue. shown by the arrows.
• Repeat the question a few times and have the pupils say
End the lesson
it after you.
• Remind pupils of all the different things they have
Unit 3
• Play the first verse of the song once. Play it again and learned to say in Unit 3.
encourage pupils to join in.
28 • Help pupils to remember the words they have learned
beginning with the /b/ sound.
Unit
One, two, three
• Have the class repeat the singular and plural forms after
Lesson 1 you: One girl. Two girls. or One boy. Two boys. Point out
Outcomes To recognise some basic English words how the word changes when we talk about more than one
To understand new words through of something.
pictures, flashcards and real objects Pupil’s Book, Page 16, Exercise 1
To pronounce some simple words
accurately
To read English from left to right Unit
One, two, three
To identify numbers of items up to five
Structures One (boy). Two (boys). 1 Listen and point

2 Two boys.
How many ... ? 1 One boy.
Functions Counting
Vocabulary one, two, three, four, five, car, tree,
goodbye
3 4
Four cars.
Topic Numbers Three girls.

Exercise 1, Listen and point
Exercise 1, Count and circle
■ Flashcards: one, two, three, four, five, Five trees.
5
car, tree
■ Wall chart (3): Numbers
Revision
• Revise words for classroom objects and colours by 16 Unit 4
Goodbye.
holding up books, pens, pencils and bags. Say e.g. It’s a

pen. It’s black. and encourage the pupils to speak along
with you. • Say Open your books at page 16. Hold up your book and
point to Dan. Ask What’s this? Is it a girl? etc. Tell the
class in Arabic that Dan is looking at things and people
Presentation and counting them. Tell pupils to listen carefully and tell
• Present the words car and tree with the flashcards. you what things Dan sees and counts.
Present goodbye by waving and leaving the classroom. • Play the recording two or three times. Ask pupils to point
• Tell the class that they are going to learn to count in to the different things and people that Dan sees and to
English. Count slowly on your fingers up to five. Do tell you what and who they are.
this several times. Encourage the pupils to join in, • Play the recording once more. Pause after each sentence
counting on their fingers and saying the numbers. Use the for pupils to repeat.
flashcards of the numbers 1–5 or the numbers wall chart
to reinforce the presentation. Tapescript
• Write the numbers 1, 2, 3, 4, 5 on the board, in numeral Dan: One boy.
form. Point to the numbers and encourage pupils to say Two boys.
them – first in order, then randomly. Three girls.
• Point to some girls or boys in the class who are sitting Four cars.
together. Count them out loud: One girl, two girls, three Five trees.
girls or One boy, two boys, three boys. Goodbye.
Unit 4
29
Further practice Lesson 2
• Practise counting different groups of the same item, up to
Outcomes To pronounce some simple words
a maximum of five: pencils, pens, books, bags, toy cars,
correctly
girls, boys. Encourage the class to join in with you: One
To say English numbers correctly
book. Two books. Three books, etc.
To describe what is in a picture
• Hold up groups of objects, e.g. two cars. Help pupils to
say what you are holding: Two cars, etc. Structures One (boy). Two (boys).
How many (books)?
Activity Book, Page 46, Exercise 1 Functions Counting
• Pupils count the items in each group of pictures and Vocabulary one, two, three, four, five, book, bag, chair,
circle the corresponding number. table, girl, green, goodbye
• Correct the exercise with the whole class. Hold up your Topic Numbers
book and point to each picture in turn. Help pupils to Resources ■ Pupil’s Book, page 17
formulate two-word answers: Three girls, etc. If you feel Exercise 2, Say
this will be too difficult for your class, count the items Exercise 3, Count and say
shown in each picture and encourage pupils to count Exercise 4, Listen and say
with you: One girl. Two girls, etc. ■ Activity Book, page 46, Exercise 2,
Colour and say
Answers ■ Cassette, Unit 4, Exercise 4
1. 3 ■ Flashcards: Gg, one, two, three, four,
2. 1 five, table, chair, bag, book
3. 5
■ Wall charts (1, 3 and 8) : The classroom,
Numbers, Letters
4. 2
5. 4
Revision
End the lesson • Practise counting, using objects that pupils can name:
• pens, pencils, books, toy cars, etc. Hold up objects in
Finish with a team game. Divide the class into two
groups, to a maximum of five, for example two books.
teams. Draw a line down the middle of the board. Record
Encourage pupils to count along with you two books.
the scores for each team by drawing ticks either side of
Later, they count without your help.
the line.
• Hold up different groups of objects: two pens, four
• Use the flashcards and the wall chart of the classroom to
further revise the words table, chair, bag and book. They
books, one car, etc. Teams take turns to say what you are
will be needed in Exercise 3.
holding. Encourage them to count aloud – One pen. Two
pens. – to arrive at their answer. Classroom Assessment
• Once either or both teams have reached a score of five, With reference to the flashcards / objects, pupils can:
stop the game. Count up the ticks for each team,
encouraging pupils to count with you. Write the final Scoring criteria Yes No
scores as numerals. Say Well done! to both teams and count correctly up to five using
encourage the class to clap. two-word answers.
Presentation
• Ask a boy or a girl to stand in front of the class. Say One
boy/girl. Pupils repeat.
• Ask one more boy or girl to stand with the first pupil.
Invite pupils to count One boy/girl; Two boys/girls.
Repeat this till five pupils stand in front of the class and
other pupils count Five boys/girls.
Unit 4
30
• Focus on the first picture group in which a single book
is shown. Ask How many books? then count: One. One
2 Say
book.
one, two, three, four, five
• Pointing to the next picture, ask How many books? Say
One. Two. Two books.
• Continue in the same way with the remaining pictures.
More able classes should be able to count with less
and less support from you; others may need your help
3 Count and say throughout the exercise.
one book, two books

another letter in English: it represents the sound /g/. Say
the g sound alone several times, pointing to your mouth
to show the class how the sound is formed.
4 Listen and say • Focus on the letter g shown in Exercise 4. Then post the
letter Gg flashcard on the board. Draw a big g slowly on
the board. Ask pupils to draw the same letter in the air in
front of them.
girl
girl green
green goodbye
goodby
ye
• Have all the class draw gs in the air together, saying the
sound /g/.
17
Unit 4 17
17
that all items shown in Exercise 4 begin with the sound
• Pupils turn to page 17 of the Pupil’s Book and focus on /g/.
Exercise 2. Hold up your book and point to the picture of • Hold up the letters wall chart and check if pupils are able
the children. Ask: Girls? Boys? Count the boys and girls to identify the letter g.
and encourage the class to count along with you. • Play the recording. Have the class repeat each word after
• Point to one of the coloured numbers the boys and girls the voice in the recording.
are holding. Ask What’s this? and elicit the number. Ask
What colour is it? Tapescript
• Ask about other numbers: What colour is 2?, etc. You /g/
can then try this as a memory game. Pupils put their hand girl
over the picture and try to answer from memory. green
goodbye
Further practice
• Activity Book, Page 46, Exercise 2
Have five confident pupils stand in front of the class
holding the number flashcards and wall chart, like the • Ask pupils to tell you what they can see in the pictures.
pupils on page 17. Ask them to read out the numbers in • Pupils colour the pictures, and then count the items in the
order.
pictures.
• Point to different numbers and ask the pupil holding
them What colour is it? Encourage the rest of the class to Answers
help them. One bag. Two girls. Three books. Four doors.
End the lesson

counting from one to five, with their family members.
Unit 4
31
• Hold up four red pens and ask Four blue pens? No! Help
Lesson 3 the class to formulate the phrase.
Outcomes To pronounce some key simple words • Continue, substituting different objects, numbers and
correctly colours. Post the wall chart of the numbers on the board
To pronounce some simple English words for pupils to refer to.
To identify the number and colour of items
Structures (Two) (red) birds.
Functions Counting
5 Say
Vocabulary one, two, three, four, five, bird, book,

pencil, tree, car
Topic Numbers
Exercise 5, Say
Two red birds.
Exercise 3, Match and copy
Exercise 4, Find and circle two g sounds
■ Flashcards: one, two, three, four, five
■ Wall charts (2 and 3): Colours; Numbers
■ Items of the same colour, e.g. cars,
pencils
6 Listen and say
Five books.
Revision
Revis ion
• Revise the numbers 1 to 5 using the numbers wall chart
or flashcards. Recite the numbers as you count on your
fingers. Encourage the class to join in.
• Say numbers and ask the class to hold up the 18 Unit 4
corresponding number of fingers.
• Hold up different numbers of fingers – not in numerical
order – and have the class say the numbers. • Pupils turn to page 18. Hold up your book and point to
the two red birds. Ask pupils to do the same. Say Two red
• Continue in the same way, but point to the numbers you birds and have the class repeat.
wrote on the board instead of holding up fingers. The
pupils say the numbers. • Continue in the same way with the other groups of birds.
• Point to the groups randomly and elicit the phrases.
• Play a memory game. Tell the class to look at the picture
With reference to table below, pupils can: carefully for a few moments, then to cover it with their
Scoring criteria A S N hands. See if pupils can tell you what’s in the picture
add the correct number of dots. from memory.
Presentation
3 5 1 4 2
• Use groups of pupils to teach the question How many … ?
Invite four boys or four girls to come to the front of the
A = Always S = Sometimes N = Never class. Indicating your four helpers, ask the rest of the
class How many boys?/girls? One? Two? Three? With
Presentation your help, the class should answer Four.
• • Invite a fifth boy or girl to join the group. Ask How many
Use groups of the same objects in the same colours, e.g.
boys?/girls? And elicit the answer Five.
two red cars, four blue pencils. First, hold up just one
object and ask What’s this? What colour is it? • Ask two of your helpers to go and sit down. Indicate
those that remain, ask again How many boys?/girls? and
• Hold up a group of the same object. Say what you are
elicit the answer.
holding, e.g. Four blue pens. Have the class repeat.
Unit 4 • Ask one more of your helpers to sit down, and then
32 another, so only one remains. Each time, ask How many
boys?/girls?
Pupil’s Book, Page 18, Exercise 6 Lesson 4
• Ask pupils to look at the row of pictures. Play the first
To listen and match phrases with pictures
Outcomes
question on the recording – How many books? – then
To make a picture book
pause the machine and see if anyone can answer. If
To trace and copy the lower and upper-
necessary, count the books out loud with the class, then
case of the letter g/G
ask again How many books?
• Continue in the same way with the remaining questions. Structures (Two) (red) birds.
(Three) (boys).
• Play the questions again and see if the class can answer
How many (pencils)?
more quickly.
Functions Counting
Tapescript
Vocabulary one, two, three, four, five, bird, girl, red,
How many books? white
How many pencils?
Topic Numbers
How many trees?
How many cars? Resources ■ Pupil’s Book, page 19
Answers Exercise 8, Project: Make a picture book
Five books. ■ Activity Book, page 47
Four pencils. Exercise 5, Trace and copy
Two trees. ■ Cassette, Unit 4, Exercise 7
Three cars. ■ Flashcards: one, two, three, four, five
■ Wall charts (2 and 3): Colours; Numbers
Further practice
• Ask pupils to look at the whole of page 18, at home or Revision
in the classroom, and think of a question beginning How
many. • Revise numbers 1 to 5 by holding up fingers or using the
wall chart of the numbers or by writing numbers on the
• Invite pupils to put their questions to the class. Help the
board. Pupils say the numbers.
rest of the class to answer.
• Repeat the guessing game with number cards (Lesson 3,
End the lesson).
• Hold up different numbers of coloured pencils, etc. Ask
• Pupils match the dots and the numerals, and then copy How many pencils?
the numeral in the space provided.
• Show groups of objects briefly then hide them behind
• Check pupils’ answers. your back. Help pupils to describe what they have just
seen, e.g. Two black cars. Post the wall chart of the
Answers
colours on the board for pupils to refer to.
4, 1, 3, 2, 5
Activity Book, Page 47, Exercise 4 With reference to objects, pupils can:
• Pupils look at the pictures, find and circle the g sounds. Scoring criteria G F P
• Go around the class and check pupils’ answers. respond to How many ...? by using
Answers number (+colour) + object.
girl
goodbye G = Good F = Fair P = Poor
End the lesson

• Use the number flashcards. Ask one pupil to choose one
of the cards without letting anyone else see it. Invite the
others to guess what the number might be. Encourage
your helper to answer Yes or No.
• The pupil who guesses correctly then becomes your Unit 4
helper and chooses a card in the same way.
33
• Help pupils to make their own four-page picture book
7 Listen and match
using two sheets of A4 paper. Show them how to fold the
1 2 sheets in two and put them together.
• The first leaf of the booklet will be the front cover. Show
pupils how to open their book, marking the first page as
page 1 by writing a ‘1’ in the bottom right-hand corner.
3 4
• Help them to mark the remaining pages up to page 5.
• Pupils draw a picture on each page. They can use the
items shown in the Pupil’s Book or choose their own –
but they must be things they can name in English. They
colour their pictures in a single colour, using colours they
know in English.
8 Project: Make a picture book
• Finally, they decorate the front and back covers of their

books. They could draw patterns of flowers or a
geometric design.
• Talk to pupils individually about their picture books:
Show me page 2. What is it? What colour is it? What’s on
page 4?, etc.
• Staple the pages together or show pupils how to connect
them with ribbons or thread.
Unit
U it 4 19

• Pupils listen to the recording and find the picture that • Pupils trace and copy the lower and upper-case letters
corresponds to what they just heard. Play the first line
g/G in their Activity Book.
of the recording: Four red bags. Pause the machine and
check that everyone has matched it to the correct picture. • Write a letter g on the board.
• Continue in the same way with the other three phrases. • First pupils trace an anticlockwise circle starting from
the middle of the stave which almost reaches the bottom
• Once all the phrases have been correctly matched to the
of the stave. Then, pupils draw a vertical line down on
pictures, ask pupils if they can remember any of the
the right hand side of the circle which curves upwardly
phrases they heard. Extra Practice
left when it reaches half a stave below the bottom line.
• You may ask a pupil or two to do the same on the
Tapescript board. However, don’t spend too much time doing this.
1. Four red bags. It’s time-consuming, thus it’s better to have all pupils
2. Three boys. practise, not watch. 2
1
3. Five white birds.

4. Two girls. • For the capital letter G, they draw a semicircle
Extra Practice
anticlockwise from the top of the stave, which has its
Answers
lowest point at the bottom of the stave before curving
1. Picture 3
slightly up again. They then draw a short horizontal line
2. Picture 2
across the end of this line which then goes down at a 90
3. Picture 4
4. Picture 1 degree angle to reach the bottom of the stave. 1
2 .
• Go round and check pupils’ work.
End the lesson

• Before you leave the classroom, ask pupils to tell their
Unit 4 family members about their favourite page in their
34 picture books.
Unit Review
Outcomes To recognise classroom objects
To connect objects aurally and visually
Unit Review
To identify who is speaking
Structures What’s this? It’s a ... . 1 Listen and point
Who’s this? What’s this? It’s a girl.
What’s this? It’s a bag.
1
2
Functions Describing objects
Vocabulary bag, boy, chair, clock, girl, pen, pencil,

red, sit down, stand up, table, window
Topic The Classroom What’s this? It’s a book.
3 What’s this?
Exercise 2, Say
Exercise 1, Listen and circle It’s a robot. It’s red.
Exercise 2, Listen and tick 2 Say
■ Cassette, Review, Exercise 1; Stand up. Sit down.
Activity Book, Review, Exercises 1

and 2
■ Flashcards: Mazen, Asma, Miss
Mariam, Ali, Samira
20 Unit
U it 5
Revision
• Revise vocabulary for classroom objects. Say Show me • Use the flashcards of the people in the picture story to
a door. Help pupils understand by pointing to things that revise their names. Hold up different cards and ask Who’s
are not a door and asking Door? this?
Diagnostic Assessment • Say Open your books at page 20. Point to the children in
the picture story and ask Who’s this? Show me Samira,
With reference to words, pupils can: etc.
Scoring criteria Yes No • Tell the class that they will hear one colour word in the
respond correctly by pointing to recording. Ask them to listen carefully and then tell you
the objects. what it is.
• Play the recording two or three times. Pupils follow in
Presentation their books, pointing to the person who is speaking.
• Tell the class briefly in Arabic that the next four lessons • Play the recording again, with pauses. Ask pupils to
will be devoted to a revision of all the English they have repeat what they have just heard.
learned so far. Explain that regular revision will help • See if anyone can tell you the colour word. Help them
them to remember the English words and phrases they by pointing to the picture of the robot and asking What
have learned. colour is it? (It’s red.)
• Say Show me a window/clock/table/chair/bag/pen/pencil.
Say Show me a boy and Show me a girl.
• Having reactivated the vocabulary, point to different
items around the classroom and ask What’s this?
Unit 5
35
Tapescript Answers
1. Miss Mariam: What’s this? 1. Picture 5 2. Picture 3 3. Picture 8 4. Picture 6
Asma: It’s a girl. 5. Picture 1 6. Picture 7 7. Picture 2 8. Picture 4
Ali: What’s this?
Girl: It’s a book. Further practice
2. Asma: What’s this? • If time allows, pupils can do their own drawings of
Samira: It’s a bag. things they can name in English.
3. Ali: What’s this? • Put up the drawings on the classroom wall. Point to
Mazen: It’s a robot. It’s red. different drawings and ask the class What’s this? Then
invite volunteers to play the role of the teacher, and ask
Pupil’s Book, Page 20, Exercise 2 about the drawings in the same way.
• Focus on the two pictures and tell the pupils to say the
commands. End the lesson
• Ask the pupils to stand up and then sit down. You can • Before you leave the classroom, ask the pupils to name a
then ask one half of the class to stand up and the other classroom object.
half to sit down. Afterwards, ask the boys to do one
action and the girls to do the other one, so that different Lesson 2
language is practised.
Outcomes To recognise classroom objects
Activity Book, Page 48, Exercise 1 To respond to classroom instructions
To demonstrate familiarity with the
• Hold up your book and point to the picture of a robot. phonic value of the letter b
Ask What’s this? Insist on a full-sentence answer: It’s a
robot. Structures What’s this? It’s a ... .
• Tell the pupils that they must circle the correct picture Functions Describing
when they hear the corresponding piece of dialogue.
Vocabulary book, bag, blue
Tapescript Topic The Classroom

1. What’s this? It’s a robot. Resources ■ Pupil’s Book, page 21
2. What’s this? It’s a clock. Exercise 3, Listen and say
3. What’s this? It’s a bag. ■ Activity Book, page 49
4. What’s this? It’s a pen. Exercise 3, Listen and colour
5. What’s this? It’s a girl. Exercise 4, Listen, tick and colour
6. What’s this? It’s a boy. ■ Cassette, Review, Exercise 3; Activity
Book, Review, Exercises 3 and 4
Answers
1. Picture 3 2. Picture 5 3. Picture 1
4. Picture 6 5. Picture 4 6. Picture 2 Revision
• Point to objects in the classroom and ask pupils What’s
Activity Book, Page 48, Exercise 2 this? Elicit answers with It’s a ... .
• Pupils tick the correct picture when they hear the • Ask pupils to stand up and then sit down a couple of
corresponding sentence. times.
Tapescript
With reference to the teacher’s instructions, pupils
1. It’s a girl. 2. It’s a chair.
3. It’s a window. 4. It’s a pencil. Scoring criteria Yes No
5. It’s a book. 6. It’s a table.
7. It’s a boy. 8. It’s a clock. answer What’s this? using It’s a ... .
respond to the instructions Stand up
and Sit down.
Unit 5
36
Presentation Activity Book, Page 49, Exercise 3
• Ask two pupils to come and stand in front of the class. • Pupils listen to the tapescript and colour the three items.
Give them different items to hold up and show the class • While pupils are working, circulate and offer help.
such as bags, books and pencils. The two pupils can ask
the question, What’s this? The rest of the pupils can reply • Once the colouring is finished, bring the class together
with correct answers. Thank your two helpers and ask again. Help pupils to talk about their work as in the
them to sit down. example, e.g. It’s a pen. It’s red.
• Draw a big letter /b/ on the board. Encourage the class to Tapescript
draw a /b/ in the air and say the /b/ sound along with you.
1. It’s a clock. It’s blue. 2. It’s a bag. It’s green.
• Hold up a book and have the class say book with you. 3. It’s a pen. It’s red.
Ask pupils if they can think of any words that begin with
the sound /b/. Activity Book, Page 49, Exercise 4
• Pupils listen to the tapescript and tick the corresponding
Pupil’s Book, Page 21, Exercise 3 pictures. They can then colour the pictures afterwards.
Tapescript
1. What’s this? It’s a table. What colour is it? It’s blue.
3 Listen and say
2. What’s this? It’s a door. What colour is it? It’s green.
3. What’s this? It’s a clock. What colour is it? It’s red.
4. What’s this? It’s a chair. What colour is it? It’s yellow.
book bag blue
Answers
4 Ask and answer
1. Picture 2 2. Picture 3 3. Picture 1 4. Picture 4
How many pens? Five pens.
H
End the lesson

What colour is it? It’s blue.
1 2 3 4

naming an object/person begining with the b sound, with
their family members.
5 Sing Lesson 3
What’s this?
It’s a pen. Outcomes To demonstrate confidence using colours
What’s this? and numbers
It’s a book. To demonstrate competency in asking
What’s this? and answering questions
It’s a chair.
To connect objects aurally and visually
What’s this?
It’s a bag. To apply colours to pictures after
What’s this? listening to descriptions
It’s a robot.
Structures It’s a (pen). It’s (red).
Unit 5 21
21
21 How many (pens)? (Five) (Pens)
What colour is it? It’s ... .
• Pupils repeat the words after the voice on the recording Functions Describing objects and colours; counting
and point to the corresponding picture. Vocabulary blue, chair, door, green, pen, table,
white, yellow
Tapescript Topic Objects
/b/
book Exercise 4, Ask and answer
bag ■ Activity Book, page 49
blue Exercise 5, Listen, circle and colour
■ Cassette, Review, Activity Book,
Exercise 5
■ Wall chart (2): Colours
Unit 5
37
Revision Revision
• With the use of the wall chart of the colours, revise the • Draw a big letter b on the board. Ask the class to tell you
different colours and objects that have been covered any words they know that begin with the /b/ sound. If
already. Point to objects in the classroom and ask: What they need help, ask What’s this? and hold up a bag or a
colour is it? What is this? Elicit It’s blue / red / green. It’s book.
a bag / chair / window.
• Revise numbers from 1 to 5 with pupils. Hold up two
• Have all the class draw big bs in the air with their
pens and ask: How many pens? Elicit the answer: Two fingers.
pens. • Pupils must listen to the recording and match the
different items described.
Pupil’s Book, Page 21, Exercise 4 • Play the recording again. Pause the machine after each
• The aim of the activity is to revise the identity of objects, item and have the class repeat. Check that everyone is
and their colours and numbers. pointing to the right item.
• Hold up your book and point to the pens. Say to the class
How many pens? After they have responded with the
correct answer, point to one pen and ask What colour is Pupil’s Book, Page 21, Exercise 5
it? Pupils should reply with the answer It’s blue.
• Play the five verses of the song and encourage the pupils
• Pupils should continue with the remaining pictures. They to sing as a class.
can work in pairs.
Activity Book, Page 49, Exercise 5 Tapescript

• Pupils listen to the tapescript and circle the items in each What’s this?
box. It’s a pen.
• They then colour each item in the appropriate colour.
What’s this?
Tapescript It’s a book.
1. It’s a chair. It’s blue.
2. It’s a bag. It’s green. What’s this?
It’s a chair.
Answers
Box 1: A chair. Box 2: A bag. What’s this?
It’s a bag.
End the lesson
• Before you leave the classroom, ask the class to hold up What’s this?
or point to different items around the classroom: Show It’s a robot.
me a book. Show me a window, etc. In cases where pupils
will be able to name the colour, ask What colour is it?
Ask How many books pens/bags ... .
Activity Book,Extra
Extra Practice Page 49, Exercise 6
Practice
•
The pupils copy the letter b and g in lower- and upper-
Lesson 4 case following the arrows shown in the book. They also
Extra Practice Extra Practice
have to match the letters to the correct picture.
Outcomes To learn a song 1 1
To match letters with pictures beginning

1
2 2
2
1
;
2 3
with that sound

Structures What’s this? It’s a ... . Answer
Functions Describing objects b-boy g-girl
Vocabulary pen, book, chair, bag, robot, boy, girl

End the lesson
Topic Objects
• Before you leave the classroom, remind the class of the
Resources ■ Pupil’s Book, page 21 important things they have learned since Unit 1: Say
Exercise 5, Sing Hello. I’m (your name). Ask What’s your name? How
Exercise 6, Copy and match are you? Point to objects around the classroom and ask
■ Cassette, Review, Exercise 5 What’s this? What colour is it? How many ... ?
Unit 5
38
Unit
Hello!
How oldHelloare you?
• Model a full-sentence answer beginning with I’m: I’m

Lesson 1 seven, etc.
Outcomes To recognise some basic English words • Do the same with another of your helpers. If the
To understand new words through pictures, second pupil’s age is the same as the first, have them
flashcards, a wall chart and real objects stand together and hold the corresponding card. If it is
To pronounce some simple words different, have them stand apart, each holding the card
accurately
that shows their age.
To identify numbers of items • Continue, asking your remaining helpers How old are
To ask and answer about one’s age and you? Group each of them with the number card that
that of peers shows their age.
Structures How old are you? I’m (six). • Put the question to other pupils in the class and have
Functions Counting them come and stand in the correct group.
Asking and answering about ages • Count the pupils in the different age groups, then count
all your helpers, encouraging the whole class to count
Vocabulary six, seven, eight, nine, ten
with you.
Topic Age • Say Thank you, boys and girls. Sit down, please. Your
Resources ■ Pupil’s Book, page 22 helpers return to their desks.
Exercise 1, Match and say
■ Cassette, Unit 6, Exercise 1 Unit
How old are you?
■ Flashcards: six, seven, eight, nine, ten
1 Listen and point
Revision 1 How old are you? 2

How old are you?
• Revise numbers one to five with the wall chart of the I’m six.
numbers. Pupils count together.
Presentation
• Invite five confident pupils to come to the front of the I’m seven.
4
class and stand in a row. Ask them to hold up the number 3
Seven.
Six. Eight.
flashcards: the pupil at the left-hand end of the row How old are you?
should hold the card for 6, and so on.

• Stand behind each of your helpers, beginning with 6. Say
the number slowly and clearly and have the pupil repeat.
Then encourage the whole class to repeat. Do this a few
times before moving on to the next pupil and the next
number. I’m six.
Nine.
• Continue in the same way as far as number 10. Ten.
• Collect in the cards, but ask your helpers to remain

22
standing. Unit 6
• Ask one of your helpers slowly and clearly How old are
you? Show two of the flashcards, one of which you know • Say Open your books at page 22. Hold up your own
to be the pupil’s age. Ask e.g. Are you seven or eight? copy and point to the different people shown in frames 1,
Repeat How old are you? a few times before you give 2 and 3. For each, ask Who’s this? and finish with Dan.
the Arabic translation. Some classes may guess what
your question means without translation. Unit 6
39
• Set a listening task: pupils must listen carefully to find
out how old Ali and Samira are. Lesson 2
• Play the recording two or three times. Pupils follow in Outcomes To recognise some basic English words
their books, pointing to the person who is speaking. To pronounce some simple words
• Play the recording again, pausing the machine after each correctly
sentence for pupils to repeat. To recognise letters of the English
alphabet
• Ask How old is Ali? How old is Asma? Accept one-word To identify words beginning with the t
answers – Seven or Six – and model the whole sentence: sound
Yes. He’s seven, and She’s six. (The third-person form To declare one’s age
will be taught fully in Lesson 2.) To ask how old someone is
Structures How old is he/she? He/She’s (six).
Tapescript How old are you? I’m (six).
1. Mazen: How old are you? Functions Counting
Ali: I’m seven. Talking about how old someone is
2. Ali: How old are you? Vocabulary six, seven, eight, nine, ten, table, tree
Mazen: I’m six.
Topic Age
3. Samira: How old are you?
Asma: I’m six. Resources ■ Pupil’s Book, page 23
4. Boy 1: Six. Exercise 3, Match and say
Girl 1: Seven. Exercise 4, Listen and say
Girl 2: Eight. ■ Activity Book, page 50
Boy 2: Nine. Exercise 2, Listen and circle
Dan: Ten. ■ Cassette, Unit 6, Exercises 2 and 4;
■ Flashcards: Tt, Mazen, Asma, Ali, Samira
Further practice ■ Wall charts (3 and 8): Numbers, Letters
• Ask different pupils How old are you? Insist on answers
beginning I’m. Tell pupils to put the same question to Before the lesson
other pupils. Say: Ask Ibrahim, etc. • Taking the flashcards of the story characters, add to each
• Ask the two questions alternately: What’s your name? a sticker on which the child’s age is clearly written:
and How old are you? Mazen – 6; Asma – 6; Ali – 7. Place the sticker in one
corner of the flashcard.
• Revision
Pupils match the numerals with the correct items,
depending on the quantity. • Revise the whole number sequence from 1 to 10. Practise
• Pupils then say the phrases aloud. counting round the class. Follow the numbers on the wall
chart of the numbers.
Answers • Play again the recording for the picture story in Lesson 1
7/ seven windows and ask pupils to follow in their books.
6/ six clocks • Ask different pupils How old are you? Insist on answers
8/ eight cars beginning I’m. Have pupils put the same question to their
10/ ten birds friends. Say: Ask Ali, etc.
9/ nine books
• Alternate with other questions the pupils have learned:
What’s your name? How are you?
End the lesson
• Presentation
Ask pupils to count from one to ten as a class.
• Ask different pupils How old are you? Once they have
answered, ask other pupils about the answer they just
Unit 6
heard: How old is he?/she? Model the full-sentence
40 answer He’s/She’s eight, etc.
• Hold up the flashcards showing Mazen, Asma, Ali and • Hand out all three flashcards to different pupils. Ask
Samira. Ask How old is he?/she? Help pupils to give these pupils to hold up the cards (you may want them to
answers beginning He’s or She’s. stand) and ask the class How old is he/she? Other pupils
answer: He’s/She’s seven. etc.
Pupil’s
p Book,, Page
g 23,, Exercise 2
2 Listen and point
• Hold up your book to demonstrate the activity. Point to
1 2 How old is she? girl number 1 and ask How old is she? Trace the line
How old is he?
with your finger, then elicit the answer: She’s eight.
• Continue in the same way with the other faces. If
possible, have individual pupils ask the question. Say:
Hisham you ask, please.
He’s seven.
She’s six.
3 Match and say
1. How old is she? She’s eight.
2
1 6 the English letter that represents the sound /t/. Say the
7 t sound alone several times, pointing to your mouth to
3 4
8 show the class how the sound is formed.
9 • Focus on the letter t shown in Exercise 4. Post the letter
5 Tt flashcard on the board. Draw a big t slowly on the
10
board. Ask pupils to draw the same letter in the air in
front of them.
4 Listen and say
• Have all the class draw ts in the air together, saying the
sound /t/.
• Hold up the wall chart of the letters and check that pupils
table tree two are able to identify the letter t.
Unit
U it 6 23
23
23
• Pupils turn to page 23. Ask them to listen to the /t/.
recording and point to the person who is speaking.
• Play the recording once more, pausing after each line of the voice in the recording.
dialogue for pupils to repeat.
Tapescript
Tapescript
/t/ table tree two
1. Miss Mariam: How old is he?
Mazen: He’s seven.
2. Miss Mariam: How old is she? • Pupils listen to the cassette and circle the person with the
Samira: She’s six.
corresponding age after each sentence.
• Pause after each sentence to check that pupils have
Further practice circled the correct pupil.
• Use the three flashcards to which you have added age Tapescript
stickers. Hold up the card showing Ali and ask: A boy or
1. How old is she? She’s nine.
a girl? A boy. How old is he? He’s seven.
2. How old is he? He’s six.
• Do the same with the flashcard showing Asma: A boy or 3. How old is he? He’s ten.
a girl? A girl. How old is she? She’s six. 4. How old is she? She’s seven.
• Hold up the same two cards alternately, repeating the 5. How old is he? He’s eight.
question How old is he/she? Have the class repeat after
you. Ensure that everyone is making clear the distinction
between he and she.
Unit 6
41
Answers Pupil’s Book, Page 24, Exercise 5
1. Picture 4 2. Picture 1 3. Picture 5
4. Picture 2 5. Picture 3
End the lesson 5 Say
• Ask pupils How old is he/she? about other members of 1. It’s a black pen. 2. It’s a blue bag.
the class. Pupils answer He’s/She’s… .

5 6
Lesson 3 8
Outcomes To pronounce some simple words

correctly 9
4
1
To follow number sequences 7
3
To identify objects
2
Structures It’s a (black) pen. It’s a (clock).
10
Functions Describing objects

Topic Objects
6 Listen and say
Functions Describing colour and objects 3. It’s a clock.
Vocabulary blue, red, yellow, green, black, white, pen, 1 2 3 4 5
bag, bird, door, clock, car, chair, table,

tree
Exercise 5, Say
Exercise 6, Listen and say 24 Unit 6
Exercise 3, Choose and circle
Exercise 4, Find and circle two t sounds
• Focus on the picture in Exercise 5. Ask the class if they
can name any of the items in the picture.
■ Flashcards: one, two, three, four, five, • Choose items in the picture and have pupils give you the
six, seven, eight, nine, ten corresponding number. Say, e.g. Find the tree, please.
■ Wall chart (3): Numbers Point to the tree. (hold up your book and point to the
tree) What number is it? (point to the number cards you
Revision used in the previous activity) Is it 8? Is it 2? It’s 6. Good.
• Place the number flashcards around the classroom. • Say numbers and have the pupils give you the
corresponding noun, e.g. What’s 2? (It’s a bag.) What
• Revise numbers 1 to 10 with a team game. Divide your colour is it? (It’s blue.) Good. It’s a blue bag.
class into two teams. Teams take turns to send one pupil
to the front of the class. You should say a number from 1 • Have the class repeat your sentence: It’s a blue bag. Then
to 10 and ask the pupil to touch the corresponding say another number and help them to formulate a similar
flashcard. sentence beginning It’s… .
• If he or she chooses the correct number, that team wins a • Once ten sentences have been formulated in this way,
point. repeat the activity, going a little faster.
With reference to the teacher’s instructions, pupils can:
• The recording consists of five sound effects,
Scoring criteria A S N corresponding to the five pictures at the bottom of page
demonstrate understanding by 24, but in a different order. Play the first item – the alarm
pointing to named and numbered clock – then pause the machine. Tell the class to point to
objects. the picture of what they have just heard.
• Ask What is it? and elicit the answer It’s a clock., as in
A = Always S = Sometimes N = Never the example sentence.
Unit 6 • Continue in the same way with the other four items in
the recording.
42
Tapescript Lesson 4
1. sound of a clock – alarm
2. sound of a bird - singing Outcomes To listen and match questions and
3. sound of a door – opening/closing answers to pictures
4. sound of a car – starting and moving off To make a number chain
5. a boy saying ‘Hello. I’m Ibrahim.’ To copy upper- and lower-case letters
correctly
To listen and draw objects they hear
Answers named
1. Picture 3. It’s a clock.
2. Picture 1. It’s a bird. Structures How old are you? I’m (seven). How old is
3. Picture 2. It’s a door. he/she? He’s/She’s (six).
4. Picture 5. It’s a car. Functions Counting
5. Picture 4. It’s Ibrahim. Asking and answering questions
Vocabulary one, two, three, four, five, six, seven, eight,
Activity Book, Page 51, Exercise 3 nine, ten
• Pupils must consider each number sequence and decide
what would be the fifth number in the sequence. They Topic Numbers; Age
circle the correct number, as in the example. Give pupils Resources ■ Pupil’s Book, page 25
a few minutes to complete the exercise. You can let them Exercise 7, Listen and match
compare answers with their neighbour, but tell them that Exercise 8, Project: Make a number
you only want to hear numbers in English. chain
• Correct the activity with the whole class, using the wall ■ Activity Book, page 51
chart of the numbers as a reference. Say e.g. (pointing Exercise 5, Trace and copy
to the first sequence) Look at number 1. What is it – 5 or Exercise 6, Listen and draw
10? ■ Cassette, Unit 6, Exercise 7; Activity
Book, Unit 6, Exercise 6
Answers ■ Flashcards: one, two, three, four, five,
a. 5 b. 10 c. 6 d. 7 e. 4 six, seven, eight, nine, ten
■ Paper, coloured pencils and thread for
Activity Book, Page 51, Exercise 4 the project
• Pupils identify and circle the pictures with the words that Revision
have the initial sound /t/.
• Check pupils’ answers as a class
• Revise numbers 1 to 10: count up to ten around the class,
with one pupil saying each number.
Answers • Say the numbers in random order and have pupils hold
tree, two up the corresponding number of fingers.
• Consolidate using the flashcards or the wall chart of the
numbers.
End the lesson
• Ask pupils to identify items in the classroom, using It’s a Classroom Assessment
(yellow) clock. With reference to the teacher’s prompt, pupils can:

respond correctly to numbers 1-10.
answer correctly How old are you?
Unit 6
43
• Working in pairs, pupils use sheets of paper and thread
7 Listen and match
to make number chains like the one shown in the Pupil’s
1 2
Book. They fold the sheets of paper in two and write the
numbers on one half. Then hang the sheets of paper over
the thread, like towels on a washing line.
• Let them choose different colours for each number, using
blue, red, green, yellow, black or white.
3 4
• While they work, circulate and talk to pupils about what
they’re doing: What’s this number? What colour is it?
Show me a blue number. etc.
• Pupils show their number chains to the class. They can
play the role of teacher, pointing to numbers and asking
8 Project: Make a number chain their friends What is it? What colour is it?
• Display all the chains as they appear on page 25 in the
Pupil’s Book. Ask pupils to find particular
numbers in particular colours. Say, for example, Seven.
Red. Pupils must then find and point to a red number 7
on one of the chains.

Unit 6 25 • Pupils trace and copy the letters t/T following the arrows
shown.
• Pupils listen to the short dialogues and match them with • Pupils draw a vertical line down from the top of the stave
the corresponding picture, as usual. which
Extra curves upwardly right when it reaches the bottom
Practice
• Once dialogues and recordings have been matched, play of the stave. Then they cross the vertical line with a short
1
horizontal line halfway up.

2
the recording again, pausing immediately after each

question. See if pupils can give you the answer.
• For the capital letter T, theyExtra
tracePractice
a vertical line from
Tapescript the top to the bottom of the stave and then a shorter
horizontal line across the top of the vertical line.
1
1. Girl 1: How old are you? 2
Girl 2: I’m ten.

2. Female teacher: How old is she? Activity Book, Page 51, Exercise 6
Girl: She’s six.
• Pupils listen and draw the items in the correct boxes.
3. Female teacher: How old is he?
Boy: He’s seven. • Pupils hear the numbers of the boxes in a non-sequential
order. They find the correct box, and then draw the
4. Girl 1: What colour is it?
corresponding picture.
Girl 2: It’s blue.
Tapescript
Answers
1. Picture 2 1. It’s a chair.
2. Picture 1 2. It’s a tree.
3. Picture 3 3. It’s a pen.
4. Picture 4
End the lesson
• Ask pupils to tell you about their number chains.
Unit 6
44
Unit
My family
Outcomes To understand new words using pictures, Unit
flashcards and real objects My family
To identify family members
To listen and circle the correct picture 1 Listen and point
This is Dad.
To match pictures using a line
1 2
Structures This is (my)… . This is Mum.
He’s my (friend).
Functions Talking about the family
Vocabulary mum, dad, brother, sister, friend
Topic The family
Resources ■ Pupil’s Book, page 26 3
4
This is Ali. He’s my friend.
This is my sister.
■ Activity Book, page 52 Hello.
Exercise 2, Match
■ Cassette, Unit 7, Exercise 1;
■ Flashcards: mum, dad, brother, sister
■ A photo of your family, if possible
This is my brother.
Hello, Ali.
Revision 26 Unit 7
• Warm up with some number practice. Count round the

class from 1 to 10. Point to a different pupil to say each • Say Open your books at page 26. Pointing to the picture
number, moving randomly around the class. of Mazen, ask Who’s this? Do the same with the picture
• of Ali.
Hold up fingers or number cards in random order to elicit
the numbers. • Point to Mazen’s father in picture 2. Ask Who’s this?
Model the English word Dad.
• Hold up your copy of the Pupil’s Book open at page 26.
Point to the number ‘7’ at the top of the page and elicit • Set a listening task. Tell the pupils that they are going to
the number. meet Mazen and Asma’s family.
• Play the recording all the way through two or three
times. Pupils point to the person who is speaking.
Presentation
• Play the recording again. Pause the machine after each
• Show the class a photo of your family. Say This is my sentence and have the class repeat.
mum. This is my dad, etc. Ask pupils to repeat.
• Reinforce the new vocabulary with the flashcards. Tapescript
• Asma: This is Dad.
Teach friend using an example of a friend of a pupil in
Mazen: This is Mum.
the class.
Mazen: This is my sister.
Asma: This is my brother.
Mazen: This is Ali. He’s my friend.
Ali: Hello.
Mum: Hello, Ali.
Unit 7
45
Further practice Lesson 2
• Draw a man’s face on the board. Make it simple to show
Outcomes To listen and match sentences with
whether it is a man or a woman, a boy or a girl (use a
pictures
moustache, short hair for males, long hair for girls). Say
To pronounce some simple words
This is my dad. Continue with three more faces: your
correctly
(imaginary) mother, sister and brother.
To recognise the sounds of the letters of
• Point to the pictures in random order and have the class the English alphabet
recite with you: This is my sister. etc. To identify words beginning with the s
sound
Activity Book, Page 52, Exercise 1 Structures This is my/his/her (brother).
He’s my friend.
• Look at the pictures of the family. Pupils listen, and
His/her name is... .
circle the corresponding picture after each sentence.
• Pause after each sentence to check that pupils have Functions Talking about the family
circled the correct picture. Topic The family
Tapescript Resources ■ Pupil’s Book, page 27

1. This is my sister.
Exercise 3, Say
2. This is my dad.
3. This is my brother. ■ Activity Book, page 53
4. This is my mum.
Exercise 3, Find and circle three s
sounds
Answers ■ Cassette, Unit 7, Exercises 2 and 4
1. Picture 2 ■ Flashcards: Ss, mum, dad, brother, sister,
2. Picture 4 Mazen, Asma
3. Picture 1 ■ A photo of your family, if possible
4. Picture 3 ■ Wall chart (8): Letters
Activity Book, Page 52, Exercise 2 Revision

• Pupils draw a line from each picture to its match. • Play the recording of the picture story from Lesson 1.
• Check that pupils have done the matching correctly. Pause the machine after each line of dialogue and have
pupils repeat.
• Draw the faces of your family on the board again, as you
Answers
did in Lesson 1. As you draw each one, say This is my… .
1. Picture b
Pause and see if pupils can supply the word.
2. Picture d
3. Picture a • Revise the new family vocabulary from the last lesson
4. Picture c with the flashcards.
Presentation
End the lesson • Point to your drawing of your brother. Say This is my
brother. His name’s Ahmad – or whatever name you
• Point again to the faces you drew on the board. wish.
Encourage the pupils to say with you This is my mum.
etc. • Point to the drawing of your sister and say This is my
sister. Her name’s Fadia. – or whatever.
• Ask pupils to bring photos of their families to the next
lesson if possible. • Point alternately to your ‘brother’ and ‘sister’, saying His
name’s Ahmad. Her name’s Fadia. Be sure to pronounce
distinctly the possessive adjectives his and her.
• Hold up the flashcards showing the children from the
picture story.
Unit 7
46
• Alternate between boys and girls, saying His name’s Answers
Mazen. Her name’s Asma. etc. Pause before the name of 1. Picture 1 2. Picture 3 3. Picture 2 4. Picture 4
the character and see if the class can say it without your
help.
Further practice
• Continue, gradually saying less of the sentence and • See if any pupils would like to show their family photos
eliciting the remainder from the class. Try mouthing the
to the class. Help them to formulate sentences of the
entire sentence without actually saying it. Hold your
type This is my brother/sister. His/Her name’s… . Prompt
hand to your ear to show that you want the class to say it
them with questions if necessary: Who’s this? What’s his/
for you.
her name?
• Ensure that everyone understands that we say His
name’s… for a boy or man and Her name’s… for a girl or
woman. Pupil’s Book, Page 27, Exercise 3
• Hold up your book and point the people in Exercise 3
Pupil’s Book, Page 27, Exercise 2 one by one, beginning with Mazen. Say This is Mazen.
This is his mum. This is his dad. This is Asma. This is
her mum. This is her dad. Pause in the middle of each
sentence to encourage the class to complete.
2 Listen and point
• Ask the pupils to point along with you. Repeat the
1 2
sentences. Gradually say less of each sentence and
encourage the class to say more.
3 4 Presentation
• Point to one of the pictures of Mazen and Asma’s sister
in the Pupil’s Book. Say sister and have the class repeat.
3 This
Say
is Mazen. This is his mum. This is his dad.
• Write the number 6 on the board. Point to it and say six.
This is Asma. This is her mum. This is her dad. Repeat the words sister and six several times.
• Say the sound /s/ in isolation and encourage pupils to say
it with you.
• Draw the letter s on the board. Ask the class to draw big
Ss in the air.
4 Listen and say • Hold up the wall chart of the letters and check that pupils
are able to identify the letter s.
six seven sister

27
Unit 7
U 27
27
• Pupils turn to page 27 in the Pupil’s Book and look at /s/.
Exercise 2. Tell them to listen to Mazen and point to the • Play the recording. Have the class repeat each word after
person he is speaking about. the voice in the recording.
• Play the recording, pausing after each family member is
mentioned. Check that pupils are pointing to the correct Tapescript
person. /s/ six seven sister
• Play the recording again, pausing after each sentence for
pupils to repeat. Activity Book, Page 53, Exercise 3
• Pupils look at the pictures and circle those that begin
Tapescript with the /s/ sound.
Mazen: 1. This is my brother. His name’s Ibrahim.
2. This is my sister. Her name’s Fadia.
3. This is my mum.
Unit 7
4. This is my dad.
47
six, seven, sister
End the lesson

• Pupils repeat the /s/ words once again. 5 Listen and point
1 That’s my school.
Lesson 3
Outcomes To recognise some basic English words
To listen and match sentences with
pictures That’s my teacher. That’s her car.
To circle the odd one out in a series of 2
pictures
To use this and that in appropriate
contexts
Structures That’s my/his/her (school).
3
Functions Talking about school
Vocabulary school, teacher, car, friend, dad, my, her,
his
That’s my friend.
Topic The school 4
Exercise 4, Circle the odd one out That’s his dad.
■ Cassette, Unit 7, Exercise 5 28 Unit 7
■ Flashcards: mum, dad, brother,
sister, Mazen, Asma, Ali, Samira,
school, teacher • Pupils turn to page 28. Set a listening task: ask the class
to listen and follow the pictures and count the cars. Ask
Revision How many cars? as you indicate the whole of the page.
• Hold up flashcards of the story characters. Help pupils to

• Play the recording two or three times. Pupils follow in
formulate sentences: Her name’s Samira. His name’s Ali. their books, pointing to the person who is speaking. Be
etc. ready to pause the machine after each line of text.
• Ask How many cars? If necessary, hold up your book
Classroom Assessment and help the pupils count. (There are two cars, including
With reference to the teacher’s instructions, pupils can: the one in which the boy who is speaking is sitting.)
• Play the recording again. Pause for pupils to repeat.
Scoring criteria G F P
use correctly This is... and That’s... . Tapescript
Boy: That’s my school.
G = Good F = Fair P = Poor That’s my teacher. That’s her car.
Presentation That’s my friend.
That’s his dad.
• Invite two pupils to help you demonstrate the difference
between This is and That’s: ask one helper to stand near
you and the other to stand on the other side of the room. Activity Book, Page 53, Exercise 4
• • Pupils circle the odd one out in each row of pictures.
Point to the nearer pupil and say This is Samia (or
whoever it is). Point to your other helper and say, for • When you check the answers, ask pupils why each
example, That’s Badria. Say both sentences again, picture is the odd one out by identifying the words in the
pointing to each pupil in turn. Encourage the rest of the pictures.
class to repeat after you.
• Ensure everyone understands that this is used for Answers
something near to you and that is used for something 1. car 2. dad
further away.
Unit 7• Present the words school and teacher using the
48 flashcards.
End the lesson Pupil’s Book, Page 29, Exercise 6
• Before you leave the classroom, ask pupils to identify an
item that belongs to either them or a friend, and to say a
sentence using this/that and a possessive adjective, e.g. 6 Listen and match
That’s his pen.
1 2
Lesson 4
Outcomes To listen and match dialogues with
pictures 3 4
To sing short, simple songs after listening
to a cassette
To demonstrate a love of listening to
songs
To copy upper- and lower-case letters
correctly
Structures This/That is my… . His/Her name is… . 7 Sing
Functions Talking about the family She’s my friend.

Her name’s Kate.
Singing along with songs How old is she?
She’s eight.
Topic The family
He’s my friend.
Resources ■ Pupil’s Book, page 29 His name’s Ben.
How old is he?
Exercise 6, Listen and match He’s ten.
Exercise 7, Sing
29
Exercise 5, Trace and copy Unit 7
■ Cassette, Unit 7, Exercises 6 and 7

■ Flashcards: mum, dad, brother, • Play the recording, pausing after each mini-dialogue.
sister, Mazen, Asma, Ali, Samira, Pupils find and point to the corresponding picture.
school, teacher
Tapescript
Revision 1. Girl 1: Hello, Mum.
Mother: Hello, Laila.
• Play the recording from the exercise on page 28 of the
Pupil’s Book. Pupils listen and follow in their books. 2. Girl 1: This is my friend. Her name’s Aisha.
Mum: Hello, Aisha.
• Hold up your book and point to each picture in turn.
Read out what the boy says, but pause before the final 3. Girl 1: This is my brother. His name’s Ali.
noun. Mouth it, but don’t say it out loud. See if pupils Boy: Hello.
Girl 1: And this is my sister. Her name’s Zainab.
can remember the words or if they can lip-read them as
Girl 2: Hello.
you mouth them.
• 4. Girl 1: That’s my Dad. Hello, Dad.
Revise the story characters using the flashcards.
Father: Hello, Laila.
Classroom Assessment Answers

With reference to the teacher’s instructions, pupils can: 1. Picture 2
2. Picture 4
Scoring criteria Yes No 3. Picture 1
4. Picture 3
introduce people to others using
This / That is my...
His / Her name is... .
Unit 7
49
Presentation End the lesson
• Draw a sketch of a girl (such as that in the Pupil’s Book, • Remind pupils of all the different things they have
page 29) on the board. Tell the class She’s my friend. learned to say in Unit 7. Draw sketches of your family
Her name’s Kate. She’s eight. Say this two or three members’ faces again, and point and elicit sentences:
times, then point to your drawing and ask What’s her This is my brother. etc.
name? How old is she? Write a number ‘8’ next to your • Congratulate the pupils on all their hard work in Unit 7.
drawing.
• Tell the class that Kate is a common English name for a
girl.
• Draw a picture of a boy (such as that in the Pupil’s Book,
page 29). Say He’s my friend. His name’s Ben. He’s ten.
And, as before, ask What’s his name? How old is he?
Write a number ‘10’.
• Tell the class that Ben is a common English name for a
boy.

• Ask pupils to look at Exercise 7 on page 29. Tell them
that the children in the picture are drawing their friends
on the board.
• Play the song through once or twice. Point to your
drawings and to the numbers at the appropriate moments.
• Play the song again, encouraging pupils to join in.
Tapescript
She’s my friend.
Her name’s Kate.
How old is she?
She’s eight.
He’s my friend.
His name’s Ben.
How old is he?
He’s ten.
Extra Practice

• Starting from just below the middle of the stave,Extra
pupils
Practice
trace an anticlockwise curve until the line is just beyond
a semicircle in shape and has reached half way between
the middle and the bottom of the stave. Next, the line
curves in a clockwise semicircle continuing down to the
bottom of the stave.
1
• For the capital letter S, pupils follow the same

instructions, replacing ‘the middle’ for ‘the top’. 1
• Pupils trace and copy the letters s/S in the staves

provided.
• Help pupils as they work.
Unit 7
50
Unit
Fadia is in the bedroom
Outcomes To understand new words when listening
Unit
using pictures and real objects Fadia is in the bedroom
To learn to say which rooms people are in,
using the preposition in
To match characters with the rooms they 1 Listen and point
are in Ibrahim is in the bathroom.

1 2 Fadia is in the bedroom.
Structures Where’s [Mum]?
[Ibrahim] is in the [bathroom].
Functions Talking about location
Vocabulary bathroom, bedroom, in, kitchen, living
room
Topic The house
4 Mum is in the living room.
Resources ■ Pupil’s Book, page 30 3 Mazen is in the kitchen.

■ Flashcards of Mazen and his family
■ Wall chart (4): The house
Revision 30 Unit 8
• Review the names of Asma’s brother, Ibrahim and her

sister, Fadia. • Say Open your books at page 30. Say Point to Ibrahim
• Tell the class that they are going to begin work on a new and make sure the pupils are pointing to Ibrahim, top
topic. Put wall chart 4, ‘The house’, on a wall where all left. Ask Who’s this? (Ibrahim) Where is he? (He’s in the
pupils can see it. See if pupils can guess what the new bathroom.). Point to the other people in the house and
topic is going to be. Accept guesses in Arabic but repeat ask questions about them: Who’s this? Where is he/she?
them back to the pupils in English: No. Not sport, etc. (He/She is in ...)
• Ask pupils to listen and be ready to tell you afterwards
Presentation which room each of Asma’s family members is in.
• Point to the wall chart of the house. Tell the class It’s
• Play the recording. Pupils listen and follow in their
books.
a house. For the present, teach the word house for
understanding only. • Play the recording again. Pause the machine after each of
• Asma’s sentences and have the class repeat.
Point to the room as a whole, say This is the bedroom.
Have the class repeat bedroom. • Ask about the different family members: Where’s Mum?
• Where’s Dad? etc.
Point to the remaining rooms, teaching the names for the
rooms in the same way: the bathroom, the living room,
the kitchen.
• Point to items in the rooms, teaching the words a sofa, a
bed, a chair, a table, etc.
Unit 8
51
Tapescript
Lesson 2
Asma: Ibrahim is in the bathroom.
Fadia is in the bedroom. Outcomes To learn to ask and answer questions
Mazen is in the kitchen. about which rooms people are in
Mum is in the living room. To say simple sentences containing object
words and rooms
To learn the phonic value of the letter f
Activity Book, Page 54, Exercise 1 To fill in missing letters to complete a
word
• Pupils listen to the tapescript and draw lines To draw objects after listening to questions
linking the characters to the correct rooms. and answers
• Check that pupils have done the matching correctly.
Structures Where is he/she?
Where’s the (bag)? It’s in the (bedroom).
Tapescript
1. Mum is in the bathroom. Functions Talking about location
2. Dad is in the living room.
Vocabulary bathroom, bedroom, kitchen, living room
3. Ibrahim is in the kitchen.
4. Fadia is in the bedroom. Topic The house
Answers Resources ■ Pupil’s Book, page 31

1. Picture b Exercise 2, Ask and answer
2. Picture d Exercise 3, Find and say
3. Picture c Exercise 4, Listen and say
4. Picture a ■ Activity Book, page 54
Exercise 2, Write the missing letters
Further practice ■ Cassette, Unit 8, Exercise 4;
• Invite pupils to draw different objects on the board. Activity Book, Unit 8, Exercise 3
For example, someone draws a bag and points to the ■ Flashcards: Ff
bedroom. ■ Wall charts (4 and 8): The house, Letters
• Ask the rest of the class Where’s the bag? and elicit the Revision
answer In the bedroom.
• • Use the wall chart of the house. Point to the rooms and
Ask other pupils to draw different objects on the board
the items.
and point to a room (a chair, a table, a book, a clock and
a (toy) car.) Ask Where’s the chair? etc. • As you point, say the name of the room and the items
• and have the class repeat. When you have finished your
Repeat the procedure many times to practise earlier
drawing, point to the different rooms and items and elicit
questions.
the word.
• Remind pupils of another word they know for a room.
End the lesson Point to the classroom around you and have the class say
• Ask pupils to close their books. Ask questions about classroom with you. Continue pointing to the rooms in
Asma’s family. the house and – occasionally – to the classroom around
you, saying the words with your class.
Presentation
• Play the recording for the picture sequence from Lesson
1 (Pupil’s Book, page 30). Pupils listen with their books
closed.
• Ask what rooms the different people are in: Where’s
Fadia? etc. Either play the recording right through and
ask questions at the end, or pause the machine during
the recording and ask the class about what they have just
heard.
Unit 8
52
• Ask about a pupil in your class, e.g. Where’s (Raed)? In Answers
the kitchen? In the bedroom? Help pupils to say In the Where’s the bag? It’s in the bedroom.
classroom. Where’s the girl? She’s in the bedroom.
Where’s the clock? It’s in the living room.
Pupil’s Book, Page 31, Exercise 2 Where’s the table? It’s in the kitchen.
Where’s the chair? It’s in the kitchen.
Where’s the boy? He’s in the bathroom.
2 Ask and answer
1
1. Where is she? She’s in the bathroom.
2
that all the items shown in Exercise 4 begin with the
sound /f/.
3 4
3 Find and say Tapescript

Where is the bag? It’s in the bedroom.
/f/ four five

• Ask the pupils to look at the three pictures in Exercise 2.
See if they can name the rooms.
4 Listen and say • Focus on the first picture and instruct pupils to trace over
the letter t.
• Explain that they must write the missing letters for the
other two pictures. Post the wall chart of the letters on
four five
the board for pupils to use as a reference.
Unit 8 31
31
31
Answers
1. kitchen
• Ask pupils to look at the first picture in this exercise. Ask 2. bathroom
the question Where is she? Elicit the response, She’s in 3. bedroom
the bathroom.
• Ask pupils to work with a partner, taking turns to point to Activity Book, Page 54, Exercise 3
a picture and ask, Where is he/she?
• Refer to page 131 of the Teacher’s Book.
Answers • Hold up your book, pointing to each room in turn. Elicit
1. Where is she? She’s in the bathroom. the rooms from the pupils.
2. Where is he? He’s in the bedroom. • Say Point to the bedroom and make sure everyone is
3. Where is he? He’s in the kitchen. doing as you tell them. Do the same for the living room.
4. Where is she? She’s in the living room.
• Now explain to the pupils that they must draw each
object in the correct room of the house. Pause after each
Pupil’s Book, Page 31, Exercise 3 question and answer.
• Revise the nouns boy, girl, table, chair, bag, and clock.
Either do simple drawings on the board, asking What’s
this? Is it a girl? Is it a boy? or use the pictures on the
left in exercise 3 and help pupils formulate sentences: It’s
a bag, etc.
• Ask about the first item: Where’s the bag? Elicit the
answer, It’s in the bedroom.
• Help individual pupils to ask about the other items, using
Where’s the … ? Invite other pupils to answer.
Unit 8
53
Tapescript Presentation
1. Where’s the robot? It’s in the living room. • Before pupils open their Pupil’s Books, play the first
2. Where’s the bag? It’s in the bedroom. item of the recording for Exercise 5: the sound of the TV.
Ask Where is it? In the bathroom? In the kitchen?
1. Picture 2
2. Picture 1
End the lesson
5 Listen and match. Say
• Ask pupils about items in their house. It’s in the living room.
1 2 3
Lesson 3
Outcomes To connect a spoken description to a 6
4 5
matching picture
To interpret a mime and talk about it
verbally
To distinguish between the /f/ sound and
other letter sounds 6 Look and say
She’s in the kitchen.
To trace and copy the letters f/F
Structures Where’s it/he/she?
He’s/She’s in the (kitchen).
It’s in the (living room).
Functions Discussing location
Vocabulary bathroom, bedroom, kitchen, living room
Topic The house
Exercise 5, Listen and match. Say
Exercise 6, Look and say 32 Unit 8

Exercise 4, Find and circle two f sounds
Exercise 5, Trace and copy
• Pupils open their Pupil’s Books at page 32 and look at
■ Cassette, Unit 8, Exercise 5 Exercise 5. Tell them to listen to the different sounds in
■ Wall chart (4): The house the recording and point to the corresponding picture.
• Play the recording again, pausing the cassette after each
sound. Pupils have to match each sound to its
Revision accompanying picture.
• Ask pupils to open their Activity Books at page 54 and • Play the recording once more. Pause after each sound
look at Exercise 3, which they did in the previous and ask Where is it?
lesson. Play a memory game, with the pupils asking you
the questions. Encourage them to ask you about the two
pictures: Where’s the chair?, etc. They will enjoy Tapescript
correcting your mistakes, whether unintended or 1. Special effect: sound of a television
deliberate. 2. Special effect: sound of a shower
3. Special effect: sound of cutting vegetables
Classroom Assessment 4. Special effect: sound of someone brushing their teeth
With reference to the teacher’s instructions, pupils can: 5. Special effect: sound of a mixture being whisked in a
bowl by hand
Scoring criteria C P I
6. Special effect: sound of an alarm clock – ticking then
ask appropriate questions. ringing
correct the teacher’s deliberate
mistakes.
Unit 8 C = Complete P = Partial I = Incomplete

54
Extra Practice
Answers To finish, they should cross the line halfway down with a
1. Picture 1 It’s in the living room. short horizontal line.
1
2. Picture 3 It’s in the bathroom.

2
3. Picture 2 It’s in the kitchen. Extra Practice

4. Picture 4 It’s in the bathroom.
• For the capital letter F, they draw a vertical line from the
5. Picture 6 It’s in the kitchen. top to the bottom of the stave. Then draw two horizontal
6. Picture 5 It’s in the bedroom. lines on the right hand side of the vertical line, one at the
top and one in the middle. The lines should touch but not
cross the vertical line.
2

3
• Invite two confident pupils to come to the front of the • Help pupils as they work.
class: choose pupils who enjoy games involving miming.
Whispering so that the rest of the class cannot hear, tell End the lesson
your first helper to mime washing their face. • Show the pupils the wall chart of the house and ask them
• Ask the rest of the class Where’s (Raed)? – or whatever to say where an object is located.
your helper is called. Elicit the answer In the Lesson 4
bathroom.
Outcomes To connect a spoken description to a
• Whispering to your second helper, tell them to pretend
matching picture
they are asleep in bed with their eyes shut. Again, ask the
To do a project
class Where’s … ?
• Structures Where’s (Mum)?
Thank your helpers and ask them to sit down.
Where are you?
• Ask the class to think of the different things they usually I’m/She’s in the bathroom.
do in the different rooms of their house. See if anyone
Functions Talking about location
has ideas for other mimes. Invite these pupils to mime
while the rest of the class try to guess what room they Topic The house
are in. Alternatively, whisper suggestions to them, for
example: Resources ■ Pupil’s Book, page 33
In the kitchen: doing the washing-up, slicing Exercise 8, Project: Make a picture of a
vegetables, taking ice cream from house
the freezer ■ Activity Book, page 55
In the living room: turning on the TV, reading a Exercise 6, Project: Make a picture of a
magazine, sitting and talking on house
the telephone ■ Cassette, Unit 8, Exercise 7
In the bedroom: waking up in the morning and ■ For the project: display paper, drawing
stretching, making your bed, paper, coloured pencils, blunt-ended
folding your clothes and putting plastic scissors
them in the wardrobe
In the bathroom: brushing your teeth, washing your Revision
hair, turning on the bath taps
• Revise words for rooms by playing the mime game again
from the last lesson. Invite new volunteers to repeat the
Activity Book, Page 55, Exercise 4 mimes that their friends did last time.
• Give pupils a few minutes to find and circle the items Classroom Assessment
that begin with the /f/ sound. With reference to the pupils’ miming, pupils can:
• Circulate and work with pupils individually. Encourage Scoring criteria Yes No
them to point to the /f/ items and say the word. identify that the mimed action takes place
in the bathroom.
Answers identify that the mimed action takes place
four, five in the bedroom.
identify that the mimed action takes place
Activity Book, Page 55, Exercise 5 in the living room.
• Pupils trace and copy the letters f/F in the staves provided. identify that the mimed action takes place
in the kitchen.
• Pupils should trace an anticlockwise arch from just Unit 8
below the top of the stave. The line then straightens
out and descends vertically to the bottom of the stave. 55
Presentation Answers
1. Picture 3
• Ask a pupil to pretend that they are in the room of a 2. Picture 2
house. Ask them, ‘Where are you?’ When the pupil has 3. Picture 4
replied I’m in the … ask a different pupil to name where 4. Picture 1
he/she is. Alternate between the first and third person
until the pupils are confident using both.
Pupil’s Book, Page 33, Exercise 7 • Refer to page 8 (introduction) of the Teacher’s Book.
• Refer to page 131 of the Teacher’s Book.
7 Listen and match • Pupils can do the project in small groups, or you can
1 2 make one big house picture for the class, with pupils
contributing different elements.
• For each picture, you will need a large piece of display
paper on which a cut-away house is drawn like the one
shown in the Pupil’s Book. You may want to draw this
3 4
yourself.
• Pupils can draw different family members – mother,
father, brother and sister – and items of furniture
appropriate for each room.
• Pupils colour in their drawings and cut them out, using
8 Project: Make a picture of a house round-ended plastic scissors for safety.
• Pupils stick the cut-out furniture and people in different
rooms. Use Blu-tack or a similar adhesive which will
allow repositioning.
• Display and use the completed pictures for further
language practice. Ask Where’s the girl? Where’s her
mum/brother?
Unit 8 33
• Pupils listen to the mini-dialogues and match each one to • Refer to page 131 of the Teacher’s Book.
the corresponding picture. Pause the recording after each
mini-dialogue. • Pupils complete the ‘Make a picture of a house’ project.
• Each pupil chooses one of the completed pictures on
Tapescript display and copies this picture into the space provided on
page 55 of their Activity Book.
1. Girl: I’m in the bathroom.
2. Boy: Dad! Where are you? End the lesson

Dad: I’m in the bedroom.
• Remind pupils of all the different things they have
3. Girl: This is my brother. He’s in the kitchen. learned to say in Unit 8.
4. Boy: Where’s Mum?

Girl: She’s in the living room.
Unit 8
56
Unit
My toys
• Alternate between holding up objects and touching the
Lesson 1 computer (or miming). Say with the class This is my
computer, etc.
Outcomes To understand new words when listening
using pictures and real objects Pupil’s Book, Page 34, Exercise 1
To connect a spoken description to a
matching picture
Unit
My toys
Structures What’s this?
Who’s this?
This is my … . 1 Listen and point
Look at my CD games.
Look at my … . This is my computer.
1 2
Functions Expressing possession

Vocabulary CD, computer, game
Topic Toys
■ Activity Book, page 56 4
This is my CD game.
Exercise 1, Listen and match 3 Look at my cars. Oh!

Activity Book, Unit 9 Exercise 1
■ A CD game in its plastic case
Revision
• Revise the names for classroom objects. Tell pupils Point
to the door., etc. Point to items around the room – the
door, a window, etc. – and ask What’s this? This is my blue car.
34 Unit 9
• Hold up your book and say This is m … . Pupils complete
your sentence.
• Encourage pupils to hold up different possessions and
• Tell the class to open their books at page 34. Hold up
say This is my pen, etc. They can touch their chairs and your book, point to Mazen and ask Who’s this? Where
desks and say This is my chair/table. Demonstrate by is he? If necessary, use closed questions: Is it Ali? (No.
holding up your own pen, etc. and saying the sentence. It’s Mazen.) Is he in the kitchen? (No. He’s in the living
room.)
• Do the actions without speaking, and let the pupils say
the sentences.
• Point to Dan and ask Who’s this?
• Set a listening task, using the pupils’ own language. Hold
Presentation up a CD game and ask the class to listen and tell you the
• If you have a computer in your classroom, use it to teach word for it – (CD) game – in English.
the word computer. Touch the computer and say This is • Play the recording once. Pupils listen and follow in their
my computer. Repeat the word computer and have the books. Play the recording, pausing the machine after
class say it after you. each of Mazen’s sentences for pupils to repeat.
• If there is no computer, ask the class What’s this? and • Hold up your computer game and ask What’s this? Help
mime typing on a computer. Accept guesses in Arabic pupils to answer It’s a CD game.
then model the English word and have the class repeat.
Unit 9
57
Tapescript
Lesson 2
Mazen: This is my computer.
Outcomes To ask people if something belongs to them
Look at my CD games. To respond to a new question when listening
This is my CD game. using pictures and real objects
To learn the phonic value of the letter c
Look at my cars.
To listen to a question and link it to a
This is my blue car.
corresponding picture
Dan: Oh! Structures Is this your (book)? Yes/No.
Activity Book, Page 56, Exercise 1 Functions Expressing possession
• Pupils look at the picture of Mazen and the items/objects Topic Toys
around him. Pupil’s Book, page 35
Resources ■
• Tell them that they have to listen to each description and Exercise 2, Listen and say
draw lines from Mazen to the relevant toy. Exercise 3, Listen and match
• Make sure pupils match correctly. ■ Activity Book, page 56
Tapescript ■ Cassette, Unit 9, Exercises 2, 3 and 4;
1. This is my computer. Activity Book, Unit 9, Exercise 2
■ Small toys brought in by the pupils (car,
2. This is my book.
ball ...)
3. This is my pen. ■ A tray
4. This is my bag. ■ Flashcards: Cc
5. This is my car.
6. This is my CD game.
Answers Revision
1. Picture f 2. Picture d • With their books closed, invite confident pupils to act
3. Picture a 4. Picture e
out the role of Mazen showing Dan his toys, etc. Play
5. Picture b 6. Picture c
the recording from the Pupil’s Book picture sequence on
page 34 which pupils heard in Lesson 1, pausing after
Further practice each sentence.
• Invite volunteers to mime the story. First, let someone • Pupils repeat what they heard, miming Mazen’s actions.
mime the role of Mazen while you play the recording
again. Classroom Assessment
• Then let a confident pupil take the role of Mazen and With reference to the teacher’s instructions, pupils can:
speak his lines. You and the other pupils can help by
saying the words for your volunteer to repeat. Scoring criteria G F P
act out Mazen’s role.
End the lesson repeat what they have heard.
• Pupils can pretend that Dan is visiting their classroom mime Mazen’s actions.
and they are showing him their school things and
introducing him to their friends. Help them to use G = Good F = Fair P = Poor
phrases such as This is my book/pencil/bag/chair. This is
my friend. Her name’s (Asma), etc.
Presentation
• For the next lesson, ask pupils to bring in small toys (car, • Invite pupils to show the class the toys they have brought
ball ...). in, using This is my … . Help them with new vocabulary.
• Teach the question Is this your … ? Pick up a toy and
ask a pupil who is not the owner Is this your car? (or
whatever it is). Then ask the real owner. Pupils answer
Yes or No.
Unit 9
58
Pupil’s Book, Page 35, Exercise 2 Answers
1. Picture 3
2. Picture 2
3. Picture 4
2 Listen and say
4. Picture 1
Is this your ball?

Yes. that all the items shown in Exercise 4 begin with the
3 Listen and match sound /k/.
1 2 • Play the recording. Have the class repeat each word after
Tapescript
3 4
/k/
car
computer
clock
4 Listen and say

• Hold up your book and point to the boy in the first
car computer clock
picture. Ask the pupils what they can see in the picture.
Do the same with the picture of the two girls.
Unit 9 35
3
35
• Play the recording and make sure the pupils circle the
correct box after each question.
• Pupils look at the picture of Dan and Mazen in Exercise
2. Ask them if they can guess what question Dan is Tapescript
asking.
1. Is this your ball?
• Play the recording. Pupils listen and see if they guessed 2. Is this your bag?
Dan’s question correctly.
• Play the recording again. Pupils repeat the question as a Answers
class and individually. 1. Picture 1
2. Picture 2
Tapescript
Dan: Is this your ball? End the lesson
Mazen: Yes. • Go round the class with a tray. Ask pupils to put their
toys on the tray, telling you what they are at the same
Pupil’s Book, Page 35, Exercise 3 time: This is my car, etc.
• Pupils listen to each question and match it to the correct • Return the toys to their owners, asking Is this your car?,
picture. Pause the cassette after each question and check etc.
that everyone has chosen correctly. • Tell the pupils to bring the toys again to the next lesson,
or to bring a different toy if they wish.
Tapescript
1. Man: Is this your ball?
2. Teacher: Is this your book?
3. Girl: Is this your pencil?
4. Boy: Is that your computer?
Unit 9
59
Outcomes To practise asking and saying who toys
belong to, using my and your
To practise counting toys and using plural
5 Listen and match
nouns
To distinguish between the /k/ sound and
other letter sounds
To count objects and match them with
corresponding numerals
Structures This is my doll.
Is this your book?
Four red balls
Vocabulary doll
Functions Expressing possession
Counting 6 Ask and answer
Four red balls.
Topic Toys
1 2 3

Exercise 5, Listen and match 5
4
Exercise 6, Ask and answer 6

Exercise 3, Find and circle three c
sounds
Exercise 4, Count and circle
■ Cassette, Unit 9, Exercise 5 36 Unit 9
■ Small toys brought in by the pupils;
a tray; a small doll/car of your own;
coloured pencils for each pupil; one • Focus on the picture of the boy and the girl with their
small sheet of drawing paper for each objects spread on the table. Ask pupils to listen to the
pupil recording and to match each piece of dialogue with a
corresponding picture. Play the recording, pausing after
each line of dialogue. Check that everyone has matched
Revision the correct picture.
• Ask pupils to imagine again that Dan is visiting their
classroom. Tell them to show him their school things
Tapescript
using This is my … .
• Girl: This is my doll.
Now Dan has come to visit them in their homes. He
is looking at the toys in their bedrooms and is asking
Boy: This is my car.
questions about them. Ask the pupils to make up three
questions each for Dan, beginning Is this your … ?
Girl: This is my ball. It’s green.
Presentation Boy: This is my ball. It’s red.

• Show the class the doll/car you have brought in. Say This Girl: Is this your book?
is my doll/car. Put the doll/car on your tray. Boy: No.
• Go round with your tray and ask each pupil to put one
object onto it – either a toy they have brought in or one Boy: Is this your pen?
of their school things, such as a pen or a book. Put the Girl: Yes.
tray at the front of the classroom where everyone can see
it.
• Pick your doll/car from the tray, saying This is my doll/
car. Tell pupils to go to the tray one by one and take their
possessions. Each pupil must say This is my car, etc.
before they sit down again.
Unit 9
60

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K INGDO

Evalution and Adaptation Committee

● Dr Tha’er Issa Tawalbeh ● Nuha Sulaiman Al-Tarawneh

● Dr Saleh Hassan Al-Omary ● Ahmad Hussein Al-Qaisi

5 6 78 9 :;. . :  = #*

INTRODUCTION 6 UNIT 12 It’s raining 73

UNIT 1 Hello! 11 UNIT 13 I like this jacket 79

UNIT 2 What’s this? 17 UNIT 14 It’s a blue bus 84

UNIT 3 Look! It’s a robot 23 UNIT 15 Review 90

UNIT 4 One, two, three 29 UNIT 16 I can swim 94

UNIT 5 Review 35 UNIT 17 I like chicken 100

UNIT 7 My family 45 UNIT 19 Let’s draw a man 112

UNIT 8 Fadia is in the bedroom 51 UNIT 20 Review 117

UNIT 9 My toys 57 Wordlist 123

The Pupil’s Book consists of twenty units, four 3 Cassette

2 Teacher’s Book Always try to use ﬂashcards and wall charts to

There are a number of projects throughout the Find sounds

Match Draw, say and write

Match and say Trace and copy

Write the missing letters Listen and circle

Lesson 1 Pupil’s Book, Page 4, Exercise 1

Functions Introducing people

Vocabulary hello, name

Topic The Classroom

Presentation I’m Asma.

• Greet the pupils by saying Hello. Encourage them to

your hand to your ear, as if you are expecting to hear

This is Mazen. This is Asma.

Mazen: Hello, Ali. How are you?

3 Listen, ask and answer Further practice

I’m very well,

• Say Open your books at page 5. Hold up your book,

Scoring criteria Yes No

5 Say End the lesson

Functions Making introductions

their friends: Ask Ali, etc. 5 6 What’s this?

3. Miss Mariam: What’s this? Functions Describing colours

4. Miss Mariam: What’s this? Topic The Classroom

End the lesson

Pupil’s Book, Page 9, Exercise 3

• Place the flashcards in different parts of the room, where

Pupil’s Book, Page 11, Exercise 7

Activity Book, Page 43, Exercise 5

Functions Identifying objects

Vocabulary bag, book, robot, table, window

Topic The Classroom

Exercise 1, Listen and point 3 What’s this?

• Revise language from Units 1 and 2: Say Hello, and ask

Vocabulary blue, green, red, yellow

Structures It’s a + noun

Vocabulary pen, pencil, black, white

Resources ■ Pupil’s Book, page 14

What colour is the bag?

its highest point.

4. Boy 1: What colour is it?

middle to the bottom. 2

Pupil’s Book, Page 15, Exercise 9 3

• Focus on the picture that accompanies the song. Hold up

Structures One (boy). Two (boys). 1 Listen and point

Resources ■ Pupil’s Book, page 16

5 6 78 9 :;. . : = #*