Action Pack 6: Teacher's Book
Action Pack 6: Teacher's Book
Action Pack 6: Teacher's Book
ITE M
M
HE
OF
THE HAS
JOR
DAN
ON
M
N I
IST
I
RY O AT
F EDUC
Action Pack 6
Sixth Grade
(New Edition)
Teacher’s Book
Sue Harmes,
Julie Penn
and Barbara Mackay
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 New Action Pack 6 course.
ﻡ٢٠١٥/٢ ﻗﺮﺭﺕ ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺗﺪﺭﻳﺲ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﻓﻲ ﻣﺪﺍﺭﺱ ﺍﻟﻤﻤﻠﻜﺔ ﺍﻷﺭﺩﻧﻴﺔ ﺍﻟﻬﺎﺷﻤﻴﺔ ﺑﻤﻮﺟﺐ ﻗﺮﺍﺭ ﻣﺠﻠﺲ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﻓﻲ ﺟﻠﺴﺘﻪ ﺭﻗﻢ
.ﻡ٢٠١٦/٢٠١٥ ﺑﺪﺀﺍ ﻣﻦ ﺍﻟﻌﺎﻡ ﺍﻟﺪﺭﺍﺳﻲ
ً ﻡ٢٠١٥/٠٥/٢٠ ﺑﺘﺎﺭﻳﺦ
The Ministry of Education has decided to adopt this book for Jordanian schools in accordance with the approval
of the Board of Education decision in its meeting No. 2/2015 on 20/05/2015 for the 2015/2016 academic year.
ﺍﻟﻤﺴﺎﺩ
ّ ﻣﻠﻚ ﻣﺤﻤﺪ :ﺍﻟﺘﺪﻗﻴﻖ
ﻣﻨﺎﻝ ﻓﺎﻫﺪ ﺃﺑﻮ ﺭﻣﺎﻥ :ﺍﻟﻤﺮﺍﺟﻌﺔ
The authors and publishers are grateful to all those who have given York Press
permission to reproduce copyright material. 322 Old Brompton Road,
London SW5 9JH, England
© Dar Al Tarbawiyoun House of Education Ltd and Pearson
Education Ltd 2014 Pearson Education Ltd
All rights reserved; no part of this publication may be reproduced, Edinburgh Gate, Harlow,
stored in a retrieval system or transmitted in any form or by any Essex CM20 2JE, England
means, electronic, mechanical, photocopying, recording or otherwise, and associated companies throughout the world.
without the prior written permission of the copyright holders.
House of Education Ltd
Woodbourne Hall,
ISBN: 978-614-406-754-3 P.O. Box 916,
Printed 2015 Road Town,
Tortola,
British Virgin Islands
CONTENTS
Teacher’s Book
UNIT 5 We’re going to the bird park 53 Audioscripts and answers 174
Review 4 145
Scope & Sequence
Unit Structures Functions and Skills activities Vocabulary Pronunciation /
Song
Unit 1 Imperative verbs for giving Functions: check, Pronunciation:
Use a instructions: Talking about places in Jordan; giving and dictionary, recognising
dictionary Use an encyclopaedia. following instructions; finding information; encyclopaedia, the correct
Look at the index. expressing pride in Jordan and the country’s find (v), stress of
Find the number of the page. heritage; asking and answering questions; hope (v), syllables in
Now check your partner's work, recognising numbers; identifying pictures hundred, multi-syllable
please. index (n), words
Skills activities: information,
Functional language for the Listening: listening to a picture story about a look up,
classroom: classroom activity; listening to instructions for mark (v),
How do you spell ‘buildings’? using a dictionary and encyclopaedia; matching most,
Can you repeat that, please? instructions with pictures; responding to numbers
Which word means 'big town'? questions before, during and after listening between 100
It's 'city'. Speaking: giving instructions for how to use a and 999,
dictionary and encyclopaedia; talking about a partner,
The structures there is/are and beautiful place in Jordan repeat,
there was/were: Reading: reading a picture story about a spell (v),
There is a lot of information in an classroom activity; reading about a town in the Western,
encyclopaedia, north of Jordan; completing sentences about a work (n)
There are some Roman buildings text with the missing words
there. Writing: writing a paragraph about a place in
There were Roman roads. Jordan; spelling words correctly
Unit 2 Questions with how plus Functions: choose, deep, Pronunciation:
How long is adjective: Asking and answering questions; asking for extremely, Identifying
the bridge? How long is Abdoun Bridge? information; using large numbers; talking about far from, word stress
How tall is Raghadan Flagpole? locations in Jordan; demonstrating appreciation flagpole, with focus on
How old is The Roman Theatre? of a song; distinguishing between facts and impressive, words with
How deep is the Al-rakim cave? opinions inside, stress on the
How wide is the river? kilometre, first syllable
Skills activities: marvellous,
Use of adjectives: Listening: listening to a picture story about modern, Song: Today
It's about 65 kilometres long. landmarks in Amman; listening to facts about mosque, we’re in the city
It's about 127 metres tall. landmarks; matching facts with pictures; numbers
It's 162 metres wide. listening to a song between 1,000
It’s about 9 metres deep. Speaking: asking and answering questions and 2,000,
It’s about 1,300 years old. about landmarks in Jordan; talking about old, palace,
landmarks in your town or city; singing a song really, statue,
Reading: reading a picture story about taking,
landmarks in Amman; reading an encyclopaedia thousand,
entry for the history of Karak Castle; answering underground
questions about the text (adj),
Writing: writing a paragraph about your town; well-known,
ordering words in a sentence wide
Unit 3 The verb would like: Functions: book fair, Pronunciation:
At the book Would you like to (buy that book)? Expressing wishes; asking and answering charity, Identifying
fair Yes, I would. / No, I wouldn’t. questions; expressing opinion community word stress
I’d like to (read this book). centre, craft (n), with focus on
Skills activities:
donkey, Egypt, words with
Listening: listening to a picture story about
The structure I'd prefer to: Egyptian, stress on the
a visit to Amman International Book Fair;
I’d prefer to (see the storyteller). Emirates, second syllable
listening about and choosing a book to read
Emirati, event,
Speaking: talking with another pupil about
In my opinion, this is the most face-painting,
making plans; talking about your favourite
interesting event in Jordan. fact, festival,
event in Jordan
fun fair, global,
Reading: reading a picture story about a visit
international,
to Amman International Book Fair; reading
jewellery, Jordan,
about special events for children in Jordan
Jordanian,
distinguishing fact from opinion in simple
Lebanese,
classroom conversations and reading material
Lebanon, model
Writing: completing a dialogue to present to
(n), opinion,
the class
paint (v), prefer,
puppet show
skating, stall (n)
storyteller, tale,
traditional, UAE,
writer
4
Unit Structures Functions and Skills activities Vocabulary Pronunciation /
Song
Review 1 Revision of: Functions: Revision of Revision of
The structures there is/are and Talking about places in Jordan; expressing pride vocabulary pronunciation
there was/were: in Jordan and the country's heritage; using large taught in units points from
There are many modern buildings numbers; expressing likes; distinguishing between 1–3 units 1–3
in the city. facts and opinions; expressing wishes; asking for
information; asking and answering questions; Project: My
Questions with how plus expressing opinions town
adjective:
Skills activities:
How long is Zarqa River?
Listening: listening to a homework project about
It’s 65 kilometres long.
Amman
Speaking: asking and answering questions; having
The verb would like:
a dialogue
What would you like to do on
Reading: reading a homework project about
Saturday?
Amman; reading a short story; order pictures and
I’d like to go to the clothes
retell a story
market.
Writing: writing about your town; writing a
simple information paragraph; write meaningful
The structure I’d prefer to:
sentences and paragraphs using given frameworks
I’d prefer to go to the book fair.
Use of adjectives:
The towers are seventy-one metres
high.
Unit 4 Comparisons with isn’t as Functions: average, Pronunciation:
Jordan isn’t (adjective) as: Making comparisons; talking about the weather capital city, Identifying
as dry as Jordan isn’t as big as Saudi and geographical features; talking about locations Centigrade, word stress
Egypt Arabia. in Jordan and elsewhere in the region; expressing coast, with focus on
Jordan isn’t as dry as Egypt. likes coral reef, words with
Skills activities: degrees, stress on the
Questions with What plus Listening: listening to a picture story about Jordan fascinating, third syllable
noun plus like: and other countries in the region gazelle,
What is the weather like in Speaking: comparing the weather in different Kuwait,
Jordan? cities, comparing geographical features in Jordan, lizard,
It’s hot here in the summer. talking about your favourite place in Jordan millimetre,
Reading: reading a picture story about Jordan rainfall,
and other countries in the region; reading about sand,
two cities, one in Jordan and one in Kuwait, sand dune,
determining whether sentences are true or false sandstorm,
Writing: writing a letter; writing about two towns Saudi Arabia,
or cities to make comparisons sometimes,
temperature,
5
Unit Structures Functions and Skills activities Vocabulary Pronunciation /
Song
Unit 6 The present perfect introduction: Functions: complete, Pronunciation:
I’ve visited I’ve watched sports on television. Talking about past experiences; talking cross-country, Identifying
the stadium I haven’t been to a sports stadium. about locations in Jordan; talking about running, the stress in
Have you ever watched a race? activities; ordering; demonstrating fifth, compound
Yes, I have. / No, I haven’t. appreciation of a song; expressing likes first, words where
and dislikes fourth, the stress falls
Ordinal numbers: hiking, on the second
He is first in the race. Skills activities: jogging, word
Listening: listening to a picture story marathon,
about a sports event; listening and numbers in the
ticking activities that Kareem has done; thousands, Song: I haven’t
listening to a song prize (n), travelled on a
Speaking: talking about the activities that Qatar, train
you have and haven't done; identifying race (n),
the order in which runners finish a race rally (n),
using ordinal numbers; singing along runner,
with a song second,
Reading: reading a picture story about sixth,
a sports event; reading an information snorkelling,
leaflet about the Dead Sea Marathon; sports
answering questions about the text stadium, take
Writing: writing a short speech to part, third,
present to the class; using the correct
ordinal number in sentences
Unit 7 The present perfect: Functions: blood test, Pronunciation:
It is Has the doctor given you some medicine? Talking about caring for elderly people; busy, Making pauses
important Yes, she has. talking about past experiences; asking dinner, for full stops
to help Has she seen the doctor? and answering questions email (n), in sentences;
Yes, she has. / No, she hasn’t. injection, recognise the
Skills activities:
neighbour (n), correct stress
Listening: listening to a picture story
notes, of syllables in
about an elderly neighbour
patient (n), multi-syllable
Speaking: asking and answering
plaster (n), words
questions using picture prompts;
prescription,
identifying what you have and haven’t
problem,
done today from a list
recite,
Reading: reading a picture story about an
result (n),
elderly neighbour; reading a letter from
tablets,
a doctor at King Abdullah University
University,
Hospital in Irbid and his daily routine;
unwell,
answering questions about the text
verse
Writing: using conjunctions correctly in
sentences; writing an email
Review 2 Revision of: Functions: Revision of Revision of
Comparisons with is not as (adjective) Making comparisons; talking about vocabulary pronunciation
as: the weather and geographical features; taught in units points from
Aqaba is not as hot as the desert. talking about locations in Jordan; 4--7 units 4--7
Jerash is not as big as Salt. expressing likes and dislikes; talking
about plans already made for the future; Project: An
The present continuous for future talking about past experiences; asking
arrangements: and answering questions; making interesting trip
Next month, my family is taking me to suggestions; inviting others; accepting
Dibeen Forest. and declining invitations; distinguishing
between facts and opinions
Inviting others and making
arrangements: Skills activities:
Would you like to come? Listening: listen to a homework project
Yes, please./ I’m sorry, I can’t. about places in Jordan; listening to a
dialogue; listening and ticking the correct
The present perfect: sentences
I have been to many different places in Speaking: asking and answering
Jordan. questions; making a dialogue
I haven’t been to Dibeen Forest. Reading: reading a poem; answering
questions about a poem; reading about
locations in Jordan; answering questions
about places in Jordan
Writing: writing about an interesting trip;
completing and writing a dialogue
6
Unit Structures Functions and Skills activities Vocabulary Pronunciation /
Song
Unit 8 The modal verb will for decisions made Functions: bookshelf, Pronunciation:
I’ll tidy up at the moment of speaking: Making offers of help; talking about bouquet, The emphasis
I’ll email them at their hotel. tasks to do around the house; talking cave, on adjectives
I’ll tidy up. about locations in Jordan and elsewhere cedar tree, in sentences
I’ll put some flowers in a vase. in the region; talking about leisure dry the dishes,
activities; demonstrating appreciation of
email (v), Song: Hurray,
a song
enormous, hurray! Our
Skills activities: fantastic, grandparents
Listening: listening to a picture story national flag, are on their
about preparing for a visit from family on their way, way.
members; listening and ticking the pick up,
tasks that children do to help at home; sandwich,
listening to a song
task,
Speaking: making offers of help using
picture prompts; talking about what you tidy up,
do to help at home; singing along with vase,
a song wash the car,
Reading: reading a picture story wonderful
about preparing for a visit from family
members; reading about sights in
Lebanon; matching photographs to the
correct paragraphs
Writing: writing sentences correctly;
writing an email
Unit 9 The past continuous and the past Functions: board the Pronunciation:
We went to simple: Talking about the past; talking about plane, The emphasis
the airport We had lunch while we were waiting for you. airport facilities; talking about journeyscheck in (v), on verbs in
Salma woke up while the plane was landing. Skills activities: collect, sentences
Listening: listening to a picture story cry (v),
The conjunction while: about collecting Aunt Muna and customs,
She started to cry while we were checking in. Uncle Hassan from the new building go through,
at the airport in Amman; listening journey (n),
and matching sentences with airport land (v),
routines passport,
Speaking: describing what happens at size (n),
an airport; talking about what you did square metre,
in the past
suitcase,
Reading: reading a picture story about
collecting Aunt Muna and Uncle Hassan take off (v),
from the new building at the airport in teddy bear
Amman; reading a pupil's report about
the new airport building; matching
information about the text
Writing: completing a dictation exercise;
rewriting a paragraph to change the
pronouns and possessive adjectives
Unit 10 The modal verb can in the past: Functions: car engine, Pronunciation:
Could you Could you use a computer when you were Expressing past ability; asking and collection, The emphasis
fly a kite? young? answering questions; comparing past cushion, on nouns in
Yes, I could. / No, I couldn’t. and present; talking about hobbies and embroider (v),
activities; talking about traditional crafts sentences
You could fly a kite. embroidery
Aunt Muna could sew. Skills activities: (n),
Listening: listening to a picture story kite,
The conjunction when: about what Uncle Hassan and Aunt Muna knit,
Could you use a computer when you were could do when they were young; listening mend a car/
ten? and ticking pictures of what a mother bike,
could do when she was young puncture (n),
Speaking: asking and answering questions purse,
about what you could and couldn’t do sell,
when you were young; saying what people
sewing
could do using picture prompts
Reading: reading a picture story about machine,
what Uncle Hassan and Aunt Muna could speak English,
do when they were young; reading about student,
traditional crafts in Jordan; identifying tiny,
crafts from a text weave (v),
Writing: writing a paragraph about past weaving (n)
activities
7
Unit Structures Functions and Skills activities Vocabulary Pronunciation /
Song
8
Unit Structures Functions and Skills activities Vocabulary Pronunciation /
Song
Unit 13 What do you want to be when you're older? Functions: accountant, Pronunciation:
I want I want to be (an accountant). talking about future jobs and careers; be born, Falling
to be a expressing aspirations; talking about thecomputer intonation in
programmer The present perfect with for: past; demonstrating appreciation of a programmer, sentences
I've been a (computer programmer) for song dream (n),
three years. Skills activities: enough, Song: I want to
Listening: listening to a picture story enter (a be a dentist.
The conjunction because: about the jobs that children want to do competition),
I want to be (an accountant) because (I like in the future; listening to a song interested,
working with numbers). Speaking: saying what children want to invention,
do when they are older and why; singing inventor, job,
a song librarian,
Reading: reading a picture story about machine,
the jobs that children want to do in the
money,
future; reading a letter about a young
inventor organise,
Writing: writing a paragraph with a perfect (adj),
suitable structure programme,
protect,
put up (your
hand),
talk (n),
tour guide
Unit 14 The modal verb will for future prediction Functions: amazing, Pronunciation:
Will they with there: Making predictions for the future; balcony, Intonation
become Will there be enough water in the future? talking about wildlife and conservation; drop (v), in short
extinct? Yes, there will. talking about nature reserves in Jordan endangered, questions and
Will there be hotels here? extinct, answers
Skills activities:
No, there won’t. Listening: listening to a picture story outside,
about a visit to Dhana Nature Reserve recycle,
Short questions and answers with the Speaking: making sentences about repair
modal verb will: predictions for the future using picture sand cat,
Will more sand cats live here? prompts soap,
Yes, they will. Reading: reading a picture story about spectacular,
Will sand cats become extinct? Dhana Nature Reserve; reading a letter trust (v),
No, they won't. about a visit to the nature reserve; usually,
matching pictures to the correct waste (v)
paragraphs; reading a poem about
conservation and answering questions
Writing: complete and write a dialogue;
write a description with two or three
paragraphs
Review 4 Revision of Functions: talking about a visit to Revision of Revision of
What is it made of? a museum; asking and answering vocabulary pronunciation
It's made of clay/glass/metal. questions; expressing conditions; taught in units points in units
making predictions for the future; 11--14 11--14
The zero conditional: talking about objects from the past;
If you put wood in water, it floats. talking about future jobs and careers; Project: Make
talking about wildlife and conservation; a poster:
The present perfect with for: talking about science; conducting an Protecting our
How long have you worked at the nature experiment world
reserve? Skills activities:
I've worked here for three years. Listening: listening to a homework
project about a museum
The modal verb will for future Speaking: asking and answering
prediction: questions about jobs and about a
Will people in Dhana build a small museum? nature reserve; describing pictures
Yes, they will. Reading: reading a poem aloud; finding
rhyming words
Writing: writing content for a poster;
writing sentences in a dictation exercise;
write a paragraph about a nature
reserve; complete a dialogue; writing a
mind map
9
INTRODUCTION
10
5 Flashcards and Wallcharts New vocabulary is introduced when it occurs for the first time
in the vocabulary section of the lesson boxes; if it occurs after
Pupils are more likely to remember language when it is presented that within later lessons it is not repeated in the vocabulary box.
visually through colourful pictures. To aid learning, there are In Review units, the vocabulary follows the same principle (it
flashcards and wallcharts which accompany the course. is added to the vocabulary box the first time that it occurs as
Always try to use flashcards and wallcharts to present new key a revision of previous vocabulary, and is omitted after the first
language in the course. Flashcards necessary for specific lessons occurrence).
are always indicated in the lesson boxes. Remember, too, that
the flashcards can be used as often as you feel it would be
useful, for example for revision in later lessons, or as prompts in
Activities and procedures:
particular exercises.They can also be used in fun activities such
as memory games.
Pupil’s Book
Wallcharts for particular lessons are also listed in the lesson The following are sample instructions.
boxes. Each wallchart covers a particular topic, for example, Listen and read
the world, sports and activities, the airport, etc. In conjunction
with the flashcards, they can be used to present or reinforce This activity opens every unit, and is based around a story. It
new language, as well as for revision, and for specific games and introduces the new vocabulary and language structures to be
activities. However, because there is more than one word on the covered in the unit. Before pupils listen and read, prepare them
wallcharts, they can best be used to check understanding. Say thoroughly for what they will hear. Ask pupils what they can
a word on the wallchart and ask pupils to point to the relevant see in the pictures and pre-teach any new vocabulary, using the
picture, or point to a picture on the wallchart and ask pupils to flashcards and wall charts wherever possible. Pupils then listen
name the object. to the story and follow the text in the text boxes.
Specific tasks and activities give further ideas on how to fully Play the recording more than once, if necessary, and ask the
exploit the flashcards and wallcharts within lessons. class simple comprehension questions. Encourage pupils to ask
their own questions as well. As with all tasks, listening should
be fun and interactive. As for the language structures, pupils
Preparing for the lessons are not expected to learn the rules of grammar and the sentence
Each unit covers six lessons. structures directly. At this level, pupils are expected to receive
enough language input that enables them to use the language
Lesson 1 often consists of a short story, presented around story without needing to learn the grammar rules.
frames. The language is presented by native English speakers on
the audio and in the text boxes on the page. Pupils listen to the Listen and answer/Listen, ask and answer
story and follow the text in the text boxes as they listen. In order Pupils hear a dialogue or a short passage and answer the
to aid understanding, flashcards and wallcharts can also be comprehension questions given in the Pupil’s Book. Sometimes
used. In addition, using real objects (realia) whenever possible they are encouraged to ask the questions, too.
can help bring the situation to life. Pupils can also be asked to
use dictionaries to check the meanings of some new words. Listen and match
Lesson 2 develops the Pupil’s Book first exercise, often giving Pupils hear a short passage and match elements of it with the
pupils the opportunity to roleplay, acting out the scene in small correct picture. You can begin by asking them to say what they
groups, and practise pronunciation. The purpose of the Pupil's can see in each picture. Listen and say
Book is to engender learning by way pf the eclectic approach.
Pupils should not write in the Pupil's Book. Pupils also complete In this activity, pupils listen to words and sentences and repeat
the corresponding exercise in the Activity Book. them with correct stress and intonation. Play the audio more
than once if necessary.
Lessons 3–6 allow pupils to practise the language presented
in the first lessons in a variety of ways. They will have to listen, Listen, choose and say/Listen, complete and say
speak, read and write using the structures and vocabulary learnt.
Typical exercises are ‘Look and say’, ‘Ask and answer’, ‘Read and In this activity, pupils listen to the information they hear on
match’ and ‘Listen and answer’. the audio and point to the correct picture in the Pupil’s Book
exercise, or they add some missing information. First, ask pupils
Lessons 3 and 4 practise the new vocabulary and structures the what they can see in the pictures and prepare them for what
pupils learnt in Lessons 1 and 2. Lesson 3 is often a listening they are going to hear in order to elicit relevant vocabulary.
exercise and Lesson 4 is commonly a freer exercise where pupils Then play the audio. Ask pupils to say and compare their
speak about their personal situations. Lesson 5 is a reading answers before playing the audio again for a second time and, if
exercise and pupils can be introduced to new vocabulary here. necessary, a third time. Check pupils’ answers as a class. You can
There are a variety of activities to help pupils develop their reading ask pupils to repeat the sentences on the audio to check their
skills. Finally, Lesson 6 contains a pronunciation exercise where pronunciation.
stress, emphasis and intonation are focused on. There are also
some freer speaking activities in this lesson, and sometimes a song Ask and answer
for pupils to sing along to.
Two pupils read the example conversation aloud. The pupils
Pupils also complete corresponding exercises in the Activity Book. work in pairs to practise asking and answering the questions
using the given prompts. This encourages pupils to provide
Review units cover four lessons. Each Review unit ends with
answers about their own lives and use the learnt language in
a project, which takes up lesson 6. Details on how to use the
situations relating to themselves.
projects are suggested below and in the Teacher’s Book lesson
notes. There is also some extra material included on project Look and say
worksheets. These can be found at the end of the Teacher’s
Book. Pupils look at pictures or tables and create sentences using
newly learnt structures and vocabulary.
As a general rule, any vocabulary which has occurred in previous
grades has not been included since there has already been Match and say
reference to it and pupils should, by now, be familiar with it.
Some exceptions to this include spoon, glass and Jordan, which Pupils match pairs of pictures and then make sentences using
are deemed an essential element of a vocabulary set (e.g. within the word or picture prompts.
Unit 11, spoon and glass occur in the context of new vocabulary
elements metal and clay, and it makes sense to group them as a
lexical set). 11
Sing Activities and procedures:
There are various songs throughout the course, each
incorporating vocabulary and grammatical structures studied Activity Book
during the lessons. Using the Eclectic Approach, you can There are a number of different activity types in the Activity
intoduce the pupils to the song with audio, reading, singing and Book, most of which are self-explanatory from the simple
physical exercises. Since the pupils are exposed to language in a rubrics. These are the most common ones:
variety of ways, they will have a more accessible reference to this
language in future. Similarly, a pupil learning a foreign language Circle and match/ Read and circle
learns faster and more efficiently as he or she responds physically
to the teacher’s verbal input – in this case, a song. Through Pupils circle the correct alternative of two words in a sentence
singing, pupils enjoy themselves and will quickly learn not only (e.g. a true/false option) and in some exercises may then match
the tunes, but also the rhythms and patterns of English. it to the correct picture.
Before playing each song, look at the accompanying pictures and Listen, write and say
encourage the pupils to describe what they can see. Then, play
Pupils listen and write the words or sentences they hear with
the song for pupils to listen to. Play it again, a verse at a time.
correct spelling and punctuation. Then they say the sentences as
Encourage pupils to join in. Play it again all the way through and
a class and individually.
this time pupils should begin to join in with confidence.
Talk about you Read and complete/Look and complete
In this activity, pupils write a word or words to complete a
Pupils work in pairs to talk about themselves, using learnt
sentence, using either word prompts (the words to use in the
language. As the course progresses, pupils can be encouraged to
exercise are provided in a box below the rubric) or picture
give more and more information about their personal situations.
prompts.
Read and answer/Read, match and answer Complete and say
Pupils read a short passage and ask and answer the
Pupils read incomplete questions or sentences and use pictures
comprehension questions given in the Pupil’s Book. You can also
or word prompts to write complete questions or statements.
use these passages as pronunciation practice by asking pupils to
They may then go on to answer the questions or say the
read them aloud. In some cases, pupils are asked to match the
sentences.
text to pictures before answering the questions.
Read and match Complete and answer
Pupils read the incomplete questions or sentences and use
Pupils read a short passage and match elements of it with the
pictures or word prompts to write complete questions or
correct picture. You can begin by asking them to say what they
statements. They then answer the questions or say the sentences.
can see in each picture.
Read and complete Complete and match
Pupils read incomplete sentences and use word prompts to
In these activities, pupils first read a passage and the incomplete
complete them. Then they match the completed sentences to
sentences aloud. Then, they complete the sentences with the
pictures.
correct words or phrases.
Read and say Listen and repeat/Listen and repeat, then point
and say
Pupils read the incomplete sentences and complete them using
information that is correct for them. Pupils hear the words on a recording and repeat what they hear
to improve their pronunciation. They may then point to a picture
Read, choose and say that corresponds to what they have heard.
Pupils choose the correct alternative of two words or phrases in Listen and write
a sentence. Then they say the completed sentences aloud.
Pupils listen to a recording and then complete sentences using
Read and say right or wrong the information they heard.
Pupils read a short text. They then read the sentences about the
text and decide if the information is right or wrong. They should Look, listen and say Yes or No
try to correct the wrong information. Pupils listen to a recording and then complete sentences or
answer Yes/No questions using word or picture prompts.
Projects
Each Review unit ends with a project. The projects relate to the Look, read and match/Look and write
themes of their preceding units. The four projects in Grade 6 are: Pupils use picture clues to correctly match two sentence halves
• My town – writing factual information and opinions about their or to write sentences, or they answer questions using word
own town; prompts.
• An interesting trip – writing about a trip they have been on with
school, family or friends; Look, read and complete
• Write a story – planning and writing a story about a journey; Pupils use information in tables to complete sentences.
• Protecting our world – writing about ways of protecting our
environment. Order and complete/Order and match
In each project, pupils ask and answer questions to focus their Pupils read jumbled sentences and put them in the correct order,
ideas of what they will write about. They are encouraged to plan or they put individual words and phrases in the correct order to
their ideas using a mind map or a graphic organiser with different make full sentences, with correct punctuation, and may then go
headings. Before they write their project, they look at an example on to match these to pictures.
project in the Pupil’s Book. The final element consists of the
pupils presenting their projects to their partner and/or asking and Read and answer/Read and match the
answering questions about it. Encourage pupils to display their questions and answers/Read and choose
projects to the class at the end. Pupils read a short text and answer comprehension questions
12
about it. They then select a picture that matches the text or areas. Examples of interdisciplinary teaching in Action Pack 6
match questions with answers or sentences with pictures. (New Edition) include the following: talking about measurements
and distances (Pupil’s Book, Unit 2 – Mathematics); comparing
Complete weather and features of Jordan and other countries (Pupil’s
Pupils complete a paragraph, a letter, a dialogue and a learning Book, Unit 4 – Geography); talking about daily life in past
log. generations and traditional crafts (Pupil’s Book, Unit 10 –
History); talking about doing science experiments (Pupil’s Book,
Write Unit 12 – Science); talking about wildlife and conservation
(Pupil’s Book, Unit 14 – Science).
Pupils write paragraphs using word and picture prompts. Through using the Eclectic Approach and the lesson teaching
Read and find the mistakes plans, the course not only teaches English, but also shows pupils
that language learning can be fun. As children of this age group
Pupils read a short text and the statements that follow. They find have great enthusiasm but a limited attention span, activities
and correct the mistakes in the statements. are of a varied pace and duration, requiring short spells of
concentration followed by fun and lively tasks. At the end of this
Read and order/Read and order the pictures grade, pupils will be able to:
Pupils read sentences and put them in the correct order, or they Listening
number pictures using information in a text.
• recognise the correct stress of syllables in multi-syllable
Read and say/Read and write words
• recognise the effect of pauses on understanding when
Pupils read and say the answers to questions or they write them listening
using word prompts.
• follow oral instructions
Write • respond to questions before, during and after listening
Pupils write either complete sentences using word and picture • listen to and participate in simple classroom
prompts or paragraphs. conversations
• make simple inferences when listening
Write and answer • show understanding of main ideas from a simple oral
Pupils complete questions using word prompts and then write presentation
their own answers. In other exercises they write answers to • show appreciation of listening to songs and rhymes in
comprehension questions based on a text. English
• use teacher introduction and other clues to understand
Write sentences new words when listening
Pupils write complete sentences either in answer to questions • ask questions after listening to gain understanding of
about a text, completing a conversation, or using particular new or unfamiliar words
words. • use context to understand new words when listening
• use prior knowledge and experience to listen when
Write about you participating in simple conversations
Throughout the course, pupils will be asked to talk and Speaking
write about themselves, or their friends. This gives them the • speak with pauses for clarity and emphasis
opportunity to use the language they are learning in a truly
meaningful way. If you wish, you can do these exercises orally • use correct intonation for questions and statements
with the class before they attempt to write. This will help weaker • use simple sentences to talk with a partner or a small
pupils to carry out the task. group about familiar and unfamiliar situations
• discuss simple reading materials to compare own ideas
How to use Action Pack (New with those of peers
• prepare and read aloud a short dramatic passage with
Edition) accuracy, comprehension and expression
• with a partner, prepare and present a simple dialogue to
The course uses the Eclectic Approach. As the word itself means, the class
it uses a range of techniques and/or activities from different • give feedback about aspects of a peer’s speech
approaches in the EFL classroom. The teacher decides what
methodology to use depending on the aim of the curriculum, Reading
the objectives of the lesson and the learners' needs and learning • use context and direct instruction to understand the
styles. A lesson following the Eclectic Approach combines meaning of new and unfamiliar words
and practices various principles such as the Total Physical
• scan simple written materials to preview them for
Response (TPR), the Direct Method, the Natural Approach,
general content before starting to read
the Audiolingual Method, the Communicative Approach,
the Situational Approach, the Task Based Approach, etc. • skim simple written materials for the main ideas
For example, the EFL teacher may decide to start with the • use knowledge of verb tenses to understand when things
inductive technique in presenting a linguistic item, then move happen
to audiolingual practice and end with a task based activity. • use English print or electronic dictionaries and glossaries
Another lesson for the teaching of vocabulary may start with an to help understand unfamiliar words in simple reading
inductive activity through a reading task and proceed to a formal materials
lexical activity in which pupils look up the meaning of words in a
• distinguish fact from opinion in simple reading materials
dictionary.
• identify cause and effect in simple and literary reading
materials
Outcomes • draw conclusions from simple reading materials
Besides the integration of language skills, the outcomes of
Action Pack 6 (New Edition) -- found in the General Guidelines • explain an author’s point of view in a simple text
and General and Specific Outcomes for the English Language • create a mind map/a chart of the main idea and the
Curriculum - reflect a broader kind of cross-curricular supporting details in simple reading materials
integration, in which the themes encompass various curricular • retell what happens in a simple story
13
• read aloud short poems result of the learning;
• develop opinions based on information from two simple • it shows progress towards outcomes, including knowledge
written sources and skills of the subject;
• it motivates pupils to learn better; and
• explain the motive of a character in a simple story
• it guides the teacher to judge the effectiveness of his/her
Writing teaching, to adapt the instruction and to plan the next steps
• locate and use English reference materials found in the Assessment may be conducted in a number of ways:
classroom and school library • performance-based (demonstration, presentation)
• use table of contents and keyword search to locate • pencil and paper (essay, quiz, test, exam)
specific information in print or electronic sources
• write meaningful sentences and paragraphs using given Refer to pages 154 to 158 to read and learn about assessment
frameworks strategies.
• write a simple information paragraph or four or five Pronunciation
sentences
• write a simple story of short paragraphs following a At this level, the course focuses on different aspects of
guided composition process pronunciation, including syllables and syllable stress in words,
• write a simple letter or email to a friend stress in compound words, pauses and sentence punctuation,
emphasising adjectives, verbs, nouns and adverbs in sentences,
• write entries in a learning log and rising and falling intonation. These concepts are then
• write a simple short speech of four or five sentences to reinforced with exercises in the Activity Book.
present to the class
• write paragraphs using proper organisation Writing
• rewrite a paragraph in a simple narrative as required
The Activity Book has carefully guided activities that extend
• use and spell correctly learnt vocabulary pupils' writing ability in English. At this level, pupils are
• vary sentence structure by using simple and compound beginning to write paragraphs. In the Activity Book the difficulty
sentences correctly of the activities increases as the course progresses, so that in
• write a dictated paragraph using correct punctuation the latter half of the book pupils are writing different types of
marks paragraphs without prompts.
• check sources for accuracy of information
Most of the writing tasks can be done individually, but pupils
• correct punctuation with the assistance of peers and can also check their answers with their peers and give advice if
teachers necessary. Go round and check that pupils are writing well. Give
them plenty of help if necessary. Make sure that they are also
More about the Course sitting comfortably, with the book in the correct position: right-
handed pupils tend to slope their paper slightly to the left while
Revision left-handed pupils slope their paper slightly to the right. Never
There are regular specific revision units, but revision is also encourage left-handed pupils to write with their right hand.
ongoing throughout the course. Each lesson begins with a task As pupils begin to research for written tasks, it is important
that recycles language from a previous lesson. It also ends with to teach them at this early stage about research skills and the
a task to consolidate what the pupils have learnt. However, dangers of plagiarism. The act of interpreting and paraphrasing
the specific revision units (Reviews) recycle language from pre-existing material is a key skill that will serve the pupils for
the previous units in a new context. In this way, language is life, especially when it comes to higher education.
constantly recycled and revised, but in a new, motivating and fun
way. When conducting research, you could provide a checklist for
You can also use the Review units to monitor your pupils’ pupils to follow such as:
progress. Make a note of any areas of weakness, and try to 1. Define the task
allocate time to go back over the problem areas in a later lesson. 2. Locate the resources you need to answer your research
questions. Make sure the sources are legitimate.
Tests 3. Select from those resources the relevant information, making
At the back of the Teacher’s Book you will find a series of tests. clear and concise notes in your own words.
These are designed to test the key skills of Listening, Speaking, 4. Organise the information into a logical sequence.
Reading and Writing. The tests check pupils’ knowledge of all 5. Present the information, in your own words.
the language from the course. You can use these to check pupils’ 6. Evaluate your work to see how well you did.
understanding at the end of the course. See also Assessment
below. Classroom management
Assessment Throughout the course there are various activities that require
pupils to work in pairs or small groups. Such activities are
As the new curriculum in Jordan is founded on new concepts potentially motivating and useful. They offer pupils the
in the field of teaching and learning, so is the assessment of opportunity to communicate in English in class time with
learning. Teachers need to develop assessment strategies whose the EFL teacher’s guidance. They also have the advantage of
main focus is improvement of learning. allowing more pupils to participate in the use of English in
Assessment is the process of gathering information, over time contrast to a teacher-oriented EFL class. (see pages 152--153 for
and from a variety of sources – assignments, demonstrations, help)
projects, performances, and tests. Teachers and pupils
gather information about what pupils know (knowledge and With a large class of enthusiastic pupils, it is very important to
understanding), what pupils can do (skills) and what pupils keep order, especially when pupils are being encouraged to play
believe (values and attitudes). games and complete active tasks. Always ensure that noise is at
an acceptable level: creative noise is fine, but disruptive noise
Note that pupils at this level should not be assessed for should be discouraged. Agree on a simple code beforehand: for
proficiency in grammar but in usage of the language. example, tell pupils that if you put your finger to your lips or
Good assessment has the following qualities: your hands over your ears, then the noise level is too high.
• it follows a systematic, planned process over time;
• it gathers helpful information about pupil learning in a fair Good luck, happy teaching and enjoy the course!
way;
• it is concerned both with how the pupil learns and with the
14
Unit Use a dictionary
Hello
16
Pupil’s Book, Page 4, Exercise 1 End the lesson
● Ask pupils to open their books at page 4 and look at ● Ask the pupils to look at the story in the Pupil’s Book at
Exercise 1. Ask them to say what they remember about the page 4 and to think of a true or false statement to make
story. about it, for example Mr Yousuf is Kareem’s new teacher (true).
● Write these words on the board, without marking the or Kareem looks up a word in the dictionary (false).
stress: holiday, beautiful, information, encyclopaedia,
buildings, repeat. Play the recording and ask pupils to ● Pupils take turns to say their statement to the class. Other
listen for the words that are on the board. pupils say whether it is true or false. Ask for a volunteer to
● Point to each word and ask an individual to read it aloud. correct each false statement.
Ask the class to say which syllable is stressed. Explain
that a part is a word or part of a word which makes one
single ‘beat’ (demonstrate by clapping), and that stress Lesson 3
is when you pronounce a word or a part of a word so it
sounds louder or stronger. Mark the stress on the correct Outcomes It is expected that pupils will:
syllable of each word. (holiday, beautiful, information, • follow oral instructions
encyclopaedia, buildings, repeat) • ask questions after listening to gain
● Put the class into groups of three. Ask them to choose roles understanding of new words
and to practise the dialogue. • use context to understand new words
Activity Book, Page 4, Exercise 1 when listening
• use and spell correctly learnt vocabulary
● Ask pupils to open their Activity Book at page 4 and look • use context and direct instruction to
at Exercise 1.
understand the meaning of new and
● Point to the box of instruction words and the incomplete unfamiliar words
sentences below. Explain that pupils should choose the
correct word to complete each sentence. Structures Imperative verbs for giving instructions:
● Pupils can work in pairs to complete the exercise. Go round Use an encyclopaedia.
helping if necessary as they work. Ask them to practise Look at the index.
reading the completed instructions out loud. Find the number of the page.
● Check answers as a class, choosing pairs to read each Now check your partner’s work, please.
sentence. Functional language for the classroom:
How do you spell ‘buildings’?
Answers Can you repeat that, please?
1. Use 2. Look up 3. Find 4. Check 5. Mark The structure there is/are:
There is a lot of information in an encyclopaedia.
There are some Roman buildings there.
Activity Book, Page 4, Exercise 2
Functions Giving and following instructions
● Explain that pupils have to read each line of dialogue and
Identifying pictures
decide who is speaking. They write K for Kareem and Y for
Mr Yousuf. Topic Writing about beautiful places in Jordan
● Pupils can work in pairs to complete the exercise. Ask them
to practise reading the sentences. Remind them to use Resources ■ Pupil’s Book, page 5, Exercise 2, Listen,
correct intonation. match and say
● Choose pairs to read each line of dialogue and say who is ■ Activity Book, page 5, Exercise 3,
speaking each time. Compare answers with the rest of the Complete and match
class. ■ Audio: Pupil’s Book, Unit 1, Exercise 2
Revision
Answers ● Write There is … on one side of the board, and There are …
1. K 2. K 3. Y 4. K 5. Y 6. K 7. K 8. Y on the other. Underline is and are. Point to each phrase and
make a sentence for each one, e.g. There is an encyclopaedia in
Kareem’s classroom. and There are Roman buildings in Umm Qais.
Classroom Assessment ● Elicit sentences from the pupils starting with There is … and
There are … .
With reference to Lessons 1 and 2, pupils can:
Scoring criteria Good Fair Poor
demonstrate understanding by following oral
instructions
demonstrate understanding by saying what
each action is for
use reading strategies to understand simple
reading material
pronounce English words and sentences
precisely and correctly
use and spell correctly learnt vocabulary
Unit 1
17
Pupil’s Book, Page 5, Exercise 2
Answers
● Ask pupils to open their books at page 5, Exercise 2
and look at the pictures. Elicit suggestions for what is 1. b 2. e 3. d 4. c 5. a
happening in each picture. Choose a pupil to read the first
speech bubble (Use an encyclopaedia). Ask pupils to point
to the correct picture in their books, and choose another Activity Book, Page 5, Exercise 3
pupil to read the second speech bubble to confirm the ● Ask pupils to look at the pictures in their Activity Book, and
answer (It’s picture b). elicit suggestions for what is happening in each picture.
● Tell pupils that you are going to play five instructions, and ● Choose a pupil to read the nouns in the word box. Explain
they need to listen and write the correct number for each that they need to choose the correct word to complete
one. each instruction. Then they will match the instruction
● Play the first instruction, and pause the recording to check with the correct picture. Choose a pupil to read the first
that pupils match to the correct picture (picture b) and instruction, which has been completed as an example.
write number 1 in the box next to the picture. Then ask the class to point to the correct picture in their
● Play the recording, pausing after each instruction for pupils books.
to write the number in the correct box. ● Pupils can work in pairs to complete each sentence and
● Play the recording right through for them to check their match it with the correct picture.
answers. ● In their pairs, ask pupils to take turns to read each
● When they have finished, ask pupils to work in pairs. One instruction and say which picture it matches, e.g. Use an
pupil chooses an instruction, e.g. Mark your work and the encyclopaedia. It’s picture c.
other pupil says It’s picture a. Ask them to take turns to say ● Check answers as a class, choosing pairs to read each
the instruction and give the answer. instruction and say which picture is correct.
● Check answers as a class. Choose pairs to say the
instruction and answer for each picture. This is an example Answers
of pair work (see page 153). 1. encyclopaedia − c
2. dictionary − a
3. work − d
4. index − b
2 Listen, match and say
a b c
End the lesson
● Invite a pupil to come to the front of the class. Tell them
to think of one of the words they have learnt about finding
information, without saying it. They say how many letters
Use an the word has, and write the correct number of blank
d e encyclopaedia.
radio
electr (n) a piec
that yo onic equi e of
A
Abila 24
Index
spaces on the board. If necessary, help them with this.
rain ( u can lis pment
For example, if they have chosen dictionary, they write ten
Aqaba
Abu Ain 5
from n) water ten to eh 28
Ayla 36
rainbo the sky that fa Aila 32
lls Az Zan
colour w (n) an Ain Mus tur 17
spaces: _ _ _ _ _ _ _ _ _ _.
a 14
rainy s in the sk arch of Ajlun Cas
Azraq 8
It’s picture b.
pupil at the front says No if the letter is not in the word. If it
is in the word, the pupil writes it in the correct space.
● When pupils think they have guessed the word, they
3 Ask and answer should put up their hands. When several pupils have
Which word means
‘a big town’? It’s ‘city’! It’s their hands up, the pupil at the front chooses one of
picture a. them to guess the word. If their guess is correct, the
pupil at the front asks them How do you spell (the word)?
If they spell it correctly, the pupil at the front completes
the word on the board. The pupil who guessed correctly
then comes to the front to think of a new word.
a b c d e
Audioscript
1. Use an encyclopaedia.
2. Find the page in the index.
3. Look up the word in the dictionary.
4. Check your partner’s work.
5. Mark your work.
Unit 1
18
Activity Book, Page 5, Exercise 4
Lesson 4 ● Ask pupils to open their Activity Book at page 5.
It is expected that pupils will: ● Allow time for the pupils to study the table. Ask them to
Outcomes suggest a sentence with the word headache in it, and check
• follow oral instructions
• with a partner, prepare and present a that they agree with the correct definition after looking
simple dialogue to the class them up in the dictionary.
• speak with pauses for clarity and ● Read out the first word in the box (heavy) and ask the
emphasis pupils to match it with the correct definition (difficult to
• use correct intonation for questions and carry, weighing a lot). Invite pupils to do together a sentence
statements with the word in it.
• use and spell correctly learnt vocabulary ● Pupils complete the exercise alone or in pairs. Go around
• use English dictionaries to help and offer help where needed.
understand unfamiliar words ● Check the answers with the whole class, and ask for
sentences for sentences containing each word.
Structures Functional language for the classroom:
Which word means ‘a big town’? ● Finally, point out or elicit that the words appear in the
It’s ‘city’. table in alphabetical order.
five letters or more. Ask them to spell the word. Write Lesson 5
each word on the board as they spell it. If they have
difficulties, ask the class to help them, using a dictionary if
necessary. Outcomes It is expected that pupils will:
• use context and direct instruction to
Pupil’s Book, Page 5, Exercise 3 understand the meaning of new and
● Ask pupils to open their books at page 5. unfamiliar words
• scan simple written materials to preview
● Tell the class they are going to help each other check the them for general content before starting
meaning of words using a dictionary. Ask them to look to read
at the speech bubbles and invite two pupils to read them • skim simple written materials for the
out. main ideas
● Ask the pupils to look at the list and find city and its • use knowledge of verb tenses to
definition. Check they remember the meaning of noun understand when things happen
(thing) invite two or three more examples. Ask them to • draw conclusions from simple reading
match city with the correct picture. materials
● Choose two pupils to ask and answer about one of the • discuss simple reading materials to
compare own ideas with those of peers
other words in the list. Model which word means...? if • pronounce English words and sentences
necessary and check that the answer is given correctly and precisely and correctly
fully. • listen to and participate in simple
● The pupils work in pairs to ask and answer the questions classroom conversations
for each word. Go round and listen.
Structures The structures there is/are and there was/were:
● Check answers with the class, choosing a pair to
demonstrate the dialogue for each word. Ask the pupils to There are some Roman buildings there.
point to the correct picture each time. There were Roman roads.
Functions Talking about places in Jordan
Answers Expressing pride in Jordan and the country’s
a sweet food - cake - picture B; in a careful way - heritage
carefully - picture D; a big town - city - picture A; Asking and answering questions
to make food hot and ready - cook - picture C; Vocabulary most, Western
not hot or warm - cold - picture E
Topic Writing about beautiful places in Jordan
Further practice Resources ■ Pupil’s Book, page 6, Exercise 4, Read and
● Ask the pupils to look again at the list of words and ask answer
(e.g.) which word comes before ‘carefully’? Which word comes ■ Pupil’s Book, page 6, Exercise 5, Read
after ‘cook’? Ask why the words are in that order (they are again and complete
alphabetical). You could write another list of five nouns ■ Activity Book, page 6, Exercise 5, Read
on the board for the pupils to put in alphabetical order, or and circle
put them in pairs to create their own lists. ■ Activity Book, page 6, Exercise 6, Read
● You could also practise asking and answering about and circle Yes or No
spellings. Model (e.g.) How do you spell ‘city’? and encourage
the class to chorus C-I-T-Y. Repeat with the other words, Unit 1
or put stronger pupils in pairs to continue. 19
Revision model the words if necessary. Point out the longer words
that have their stress on the first part: kilometre, interesting,
● Ask pupils to look at the story on page 4 of their books theatre, beautiful.
again. Ask them What is Kareem writing about? Elicit that he’s
writing about Umm Qais. Ask if any of your pupils have ● N.B. Lake Tiberias is pronounced /leIk taibi´rij´s/
been to Umm Qais, or know anything about the place.
Elicit sentences with There is … or There are … .
4 Read and answer
Presentation What does Kareem find out about Umm Qais in the encyclopaedia?
of the lake. Copy the drawing of the lake on the left of the There were walls around Umm Qais in
the past. There were also Roman roads.
board, but without any additions. Write Yesterday under 15 It is a very interesting place.
this drawing. Invite pupils to the front of the class to draw I want to visit Umm Qais with my family.
the board, say them and ask the pupils to repeat. Hold
up a metre rule and say How long is this? Answer your own
Outcomes It is expected that pupils will: question, saying It’s one metre long. Say the question and
• respond to questions before, during and answer again, pausing for the pupils to repeat.
after listening ● On the board, write 1,000 metres = 1 kilometre. Explain
• use teacher introduction and other clues to pupils that one thousand metres are equal to one
to acquire understanding of numbers kilometre. Write 2,000 metres = ____ on the board, and ask
• use context to understand new words for a volunteer to complete the sentence (2 kilometres).
when listening ● Ask pupils to take out their books.
• make simple inferences when listening Pupil’s Book, Page 8, Exercise 1
• skim simple written materials for the main
● Say Open your books at page 8. Check that pupils have opened
ideas their books at the correct page. Ask pupils to look at the
• scan simple written materials to preview pictures and say who is in the story (Samira, Kareem and
them for general content before starting their parents).
to read ● Say Samira is doing a project. What do you think her project is
Structures Questions with how plus adjective: about? Elicit the pupils’ guesses, but don’t give the correct
How long is Abdoun Bridge? answer for the moment.
How tall are the skyscrapers? ● Now ask the pupils to listen to the recording to check
How old is The Roman Theatre? whether they were right. They read the words as they listen.
Use of adjectives: ● Ask the question What is Samira’s project about? again and
It’s 425 metres long. elicit the answer. (It’s about places in Amman.)
They’re 85 metres tall. ● Ask questions to check pupils’ understanding: Why do they
It’s about 1,900 years old. go out? (To choose places for Samira’s project./To find information
about places in Amman.) Where do they go first? (To Abdoun
Functions Asking and answering questions Bridge.) What does Samira and Kareem’s dad think of the bridge?
Asking for information (He thinks it’s impressive.) How long is Abdoun Bridge? (425
Using large numbers metres.) What do they see next? (Some skyscrapers.) What does
Talking about locations in Jordan Kareem say about the skyscrapers? (They’re really tall.) Is The
Vocabulary Roman Theatre modern? (No, it’s extremely old.) Have many
choose, extremely,impressive, kilometre, modern, people heard of it? (Yes, it’s very well-known.) What does Samira
numbers between 1,000 and 2,000, old, thank her parents for? (For taking her and kareem around the city)
really, taking, thousand, well-known Ensure that pupils understand all the vocabulary listed.
Topic Landmarks in Jordan and information ● Use the wallchart to check pupils’ understanding of places
about them in a town.
to the front of the class and write the next two numbers in
the sequence (1,000; 1,001). If the pupil does not write a
comma after the first number 1, write this for them.
● Read the numbers, saying One thousand, one thousand
and one. Spell out thousand on the board so that pupils
understand the written form of the number. Get individual
pupils to repeat after you. Write some more numbers
beginning with one thousand, e.g. 1,763, 1,925, 1,300.
Read the numbers and ask pupils to repeat. Mum: The Roman Theatre is a very
● Invite pupils to the board to write some more numbers Samira: Look! I can see the skyscrapers.
How tall are they?
well-known building in Jordan.
Kareem: How old is The Roman Theatre?
between 1,000 and 2,000. Ask them to say the number they Dad: They’re 85 metres tall. Mum: It’s about 1,900 years old!
have written and ask individual pupils to repeat. Kareem: That’s really tall. Samira: That’s extremely old! Thank you for
taking us around the city, Mum and Dad!
8
Unit 2
23
Audioscript Revision
1. ● Write these numbers on the board, in random order:
Mum: What do you have to do for your project this 1,356, 136, 1,536, 163, 1,066, 156. Point to each number
week, Samira? and encourage pupils to read them out.
Samira: We have to find information about places in ● Draw six blank spaces in a row along the bottom of the
Amman. board. Invite a pupil to the front of the class and ask them
Dad: Let’s go this morning to choose places for your to choose which is the smallest number and write it in the
project. first space. Ask them to say the number. If they are correct,
2. let them choose another pupil to come to the front and
Dad: Abdoun Bridge is an impressive bridge. write the second smallest number. Continue until all the
Samira: Yes, it’s very modern. How long is Abdoun Bridge?
Kareem: It’s 425 metres long. numbers are written in the correct order. (136, 156, 163,
3. 1,066, 1,356, 1,536).
Samira: Look! I can see the skyscrapers. How tall are they? Presentation
Dad: They’re 85 metres tall.
Kareem: That’s really tall. ● Write these adjectives (describing words) on the left-hand
4. side of the board: long, old, tall, deep, wide. Elicit the words
Mum: The Roman Theatre is a very well-known building and check pupils understanding.
in Jordan. ● On the right-hand side of the board, draw a theatre, a
Kareem: How old is The Roman Theatre? bridge, a lake, a river and a skyscraper. Elicit the words. Say
Mum: It’s about 1,900 years old! Let’s make questions. Write the sentence frame: How ____ is
Samira: That’s extremely old! Thank you for taking us the ____? Point to the skyscraper, and make the question
around the city, Mum and Dad!
How tall is the skyscraper?
● Invite individuals to suggest other questions, using the
End the lesson words and the sentence frame on the board, e.g. How old is
● Say some numbers between 1,000 and 2,000, at random. the theatre? How long is the bridge? How deep is the lake?
Ask pupils to say the number that comes next. ● Say Abdoun Bridge is the most interesting bridge in Jordan. The
● Praise pupils for their good work in the lesson. Say Well done Roman Theatre is very beautiful. Get pupils to make simple
today, class! sentences of their own, if they can.
Lesson 2 Pupil’s Book, Page 8, Exercise 1
Outcomes It is expected that pupils will: ● Ask pupils to open the Pupil’s Book at page 8. Ask them to
• follow oral instructions to order numbers say any details they can remember from the story.
• respond to questions before, during and ● Write the following multi-syllable words on the board,
after listening without marking the stress: information, project, impressive,
• recognise the correct stress of syllables in skyscrapers, around. Play the recording and ask pupils to
multi-syllable words listen for the words that are on the board.
• draw conclusions from simple reading
materials ● Ask individual pupils to read the words. Remind them
• pronounce multi-syllable words correctly about the importance of stressing the right syllable.
• use correct intonation for questions and ● Check answers with the class and place the stress marks as
answers necessary. (information, project, impressive, skyscrapers,
• write sentences to answer questions around)
Questions with how plus adjective: ● Put the class into groups of four. Ask them to choose roles
Structures and to practise reading the story. Monitor as they are
How long is that bridge?
How tall are the towers? reading, checking their pronunciation.
How old is the Roman city?
How deep is the lake?
How wide is the river?
Use of adjectives:
It’s 115 metres deep.
They’re 200 metres tall.
It’s about 2,000 years old.
It’s 162 metres wide.
It’s 355 metres long.
Vocabulary deep, wide
Functions Asking and answering questions
Asking for information
Using large numbers
Talking about locations in Jordan
Topic Landmarks in Jordan and information
about them
■ Pupil’s Book, page 8, Exercise 1, Listen
Resources
and read
■ Activity Book, page 8, Exercise 1, Look
and choose
■ Activity Book, page 8, Exercise 2, Read
and answer
■ Audio: Pupil’s Book, Unit 2, Exercise 1
Unit 2
24
Activity Book, Page 8, Exercise 1 Lesson 3
● Ask pupils to open their Activity Book at page 8. Ask pupils
to look at the pictures in Exercise 1 and say what they can Outcomes It is expected that pupils will:
see. • make simple inferences when listening
● Point to the first dialogue. Ask two pupils to read the • use context to understand new words
dialogue out loud. Explain that after pupils have read each when listening
dialogue, they should choose the correct picture to go with • respond to questions before, during and
it. after listening
● Pupils work in pairs to read the dialogues and write the • show understanding of main ideas from
correct answers. Monitor as they work. a simple oral presentation
● Check answers as a class, choosing pairs to read each • discuss simple reading materials to
dialogue and say the correct answer. compare own ideas with those of peers
• use and spell correctly learnt vocabulary
Answers • use context and direct instruction to
understand the meaning of new and
1. b 2. c 3. a unfamiliar words
Structures Questions with how plus adjective:
Activity Book, Page 8, Exercise 2 How long is The River Jordan?
● Ask pupils to look at Exercise 2. Point to the sentences in How tall is Raghadan Flagpole?
the box and say These are answers. Ask the class to find all How old is Umayyad Palace?
the numbers in the box and read them together. Choose a How deep is Al-rakim cave?
pupil to read the sentences in the box out loud. Use of adjectives:
● Invite different pupils to read the five questions. Explain It’s about 65 kilometres long.
that they need to match each question with one of the It’s about 127 metres tall.
answers in the box. It’s about 1,300 years old.
● Pupils work in pairs to complete the exercise. It’s about 9 metres deep.
● Choose pairs to read each question and answer out loud Vocabulary flagpole, palace
for the class to compare answers.
Functions Asking and answering questions
Asking for information
Answers Using large numbers
1. It’s about 2,000 years old. Talking about locations in Jordan
2. It’s 115 metres deep. Topic Landmarks in Jordan and information
3. It’s 355 metres long. about them
4. They’re 200 metres tall.
5. It’s 162 metres wide. Resources ■ Pupil’s Book, page 9, Exercise 2, Listen
and choose
■ Pupil’s Book, page 9, Exercise 3, Listen
Classroom assessment again and choose
With reference to Lessons 1 and 2, pupils can:
■ Activity Book, page 9, Exercise 3, Write
■ Audio: Pupil’s Book, Unit 2, Exercise 2
Scoring criteria Good Fair Poor ■ Audio: Pupil’s Book, Unit 2, Exercise 3
demonstrate understanding by ■ Photocopiable Extra Practice Worksheet
following oral instructions 1, page 164
demonstrate understanding by ■ Flashcards: flagpole, palace
ordering numbers from smallest to
largest
Revision
use reading strategies to understand
simple reading material ● Write these words on the board: old, deep, long, tall, wide.
Ask pupils to make a question about one feature where
pronounce English words and they live, and write the question in their notebooks, e.g.
sentences precisely and correctly
How old is ____? How wide is ____?
use correct intonation for questions ● Ask several pupils to read out the questions they have
and answers written. See if they, or any of the other pupils, can answer
use and spell correctly learnt the questions.
vocabulary ● Use the flashcards to present flagpole and palace. Check
pupils’ pronunciation.
End the lesson
● Ask the pupils to look at the story in the Pupil’s Book. Ask
for volunteers to make a statement about one of the places
in the story, e.g. It’s very modern. The rest of the class says
the name of the place (Abdoun Bridge).
Unit 2
25
Pupil’s Book, Page 9, Exercise 2 Pupil’s Book, Page 9, Exercise 3
● Ask pupils to open their books at page 9 and look at ● Ask pupils to open their books and look at the pictures
Exercise 2. Tell pupils they are going to listen to dialogues in Exercise 3. Ask pupils to read the sentence beginnings
about different places. Ask a pupil to read the question under each picture, and the two possible answers.
and the six possible answers in the book. ● Tell pupils that you are going to play the recording from
● Play the recording right through while pupils listen. Ask Exercise 2 again, and that they need to listen and tick the
how many places the speakers talked about (Four). correct answer.
● Play the recording, pausing after each question and answer ● Play the first question and answer, and pause the recording
for pupils to tick the places mentioned. for pupils to choose and tick the correct sentence ending.
● Play the recording right through for them to check their Let pupils check their answers in pairs.
answers. ● Play the recording again and check answers as a class.
Answers
2 Listen and choose
1. 127 metres tall
What are the sentences about?
2. about 1,300 years old
a flagpole a river a cave
3. 251 kilometres long
a palace a theatre a bridge
4. about 9 metres deep
3 Listen again and choose
a b
Further practice: Photocopiable Extra Practice
Worksheet 1
● For further practice of numbers to 2,000, make a copy
1 Raghadan flagpole is 2 Umayyad Palace is
135 metres tall about 1,300 years old
of the photocopiable worksheet 1 on page 164, for each
127 metres tall 1,500 years old
pupil. Explain to pupils that they should read the numbers
in the first column with the numbers in words in the
c d second column.
● Pupils complete the first task individually then compare
their answers with a partner.
3 The River Jordan is 4 Al-rakim Cave is ● Ask pupils to work in their pairs to circle the correct
151 kilometres long about 9 metres deep numbers in each sentence. Then encourage them to read
251 kilometres long 12 metres deep the sentences together.
4 Ask and answer How tall is Raghadan Activity Book, Page 9, Exercise 3
Flagpole?
• tall ● Ask pupils to look Exercise 3 on page 9 of their Activity
• old
• long Book. Elicit the names of the five places named in the
• deep sentences (Zarqa River, Aqaba Flagpole, Karak Castle, King
Hussein Bridge, Lake Tiberias).
● Choose a pupil to read the adjectives (describing words) in
the word box. Explain that they need to choose the correct
It’s 127 metres tall. word to complete each sentence. They should use each
9
word only once. Choose a pupil to read the first sentence
which has been completed as an example.
● Pupils can work individually or in pairs to complete each
Audioscript sentence.
1. ● Check answers as a class.
Boy 1: How tall is Raghadan Flagpole?
Answers
Boy 2: It’s 127 metres tall.
2. 1. long 2. tall 3. old 4. wide 5. deep
Girl 1: How old is Umayyad Palace?
Girl 2: It’s about 1,300 years old. End the lesson
3.
Boy 1: How long is The River Jordan? ● Remind pupils of the questions they wrote down at the
Boy 2: It’s 251 kilometres long. beginning of the lesson. Ask them to take their questions
4. home and see if they can find out the answers if they
Girl 1: How deep is Al-rakim cave? haven’t been answered already. They may also like to try
Girl 2: It’s about 9 metres deep. to find out the information to answer some of the other
pupils’ questions.
Answers
These items should be ticked: a flagpole, a palace, a river,
a cave.
Unit 2
26
Pupils work individually to complete the task, then check
Lesson 4 ●
Answers
Karak Castle 1. kilometres 2. hill 3. sixteen 4. bridge 5. m useum
Karak Castle is in the city
6. The Jordan Valley
of Karak, 140 kilometres
south of Amman. The
castle is more than 800
5 years old. It is at the Activity Book, Page 10, Exercise 6
top of a hill. It is 900
metres high. There are ● Invite pupils to read out the questions about Ajloun Castle.
marvellous views of the
Dead Sea from here.
Explain that they need to look back at the text in Exercise
10 Karak Castle is very big.
5 to find the answers. Question 5 is an example of critical
It is 220 metres wide. Inside the castle, there are many rooms thinking question (see page 153).
and long tunnels. They are very dark. Some of the castle is
underground. ● Pupils work individually to write their answers. Encourage
There’s a museum in the castle. It has some interesting them to answer in complete sentences. When they have
15 information about the castle’s history. finished writing, ask them to compare their answers in pairs.
● Check answers as a class.
6 Read again and answer
Where is Karak Castle? Answers
1 Where is Karak Castle?
2 How far is Karak Castle from Amman? 1. It’s in the city of Ajloun.
3 How old is Karak Castle? 2. Ajloun Castle is about 830 years old.
4 How high is the hill?
3. In the past there were four towers.
5 How wide is the castle?
6 Why do you think that the tunnels are
4. The water around the castle was about fifteen metres
very dark? deep.
7 What can you find in the museum? 5. Pupils’ own answers.
8 Do you like Karak Castle? Why? Why not? It’s in the city of Karak.
10
End the lesson
● Elicit true and false statements about Ajloun Castle.
Unit 2 Encourage the class to call out True or False after each
statement, and to correct the false statements.
28
Lesson 6 Pupil’s Book, Page 11, Exercise 7
● Ask pupils to open their books on page 11 and look at the
Outcomes It is expected that pupils will: pictures. Play the recording, pausing after the first word.
• recognise the correct stress of syllables in Pupils repeat the word as a class. Point to the word under
multi-syllable words the picture and show how the stress is shown in red, with
• use simple sentences to talk with a a circle over the stressed syllable and how every syllable is
partner or a small group about familiar shown in different colours. Invite individuals to repeat the
situations word with the correct stress and number of syllables.
• present a simple prepared speech of four ● Play the other two words, asking pupils to repeat
or five sentences to the class individually each time.
• show appreciation of listening to songs
and rhymes in English Audioscript
• write meaningful sentences using jumbled castle skyscraper January
sentences
• write a simple information paragraph of
four or five sentences Pupil’s Book, Page 11, Exercise 8
• write a paragraph using relevant
vocabulary ● Ask pupils to look at the picture. Explain that they are
• use English dictionairies to help going to talk about interesting places in their own town or
city.
understand unfamiliar words in simple
reading materials ● Invite a pair of pupils to read the example speeches in the
• correct punctuation with the assistance speech bubbles.
of peers and teachers ● Point to the list of words on the left of the exercise. Explain
that these are words that they can use to help prepare their
Structures Questions with how plus adjective: speech. Invite a pupil to read the words out loud. Help
How old is the castle? with the meaning of any of the words, or ask pupils to look
How high is that tower? in their dictionaries.
Use of adjectives: ● Pupils can work in pairs or individually to prepare a short
It’s about two hundred years old. speech of four or five sentences about places in their town.
It’s 70 metres tall. Go round helping with facts and ideas. Encourage them to
write notes to help them remember what to say.
Functions Asking and answering questions
Asking for information ● Invite pupils to come to the front of the class and give their
Using large numbers talks about interesting places. Encourage the class to say
Talking about locations in Jordan Well done and clap when they have finished.
Demonstrating appreciation of a song
Answers
Vocabulary mosque, statue Pupils’ own answers.
Topic Landmarks in Jordan and information
about them
7 Listen and say
Resources ■ Pupil’s Book, page 11, Exercise 7, Listen
and say
■ Pupil’s Book, page 11, Exercise 8, Talk
about you
■ Pupil’s Book, page 11, Exercise 9, Sing • • •
■ Activity Book, page 11, Exercise 7, Listen castle skyscraper January
and circle 8 Talk about you
■ Activity Book, page 11, Exercise 8, Read There’s an
• castle • tower
and order. Listen and check • mosque • bridge
interesting
castle in
■ Activity Book, page 11, Exercise 9, Write • museum • library my city. It’s
• park • statue about two
about your town • hill • hotel hundred
■ Activity Book, page 72, Handwriting • skyscraper years old.
Practice
■ Audio: Pupil’s Book, Unit 2, Exercise 7 There’s a big tower near my
town. It’s seventy metres tall.
■ Audio: Pupil’s Book, Unit 2, Exercise 9
■ Audio: Activity Book, Unit 2, Exercise 7 9 Sing
■ Audio: Activity Book, Unit 2, Exercise 8 Today we’re in the city.
■ Flashcards: mosque, statue We’re travelling around town.
We see the streets and buildings.
We’re looking up and down.
Revision
How old is the castle?
● Say some words from the unit, e.g. kilometre, inside, palace, How wide is the wall?
wide, interesting. Ask individual pupils to repeat them and How high is that modern tower?
It’s very, very tall!
say how many syllables each word has.
Presentation The buildings are important.
We see the old and new.
● Introduce the words mosque and statue using the flashcards. We learn about our history,
Write mosque on the board, hold up the flashcard statue and And see our future, too.
Topic Visiting Amman International Book Fair Pupil’s Book, Page 12, Exercise 1
Resources ■ Pupil’s Book, page 12, Exercise 1, Listen ● Ask pupils to open their books at page 12 and look at the
and read first picture. Ask What are the family doing? Elicit suggestions.
■ Audio: Pupil’s Book, Unit 2, Exercise 9 ● Now ask the pupils to listen to the recording to find out if
■ Audio: Pupil’s Book, Unit 3, Exercise 1 they were right. They should read along as they listen.
■ Flashcard: storyteller ● Ask the question again, and elicit the answer (They are
■ Wallchart: The world visiting Amman International Book Fair.)
■ Several story books ● Ask pupils to close their books, and check what they can
remember. Read some sentence beginnings from the story
in random order, and say who is speaking. See if pupils
Revision can complete the sentences. For example, Samira says: I’d
● Point to the song on page 11 and elicit any of the words prefer to go to the … (face-painting stall). Dad says: This is the most
that pupils can remember. Play the song and encourage interesting event in … (Jordan). Kareem says: I loved looking at all
pupils to sing along, following the words in their books. of the … (books). Mum says: Let’s listen to the storyteller and then
go to the … (face-painting stall). Kareem says: Look, there are some
Presentation books by Jordanian … (writers).
● Present Would you like …? Pick up two books, one fiction
and one non-fiction. Hold up one of the books and ask
Would you like to read this book? Encourage individual pupils
to repeat the question after you.
● Look at the book and shake your head. Say No, I wouldn’t
and get some pupils repeat after you. Put the book down.
● Hold up the other book and ask the question again. Smile
and say Yes, I would and get the pupils to repeat. Mime
reading the book.
● Hold up a different book. Ask a pupil Would you like to read
this book? Let them answer Yes, I would or No, I wouldn’t.
Unit 3
31
31
31
Unit Lesson 2
3 At the book fair
Outcomes It is expected that pupils will:
1 Listen and read • respond to questions before, during and
1 2 after listening
• listen to and participate in simple
classroom conversations
• draw conclusions from simple reading
materials
• use knowledge of verb tenses to
Dad: This is Amman International Book Samira: Look at these books, Mum! I’d like
understand when things happen
Fair! There are books by writers from lots to buy this book about charity work. It looks • use correct intonation for questions and
of different countries. In my opinion, this very interesting.
is the most interesting event in Jordan. Mum: Yes, let’s buy this book for you.
answers
Kareem: Look, there are some books by
Jordanian writers! Let’s go there first. I’d
Kareem, would you like to buy that book
for your cousin, Salma?
• use and spell correctly learnt vocabulary
like to buy a book by a Jordanian writer. Kareem: Yes, I would. She would love this
book!
4
Structures The verb would like:
3
I’d like to listen to some stories.
Would you like to buy that book?
Yes, I would./No, I wouldn’t.
The structure I’d prefer to…:
I’d prefer to go to the face-painting stall.
The phrase In my opinion:
In my opinion, this is the most interesting event
Dad: What would you like to do now,
children? Dad: What did you enjoy most today, in Jordan.
children?
Kareem: I’d like to listen to some stories.
Kareem: I loved looking at all of the books.
Samira: I’d prefer to go to the face-
painting stall!
There are so many books by Jordanian Functions Expressing wishes
Mum: OK. Let’s listen to the storyteller
writers! Asking and answering questions
Samira: I liked the books, too, but I also
and then go to the face-painting stall.
liked the storyteller and the stories. It was a Expressing opinion
great day!
12
Topic Visiting Amman International Book Fair
Resources ■ Pupil’s Book, page 12, Exercise 1, Listen
and read
Audioscript ■ Activity Book, page 12, Exercise 1, Read
1. and circle
Dad: This is Amman International Book Fair! ■ Activity Book, page 12, Exercise 2, Read
There are books by writers from lots of different and complete
countries. In my opinion, this is the most ■ Audio: Pupil’s Book, Unit 3, Exercise 1
interesting event in Jordan.
Kareem: Look, there are some books by Jordanian
writers! Let’s go there first. I’d like to buy a Revision
book by a Jordanian writer. ● Hold up your book at page 12. Point to the third picture,
2. and say Dad asks ‘What would you like to do now, children?’ On
Samira: Look at these books, Mum! I’d like to buy the board, write What would you like to do now?
this book about charity work. It looks very ● See if any pupils can remember how Kareem and Samira
interesting. answered the question. Confirm the answers: I’d like to
Mum: Yes, let’s buy this book for you. Kareem, would listen to some stories. I’d prefer to go to the face-painting stall. On
you like to buy that book for your cousin, the board, write I’d like to ____. and I’d prefer to ____. Elicit
Salma? ideas for different ways of completing the two answers.
Kareem: Yes, I would. She would love this book!
3. Pupil’s Book, Page 12, Exercise 1
Dad: What would you like to do now, children? ● Ask pupils to open their books on page 12. Tell them they
Kareem: I’d like to listen to some stories. are going to listen to the story again. Ask them to listen
Samira: I’d prefer to go to the face-painting stall! for the other question that Dad asks the children. Play the
Mum: OK. Let’s listen to the storyteller and then go to recording right through while the pupils listen and read.
the face-painting stall. ● Elicit the question that Dad asks at the end of the story
4. (What did you enjoy most today, children?) Say the question
Dad: What did you enjoy most today, children? again, and ask individual pupils to repeat. Check
Kareem: I loved looking at all of the books. There are so pronunciation and intonation. Ask pupils to say how
many books by Jordanian writers! Kareem and Samira answered. (Kareem loved looking at the
Samira: I liked the books, too, but I also liked the books. Samira liked the books, the storyteller and the stories.)
storyteller and the stories. It was a great day! ● Put the class into groups of four. Ask them to choose roles
and to practise reading the story. Monitor as they are
End the lesson reading.
● Ask pupils to imagine they are at the Book Fair. Ask
questions, e.g. Would you like to buy a book? Would you like to
go to the face-painting stall? Would you like to see the storyteller?
Encourage pupils to answer Yes, I would or No, I wouldn’t.
Unit 3
32
Further practice
● Tell the pupils to stay in the same groups. Explain that
Lesson 3
they should pretend to be the family at the Book Fair.
Ask the pupil who is playing the part of ‘Dad’ to ask the Outcomes It is expected that pupils will:
others What would you like to do now? Encourage the other • follow oral instructions
‘characters’ to give different answers to the question, using • recognise the correct stress of syllables in
I’d like to … or I’d prefer to … or Let’s … multi-syllable words
● Ask pupils to extend their sentences using because. Provide • respond to questions before, during and
an example on the board. I’d prefer to look at non-fiction books after listening
because I want to learn how to protect the Earth. Explain that • use context and direct instruction to
understand the meaning of new words
fiction books are about imaginary people and events, and • listen to and participate in simple
that non-fiction books are about real facts or events. Pupils classroom conversations
work individually and then present their sentences to the
class. The verb would like:
Structures
I’d like to read that book.
Activity Book, Page 12, Exercise 1 Would you like to read that book?
● Ask pupils to open their Activity Book on page 12. Ask Yes, I would./No, I wouldn’t.
them to look at the pictures in Exercise 1 and suggest what The structure I’d prefer to…:
is happening in each one. I’d prefer to read this book.
● Write prefer, Let’s, love, would like on the board and use the Expressing wishes
word go to practise structure with the pupils. For example, Functions
Asking and answering questions
Say I’d prefer [beep] to the park, and get pupils to fill in the Expressing opinion
gap with to go. Then say Let’s [beep] to the market, and pupils
say go. You can write these examples down if you like, for Topic Visiting Amman International Book Fair
reference. Vocabulary donkey, Egypt, Egyptian, Emirates, Emiraty, Jordan,
● Explain that pupils are going to read sentences about each Lebanese, Lebanon, tale, traditional, UAE
picture and circle the correct words. Ask a pupil to read
out the first two sentences as an example. Resources ■ Pupil’s Book, page 13, Exercise 2, Listen
● Pupils can work in pairs to complete the task. Encourage and match
them to circle the answers and then to read the sentences
■ Activity Book, page 13, Exercise 3, Read,
complete and match
out loud in their pairs. Go round monitoring for correct ■ Audio: Pupil’s Book, Unit 3, Exercise 2
pronunciation. Check answers as a class, choosing ■ Wallchart: The world
individuals to read out each sentence. ■ Several story books
Answers
Revision
1. to go, I’d 2. Let’s, I’d 3. buy, love 4. to do, I’d
● Ask What is the word for someone who writes a book? Elicit a
writer. Give out some story books to pairs of pupils. Ask
Activity Book, Page 12, Exercise 2 each pair to find the name of the writer on the book. Elicit
the names, helping with pronunciation.
● Ask pupils to look at Exercise 2 in their Activity Books.
Point to the words in the box. Invite a pupil to read out the Presentation
words.
● Explain that they should choose the correct words from the ● Hold your book up, showing the pupils the story on page
box to complete the sentences. Ask a pupil to read out the 12. Point to the first picture. Ask What does Kareem say? On
first completed example. Ask pupils to work on their own the board, write Look, there are some books by ____ writers.
to complete the sentences. When they have finished, ask Elicit the missing word (Jordanian). Write it on the board
them to compare answers with a partner. Check answers as and ask individual pupils to repeat it after you.
a class. ● Say Jordanian again. Ask how many syllables there are in the
word (four). Get pupils to say which part of the word the
Answers stress falls on (the second part). Underline the stressed part
of the word (Jordanian)
1. go 2. I’d 3. would 4. prefer 5. event
● Say A Jordanian person comes from Jordan. Present Emirati,
Lebanese and Egyptian. Write the words on the board. Say
End the lesson them, and ask volunteer pupils to repeat after you. Ask
pupils to suggest which country each of these words refers
● Ask pupils to suggest words they can use to describe an to (the UAE, Emirates, Lebanon, Egypt).
event, e.g. interesting, wonderful, great, fun, exciting.
● Use the wallchart of The world to confirm pupils’ answers.
Point to each country. Elicit the name and the country’s
nationality each time.
● Say each word, elicit and underline the stressed part of the
word (Emirati, Lebanese, Egyptian)
● Invite individual pupils to read out all three words, using
the correct pronunciation and stress.
Unit 3
33
Pupil’s Book, Page 13, Exercise 2 Activity Book, Page 13, Exercise 3
● Ask pupils to open their books. Point to the four children ● Ask pupils to look at their Activity Book. Point to the map
on the left of the exercise. Ask a pupil to read out their in Exercise 3, and elicit the names of the countries marked
names. Ask another pupil to read out the titles of the (Jordan, Lebanon, Egypt, the UAE or Emirates).
books. Check that students understand life, peace, special
and tale. ● Point to the pictures, and say These are famous places in each
● Ask pupils to look at the four book covers and say what country.
type of books they think these are. Invite a pupil to read ● Explain that pupils should read the sentences and complete
out the words in the four labels. Talk about the pictures them, using the words in the box. Then they need to match
and present donkey. the sentences with the pictures. Ask a pupil to read out the
● Tell pupils that they are going to match the children on example answer.
the left with the books on the right. Tell the pupils just to
listen the first time while you play the recording all the way ● Ask pupils to work in pairs to complete each sentence, read
through. Make sure pupils understand the meaning of the it out together, and write the letter of the correct picture.
world traditional. Play the recording again, pausing after ● Go round monitoring while they are working, making sure
each speech for the pupils to match each speaker with the that both pupils are reading out the sentences correctly.
correct book and writer. Elicit answers as a class. ● Check answers as a class.
3
a Lebanese writer
Jordan
Lesson 4
Ziad a Jordanian writer
The Life Story
of a Piece of Outcomes It is expected that pupils will:
Paper
Diala Arslan • use correct intonation for questions and
A Queen’s Story statements
4 • listen to and participate in simple
Rola
classroom conversations
Haya Saleh • write meaningful sentences using given
frameworks
• use and spell correctly learnt vocabulary
3 Ask and answer • speak with pauses for clarity and
What would you emphasis
like to read?
I’d like to read a • use simple sentences to talk about what
book by Suleiman
El Mashini. He’s a they would like to read
Jordanian writer.
He wrote books • with a partner, prepare and present a
about our future. simple dialogue to the class
• write sentences to complete a dialogue
13
Answers
The Global Village Festival The Amman Summer
I love The Global Village Festival. It happens Festival Opinion:
every summer in Amman and it started
in 2004. I think that it’s the best summer
The Amman Summer Festival is in July.
It’s great! There are a lot of things for
It was great!
5
festival. There are stalls with crafts, toys,
clothes and foods from many countries in
children to do at the festival. There They were very beautiful.
are colourful puppet shows. Children
the world. I like looking at the stall with
jewellery, dresses and mosaics from Jordan.
5 can also draw, paint, listen to stories In my opinion, it’s the best festival in Jordan.
and sing. They can make models from
There is a food market at the festival. You balloons, too! Fact:
10
can try dishes from many countries in the
world. I love the dates, cakes and spices.
The first Amman Summer Festival was in All the crafts at the festival were from Jordan.
2006. Lots of people come to the festival
The food is delicious! 10 with their families every year. In my My mum bought a small mosaic for our house.
I like the fun fair at the festival, too. It is opinion, it’s the best festival for children.
very fun! Saleem
Lots of people were at the festival with their families.
Thousands of
15 people visit the
festival every
year.
Fatima
Activity Book, Page 14, Exercise 6
● Explain to pupils that they are going to write answers to
some questions about the letter in Exercise 5.
● Ask a pupil to read out the first question, and another
I think that it’s the
pupil to read out the example answer.
5 Read again and say opinion or fact
best summer festival. ● Pupils work individually to complete the task. Go round
1 I think that it’s the best summer festival.
monitoring, and check their spelling and punctuation.
2 There is a food market at the festival.
3 The food is delicious!
When they have finished writing, encourage pupils to check
4 It is very fun!
their answers with a partner. Invite pupils to read out a
5 Children can also draw, paint, listen to stories question and their answer. If any pupils have a different
and sing. answer, ask them to read it out too. Accept all correct
6 In my opinion, it’s the best festival for children. answers. Question 5 is an example of a critical thinking
This is an opinion.
14 question (see page 153).
Unit 3
36
Answers Revision
1. He’s been to Aqaba Traditional Arts Festival. ● Say some words from the unit, e.g. festival, storyteller, event,
2. The crafts were from Jordan. Jordanian, prefer, international. Ask volunteer pupils to repeat
each word and say the number of syllables.
3. He would like to go to Aqaba Water Festival.
4. He thinks that Aqaba Traditional Arts Festival is the
best. Presentation
5. Pupils’ own answers. ● Present community centre and skating using the flashcards.
● Write community centre on the board. Hold up the skating
End the lesson flashcard and ask Is this right? Elicit No. That is skating.
Repeat for community centre.
● Ask pupils to pretend they are at one of the festivals
described in Exercise 4 of the Pupil’s Book. Invite them to
say one sentence about what is happening at the festival, Pupil’s Book, Page 15, Exercise 6
and one sentence giving their opinion. Give an example: I’m ● Ask pupils to open their books on page 15 and look at the
at The Amman Summer Festival. Lots of children are watching a pictures. Play the recording, pausing after the first word
puppet show. (balloon). Pupils repeat the word as a class. Point to the
It’s very exciting! word and show how the stress is marked in red and with a
circle over the part of the world and every part of the world
Lesson 6 is shown in different colours. Clap the stress pattern. Invite
individuals to repeat the word, making sure they stress the
correct syllable and the number of syllables each word has.
Outcomes It is expected that pupils will:
• recognise the correct stress of syllables in ● Play the other two words, and get pupils to clap the stress
multi-syllable words pattern. Be sure to emphasise it at first.
• speak with pauses for clarity and emphasis ● Point to the pictures at random and ask individual pupils
• with a partner, prepare and present a to say the word using the correct pronunciation and stress.
simple dialogue to the class
• use simple sentences to talk with a partner Audioscript
or a small group about familiar situations balloon computer laboratory
• use prior knowledge and experience
to listen when participating in simple
conversations
• write a simple short speech of four or five 6 Listen and say
sentences to present to the class
• present a simple prepared speech of four
or five sentences to the class
• give feedback about a peer’s speech
• write meaningful sentences using a given
• • •
framework balloon computer laboratory
Unit 3
37
Pupil’s Book, Page 15, Exercise 7 Audioscript and Answers
● Go round the class, asking each pupil in turn to read 1. traditional 2. important 3. forest 4. valley
out one of the phrases at the top of the exercise. Explain
that these are all activities you can do in your free time. 5. expensive 6. coral 7. dictionary 8. kilometre
Encourage them beforehand to get pictures and realia to 9. marvellous
illustrate what they do in their free time. This is an example
of simulation. (see page 152). Activity Book, Page 15, Exercise 8
● Tell pupils that they are going to work in pairs to make a
dialogue. They should discuss which activities they would ● Ask pupils to look at Exercise 8 in their Activity Book.
like to do. Choose a pair to read out the dialogue in the Explain that they need to complete the sentences, writing
speech bubbles as an example. about activities they would like to do. Encourage them to
look back at Exercise 7 in the Pupil’s Book for names of
● Pupils work in pairs to talk about the activities. Encourage
them to continue the dialogue by expressing opinions. Let possible activities.
them take turns to ask the question at the beginning and ● Ask pupils to work individually to complete the task. Go
make a new dialogue. Tell pupils to find a different partner round and monitor. When they have finished writing, ask
and do the same. Invite pairs to present their dialogues to pupils to compare their sentences in pairs. Go round the
the class. class, asking each pupil to read out one of the sentences
● As an extension, get pupils to extend their dialogues, using they have written.
the word because. Write I’d prefer to go to the community centre
because... and elicit answers. Get pupils to think about Answers
activities that are healthy and beneficial.
Pupils’ own answers.
Pupil’s Book, Page 15, Exercise 8
● Tell pupils they are going to present a short speech Classroom assessment
to the class about their favourite festival. Point to the
photograph. Say This is Aqaba Water Festival. Ask a pupil to With reference to Unit 3:
read out the text in the speech bubble as an example. Elicit Scoring criteria Good Fair Poor
the names of some popular festivals and write them on the make simple inferences when listening
board. use and spell correctly learnt vocabulary
● Encourage pupils to work individually to note down some
draw conclusions from simple reading
ideas for their talk. Go round helping as needed. materials
● Then ask pupils to work with a partner. They take turns
to practise their speeches. Encourage them to praise each distinguish fact from opinion in simple
other’s work, but also to suggest improvements. This is an reading materials
example of activity-based learning as well as experiential gather information and ideas to talk
learning (see page 152). about their favourite festival
● Invite pupils to come to the front of the class and present with a partner, prepare and present a
their speech to the class. Ask them to speak from memory, simple dialogue about what they would
without using their notes. Make sure the class says Well like to do
done! when each pupil has finished. write a simple short speech of four or
five sentences to present to the class
Answers
End the lesson
Pupils’ own answers.
● Guide the pupils to pratise handwriting the two short
paragraphs in the Activity Book pages 72 and 73.
Further practice ● Praise the pupils for their hard work in the unit. Tell them
● Ask pupils what they can remember about the festivals that in the next unit, they will have the opportunity to
pupils spoke about. Ask, for example, What is Fatima’s review everything they have learnt so far.
favourite festival? Why does she like it?
Activity Book, Page 15, Exercise 7
● Explain to pupils that they are going to listen to some
words. They need to decide which part of the word is
stressed, and draw a dot over the top of the correct part of
the word.
● Say some words from the unit (e.g. market, festival,
Jordanian) and clap on the stressed part of the word. Get
pupils to suggest words and clap stressed part of the word.
Note that if the word is one syllable, the stress is on the
whole word.
● Play the first word, and ask volunteer pupils to repeat it.
Point to the example answer and get pupils to clap on the
stressed (marked) syllable. Play the rest of the recording,
stopping after each word to give pupils time to repeat the
word and write the stress mark (dot) in the correct place.
They work individually to complete the task, then compare
their answers with a partner. Check answers as a class.
Unit 3
38
Review 1
Lesson 1 Review 1
Outcomes It is expected that pupils will:
1 Listen and read
• respond to questions before, during and
after listening My homework project this
week is about my city.
• make simple inferences when listening
About my city
• ask questions after listening to gain I live in Amman. It’s the biggest There are many modern buildings
understanding of new or unfamiliar words city in Jordan. There are lots of 15 in the city. There are hotels and
interesting buildings in Amman. skyscrapers. They are very tall!
• skim simple written materials for the main Some of the buildings are modern In this picture, you can see Abdoun
ideas 5 and some of the buildings are very
old.
Bridge. It goes across Wadi Abdoun
so it’s very long. It’s tall, too.
• scan simple written materials to preview Amman was a very important 20 The towers on the bridge are
them for general content before starting to Islamic town 1,300 years ago. Many seventy-one metres high.
people travelled to Amman from
read 10 other countries to buy gold and
• use knowledge of verb tenses to spices. Umayyad Palace is from
Islamic Amman. It’s a very interesting
understand when things happen place to visit.
country’s heritage
Using large numbers 16
Review 1
39
Lesson 2 Activity Book, Page 16, Exercise 1
● Ask pupils to open their Activity Book at page 16. Remind
Outcomes It is expected that pupils will: them of the meaning of nature reserve, asking What can you
• follow oral instructions see in a nature reserve? (birds, animals, trees and plants)
• scan simple written materials to preview ● Explain that pupils are going to read the dialogue, and
them for general content before starting to circle the correct words. Invite a pair of pupils to read
read out Abeer’s first question and Haifa’s reply, including the
• skim simple written materials for the main example answer.
ideas ● Pupils work in pairs to read the dialogue and circle the
• respond to questions before, during and correct words.
after listening ● Check answers as a class, asking different pairs to read out
• pronounce English words and sentences each question and answer.
precisely and correctly
• draw conclusions from simple reading
materials Answers
• use and spell correctly learnt vocabulary 1. well-known 2. about 3. Inside 4. prefer
• listen to and participate in simple classroom 5. opinion 6. old 7. event 8. enjoy
conversations
Structures Revision of:
The structures there is/are and there was/were: Activity Book, Page 16, Exercise 2
There are many modern buildings in the city. ● Ask pupils to look at the sentences in Exercise 2. Explain
Use of adjectives: that they are true and false statements about the dialogue
The castle is about 800 years old. in Exercise 1. They need to read each sentence and circle Yes
The phrase In my opinion: if it is true, and No if it is false.
In my opinion, it is the best place in Azraq. ● Invite a pupil to read the first sentence. Repeat Abeer lives
Functions Revision of: in Azraq, and point to the circle around No. Invite pupils
Talking about places in Jordan to look back at Exercise 1, and say how they know the
Expressing pride in Jordan and the sentence is not true. (Haifa lives in Azraq. Haifa asks Abeer to
come to Azraq and visit her.)
country’s heritage
Using large numbers ● Pupils work individually to complete the task. When they
Expressing likes have finished, ask them to compare answers with a partner.
If they do not have the same answer, encourage them to
Vocabulary Revision of: look back at the dialogue in Exercise 1 together and find
craft, deep, event, festival, inside, kilometre, the correct answer.
opinion, prefer, well-known ● Check answers as a class. Ask different pupils to read out
Topic Revision each sentence and say whether they have circled Yes or No.
Then elicit the sentences from the dialogue that give the
Resources ■ Pupil’s Book, page 16, Exercise 1, Listen information.
and read
■ Activity Book, page 16, Exercise 1, Read Answers
and circle 1. No. Haifa lives in Azraq. 2. No. Azraq is east of
■ Activity Book, page 16, Exercise 2, Read Amman. 3. Yes 4. Yes 5. No. Azraq Festival has a
and circle Yes or No
■ Audio: Pupil’s Book, Review 1, Exercise 1 craft market and even food. 6. Yes
Review 1
40
● Ask a pupil to read out the describing word for each
Lesson 3 photograph.
● Make sure that pupils understand 65 km, 132 m and 1115
Outcomes It is expected that pupils will: CE. Invite pupils to read these out and explain what they
• listen to and participate in simple classroom mean (65 kilometres, 132 metres, 1115 CE is the year). Note
conversations that CE stands for ‘Common Era’.
• use prior knowledge and experience to listen ● Explain that they should work in pairs to ask and answer
when participating in simple conversations questions. Invite a pair to read out the example dialogue.
• use simple sentences to talk with a partner ● Pupils work in pairs, taking turns to ask and answer. Go
about places in Jordan round and monitor. Make sure that they are using the
• with a partner, prepare and present a simple information in the labels to answer. For question 3, help
dialogue to the class individual pupils with the calculation if they need it.
• recognise the correct stress of syllables in
multi-syllable words ● Invite pairs to ask and answer one question for the class.
• write a simple information paragraph of four
or five sentences
Answers
• use and spell correctly learnt vocabulary
Suggested questions Suggested answers
Structures Revision of: 1. How long is Zarqa River? 1. It’s 65 kilometres long.
Questions with how plus adjective: 2. How tall is Aqaba Flagpole? 2. It’s 132 metres tall.
How long is Zarqa River? 3. How old is Shoubak castle? 3. It’s 900 years old.
How tall is Aqaba Flagpole?
Use of adjectives:
It’s 65 kilometres long. 2 Ask and answer
The verb would like: 1 long 2 tall How long is Zarqa River?
I’d like to go to the clothes market.
Would you like to buy this book?
Yes, I would./No, I wouldn’t.
The structure I’d prefer to...:
I’d prefer to go to the book fair. 132 m
65 km
5 Read again and order. Tell the story Activity Book, Page 18, Exercise 7
● Ask pupils to look at the table in Exercise 7. Ask a pupil to
read the headings out loud.
Write ‘‘Hello’’ on the board. Say Hello! Get pupils to repeat
it. Point to the ‘‘ ’’ and say Hello! again. Tell pupils to find
all the words that people in the story say. Ask pupils what
speak means (like say), and say speak while pointing to the
word speech in the table.
● Explain that text means all the words in the story that
are not spoken by the characters in the story. Give some
examples, e.g. It was a long journey.
● Tell pupils that they need to choose three examples of
speech from the story, and three examples of narrative text.
One morning, Saleem and
Mariam were very excited.
They should write them in the correct column in the table.
18 ● Pupils work individually to complete the task, then check
their answers in pairs. Encourage them to make sure they
are punctuating the speech correctly. Choose pupils to
read out some of the examples they have written.
Pupil’s Book, Page 18, Exercise 5 Answers
● Point to the four pictures. Explain that the pictures tell the Pupils’ own answers, using correct examples from the
same story as in Exercise 3, but they are in the wrong order. story.
They need to decide the correct order of the pictures, and
write the numbers in the boxes.
● Ask pupils to work in pairs to read the story again, and End the lesson
complete the task. Check answers as a class. ● Invite some pupils to the front to read more of the
examples to the class. When they have finished, encourage
Answers the other pupils to clap.
The order of the pictures is: 3, 4, 1, 2
Further practice
● Invite three pupils to the front of the class to play the
parts of the three characters who speak in the story: Dad,
Saleem and Mariam.
● Read the narrator’s part of the story yourself, and
encourage the three ‘characters’ to read their own parts.
Make sure that they understand they should read the direct
speech (the words inside the speech marks). Encourage
pupils to speak clearly, with pauses for clarity and
emphasis. Ask pupils to say Well done! when the story is
finished.
Review 1
43
Explain that when pupils have written their projects, they
Lesson 5 ●
will have the chance to tell the class about them. Ask a
pupil to read out the speech bubble as an example.
Outcomes It is expected that pupils will: ● Let pupils write their projects individually. Go round
• locate and use English reference materials monitoring and helping.
found in the classroom and school library
• use table of contents and keyword search ● Invite pupils to the front of the class to tell the rest of the
to locate specific information in print or class about their projects. Encourage them to hold up their
electronic sources work and get the rest of the pupils to clap and say Well done!
• create a mind map of the main idea and the
supporting details in simple reading materials
• write a short simple speech to present to the 6 Project: My town
class
• use and spell correctly learnt vocabulary 1 Read, ask and answer
1 Where is your town?
Structures Revision of: 2 Describe your town. Is it big or small?
The structures there is/are and there was/were: 3 What is the history of your town?
There are many modern buildings in the city. 4 What interesting buildings are in your town?
Use of adjectives: 5 What do you think of your town?
My town
■ Project Worksheet 1, page 160
3 Write about your town and tell your class
gazelle, lizard and sand dune. Show the flashcard for each
word and ask pupils to repeat the word after you.
Outcomes It is expected that pupils will: ● On the board, write millimetre. Say the word and ask
• follow oral instructions volunteer pupils to repeat it. Explain that some countries
• respond to questions before, during and have more rain than others, and that we measure rainfall in
after listening millimetres.
• use teacher introduction and other clues to ● Present fascinating. Write the word on the board, say it and
understand new words when listening ask the class to repeat. Explain that fascinating means very
• use context to understand new words when interesting. Tell the class that they are going to listen to
listening Samira and Laila talking about a fascinating country. Ask
• make simple inferences when listening them to take out their books.
• discuss simple reading materials to
compare own ideas with those of peers Pupil’s Book, Page 20, Exercise 1
Comparisons with isn’t as (adjective) as: ● Ask pupils to open their books at page 20 and look at the
Structures pictures. Tell pupils that Samira and Laila are going to give
Jordan isn’t as big as Saudi Arabia.
Jordan isn’t as dry as Egypt. a talk to the class. Elicit suggestions for what the two girls
will talk about.
Questions with What plus noun plus like:
What is the weather like in Jordan? ● Now ask the pupils to listen to the recording to check the
It’s hot here in the summer. answer. As they listen, they should read along.
● Ask What is the girls’ talk about? and elicit the answer. (It’s
Functions Making comparisons about Jordan and other countries.)
Talking about the weather and geographical ● To check pupils’ understanding, make statements about
features the story and ask pupils to say whether they are true or
Talking about locations in Jordan and false. For the false statements, elicit a correct answer: There
elsewhere in the region aren’t any trees in Jordan. (False. There are forests in Jordan.)
Expressing likes Jordan isn’t as big as Egypt. (True) Jordan isn’t as hot as Saudi
Arabia in the summer. (True) Egypt is the wettest country on Earth.
Vocabulary capital city, Centigrade, coast, coral reef, degrees, (False. Egypt is one of the driest countries on Earth.) Samira’s
fascinating, gazelle, lizard, millimetre, sand dune, favourite place is Aqaba. (False. Laila’s favourite place is Aqaba./
Saudi Arabia Samira’s favourite place is the desert.)
Topic Comparing weather and geographical
Unit
features in the region
Resources ■ Pupil’s Book, page 20, Exercise 1, Listen 4 Jordan isn’t as dry as Egypt
and read
1 Listen and read
■ Audio: Pupil’s Book, Unit 4, Exercise 1
1 2
■ Flashcards: coast, coral reef, gazelle, lizard,
sand dune
■ Wallchart: The world
Revision
● Ask pupils if they have been to any events recently. Invite Laila: This is Jordan on the map. Jordan is
Miss Salma: This afternoon, Samira and
any pupils who have visited an event to describe it to the Laila are going to talk to the class.
bigger than Lebanon. It isn’t as big as Saudi
Arabia or Egypt.
class. Encourage the other pupils to ask questions about Samira: Jordan is a fascinating country.
Miss Salma: Well done, Laila. What is the
There are deserts and mountains. There
the event. are canyons and valleys. There are nature
weather like in Jordan?
reserves and forests, too. 4
Presentation 3
Revision
● Write some numbers between 11 and 99 on the board, in
figures. Invite individuals to the board to choose a number
and say it, then to write the number in words. Encourage
the rest of the class to help them with spelling.
● On the board, write ____ isn’t as big as ____. Invite pupils
to complete the sentence, using names of countries, e.g.
Jordan isn’t as big as Egypt. Accept all correct suggestions.
Pupil’s Book, Page 20, Exercise 1
● Ask pupils to open their books. Elicit any facts they
remember from the story.
● Ask the class to listen for the two questions Miss Salma
asks. Play the recording right through while pupils listen.
● Elicit the two questions: What is the weather like in Jordan?
and What’s your favourite place in Jordan? Say the two
questions again, and ask individual pupils to repeat them
after you. Check pronunciation and intonation.
● Put the class into groups of three. Ask them to choose
roles and to practise reading the story. Monitor as they are
reading.
Further practice
● Repeat the first question from the recording, What is the
weather like in Jordan? Pupils answer, e.g. It’s hot in summer.
Unit 4
46
Activity Book, Page 19, Exercise 1
● Ask pupils to open their Activity Book at page 19. Explain
Lesson 3
that in Exercise 1, they first need to read and match the Outcomes It is expected that pupils will:
questions 1−5 with the correct answers A−E.
• use correct intonation for questions and
● Do the example with the class. Ask a pupil to read out the answers
first question, and elicit the correct answer (B). • use simple sentences to talk with a partner
● Pupils can work in pairs to complete the task. Encourage or a small group about familiar and
them to take turns reading the questions and answers. Go unfamiliar situations
round monitoring for correct pronunciation. • discuss simple reading materials to
● Play the recording, and encourage pairs to check their compare own ideas with those of peers
answers as they listen. • draw conclusions from simple reading
● Check answers as a class, choosing pairs to read each materials
question and answer. • distinguish fact from opinion in simple
reading materials
Audioscript • use English dictionaries to help understand
1. unfamiliar words in simple reading
Hani: What’s the weather like in Egypt, Dad? materials
Dad: It’s hot in the summer but it isn’t as hot as Saudi • write meaningful sentences using given
Arabia. frameworks to answer questions
2. • use and spell correctly learnt vocabulary
Hani: What’s the coast like in Egypt?
Dad: It’s great. There are beautiful coral reefs in the Structures Questions with What plus noun plus like:
sea. What is the weather like in Amman?
3. It’s hot here in the summer. It’s thirty-two degrees
Hani: What’s Jordan like? Centigrade.
Dad: It’s a marvellous country. There are deserts,
mountains and nature reserves. Functions Making comparisons
4. Talking about the weather and geographical
Hani: What’s your favourite city in Jordan? features
Dad: It’s the capital city, Amman. It’s fascinating. Talking about locations in Jordan and
elsewhere in the region
5.
Hani: What’s the weather like in Jordan? Vocabulary average, rainfall, temperature
Dad: It isn’t as dry as Egypt. It has about 160
millimetres of rain every year. Topic Comparing weather and geographical
features in the region
Answers Resources ■ Pupil’s Book, page 21, Exercise 2, Ask and
1. B 2. C 3. A 4. E 5. D answer
■ Activity Book, page 19, Exercise 2, Look
and write
End the lesson ■ Activity Book, page 20, Exercise 3, Look
● Ask pupils What’s your favourite weather? Pupils answer, e.g. I and write
like hot weather.
Revision
● Remind pupils of the difference between facts and
opinions. Read sentences from the story on page 20 and
ask pupils to say whether they are fact or opinion, e.g.
Jordan is bigger than Lebanon. (fact) Jordan is a fascinating country.
(opinion)
Presentation
● On the board, write temperature, rainfall and average. Say
the words and ask individual pupils to repeat. Explain the
meaning of each word, or ask pupils to look them up in
their dictionaries. (Temperature means how hot or cold it is.
Rainfall means how much rain falls. Average means what usually
happens.)
● On the board, write 32°C. Say Thirty-two degrees Centigrade.
Ask pupils to repeat. Point to the sign for degrees and
say This means ‘degrees’. Point to the C and say This means
Centigrade.
● Write 200 mm on the board. Say Two hundred millimetres.
Ask pupils to repeat. Point to the mm and say This means
‘millimetres’.
● Write the following on the board: 14°C, 43°C, 124 mm,
900 mm. Invite individual pupils to read each correctly.
Unit 4
47
Pupil’s Book, Page 21, Exercise 2 Activity Book, Page 19, Exercise 2
● Ask pupils to open their books at page 21and look at ● Ask pupils to look at their Activity Book. Point to the first
Exercise 2. Elicit the names of the places shown in each picture of a thermometer, and elicit the temperature (43
picture (Amman, Riyadh, Cairo, Beirut). degrees). Say The temperature is 43 degrees Centigrade, and
● Point to the information about Amman. Ask a pair of make clear that this is the exact temperature. Choose a
pupils to read the speech bubbles. pupil to read the example answer.
● Say each sentence from the speech bubbles again, and ask ● Explain that pupils need to read the temperature on each
the class to repeat after you in rows in turns. thermometer and complete the sentences, writing the
● Ask the pupils to work in pairs. Tell them they need to numbers in words.
look at each picture and take turns to ask the question ● Pupils can work in pairs to complete the task.
and answer, using full sentences. Go round and check that ● Check answers as a class, inviting individual pupils to write
they are reading the measurements correctly. Help with each answer on the board. If they need help with spellings,
pronunciation as needed. encourage the other class members to help.
● Invite pairs to ask and answer each question for the class.
Answers
Questions and answers 1. forty-three degrees Centigrade
Q: What is the weather like in Amman? 2. thirty-four degrees Centigrade
A: It’s thirty-two degrees Centigrade in the summer. 3. twenty-six degrees Centigrade
It’s hot. It’s twelve degrees Centigrade in the winter. 4. twenty-nine degrees Centigrade
It’s cold. It has 200 millimetres of rain every year.
Q: What is the weather like in Riyadh?
A: It’s forty-three degrees Centigrade in the summer. Activity Book, Page 20, Exercise 3
It’s hot. It’s fourteen degrees Centigrade in the winter. ● Ask pupils to open their Activity Book at page 20 and look
It’s cold. It has 124 millimetres of rain every year. at Exercise 3 in their Activity Book. Elicit the four places
Q: What is the weather like in Cairo? named in the table (Amman, Riyadh, Cairo, Beirut).
A: It’s thirty-four degrees Centigrade in the summer. ● Invite a pupil to read out the first question. Explain that
It’s hot. It’s thirteen degrees Centigrade in the winter. they need to look at the information in the table and write
It’s cold. It has 50 millimetres of rain every year. sentences. Point to the information for Amman in the
Q: What is the weather like in Beirut? table, and ask a pupil to read out the example answer.
A: It’s thirty-two degrees Centigrade in the summer. ● Pupils work individually to write their sentences. Go round
It’s hot. It’s eleven degrees Centigrade in the winter. helping as needed. When they have finished writing,
It’s cold. It has 900 millimetres of rain every year. encourage them to compare their answers in pairs.
● Check answers as a class.
Cairo
o
It’s thirty-two degrees
Further practice
summer 34°C
summ
win
winter 13°C
Centigrade in the ● Ask pupils to work in pairs and ask and answer other
summer. It’s hot.
50 mm
It’s twelve degrees questions about the information in the table.
Centigrade in the
winter. It’s cold. It has
200 millimetres of
rain every year.
End the lesson
Beirut
ut
summer 32°C
summ ● Ask pupils to say what the weather is like in different places
wi
winter 11°C
they have visited.
900 mm
21
Unit 4
48
Classroom assessment
Lesson 4 With reference to Lessons 3 and 4, pupils can:
Outcomes It is expected that pupils will: Scoring criteria Good Fair Poor
• use context to understand the meaning of respond to questions before, during and
new and unfamiliar words after listening
• draw conclusions from simple reading listen to and participate in simple
materials classroom conversations
• listen to and participate in simple use simple sentences to talk with a
classroom conversations partner or a small group about the
• speak with pauses for clarity and emphasis weather, geographical features and
• use simple sentences to talk about the locations
weather present a simple prepared speech about
• present a simple prepared speech to the a place to the class
class write meaningful sentences using given
Comparisons with isn’t as (adjective) as: frameworks
Structures
Amman isn’t as hot as Riyadh.
Amman isn’t as dry as Cairo.
End the lesson
● Tell pupils that in the next lesson they are going to read
Functions Making comparisons about Ajloun and Kuwait City. Ask them to try to find one
Talking about the weather and geographical piece of information about one of these places before the
features next lesson.
Talking about locations in Jordan and
elsewhere in the region
Expressing likes
Lesson 5
Comparing weather in the region Outcomes It is expected that pupils will:
Topic • use context and direct instruction to
Resources ■ Pupil’s Book, page 21, Exercise 3, Look understand the meaning of new and
and say unfamiliar words
■ Activity Book, page 20, Exercise 4, Read • scan simple written materials to preview
them for general content before starting to
and circle read
• skim simple written materials for the main
Revision ideas
● Ask pupils to look at the information in Exercise 2 on page • use English dictionaries to help understand
21 again. Write some gapped sentences on the board, e.g. unfamiliar words in simple reading
In Riyadh, it’s ____ in the summer. It has ____ of rain every year. materials
Invite pupils to complete the sentences with the correct • draw conclusions from simple reading
information. materials
• use and spell correctly learnt vocabulary
Pupil’s Book, Page 21, Exercise 3 • write a simple letter to a friend
● Ask pupils to open their books at page 21 and look • correct punctuation with the assistance of
at Exercise 3. Invite a pupil to read the four adjectives peers and teachers
(describing words) on the left.
Structures Comparisons with isn’t as (adjective) as:
● Tell pupils that they need to choose one of the places in Amman isn’t as windy as Cairo.
Exercise 2, and make some sentences about it, using the The River Jordan isn’t as long as The River Nile.
describing words. Say one of the places, e.g. Beirut, and
elicit some possible sentences, e.g. Beirut is wetter than Functions Making comparisons
Riyadh. Beirut isn’t as hot as Cairo in summer. Talking about the weather and geographical
● Pupils work in pairs and take it in turns to say their features
sentences to each other. Talking about locations in Jordan and
● Invite individuals to the front of the class. Ask the pupil to elsewhere in the region
name the place they have chosen and encourage the class Expressing likes
to ask the question, e.g. What is the weather like in Cairo?
Then the pupil says their sentences about the place. Vocabulary Kuwait, sand, sandstorms, sometimes
● When they have finished speaking, encourage the class to
clap, and say Good work! Topic Comparing weather and geographical
Activity Book, Page 20, Exercise 4 features in the region
● Ask pupils to open their Activity Book at page 20. Invite a Resources ■ Pupil’s Book, page 22, Exercise 4, Read
pupil to read out the first sentence in Exercise 4, with the and answer
two possible answers. Explain that they need to choose ■ Pupil’s Book, page 22, Exercise 5, Read
the correct answer, and circle it. They should look back at again and say Yes or No
Exercise 3 to find the correct information. ■ Activity Book, page 21, Exercise 5, Read
● Pupils can work in pairs to read each sentence, find the and complete
information, and circle the correct word. ■ Activity Book, page 21, Exercise 6, Write
● Check answers as a class. ■ Flashcard: sandstorm
■ Wallchart: The world
Answers
1. hot 2. cold 3. colder 4. hot 5. hotter 6. wet Unit 4
49
Revision Pupil’s Book, Page 22, Exercise 5
● Invite pupils to tell the class any information they found ● Make sure that pupils have their books open at page 22.
out about Ajloun or Kuwait City. Explain that they are going to read statements about the
Presentation reading text in Exercise 4. They should respond to the
statements with Yes or No. Choose a pair to read out the
● Present sandstorm using the flashcard. Ask volunteer pupils example dialogue.
to repeat the word after you with correct pronunciation. ● Pupils work in pairs to read each statement and say Yes or
Elicit sentences using the sandstorm.
No. Go round and monitor.
● Say Sometimes there are sandstorms in Saudi Arabia. Ask pupils
whether sandstorms happen all the timein Saudi Arabia. ● Check answers as a class. Choose a pair to read out each
Elicit No, they happen sometimes. statement and say Yes or No. If they are not sure of the
● Present Kuwait using the wallchart. answer, invite another pupil to read the part of the reading
text that gives the correct answer.
Pupil’s Book, Page 22, Exercise 4
● Ask pupils to open their books at page 22 and look Answers
at Exercise 4. Elicit which places are shown in the 1. Yes 2. No. 3. Yes 4. No. 5. Yes
photographs (Ajloun and Kuwait City).
● Ask a pupil to read out the question at the top of the
exercise. Further practice
● Tell pupils to look at the text and find out the answer to ● Elicit correct sentences for the statements that were wrong
the question. When they have had time to do this, elicit the in Exercise 5. (Many animals live in Ajloun. Kuwait City is hotter
answer (Khaled lives in Ajloun and his cousin lives in Kuwait City.) than Ajloun.)
● Give pupils time to read the text by themselves. Encourage
them to use their dictionaries to check the meaning of any Activity Book, Page 21, Exercise 5
words they are not sure of. ● Ask pupils to open their Activity Book at page 21. Ask
● Choose three pupils to each read out one paragraph of the which city are they talking about (Cairo). Ask pupils to look
text. and find out who has written the letter (Saleem), and who
● Ask the class questions to check understanding, e.g. Is he is writing to (Raed).
Ajloun a beautiful city? (Yes, it is.) Are there any skyscrapers in ● Ask pupils to work in pairs to read the text together.
Ajloun? (No, there aren’t.) Which place is on the coast? (Kuwait ● Invite a pupil to read the words in the word box. Explain
City.) Is Ajloun as hot as Kuwait City in the summer? (No, it isn’t.) that pupils need to choose the correct word from the box
to complete each sentence below. Ask another pupil to
read the completed example sentence.
4 Read and answer ● Pupils can work in pairs to read the text together and
Where does Khaled live and where does his cousin live? choose the correct answers.
● Check answers as a class.
Two cities
by Khaled
Answers
I live in Ajloun in Jordan. It’s a
beautiful city. There are hills and 1. skyscrapers 2. desert 3. hotter 4. sandstorms
valleys. There’s a big forest, too. There
are lots of interesting trees and plants 5. windy
5 in the forest and many animals live
there. Ajloun has a famous castle. It’s
very old. You can’t see tall skyscrapers
here! Activity Book, Page 21, Exercise 6
My cousin, Omar, lives in Kuwait City. It’s
10 the capital city of Kuwait. It is about 1100 ● Explain to pupils that they need to write a reply to Saleem’s
kilometres from Jordan. It’s beautiful, but
it’s very different from Ajloun. Kuwait City letter. They should describe a school trip. Tell them that
is on the coast. It doesn’t have any hills or
mountains, but it has lots of tall, modern
they can describe a real school trip that they have been on,
15 buildings. or invent the details if they wish.
Kuwait City is very hot in the summer. It’s
hotter than Ajloun. In the summer in Kuwait
● Get pupils to look at the beginning parts of the letter and
City, there are often sandstorms. The wind ask them what is missing (punctuation). Tell pupils to work
carries sand from the desert. Ajloun isn’t
20 as windy as Kuwait City, and there are no in pairs to replace the punctuation (there should be a
sandstorms here.
comma after Saleem, a full stop after your letter, and a full
stop after again soon.) Ask students what comes after a full
stop (a capital letter).
5 Read again and say Yes or No There are hills and
valleys in Ajloun. ● Pupils work individually to write their answers. Encourage
1 There are hills and valleys in
Ajloun.
them to write in complete sentences and think about
2 No animals live in Ajloun. punctuation.
3 Kuwait City is by the sea. ● When they have finished writing, ask them to work in pairs
4 Kuwait City is as hot as Ajloun. and read each other’s letters. Encourage them to help each
5 There are no sandstorms in
Ajloun.
other with punctuation.
Yes.
● Invite several pupils to read out their letters to the class.
22
Answers
Pupils’ own answers.
1,854
metres
coast, capital. Ask pupils to clap the words and say where the • lake • sea • coast
stressed part of the word is. • coral reef • desert • forest
• flowers • trees • waterfall
Unit 4
51
Pupil’s Book, Page 23, Exercise 8 Activity Book, Page 22, Exercise 8
● Tell pupils they are going to choose their favourite place ● Ask pupils to look at Exercise 8 in their Activity Book. Ask
in Jordan and talk about it. Ask several pupils, What is which places are shown in the photographs, and elicit the
your favourite place in Jordan? and elicit answers. This is an answer (Aqaba and Jerash).
example of experiential learning (see page 152). ● Explain to pupils that they need to read the paragraphs
● Invite a pupil to read out the words in red. Tell the about the two places, and circle the correct words. Pupils
pupils they can use some of these words to describe their work individually to choose and circle the words. Go round
favourite place. monitoring.
● Ask a pair to read out the question and answer in the ● Pupils work in pairs, taking it in turns to read out each
speech bubbles. paragraph.
● Ask pupils to work in pairs. They take turns to ask and ● Compare answers as a class.
answer the question. Go round to monitor. Encourage
them to make three or four different sentences about the
place they are describing. Answers
● Choose some pairs to ask and answer the question for the 1. city 2. coral reefs 3. modern 4. degrees
class. 5. mountains 6. summer 7. hot 8. Roman
Further practice
● Ask pupils what they can remember about the places
described by their classmates. Ask, for example, What is Activity Book, Page 22, Exercise 9
Hisham’s favourite place? What did he say about it? ● Explain to the pupils that they are going to choose
two different towns or cities, and write about them.
Activity Book, Page 22, Exercise 7 Encourage them to write two separate paragraphs, using
● Ask pupils to open their Activity Book at page 22. the paragraphs in Exercise 8 as a model. Ask them to
include sentences comparing the two places. You should
● Explain to pupils that they are going to listen to some
include sentence practice by writing a model with missing
words and decide which part of the word is stressed.
punctuation on the board and having pupils replace it.
Remind them of this kind of exercise by clapping on the
Take any two sentences from the Student’s Book.
first syllable while you say animal.
● Pupils work individually to write their paragraphs.
● Play the first word, and ask pupils to repeat it (animal)
Encourage them to use simple and complex sentences and
and clap on the first syllable. Point put how to mark the
use dictionaries to check spellings as necessary.
stressed syllable (animal).
● Invite pupils to read out the paragraphs they have written.
● Play the rest of the recording, stopping after each word to
give pupils time to repeat the word and draw the dot over
the correct part of the word. They work individually to Answers
complete the task, then compare their answers in pairs. Pupils’ own answers.
● Check answers as a class by saying the words aloud.
Unit 4
52
Unit
We’re going
Hello to the bird park
Ask the question again, and write This weekend, I’m going to
Lesson 1
●
the bird park. Make sure that pupils understand that this is
a plan for the future. Ask Did I go to the bird park last weekend?
Outcomes It is expected that pupils will: (No. I’m going to the bird park this weekend.)
• follow oral instructions ● Present meet friends. Encourage the class to ask you What
• respond to questions before, during and are you doing this weekend? Reply I’m meeting my friends. Write
after listening this on the board, and ask the pupils to repeat.
• use teacher introduction and other clues to
understand new words when listening ● Ask pupils to suggest other plans they might have for
• ask questions after listening to gain the weekend. Make sure they use the -ing form. Write
understanding of new or unfamiliar words suggestions on the board, e.g. I’m doing my homework. I’m
• use context to understand new words when going shopping. Ask pupils to take out their books.
listening
• use correct intonation for questions and Pupil’s Book, Page 24, Exercise 1
answers ● Ask pupils to open their books at page 24 and say who
• use context and direct instruction to they can see in the first picture (Laila and Samira).
understand the meaning of new and ● Ask pupils to listen to the recording and find out where
unfamiliar words Laila and Ali are planning to go on Friday afternoon.
• scan simple written materials to preview
them for general content before starting to ● Play the recording right through. Pupils listen to the story
read and read.
● Ask What are Laila and Ali doing on Friday afternoon? Elicit
Structures The present continuous for future They’re going to the bird park.
arrangements: ● Ask some questions to check understanding, for example:
What are you doing at the weekend, Samira?
Kareem and I are visiting our grandparents. ❍ What are Kareem and Samira doing on Saturday afternoon?
(They’re meeting their friends.)
We are going to the bird park.
Making suggestions and making ❍ What is Laila doing on Saturday afternoon? (She’s doing her
arrangements: homework.)
Are you free on Friday afternoon? ❍ Where is Samira going on Saturday morning? (She and
Yes, I am./No, I’m not. Kareem are visiting their grandparents.)
❍ Is Samira free on Friday afternoon? (Yes, she is.)
Functions Talking about plans already made for the
future ❍ Do Kareem and Samira like the bird park? (Yes, they do.)
Talking about leisure activities
Unit
Making suggestions
Inviting others
Accepting and declining invitations 5 We’re going to the bird park
Unit 5
53
Audioscript Lesson 2
1.
Laila: What are you doing at the weekend, Samira? Outcomes It is expected that pupils will:
Samira: Kareem and I are meeting our friends on • respond to questions before, during and
Saturday afternoon. Would you and Ali like to after listening
come? • listen to and participate in simple classroom
Laila: I’m sorry, Samira, I can’t. I’m doing my conversations
homework on Saturday afternoon. • use correct intonation for questions and
2. answers
Laila: What are you doing on Saturday morning? • draw conclusions from simple reading
Samira: Kareem and I are visiting our grandparents. We materials
are having lunch there. • discuss simple reading materials to compare
3. own ideas with those of peers
Laila: Are you free on Friday afternoon? Ali and I are • use knowledge of verb tenses to understand
going to the bird park with Mum. when things happen
Samira: I think we’re free, but I need to ask Mum and • use and spell correctly learnt vocabulary
Dad. Can I tell you tomorrow?
Laila: Yes, of course. I hope that you can come. Structures The present continuous for future
4. arrangements:
Samira: Laila and Ali are going to the bird park on Friday What are you doing at the weekend, Samira?
afternoon. Can Kareem and I go with them? Kareem and I are visiting our grandparents.
Mum: Yes, you’re free on Friday afternoon. You can go. We are going to the bird park.
Samira: Great! I love going to the bird park! Making suggestions and making
Kareem: Me too! arrangements:
Would you like to come?
Further practice Yes, please./I’m sorry, I can’t.
Are you free on Friday afternoon?
● Go round the class, asking pupils about next weekend Yes, I am./No, I’m not.
using Are you free …? Say, for example, Are you free on
Saturday afternoon? Encourage pupils to reply Yes, I am or No, Functions Talking about plans already made for the
I’m not. If they say they are not free, encourage them to say future
what their plans are, e.g. I’m going shopping. Talking about leisure activities
Making suggestions
End the lesson Inviting others
● Ask if any of the pupils have been to a bird park. If they say Accepting and declining invitations
no, ask them what type of animal parks they have visited.
Topic Weekend plans and activities
Revision
● Ask pupils What are you doing after school today? Encourage
them to answer using verbs in the present continuous but
do not mention the tense, e.g. I’m doing my homework. I’m
meeting my friends.
Pupil’s Book, Page 24, Exercise 1
● Ask pupils to open their books. Ask them to tell you what
they remember about the story.
● Play the recording. Encourage pupils to follow in their
books.
● Ask Who is speaking in the story? Elicit Laila, Samira, Mum
and Kareem. Put the class into groups of four. Ask them
to choose roles and to practise the dialogue. Then ask
them to change roles within their group and practise the
dialogue again. Monitor as they are working and note any
mistakes in intonation and pronunciation. Go over the
mistakes as a class.
Unit 5
54
Activity Book, Page 23, Exercise 1 Lesson 3
● Ask pupils to open their Activity Book at page 23 and look
at Exercise 1. Ask who is speaking in the dialogue (Fatima Outcomes It is expected that pupils will:
and Nadia). • use correct intonation for questions and
● Explain that they need to read the dialogue and complete answers
the gaps, using the correct form of the words in brackets. • use simple sentences to talk with a partner
Read the example answer. about plans already made
● Pupils can work in pairs to complete the exercise. Ask them • listen to and participate in simple classroom
to practise reading the complete dialogue in their pairs. conversations
● Check answers as a class, choosing pairs to read each part • draw conclusions from simple reading
of the dialogue. materials
• use and spell correctly learnt vocabulary
• write meaningful sentences using given
Answers frameworks
1. are/doing 2. ’m going 3. ’re having The present continuous for future
4. ’m helping 5. are/doing 6. ’re taking
Structures
arrangements:
What is Alia doing on Saturday?
She is going to a restaurant.
Activity Book, Page 23, Exercise 2 What is Suleiman doing on Saturday morning?
● Ask a pupil to read out the words in the box. Tell pupils He is meeting friends.
that they need to choose the correct word to complete
each sentence, and write it in the correct form. Functions Talking about plans already made for the
future
● Ask a pupil to read out the first completed sentence as an Talking about leisure activities
example.
● Pupils work individually to complete the exercise. When Topic Weekend plans and activities
they have finished, ask them to compare their answers with
a partner. Resources ■ Pupil’s Book, page 25, Exercise 2, Ask and
● Check answers as a class, asking individual pupils to read answer
out the complete sentences. ■ Activity Book, page 24, Exercise 3, Read
and circle Yes or No
Answers
1. is visiting 2. is playing 3. are watching Revision
4. am meeting 5. are going ● Encourage the class to ask you What are you doing this
weekend? Mime an answer, and ask pupils to guess what
you are doing. For example, mime sitting down at a table
Classroom assessment and eating. Elicit You’re going to a restaurant.
With reference to Lessons 1 and 2, pupils can: ● Choose a pupil to come to the front of the class. The class
asks the question and the pupil mimes an answer. The first
Scoring criteria Good Fair Poor
pupil to guess correctly comes to the front to take a turn.
respond to questions before, during and
after listening to a story Pupil’s Book, Page 25, Exercise 2
use context to understand new words
when listening ● Ask pupils to open their books at page 25. They look at the
pictures and suggest what is happening in each one.
use correct intonation for questions and
answers ● Point to the two tables and ask who they give information
about. Elicit Alia and Suleiman.
draw conclusions from simple reading
materials–a story ● Ask a pupil to read out the phrases in blue at the top of the
exercise. Explain that they are going to use the phrases and
use knowledge of verb tenses to the information in the tables to ask and answer questions.
understand when things happen
● Ask a pair to read the example dialogue.
● Pupils work in pairs, taking turns to ask and answer
End the lesson questions. Go round monitoring and helping with
● Ask pupils to close their books. Read out sentences from vocabulary, pronunciation and intonation.
the story on page 24, and ask who is speaking. Say, for ● Invite pairs to ask and answer two questions for the class.
example Kareem and I are visiting our grandparents. (Samira)
Answers
Pupils’ own answers.
Unit 5
55
2 Ask and answer
Lesson 4
• meet friends • plant seeds in the garden • go skating
Outcomes It is expected that pupils will:
• go to a restaurant • watch a football match
• use correct intonation for questions and
Alia Saturday Suleiman Saturday answers
Morning Morning • use simple sentences to talk with a partner
about plans already made
• with a partner, prepare and present a simple
Lunchtime Lunchtime
dialogue to the class
• use English dictionaries to help understand
unfamiliar words in simple reading materials
• use and spell correctly learnt vocabulary
Afternoon Afternoon • write meaningful sentences using given
frameworks
• use English dictionaries to check spelling
Answers Presentation
Pupils’ own answers. ● Present peacock using the flashcard, and pigeon using
pictures. Ask volunteer pupils to repeat the words after
End the lesson you.
● Explain leave. Say I leave home at half past seven in the morning.
● Write on the board the different activities that pupils are
What time do you leave home? Elicit answers.
doing at the weekend. Ask pupils to put up their hands if
they are doing each activity. Count the number of hands ● Present the vocabulary using the flashcards and pictures.
and ask Which is our favourite activity? Write the words on the board, say each one and ask some
pupils to repeat. Use a picture or a simple drawing where
necessary.
Lesson 5 ● To check understanding, elicit sentences using each of the
new words.
Outcomes It is expected that pupils will:
• use context and direct instruction to
Pupil’s Book, Page 26, Exercise 4
understand the meaning of new words ● Ask pupils to open their books at page 26 and look at the
• scan simple written materials to preview picture in Exercise 4. Elicit their ideas for where they might
them for general content before starting to be talking about.
read ● Ask pupils some questions about the text. A theme park is
• skim simple written materials for the main like an adventure playground. Say Is this a letter or an email?
ideas (A letter) Who has written it? (Kareem and Samira) Who are they
• draw conclusions from simple reading writing to? (Grandma)
materials ● Ask a pupil to read out the question at the top of the
• use knowledge of verb tenses to exercise. Tell pupils they need to read through the letter
understand when things happen and find the answer to the question.
• distinguish fact from opinion in simple
reading materials ● Pupils read the text quietly on their own.
• discuss simple reading materials to ● Elicit the answer to the question (They saw ducks, geese,
compare own ideas with those of peers peacocks, turkeys, chickens, pigeons and a monkey.)
• write meaningful sentences using given ● Go round the class, asking each pupil in turn to read out
frameworks one sentence of the letter.
• use and spell correctly learnt vocabulary
• correct punctuation with the assistance of
peers and teachers 4 Read and answer
• identify true or false sentences about a text What did the children see in the bird park?
Resources ■ Pupil’s Book, page 26, Exercise 4, Read 5 Read again and say Yes or No
and answer
■ Pupil’s Book, page 26, Exercise 5, Read 1 The children went to the butterfly
park.
The children went to
the butterfly park.
again and say Yes or No 2 Samira really liked the peacocks.
■ Activity Book, page 25, Exercise 5, Read 3 The children were in the sun all day.
and circle 4 The children saw the turkeys,
■ Activity Book, page 25, Exercise 6, Read chickens and pigeons.
and answer 5 Kareem and Samira are going to
the water park.
■ Flashcard: peacock 6 The children are very excited about
■ Pictures of a pigeon, a duck, some geese, going to the theme park.
a monkey, a turkey No. The children went to
the bird park.
26
Unit 5
57
Pupil’s Book, Page 26, Exercise 5 Lesson 6
● Explain that pupils are going to read each statement and
respond with Yes or No. They need to look back at the letter
in Exercise 4 to find the correct information. Outcomes It is expected that pupils will:
● Invite a pupil to read the first sentence, and a pair of pupils • pronounce compound words stressing the
to read the example dialogue in the speech bubbles. correct word
● Pupils work in pairs, taking turns to read each sentence • listen to and participate in simple classroom
and say Yes or No. If they say No, make sure that they say a conversations
correct sentence. • use prior knowledge and experience to listen
● Check answers as a class. Invite a pair to read each when participating in simple conversations
sentence and say Yes or No, as well as the correct sentence • use correct intonation for questions and
if they said No. If it is wrong, they must say the correct answers
sentence.
• with a partner, prepare and present a simple
dialogue to the class
Answers • present a simple prepared speech of four or
1. No. The children went to the bird park. five sentences to the class
2. Yes. • write meaningful sentences using a given
3. No. There was a lot of shade in the park. framework: jumbled sentences
4. Yes. • correct punctuation with the assistance of
5. No. They are going to the theme park. peers and teachers
6. Yes.
Structures The present continuous for future
arrangements:
Activity Book, Page 25, Exercise 5 What are you doing at the weekend?
● Ask pupils to open their Activity Book at page 25. Ask I’m visiting my grandparents.
about the format. Elicit that it is an email. Inviting and making arrangements:
● Explain that pupils need to read the email about Abbas’s Would you like to come?
day trip. Elicit the meaning of a ‘trip’–a short visit to a Yes, I’d love to./I’m sorry, I can’t.
place. Then they should read the sentences below and Are you free on Saturday afternoon?
circle the correct word to complete each sentence. Read Yes, I am./No, I’m not.
the first sentence as an example. Explain that if someone is Great! See you then.
preparing a picnic they are making sandwiches or putting
some food in a basket to eat outside. Functions Talking about plans already made for the
● Ask pupils to work in pairs to read the email and complete future
the task. Go round, helping as needed. Talking about leisure activities
● Check answers as a class. Making suggestions
Inviting others
Answers Accepting and declining invitations
1. weekend 2. 10.00 3. morning 4. making
5. music Vocabulary sailing
Unit 5
59
Activity Book, Page 26, Exercise 7 Activity Book, Page 26, Exercise 9
● Ask pupils to open their Activity Book at page 26. Point to ● Explain that pupils are going to write a dialogue, using the
the box of words in Exercise 7 and then at the numbered words from the boxes or their own ideas. Ask a pupil to
words 1–8. Explain that they are going to match the words read out the words in the first box. Ask another pupil to
in the box with another word from the numbered list to read out the places in the second box.
make compound nouns. Read the example answer. ● Explain that the two characters speaking are called A and
● Pupils can work in pairs to choose the correct word for B. Character A invites a friend to do something. B should
each gap. If they are unsure of the answers, encourage refuse and give a reason. A makes another suggestion
them to use their dictionaries. They write the words then which B accepts. Point to the correct lines in the gapped
read them out together. dialogue as you explain this.
● Bring the class together again, and ask each pair to read ● Give an example of a possible first line, saying: A: I’m going
out one of the nouns. Explain that they are going to listen to the museum on Saturday. Would you like to come? Invite a
and find out whether they are correct. pupil to complete the second line, e.g. I’m sorry, I’m going to
● Play the recording, pausing after each item for the pupils to the cinema on Saturday. Ask pupils to work in pairs to discuss
repeat the words and check their answers. ideas for their dialogue and write it down. Pairs practise
Play the recording again for groups of pupils to repeat the acting out their dialogue. Invite pairs to come to the front
words using correct stress and pronunciation. and present their dialogues to the class.
Unit 5
60
Unit I’ve visited the stadium
Lesson 1 Presentation
● Cardinal numbers will help you teach ordinal numbers up
Outcomes It is expected that pupils will: to a point. Reviewing numbers can be a good beginning
• respond to questions before, during and as long as it is just for the revision of the words, rather
after listening than the concept. Write the numerals 1, 2 and 3 on the
board for reference later, but count with pupils up to 10.
• understand and use ordinal numbers
You need to show them the difference between counting
• use teacher introduction and other clues to numbers of things (cardinal) and representing order
understand new words when listening (ordinal). You can do this in a number of ways, including
• use context to understand new words when presenting a group of objects and counting them, starting
listening from a different object each time; then placing them in
• listen to and participate in simple a line, one behind the other and saying first, second, third,
classroom conversations. placing the emphasis on the order. Try the same with
• make simple inferences when listening pupils, in the lunch line, in the breaktime line, in front of
• ask questions after listening to gain the class. Suggest the idea of a competition where the best
understanding of new or unfamiliar words person comes first, and repeat this idea when you present
• skim simple written materials for the main the flashcard for race.
ideas ● Present race using the flashcards. Say the word and ask the
• scan simple written materials to preview them class to repeat it.
for general content before starting to read ● Present first, second, third and prize using the flashcards. Line
The present perfect introduction: three pupils up one behind the other and give them the
Structures flashcards in order. Tell them they are lining up in order –
I’ve watched sports on television.
I haven’t been to a sports stadium. first, second and third) Explain that if you win a race, you
Have you ever watched a race? come first. Say first, show the flashcard and ask volunteer
pupils to repeat the word. Present second and third in the
Yes, I have /No, I haven’t.
same way. Explain that when you come first, you often get
Ordinal numbers: a prize. Show the flashcard and ask individual pupils to
He is first in the race. repeat the word.
Functions Talking about past experiences ● Explain that you can write these numbers in words or in
Talking about locations in Jordan figures. On the board, alter the cardinal numbers you
Talking about activities wrote to first = 1st, second = 2nd, third = 3rd
Ordering ● Invite three pupils to the front of the class. Ask them to
Expressing likes and dislikes line up behind each other. Point to the first pupil in the
line, and elicit first. Do the same with the second and third
Vocabulary ordinal numbers: first, second, third, prize (n), pupils. Then point to the pupils in random order, eliciting
race (n), sports stadium first, second or third.
● On the board, write Have you ever _____ ? Explain that this
Topic An athletics event at Amman International is how you ask if someone has done something in his or
Stadium her life. Write some past participles on the board, e.g.
Resources ■ Pupil’s Book, page 28, Exercise 1, Listen watched, visited, tried, seen (but remember not to mention any
and read metalanguage to students unless necessary. Ask the pupils
■ Audio: Pupil’s Book, Unit 6, Exercise 1 some questions using these, e.g. Have you ever seen a famous
■ Flashcards: race, first (1st), second (2nd), sportsperson? Have you ever visited a sports stadium? Have you ever
third (3rd), prize tried sailing? Check their understanding of sports stadium. Ask
pupils to take out their books. Tell them that they are going
to hear and read about a visit to the Amman International
Revision Stadium.
● Revise sports. Ask pupils to say the names of as many
sports as they can, e.g. basketball, bowling, cycling, football,
Pupil’s Book, Page 28, Exercise 1
handball, running, sailing, skating, swimming, table tennis, tennis, ● Say Open your books at page 28. Ask pupils to look at the
volleyball. Write them on the board. pictures and say who is visiting the stadium (Samira,
Kareem and their parents).
● Tell pupils they are going to listen and find out what
happens when the family visit the stadium.
● Play the recording. Pupils listen and read.
● To check pupils’ understanding, make some true and false
statements about the story. Pupils should call out True
or False, and correct the false statements. For example,
Kareem and Samira are going to watch a football match. (False.
They’re going to watch sports.) Samira has visited the stadium
before. (False. It’s her first visit.) Dad hasn’t tried running before.
(True) There are three prizes for the race. (True) Hisham wins the Unit 6
race. (False. Ali is first.)
61
Unit Lesson 2
6 I’ve visited the stadium
Outcomes It is expected that pupils will:
1 Listen and read • follow oral instructions
2
1 • respond to questions before, during and after
listening
• ask questions after listening to gain
understanding of new or unfamiliar words
• draw conclusions from simple reading
materials
Dad: This is Amman International Stadium. • distinguish fact from opinion in simple
We’re going to watch the sports here
today.
Kareem: Look! Ali is really fast. reading materials
Samira: I’m very excited. I’ve watched Dad: Yes, he is! • use knowledge of verb tenses to understand
sports on television, but I haven’t been to Samira: Have you ever watched a race,
a sports stadium. Mum? when things happen
Kareem: It’s going to be great! Mum: Yes, I have. I’ve visited the stadium
before with Grandpa.
• use correct intonation for questions and
3 answers
4
• use and spell correctly learnt vocabulary
• write meaningful sentences using given
frameworks
Unit 6
62
Activity Book, Page 27, Exercise 1 Lesson 3
● Ask pupils to open their Activity Book at page 27. Ask
pupils to look at the gapped questions and answers in
Exercise 1, and the pictures.
Outcomes It is expected that pupils will:
• use teacher introduction and other clues to
● Point to the first dialogue. Ask a pupil to read out the understand new words when listening
first question. Explain that they need to use the word in
• use context to understand new words when
brackets to complete the answer. Elicit the words that are listening
needed to complete the first answer (haven’t, have seen).
Write haven’t on the board, and make sure that pupils know • make simple inferences when listening
where to write the apostrophe. • use correct intonation for questions and
statements
● Explain that after pupils have read each dialogue, they
should choose the correct picture to go with it and write • listen to and participate in simple classroom
conversations
the letter in the box.
• use simple sentences to talk with a partner
● Pupils work in pairs to read the dialogues and complete about sports activities
the task. Monitor as they work.
• write meaningful sentences such as jumbled
● Check answers as a class, choosing pairs to read each words using given frameworks
dialogue and name the correct picture. • use and spell correctly learnt vocabulary
Revision
End the lesson ● Revise sailing. Say the word and ask pupils to repeat. Ask
● Ask pupils to make sentences about things they have not questions to check understanding What do you need to go
done, but they would like to do one day, starting I haven’t … sailing? Where do you go sailing?
Start by making some sentences that are true for yourself,
for example I haven’t been in a helicopter. I haven’t visited Presentation
Amman International Stadium. I haven’t watched a basketball ● Present cross-country running, hiking, jogging and snorkelling
game. using the flashcards. Say the words and ask pupils to
repeat after you. Hold the flashcards up in random order
and elicit the word.
Unit 6
63
Answers
2 Listen and answer
a. snorkelling – ✓ b. sailing – ✗
What sports do Ali and Kareem talk about?
c. hiking – ✓ d. cross-country running – ✓
3 Listen again and tick () or cross ()
e. jogging – ✓ f. ice-skating − ✗
a b c
Activity Book, Page 28, Exercise 3
● Ask pupils to open their Activity Book at page 28 and look
at Exercise 3 in their Activity Book. Tell them to look at the
pictures and elicit the names of the sports.
● Read the first set of jumbled words. Explain that they make
snorkelling sailing hiking
a question. Pupils need to write the questions and write their
d e f own answer to the question. Ask a pair of pupils to read the
example question and answer. Let pupils work in pairs to
write their questions and answers.
● When they have finished writing, ask them to practise asking
and answering in their pairs. Make sure they take turns to
ask and answer. Invite some pairs to choose a question and
answer and say them for the class.
cross-country
running jogging ice-skating
64
Revision Lesson 5
● Ask pupils to read out the questions they wrote in the last
lesson, and elicit the answers some of their family members Outcomes It is expected that pupils will:
gave. • use context and direct instruction to
Pupil’s Book, Page 29, Exercise 4 understand the meaning of new and
unfamiliar words
● First, ask pupils to look back at Exercise 3. Elicit the names • scan simple written materials to preview them
of all the sports shown in the pictures. for general content before starting to read
● Tell pupils they are going to talk about sports they • skim simple written materials for the main
themselves have and haven’t done. This is an example of ideas
experiential learning (see page 152). On the board, write
I haven’t tried ____, but I’ve tried ____. Using the sentence • undersatnd and use ordinal numbers
frame, say a sentence that is true for you, e.g. I haven’t • use knowledge of verb tenses to understand
tried ice-skating, but I’ve tried sailing. Ask pupils to repeat the when things happen
sentence after you. • distinguish fact from opinion in simple
● Choose two or three pupils to say sentences that are true reading materials
for them, using the sentence frame. • draw conclusions from simple reading
● Pupils can work in pairs, or in groups of three or four. Ask materials
them to take turns in saying sentences that are true for • discuss simple reading materials to compare
them. They should make two or three sentences each. Go own ideas with those of peers
round monitoring. Make sure they are taking turns, and • use correct intonation for questions and
help them with pronunciation and intonation as needed. statements
● Invite individuals to say their sentences for the class. • use simple sentences to talk with a partner or
Encourage them to speak with proper pauses. a small group about familiar and unfamiliar
situations
Activity Book, Page 28, Exercise 4
● Ask pupils to open their Activity Book. Tell them they are Structures The present perfect introduction:
going to complete sentences about activities they have and Have you ever seen a car race?
haven’t done. Tell them they can choose their own sports Yes, I have /No, I haven’t.
when answering questions 2, 3 and 4. Ordinal numbers:
There are prizes for first, second and third places.
● Ask a pupil to read out the example sentence. Pupils work
individually to complete the task. Check answers as a class. Functions Talking about past experiences
Talking about locations in Jordan
Answers Talking about activities
Pupils’ own answers. Ordering
Expressing likes and dislikes
Classroom assessment complete (v), marathon, numbers in the
Vocabulary thousands, Qatar, rally (n), runner, take part
With reference to Lessons 3 and 4, pupils can:
Scoring criteria Good Fair Poor Topic Sports events in Jordan
demonstrate understanding of Resources ■ Pupil’s Book, page 30, Exercise 5, Read
spoken words in simple sentences and and answer
conversations ■ Pupil’s Book, page 30, Exercise 6, Read
use context to understand new words again and answer
when listening ■ Pupil’s Book, page 30, Exercise 7, Read
make simple inferences when listening and answer
pronounce English words and sentences
■ Activity Book, page 29, Exercise 5, Read
precisely and correctly and complete
■ Activity Book, page 29, Exercise 6, Read
present a simple speech about sports and circle Yes or No
use and spell correctly learnt vocabulary ■ Wallchart: Sports and activities; The world
Revision
End the lesson ● Say the beginning of a sentence with but, for example, I
● Ask pupils to say one true sentence and one false sentence, haven’t tried sailing, but … Invite pupils to suggest different
in any order. For example, I have tried cross-country running. I ways of completing the sentence.
have tried snorkelling. Ask the rest of the class to guess which ● Ask different pupils to suggest sentence beginnings for the
sentence is true and which is false. other pupils to complete.
● You can line pupils up in the playground or the classroom,
putting them into lines of three pupils, and get them to
order themselves aloud. Try rearranging them and then
getting them to order themselves again. They should say I’m
first, I’m second, etc.
Unit 6
65
Presentation Pupil’s Book, Page 30, Exercise 6
● Present marathon and runner. Say A marathon is a very long race ● Make sure that pupils have their books open at page 30.
with many runners in it. Write the words on the board, and Explain that they are going to read the text about the Dead
ask pupils to repeat them after you. Show the wallchart, Sea Marathon in pairs. Then they will ask and answer
and elicit names of sports and activities (cross-country questions about it. The last question is a critical thinking
running, hiking, marathon, snorkelling, ice-skating). one (see page 153). Choose a pair to read out the example
● Present take part. Explain that when we take part in an dialogue.
activity, we join in, or we are involved in it. Ask pupils ● Pupils work in pairs to read the text again and ask and
Would you like to take part in a marathon? Elicit Yes, I would or answer the questions. Monitor as they work. Make sure
No, I wouldn’t. they are taking turns to ask and answer. Check answers as
● Present complete. Say When runners have finished a race, we say a class, choosing a pair to ask and answer each question.
that they have completed it. Ask pupils to suggest examples of
charities. Write these up on the board. Answers
● Present Qatar using the wallchart. Say the word and ask the 1. It happens in April every year.
class to repeat after you. 2. It finishes at the Dead Sea.
● Introduce the word rally and explain to the pupils that it is 3. The longest race is fifty kilometres long.
a type of car race. 4. There are prizes for the first, second and third places in
● Tell pupils that they are going to read about the Dead each race.
Sea Marathon. Explain that people run in the race to 5. The first Dead Sea marathon was in 1993.
raise money for charities. On the board, write 7,000. Say 6. It is important because the people in the races help
the number and ask the pupils to repeat. Explain that charity.
more than seven thousand people run in the Dead Sea 7. Pupils’ own answers.
Marathon.
Pupil’s Book, Page 30, Exercise 7
Pupil’s Book, Page 30, Exercise 5 ● Ask pupils to look at Exercise 7. Choose a pupil to read out
● Ask pupils to open their books at page 30 and look at the the question in the speech bubble.
photograph. ● Tell pupils to work in pairs to think of three possible
● Ask them to describe what they can see (men running in a answers to the question. Go round and help them as they
race). talk.
● Invite a pupil to read out the question at the top of the ● Make groups of four pupils by joining two sets of pairs and
exercise. Explain that they are going to read the text to find tell them to continue their discussion. This is an example of
the answer to the question. Pupils work individually to read experiential learning and group work (see page 152).
the text quietly. ● Bring the class together again and ask groups to tell the
● Check the answer with the class. Ask a pupil to read out class their ideas. Discuss with the class which were the best
the words from the text that answer the question. (The answers, and write these on the board.
marathon starts in Amman.) Activity Book, Page 29, Exercise 5
● Ask pupils to open their Activity Book at page 29 and to
5 Read and answer look at Exercise 5. Point to the picture and ask what they
Where does the marathon start?
think is happening. Confirm the correct answer (It’s a car
race).
The Dead Sea Marathon ● Point to the words in the box, and ask a pupil to read
The Dead Sea Marathon happens in April them out. Explain that they are going to use the words to
every year. The marathon starts in Amman
and finishes at the Dead Sea. People from
complete the gaps in the text.
5
all over the world come to take part in the
marathon.
● Ask pupils to work in pairs to read the text and decide
There are different races. The shortest race is
which word is needed to complete each gap. Then they
ten kilometres long. There is a twenty-one-
kilometre race and a forty-two-kilometre
write the words in the correct places.
race. The longest race is fifty kilometres ● Check answers as a class. Go round the class, asking each
10 long. There are prizes for the first, second
and third places in each race. pupil in turn to read one sentence from the completed text.
The first marathon was in 1993. Many
thousands of people have completed the
marathon. There are more than 7,000 Answers
15 runners every year. The Dead Sea Marathon
is important because the people in the races
help charity.
1. seen 2. been 3. race 4. days 5. won
6. second 7. ever
When is the Dead Sea Marathon?
6 Read again and answer
Activity Book, Page 29, Exercise 6
1 When is the Dead Sea Marathon?
2 Where does the marathon finish?
● Explain that pupils should read the sentences. They circle
3 How long is the longest race?
Yes if the sentence is right, and No if it is wrong. Explain
4 What are there prizes for? that they need to look back at the text about the Jordan
5 When was the first Dead Sea Marathon? It happens in Rally to find the correct information.
April every year.
6 Why is the Dead Sea Marathon important? ● Encourage pupils to work individually to complete the task.
7 Would you like to run in a marathon? Why? Why not? ● When they have finished, ask them to compare their
Why are charities answers in pairs. Check answers as a class. If they have
7 Read and answer important?
circled No, elicit a correct statement.
Answers
1. Yes
30 2. No. Drivers come from all over the world.
3. Yes
4. Yes
5. No. There are prizes for the first, second and third
Unit 6 places.
6. No. A driver from Qatar won the race in 2014.
66
End the lesson Presentation
● Ask pupils to think of further questions about The Dead ● Present the ordinal numbers fourth, fifth and sixth using the
Sea Marathon or The Jordan Rally. The rest of the class try flashcards. Say the words and ask some pupils to repeat.
to answer the questions from memory. ● Invite six pupils to the front of the class. Ask them to line
up and give them each a flashcard to hold up, from first to
sixth. Encourage the class to say the numbers in order.
Lesson 6 ● Ask the pupils to change position so that the order of the
numbers is muddled. Then ask Who is first? Pupils respond
Outcomes It is expected that pupils will: with the name of the pupil, and ask that pupil to go to the
• recognise the correct stress in compound first place again. Do the same with each number until they
words are in the correct order again.
• understand and use ordinal numbers ● To review stress, say some words from the unit and get the
• use context and direct instruction to pupils to clap the words back to you.
understand the meaning of new and ● Use a line situation. If possible use the situation at the end
unfamiliar words of break, where students line up, and say, eg., Rakan is first,
• use knowledge of verb tenses to understand Anas is second, up to sixth. If you can, split the class into
when things happen groups of six and give them a position. They should line up
in the correct order, and be able to tell you their position in
• show appreciation of listening to songs and the line.
rhymes in English
● As an extension, you should talk about the difference
• use English dictionaries to help understand between first, second, third – and fourth, fifth, sixth (the latter
unfamiliar words are regular, just adding -th to the end, but the former are
• write a simple short speech of four or five irregular and have to be learnt). You can get students to
sentences to present to the class predict ordinal numbers up to 10th (tenth), since those are
• write paragraphs using proper organisation regular too.
Pupil’s Book, Page 31, Exercise 8
Structures The present perfect introduction: ● Remind pupils that compound nouns are made up of two
I’ve tried cross-country running. words that go together. Elicit some examples.
I haven’t travelled on a plane. ● Tell pupils that they are going to listen to some compound
Have you ever watched a race? nouns, and decide which word is stressed.
Yes, I have. /No, I haven’t. ● Ask pupils to open their books at page 31 and look at the
pictures. Play the recording while pupils listen and read.
Ordinal numbers:
● Play the recording again, pausing after mobile phone. Pupils
He is first in the race. repeat. Point to the words under the picture and show how
Alia was in fifth place. the stress is shown on the second word. Ask individuals to
repeat the words, stressing the second word.
Functions Talking about past experiences ● Play the rest of the recording. Ask pupils to repeat as a
Talking about locations in Jordan class, then individually each time. Ask pupils what they
Talking about activities notice about the stress pattern (The stress is on the second
Ordering word.) Point to the pictures at random and ask pupils to
Expressing likes and dislikes say the word using the correct pronunciation and stress.
Demonstrating appreciation of a song Audioscript
Vocabulary first, second, third, fourth, fifth, sixth mobile phone model plane coral reef
say them and ask some pupils to repeat after you. Say We
eat lunch in the middle of the day. We eat dinner in the evening.
Outcomes It is expected that pupils will: Sometimes when we have dinner, we invite the neighbours from
• follow oral instructions the house next to us. Ask them how often they help their
• respond to questions before, during and neighbours.
after listening
• use teacher introduction and other clues to Pupil’s Book, Page 32, Exercise 1
understand new words when listening ● Ask pupils to open their books at page 32. Explain that in
• use context to understand new words when the story, Kareem and Samira help their neighbour, Mrs
listening Hammad. Ask How are Kareem and Samira helping? Ask them
• make simple inferences when listening to look at the pictures and elicit their ideas.
• use correct intonation for questions and ● Play the recording. Pupils listen and read to find out
answers whether their ideas were correct.
● Ask the question again and elicit what Kareem and Samira
Structures The present perfect: do in the story, e.g. Kareem and Samira go to visit Mrs Hammad.
Has the doctor given you some medicine? Samira asks Mrs Hammad about her medicine. Kareem puts Mrs
Yes, she has. Hammad’s lunch on a plate. They are going to the market to do
Has she had lunch? some shopping for Mrs Hammad.
Yes, she has./No, she hasn’t. ● Ask some comprehension questions, for example:
❍ Why is Mum going to see Mrs Hammad? (Because she’s
Functions Talking about caring for elderly people unwell.)
Talking about past experiences ❍ Is Mrs Hammad young? (No, she’s an older person.)
Asking and answering questions ❍ What has the doctor given Mrs Hammad? (Some medicine.)
dinner, neighbour, tablets, unwell ❍ Has Mrs Hammad had lunch? (No, she hasn’t.)
Vocabulary
❍ What has Mum written? (She has written a shopping list for
Topic Helping an elderly neighbour; illness and Mrs Hammad.)
health
Unit
Resources ■
■
Pupil’s Book, page 31, Exercise 10, Sing
Pupil’s Book, page 32, Exercise 1, Listen 7 It is important to help
and read 1 Listen and read
■ Audio: Pupil’s Book, Unit 6, Exercise 10
1 2
■ Audio: Pupil’s Book, Unit 7, Exercise 1
■ Flashcard: tablets
Revision
● Point to the song on page 31. Elicit any of the words that
pupils can remember. Samira: Has the doctor given you some
Mum: I’m going to see Mrs Hammad, medicine, Mrs Hammad?
● Ask pupils to open their books at page 31. Play the song our neighbour, now. She isn’t well and
we must look after her. Do you want to Mrs Hammad: Yes, she has. I’ve taken the
and encourage pupils to sing along, following the words in come with me? medicine. I have some tablets, too.
their books. Kareem: Yes, please. It’s important to Mum: That’s good.
help older people when they’re unwell. 4
Presentation Samira: That’s right. I’m coming, too.
3
● Present indirectly the present perfect in the third person.
Ask Have you ever travelled on a train? Put up your hands. Choose
one of the pupils with their hand up, and say, e.g. Khadija
has travelled on a train. Write on the board She has travelled
on a train. Read the sentence and ask volunteer pupils to
repeat it after you.
● Write the question underneath: Has she travelled on a train?
Read the question and ask volunteer pupils to repeat it. Kareem: Mrs Hammad has seen the doctor.
● Write two answers underneath. Yes, she has and No, she Dad: That’s good.
hasn’t. Elicit the correct answer (Yes, she has). Samira: Has Mrs Hammad had lunch?
Samira: She has had lunch. Mum has
cooked some dinner for her, too.
● Revise doctor, medicine, lunch and plate. Write the words on Mum: No, she hasn’t. I’ve cooked her
some food.
Kareem: Mum has written a shopping list
for her. We’re going to go to the market to
the board and read them out, asking pupils to repeat after Kareem: I can put it on a plate for her. buy her things.
you. Ask pupils to suggest sentences that contain each 32 Dad: You are both very kind children!
word, to check their understanding.
● Present tablets using the flashcard. Show the card, say the
word and ask some pupils to repeat it after you. Ask Who
gives us tablets? Elicit A doctor. Ask When do we take tablets?
Elicit When we’re ill. Write unwell on the board. Say the word
and ask pupils to repeat. Explain that unwell means the
same as ill.
Unit 7
69
Audioscript Revision
1. ● Write words for meals. On the board, write breakfast, lunch,
Mum: I’m going to see Mrs Hammad, our dinner. Say each word and ask the pupils to repeat after
neighbour, now. She isn’t well and we you.
must look after her. Do you want to come
with me? ● Invite a pupil to the front of the class. Ask him or her
Kareem: Yes, please. It’s important to help older questions, for example Have you had breakfast today? What did
people when they’re unwell. you have for breakfast? Have you had lunch today? Have you had
Samira: That’s right. I’m coming, too. dinner?
2. ● Then ask the class questions about what the pupil at the
Samira: Has the doctor given you some medicine, front said, for example Has Faisal had breakfast? Has he had
Mrs Hammad? lunch? Elicit Yes, he has or No, he hasn’t.
Mrs Hammad: Yes, she has. I’ve taken the medicine. I ● Choose another pupil to come to the front and do the
have some tablets, too. same.
Mum: That’s good.
3. ● Pupils should be able to ask each other questions in
Samira: Has Mrs Hammad had lunch? the same way. Tell them to ask each other Have you ...?
Mum: No, she hasn’t. I’ve cooked her some questions in pairs. Monitor while they are working.
food. Pupil’s Book, Page 32, Exercise 1
Kareem: I can put it on a plate for her.
4. ● Ask pupils to open their books at page 32. Elicit any
Kareem: Mrs Hammad has seen the doctor. phrases or sentences they can remember from the story.
Dad: That’s good. ● Ask a pupil to read Mum’s first speech. Play the speech to
Samira: She has had lunch. Mum has cooked the class, pause the recording and ask pupils to repeat.
some dinner for her, too. Continue in this way with the rest of the story, choosing a
Kareem: Mum has written a shopping list for her. different pupil to read each speech.
We’re going to go to the market to buy ● Divide the class into groups of five. Ask them to choose
her things.
Dad: You are both very kind children! roles and to practise reading the story. Then ask them to
change roles and read again. Monitor as they are reading.
End the lesson Further practice
● Ask pupils to imagine that Kareem and Samira go back to ● Ask pupils to close their books. Read out sentences from
see Mrs Hammad in the evening. Ask them to suggest things the story, in random order. Encourage the class to name
that Mrs Hammad has and hasn’t done, e.g. She has had the person who says each sentence. For example, I’ve
dinner. She has watched television. She hasn’t seen the doctor again. taken the medicine (Mrs Hammad). I can put it on a plate for her
(Kareem). Do you want to come with me (Mum)?
Lesson 2
Activity Book, Page 31, Exercise 1
Outcomes It is expected that pupils will: ● Ask pupils to open their Activity Book. Explain that in
• respond to questions before, during and Exercise 1, they are going to read a dialogue and circle
after listening the correct words. Read Nadia’s first speech with the two
• listen to and participate in simple classroom possible answers, and point to the circle around the correct
conversations answer.
• use knowledge of verb tenses to understand ● Pupils work individually to read the dialogue quietly and
when things happen circle the correct answers. Encourage them to use their
• draw conclusions from simple reading dictionaries if they have forgotten the meaning of any
materials
words.
• use correct intonation for questions and
answers ● When they have finished, ask pupils to compare answers
• use and spell correctly learnt vocabulary with a partner. Then they should practise reading the
• use English dictionaries to help understand dialogue in pairs. Go round monitoring their intonation
unfamiliar words in simple reading materials and pronunciation.
• correct punctuation with the assistance of ● Check answers as a class.
peers and teachers
The present perfect: Answers
Structures
Has the doctor given you some medicine? 1. I’m going 2. Has 3. has 4. Has
Yes, she has./No, she hasn’t. 5. hasn’t 6. has
Has she had lunch?
Yes, she has./No, she hasn’t. Activity Book, Page 31, Exercise 2
Functions Talking about caring for elderly people ● Ask pupils to look at the pictures in Exercise 2. Elicit their
Talking about past experiences ideas about what is happening in each picture.
Asking and answering questions ● Point to the questions. Explain that pupils need to write
Topic Helping an elderly neighbour; illness and answers to the questions and then match them with the
health correct picture. Tell them that they need to find the correct
■ Pupil’s Book, page 32, Exercise 1, Listen
answers from the dialogue in Exercise 1.
Resources ● Ask a pupil to read the first question and answer, and
and read
■ Activity Book, page 31, Exercise 1, Read point to the picture that goes with it. Write the first answer
and circle on the board (Yes, she has.) and point to the comma after
■ Activity Book, page 31, Exercise 2, Match Yes and the full stop at the end. Write No, she hasn’t. Point
and write answers to the position of the apostrophe. Remind pupils that they
Unit 7 ■ Audio: Pupil’s Book, Unit 7, Exercise 1 should punctuate their answers correctly.
70
● Pupils can work in pairs to complete the task. Go round to Pupil’s Book, Page 33, Exercise 2
check their spelling and punctuation. Check answers as a
class. ● Ask pupils to open their books at page 33. Ask pupils to
say who they can see in the pictures (Mrs Hammad). Elicit
Answers their ideas about what is happening in the pictures.
1. Yes, she has. 2. No, she hasn’t. 3. Yes, she has. ● Ask pupils in turn to read the labels under each picture.
4. No, she hasn’t. 5. Yes, she has. ● Explain that pupils should work in pairs to ask and answer
Pictures: a. 4, b. 2, c. 5, d. 1, e. 3 questions using the pictures and the words underneath
them. Tell them that their questions should start with Has
… Ask a pair to read the example dialogue in the speech
End the lesson bubbles.
● Ask pupils Have you ever been ill? Did you have some medicine? ● Pupils work in pairs to ask and answer the questions. Make
Have you ever been in hospital? sure that they take turns asking and answering. Go round
monitoring their pronunciation and intonation.
Lesson 3 ● Bring the class together again and invite pairs to ask and
answer two questions for the class. Make sure they are
Outcomes It is expected that pupils will: using the correct form of the words each time.
• use correct intonation for questions and Answers
answers
• use knowledge of verb tenses to understand a. Q: Has Mrs Hammad seen the doctor?
when things happen A: Yes, she has.
• use simple sentences to talk with a partner or b. Q: Has Mrs Hammad put on a plaster?
a small group about familiar and unfamiliar A: Yes, she has.
situations c. Q: Has Mrs Hammad taken her medicine?
• discuss simple reading materials to compare A: Yes, she has.
own ideas with those of peers d. Q: Has Mrs Hammad had a drink of water?
• write meaningful sentences using given A: Yes, she has.
frameworks
e. Q: Has Mrs Hammad cooked lunch?
• use and spell correctly learnt vocabulary
A: No, she hasn’t.
Structures The present perfect: f. Q: Has Mrs Hammad had an injection?
Has Mrs Hammad taken her medicine? A: No, she hasn’t.
Yes, she has.
Has she seen the doctor? Further practice
Yes, she has./No, she hasn’t.
● Say one of the words from Exercise 2, and elicit a question
Functions Talking about caring for elderly people that uses them. For example, say taken and elicit Has
Talking about past experiences Mrs Hammad taken her medicine? Accept all reasonable
Asking and answering questions suggestions.
Revision
● Say some right or wrong sentences in the present perfect
about the story on page 32, but do not mention the name
of the tense to the sudents. Pupils repeat each sentence taken her medicine had a drink of water
and say Yes or No. For example, Mrs Hammad has had dinner. e f
(No) Samira and Kareem have been to the market. (No) The doctor
has helped Mrs Hammad. (Yes) The children have been very kind.
(Yes)
Yes, she has.
● Invite pupils to say some more sentences with has or have
about the story. The rest of the class can decide whether cooked lunch had an injection
they are true or false.
3 Look and say Kareem has read the Quran.
Kareem hasn’t
Presentation • read the Quran
had a drink.
● Present injection and plaster, using the flashcards. Say each • had a drink
word and ask the pupils to repeat after you. • cooked lunch
• visited his cousins
● Write the two new words on the board. Underneath, write • written an email
these sentences, and elicit which word goes in each gap: • given the teacher
his homework
❍ When you have a cut, you put on a ____. (plaster)
❍ You have an ____ to make you feel better. (injection) 33
Unit 7
71
Activity Book, Page 32, Exercise 3 Presentation
● Ask pupils to open their Activity Book at page 32 and ● Write email on the board. Ask pupils if they’ve ever sent or
look at Exercise 3 in their Activity Book. Say these words received an email. Ask pupils who can explain to the rest of
in random order, and let the pupils say which picture goes the class what an email is.
with each: drink of water (5), injection (3), medicine (6), doctor
(1), plaster (2), lunch (4). Pupil’s Book, Page 33, Exercise 3
● Ask a pupil to read out the words in the box. Tell them ● Ask pupils to open their books at page 33 and look at
that they need to use the words to complete the questions. Exercise 3. Go round the class, asking each pupil in turn
Remind them that they will need to use the correct form. If to read out one of the phrases in red on the left of the
they need help, encourage them to look back at Exercise 2 exercise.
in their Pupil’s Book. ● Write a tick and a cross on the board. Remind pupils that a
● Write a tick and a cross on the board. Remind pupils that tick means Yes and a cross means No. Explain that they are
the tick means yes and the cross means no. Read out the going to talk with a partner about things that Kareem has
example question and answer. and hasn’t done. They should use the information in the
list. Read out the first item in the list, point to the tick, and
● Pupils work in pairs to complete the task. ask a pair to read the example dialogue.
● Check answers as a class. Ask a different pair to read out ● Pupils work in pairs to take turns saying the things Kareem
each question and answer. has done and hasn’t done. Go round and monitor their
Answers pronunciation.
● When they have reached the end of the list, ask them to
1. Has, seen − Yes, she has. begin again at the top of the list, starting with the other
2. Has, put on − No, he hasn’t. pupil in the pair.
3. Has, had – Yes, he has.
● Check answers as a class, inviting pairs to say two
4. Has, cooked – No, she hasn’t. sentences each.
5. Has, had – No, he hasn’t.
6. Has, taken – Yes, she has.
Answers
End the lesson Kareem has read the Quran.
Kareem hasn’t had a drink.
● Ask the class Have you ever had an injection? Have you seen the
doctor? Have you ever taken medicine? Ask them to put up their Kareem hasn’t cooked lunch.
hands if any of these things has happened to them. Kareem has visited his cousins.
Kareem hasn’t written an email.
Lesson 4 Kareem has given the teacher his homework.
Outcomes It is expected that pupils will: Activity Book, Page 32, Exercise 4
• draw conclusions from simple reading ● Ask pupils to open their Activity Book at page 32. Invite
materials a pupil to read out the list. Tell pupils that this is a list of
• listen to and participate in simple classroom things that Tareq has to do. Explain that they should write
conversations sentences about what Tareq has or hasn’t done, based on
• use simple sentences to talk about what the information in the list. Remind them to look to see if
Kareem has and hasn’t done there is a tick or a cross after each item.
• use and spell correctly learnt vocabulary ● Practise apostrophes here. Write hasnt on the board
• write meaningful sentences using given without an apostrophe (’). Ask pupils if this is ok. (No). Ask
frameworks a pupil to come up to the board and write in the correct
• correct punctuation with the assistance of pronunciation mark. Repeat this with a whole sentence
peers and teachers from the unit.
● Pupils work individually to write their sentences. When they
Structures The present perfect: have finished writing, ask them to compare answers with a
Kareem has had a drink. partner. Tell pupils to help check each other’s punctuation
Tareq hasn’t seen the doctor. and spelling.
Has she had an injection? ● Compare answers as a class.
Yes, she has./No, she hasn’t.
email (n) Answers
Vocabulary
1. Tareq hasn’t seen the doctor.
Functions Talking about past experiences 2. Tareq has done his homework.
Asking and answering questions 3. Tareq hasn’t written an email.
Topic Responsibilities; illness and health 4. Tareq has cooked breakfast.
5. Tareq has taken his medicine.
Resources ■ Pupil’s Book, page 33, Exercise 3, Look 6. Tareq hasn’t had a drink of water.
and say
■ Activity Book, page 32, Exercise 4, Look
and write
Revision
● Ask What can we do to help someone who is ill? Write pupils’
suggestions on the board, e.g. visit them, do the shopping, cook
lunch.
Unit 7
72
Classroom assessment Revision
With reference to Lessons 3 and 4, pupils can: ● Invite pupils who made a list of things to do to come to
Scoring criteria Good Fair Poor the front of the class. Ask them to tell the class some of the
draw conclusions from simple reading things they have done since the last lesson.
materials
Presentation
use simple sentences to talk with a
partner or a small group about caring ● Tell pupils that they are going to read about a hospital
for the elderly doctor. Present patient and prescription using flashcards.
use and spell correctly learnt vocabulary Ask pupils to repeat the words after you with correct
pronunciation. Write the words on the board, and elicit
write meaningful sentences using given sentences using them.
frameworks
● On the board, write the rest of the new vocabulary from
correct punctuation with the assistance the reading text: blood test, busy, notes, problem, result,
of peers and teachers University. Tell pupils that they are going to guess the
meaning of the words in the text.
End the lesson
● Tell pupils to write a list of things they are going to do Pupil’s Book, Page 34, Exercise 4
before the next lesson. They should tick each item on the ● Ask pupils to open their books at page 34 and look at
list when they do it. the photograph in Exercise 4. Ask what they can see (a big
hospital).
Lesson 5 ● Ask a pupil to read out the question at the top of the
exercise.
Outcomes It is expected that pupils will: ● Tell pupils to look at the text quickly and find out the
• use context and direct instruction to answer to the question. When they have all had time to do
understand the meaning of new and this, elicit the answer (The hospital is in Irbid, in the north of
unfamiliar words Jordan.) Ask What kind of hospital it is (a University hospital).
• scan simple written materials to preview Check pupils understand the meaning of University.
them for general content before starting to ● Give pupils time to read the text by themselves. Encourage
read them to find the new words on the board and guess their
• skim simple written materials for the main meanings. Encourage them to check the meanings of
ideas these words and any others they are not sure of in their
• use knowledge of verb tenses to understand dictionaries.
when things happen ● Tell pupils you are going to say some words from the
• use English dictionaries to help understand reading text that have two syllables. Ask them to listen and
unfamiliar words in simple reading materials say which word has the stress on a different syllable from
• draw conclusions from simple reading the others. Say busy, written, patient, morning, result, problem.
materials Say the words again, and elicit the answer (‘Result’ has the
• recognise the correct stress of syllables in stress on the second syllable; the other words have the stress on the
multi-syllable words first syllable.)
• discuss simple reading materials to compare ● Ask the class questions to check understanding of the text
own ideas with those of peers and of the new words: Has the doctor done lots of things this
• use correct intonation for questions and morning? (Yes, it has been a busy morning.) Where does the doctor
answers write information about the patients? (In his notes.) What does
the doctor check before the patients go home? (He checks that the
Structures The present perfect: patients have help when they go home.)
Has Grandpa Faisal taken his medicine?
Yes, he has. / No, he hasn’t.
Has he seen the doctor?
Yes, he has./No, he hasn’t.
Functions Talking about caring for elderly people
Talking about past experiences
Asking and answering questions
before.
bottom of the board, write he has and they have. Tell pupils
It’s really important to talk to the patients, too. I’ve talked to five patients that they will need to use the correct word in Exercise 5.
this morning. I’ve written down all of the important information about
their health problems in their notes. ● Explain that pupils can work in pairs to read the text and
10 After I’ve talked to the patients, I sometimes do blood tests. The results of
the tests help me to decide what medicine to give.
circle the correct words to complete each sentence. Go
I’ve done lots of other things this morning, too! I’ve talked to the patients’
round and monitor while pairs read the text and complete
families and I’ve answered their questions. Some of the patients can go
home. I’ve checked that the patients have help when they go home. I’ve
the task. Check answers as a class.
15 written prescriptions so that they can get their medicine.”
Answers
5 Read again and answer
When do some of 1. have seen 2. has been 3. have been 4. has done
1 When do some of the patients arrive? the patients arrive?
5. hasn’t seen 6. have cooked
2 How many patients has the doctor talked to this
morning?
3 What information has the doctor written down?
4 Why does the doctor sometimes do blood tests?
Activity Book, Page 33, Exercise 6
5 Why has the doctor written prescriptions? ● Explain to pupils that they are going to read some
6 Why is a doctor very important?
They arrive at night. sentences about the email/letter in Exercise 5 and decide if
34
they are true or false. If they are true, they circle Yes. If not,
they circle No.
● Pupils work individually to read the sentences and circle
Pupil’s Book, Page 34, Exercise 5 the answers. When they have finished, ask them to check
their answers in pairs. If they disagree about an answer,
● Make sure that pupils have their books open at page 34. encourage them to look back at the email/letter and find
Explain that they are going to read the text in Exercise the sentence that gives the correct information. Check
4 again and answer some questions about it. The last answers as a class. If they have circled No, elicit a correct
question is a critical thinking one (see page 153). Invite a statement.
pair to read out the example dialogue.
● Pupils work in pairs to read the text again, taking turns
Answers
to read each paragraph. Then tell them to ask and
answer the questions in pairs. Go round monitoring their 1. Yes 2. No. He has had some bread and cheese.
pronunciation and intonation. 3. No. She will give him an injection soon. 4. Yes
● Check answers as a class. Choose a pair to read out each 5. No. The doctor is visiting him after lunch.
question and answer. If they are not sure of the answer, 6. No. The chef in the kitchen has cooked some lamb and
encourage them to read out the part of the reading text rice.
that gives the correct answer.
Answers
End the lesson
1. They arrive at night. ● Invite a pupil to the front of the class, and ask them to
pretend to be a hospital doctor. Tell the other pupils to
2. He has talked to five patients this morning.
ask the ‘doctor’ questions about what he has done today.
3. He has written down all the important information When the pupil has answered five or six questions, invite
about the patients’ problems. another pupil to come to the front and play the role.
4. The results help the doctor to decide what medicine to
give.
5. So that patients can get their medicine.
6. Pupils’ own answers.
74
Play the rest of the recording, two sentences at a time, and
Lesson 6 ●
do the same.
● Explain we can often decide where one sentence ends and a
Outcomes It is expected that pupils will: new sentence begins, because there is a pause between the
• speak with pauses for clarity and emphasis sentences.
• use knowledge of verb tenses to understand
when things happen
• draw conclusions from simple reading Audioscript
materials It’s a castle. It’s very old.
• present a simple prepared speech of four or There’s a boat. It’s blue and red.
five sentences to the class It was winter. It was snowing.
• correct punctuation with the assistance of
peers and teachers
• recognise the effect of pauses on
understanding when listening 6 Listen and say
• write compound sentences using given
frameworks
• write an email to a friend
Structures The present perfect:
What have you done today?
I’ve had breakfast. It’s a castle. There’s a boat. It was winter.
It’s very old. It’s blue and red. It was snowing.
I haven’t written a story.
Tareq has had breakfast today. 7 Read, tick () or cross () and say
I’ve had breakfast today,
He hasn’t had lunch. had breakfast
but I haven’t had lunch.
Resources ■ Pupil’s Book, page 35, Exercise 6, Listen given my teacher my homework
and say seen my friends
■ Pupil’s Book, page 35, Exercise 7, Read,
tick (✓) or cross (✗) and say recited verses fom the Quran
them for general content before starting to My homework project this week is about
read the places that I have visited in Jordan.
Topic Revision
Resources ■ Pupil’s Book, page 36, Exercise 1, Listen
and read Audioscript
■ Audio: Pupil’s Book, Review 2, Exercise 1 Kareem: My homework project this week is about the
places that I have visited in Jordan.
I have been to many different places in Jordan.
Revision I like the sea at Aqaba. It’s a great place to go
● Ask What’s the weather like today? Elicit answers. Ask Is it as swimming! It’s very hot in Aqaba in the summer,
but it’s not as hot as the desert! It is more than
hot as yesterday? Encourage pupils to make sentences about thirty-six degrees Centigrade in Wadi Rum in
the weather yesterday and today. August.
Pupil’s Book, Page 36, Exercise 1 I’ve also visited Jerash and Salt. Jerash is a city
with a lot of Roman buildings. Many visitors go
● Ask pupils to open their books at page 36 and look at the there. Jerash is big, but it is not as big as Salt.
pictures in Exercise 1. Ask if they can recognise any of the There are many hills in Salt, and also many
places in the photographs. beautiful, traditional buildings. Salt is an old city,
● Explain that this is Kareem’s homework project. Ask a pupil but it isn’t as old as Petra. It is fascinating and it
to read out the speech bubble and the title of the project. is my favourite place in Jordan!
Ask pupils to predict which places Kareem will talk about. I’ve also been to The Dead Sea. In my opinion,
● Ask the class In Kareem’s opinion, which is the best place to swim this is the best place to swim in Jordan. It’s great!
in Jordan? Tell them to listen for the answer. Play the audio. There are some places that I haven’t seen in
The pupils listen and read. Jordan. I haven’t been to Dibeen Forest in the
north of Jordan. I would like to see the birds that
● Ask pupils to close their books. See how many places they live there. Next month, my family is taking me to
can remember that Kareem talked about (Aqaba, Wadi Rum, Dibeen Forest. I am very excited about our trip.
Jerash, Salt, Petra, The Dead Sea and Dibeen Forest). Elicit what
Kareem said about the best place to swim. (The Dead Sea is End the lesson
the best place to swim in Jordan.)
● Ask pupils if they have been to any of the places that
● Tell pupils to open their books again. Play the recording Kareem talks about in his project. If they have, invite Review 2
one more time. Ask pupils to read out the text, a paragraph them to talk to the class about it.
at a time, pausing between sentences. 77
Lesson 2 Activity Book, Page 35, Exercise 1
● Ask pupils to open their Activity Book at page 35. Tell them
Outcomes It is expected that pupils will: to look at the two pictures in Exercise 1, and explain that
they are going to read about Irbid and Jerash.
• respond to questions before, during and
after listening ● Point to the sentences in the box and tell pupils that they
• pronounce English words and sentences should choose the correct sentence to complete each gap
precisely and correctly in the texts. Ask a pupil to read out the first two sentences
• draw conclusions from simple reading of the text about Irbid, including the example answer.
materials ● Encourage pupils to work in pairs to read the texts and
• distinguish fact from opinion in simple complete the task. Check answers as a class. Go round the
reading materials class, asking each pupil in turn to read one sentence.
• use and spell correctly learnt vocabulary
Structures Revision of:
Answers
Comparisons with isn’t as (adjective) as:
Irbid isn’t as big as Amman. 1. It’s a modern city in the north of Jordan.
Aqaba isn’t as hot as the desert. 2. There are lots of modern buildings and a big stadium.
The present perfect: 3. In the winter it’s about twelve degrees Centigrade.
I have been to many different places in Jordan. 4. It’s forty-eight kilometres north of Amman.
I haven’t been to Dibeen forest. 5. In the summer it’s about thirty-two degrees Centigrade.
The present continuous for future 6. There aren’t any skyscrapers in this Roman city.
arrangements:
Next month, my family is taking me to Dibeen
Forest. Activity Book, Page 36, Exercise 2
Functions Revision of: ● Ask pupils to look at the table in Exercise 2. Read the
Making comparisons headings above the two columns and explain that pupils
Talking about the weather and need to complete the table, using the information from the
geographical features texts in Exercise 1. Ask a pupil to read out the two examples
Talking about locations in Jordan in the table, and make sure that pupils understand they do
Expressing likes not need to write complete sentences. Remind pupils that
Talking about plans already made for the they can write degrees Centigrade and millimetres in a shorter
future way (°C and mm).
Vocabulary Revision of: ● Pupils work individually to complete the table. When they
millimetre, opinion have finished, ask them to compare answers in pairs. Check
answers as a class.
Topic Revision
Resources ■ Pupil’s Book, page 36, Exercise 1, Listen
and read Answers
■ Activity Book, page 35, Exercise 1, Read 1. a lot of Roman buildings, no skyscrapers in this Roman
and complete city
■ Activity Book, page 36, Exercise 2, Read 2. thirty degrees Centigrade
again and complete the table 3. thirty-two degrees Centigrade
■ Activity Book, page 36, Exercise 3, Write 4. twelve degrees Centigrade
answers 5. 475 millimetres
■ Audio: Pupil’s Book, Review 2, Exercise 1 6. 240 millimetres
Topic Revision
Answers
Items 2, 3 and 5 on the list should be ticked.
Lesson 4
Outcomes It is expected that pupils will:
• use correct intonation for questions and
Pupil’s Book, Page 37, Exercise 4 statements
● Ask a pair of pupils to read the example dialogue in the • use simple sentences to talk with a partner
speech bubbles. Ask Who are they talking about? Elicit Laila. about familiar and unfamiliar situations
● Explain that pupils need to work in pairs. They should • draw conclusions from simple reading
take turns to ask questions about what Laila has done materials
today, and answer the questions. Remind them to use the • show appreciation of listening to rhymes and
information in the list they completed in Exercise 3. songs in English
• read aloud a short poem
● Pupils ask and answer in pairs. Go round to monitor and • write meaningful sentences and paragraphs
help with pronunciation and intonation as necessary. Invite using given frameworks
some pairs to say one question and answer for the class. • with a partner, prepare and present a simple
dialogue to the class
Activity Book, Page 36, Exercise 4 • write a story using paper organisation
● Ask pupils to open their Activity Book at page 36. Go
Structures Revision of:
round the class asking each pupil to read one of the words. The present perfect:
● Explain that pupils are going to listen to words and decide Have you taken your medicine today?
which part of the word is stressed. Clap on the first syllable Yes, I have /No, I haven’t.
of patient while saying it aloud. Explain that they will hear The present continuous for future
the words and they must write a dot, as in the example, arrangements:
over the part of the word that is stressed. I’m going to The Jordan Museum on Thursday.
● Play the recording, pausing after each word for pupils to Inviting others and making arrangements:
repeat and place the dot. When they have finished, ask Would you like to come?
them to compare their answers with a partner. Yes, please./I’m sorry, I can’t. I’m visiting my
● Play the recording again, pausing after each word to check grandparents.
Are you free on Saturday afternoon?
answers with the class. Yes, I am./No, I’m not.
Functions Revision of:
Audioscript and answers Talking about plans already made for the
future
1. patient 2. astronaut 3. information 4. opinion Talking about leisure activities
5. dinner 6. injection Making suggestions
Inviting others
Accepting and declining invitations
Activity Book, Page 37, Exercise 5
● Ask pupils to look at Exercise 5. Point to the list of activities Vocabulary Revision of:
and say that these are the things that Eman has and hasn’t bird park
done today.
Topic Revision
● Tell pupils to write a paragraph about Eman’s day. Ask
a pupil to read the example sentence. Remind them that Resources ■ Pupil’s Book, page 38, Exercise 5, Ask
they can make sentences with but. Write an example on and answer
the board: Eman has played tennis, but she hasn’t watched TV. ■ Pupil’s Book, page 38, Exercise 6, Read
Ask pupils to repeat the sentence after you, pausing a little and answer
where they see the comma. ■ Pupil’s Book, page 38, Exercise 7, Read
● Leave the example on the board, but rub out played tennis again and answer
and watched TV, so pupils see that they can use their own ■ Activity Book, page 37, Exercise 6, Write,
ideas. Pupils work individually to write their paragraphs. ask and answer
● Invite pupils to the front of the class to read their
■ Activity Book, page 37, Exercise 7, Write
paragraph out to the class. Encourage them to praise each a story. Read aloud
other’s work.
Suggested answer Revision
Eman has had breakfast. She has been to school, but she ● Remind pupils how to invite others to do an activity,
hasn’t had dinner. Eman has done her English homework. and how to accept or decline. On the board, write these
She has played tennis, but she hasn’t watched TV. She sentence beginnings: On Saturday I’m going to ____. Would
you like to come? Underneath, write Yes, please. and I’m sorry, I
hasn’t gone to bed. can’t. I’m ____.
● Choose a pair of pupils to come to the front of the class.
Encourage them to make up a dialogue. One pupil invites
the other to do an activity, which the other accepts or
declines. Then ask them to change roles. Do the same with
several other pairs.
Review 2
80
Pupil’s Book, Page 38, Exercise 5 Pupil’s Book, Page 38, Exercise 7
● Ask pupils to open their books at page 38. Point to the ● Point to the list of questions in Exercise 7. Explain that
three pictures at the top, and ask What are these? Elicit that pupils need to find the answers in the poem.
these are posters about different places to visit (Bird Park, ● Ask pupils to work in pairs to read out the poem together.
Water Park, City Planetarium). Ask three different pupils to Then they should read each question and find the answer
read the words on each poster. in the poem. Check answers as a class. Invite pairs to read
● Explain that pupils are going to invite each other to go to out each question and say the answer.
these places, and accept or decline. This is an example of
simulation (see page 152). Ask a pair of pupils to read out Suggested answers
the example dialogue. 1. Hussein’s Grandpa is ill in bed.
● Pupils work in pairs, taking turns to ask and answer 2. He visited him this morning.
about the activities. Go round to monitor and help with 3. Hussein helped Grandpa. He made him some breakfast
pronunciation and intonation as needed. Ask pupils to and brought his favourite book.
change pairs, and to ask and answer with a new partner. 4. Hussein wants Grandpa to visit him.
5. Pupils’ own answers.
5 Ask and answer
Bird Park Water Park City Planetarium
Activity Book, Page 37, Exercise 6
● On the board, write the names of the two places: The
Community Centre, The Jordan Museum. Pupils repeat them
after you.
● Explain that pupils are going to write their own dialogue
See birds from
around the world Have fun in the water!
Learn about space,
stars and planets!
and then act it out with a partner for the class.
● Ask a pair to read out the example question and reply.
I’m going to the bird I’m sorry, I can’t. Explain that they should use this as a model, but that the
park on Saturday I’m visiting my
morning. Would you grandparents on
person responding to the invitation can either accept or
like to come? Saturday morning. decline it.
6 Read and answer ● Pupils work individually to write their own dialogues. When
Read this poem.
they have finished writing, they work in pairs to practise
Why must Hussein be helpful today?
reading their dialogues.
● Invite pairs to present their dialogues to the class.
A visit to Grandpa by Hussein
n
Today I must be helpful.
Encourage the class to clap them when they have finished
My grandpa’s ill in bed. speaking.
I visited him this morning
And this is what I said:
“Have you had your breakfast? Answers
I can make some food for you.
Have you had any water? Pupils’ own answers.
I can bring that too!”
“I can get your favourite book.
Or we can watch TV.
I hope that you feel better soon.
Activity Book, Page 37, Exercise 7
Then you can visit me!” ● Tell Pupils that they are going to write a story about
location.
7 Read again and answer
● Explain that their story needs to have a title, an
1 Where is Hussein’s Grandpa? introduction, one or two main paragraphs and a
2 When did Hussein visit Grandpa? conclusion. Let them talk in pairs to discuss ideas for their
3 What did Hussein do for Grandpa?
story.
4 What does Hussein want Grandpa to do when he is better?
5 How do you think that Grandpa feels when Hussein visits him? Why?
● Remind pupils that they should use both speech and text.
38
Pupils work individually to write their stories. Encourage
them to use their dictionaries if they need help with
spellings.
● When they have finished writing, encourage pupils to read
Pupil’s Book, Page 38, Exercise 6 their stories again, and correct any mistakes they notice.
● Remind pupils of helpful. Write the word on the board, ● Let pupils read their stories to a partner. Make sure they
say it and ask the pupils to repeat. Point to the boy in the praise each other’s work.
picture, and ask Is the boy helpful? (Yes, he is.) Elicit pupils’
ideas for what is happening in the picture.
Answers
● Explain to pupils that they are going to read a poem. Ask
them if they know what a poem is. Explain that poems Pupils’ own answers
are written in short lines that rhyme. Do pupils have any
favourite poems? Can they remember them? Why do they End the lesson
think this is? Suggest to pupils that poems are easy to ● Write the first two verses of the poem on the board, with
remember because they often rhyme. Ask a pupil to read some gaps:
out the question at the top. Tell pupils to read the poem
quietly on their own, and find the answer to the question. Today I must be helpful.
When they have finished reading, elicit the answer (Hussein My ____’s ill in bed.
must be helpful because his grandpa is ill.) I visited ____ this ____
● When pupils read a poem out loud, they need to pause a And this is what I said:
little at the end of each line. “Have you had your ____?
● To check pupils understand what rhyme is, write bed, you, I can make some ____ for you.
TV, said, too, me on the board and get pupils to match the Have you had any ____?
rhyming words. (See the poem for guidance). Then have I can bring that too!”
pupils practice saying the rhyming words in pairs.
● Read the poem all the way through, with correct rhythm ● Encourage pupils to suggest other words that could fill
and intonation and a short pause at the end of each line. the gaps, to make two new verses for the poem, e.g.
Pupils listen and read along in their books. Grandma, her, afternoon, lunch, rice, orange juice. Review 2
81
Lesson 5 Pupil’s Book, Page 39, Exercise 8
● Ask pupils to open their books at page 39. Ask a pupil to
Outcomes It is expected that pupils will: read the heading at the top of the page.
• locate and use English reference materials ● Explain that they are going to do a project about an
found in the classroom and school library interesting trip they have made. The project illustrates
• use table of contents and keyword search activity-based learning (see page 152) and can implement
to locate specific information in print or
electronic sources the jigsaw technique (see page 153). Tell pupils they can
• create a mind map of the main idea and the choose which trip to write about; they should not all write
supporting details in simple reading materials about the same place.
• write a short simple speech to present to the ● Ask pupils to work in pairs to ask and answer the questions
class in section 1. Encourage them to do an interview and some
• use and spell correctly learnt vocabulary research about the place they visited, using any available
• speak with pauses for clarity and emphasis printed or electronic material. Ask them to try to find two
• give feedback about aspects of a peer’s or three pieces of interesting information.
speech
● Ask pupils to look at the mind map in section 2. Remind
Functions Revision of: the class that a mind map is a good way of organising
Talking about locations in Jordan and ideas and information before writing.
elsewhere in the region ● Ask pupils to read out the different sections in the example
Distinguishing between facts and opinions mind map.
Expressing likes ● Give out Project worksheet 2. Make sure pupils write the
Topic Revision title of their project in the circle in the centre.
Resources ■ Pupil’s Book, page 39, Exercise 8, Project: ● Ask pupils to write their ideas in note form under the
An interesting trip different sections of the mind map.
■ Project Worksheet 2, page 161 ● Ask pupils to look at section 3. Tell them that they are
■ Activity Book, page 75, Handwriting going to use the ideas from their mind map to make a
Practice poster like the one in the book. Invite pupils to each read a
■ Leaflets and other information about sentence from the poster.
places that the pupils have visited ● Point to the photograph of the train museum. Explain that
(optional) they can choose to stick a photo on their poster if they
have one. If not, they can draw their own picture.
Revision ● Let pupils work on their projects individually. Go round
● Revise ways of expressing opinions. Ask pupils to look back monitoring and helping.
at Kareem’s project on page 36 and at the story on page ● Invite pupils to the front of the class to present their
28. Pupils find words and phrases that express opinions. projects to the class. Encourage them to take their time
Write these on the board as pupils suggest them, e.g. I’m very and to use pauses for clarity and emphasis. Praise them for
excited. It’s ggoingg to be ggreat. It’s ggreat! It’s myy ffavourite pplace. their hard work. Encourage peers to give feedback.
Classroom assessment
8 Project: An interesting trip With reference to Review 2, pupils can:
1 Read and answer
Scoring criteria Good Fair Poor
1 Where did you go?
respond to questions before, during and
2 Who did you go with? (school / family / friends) after listening
3 What did you see and what did you do? use knowledge of verb tenses to
4 What was your favourite part of the trip? Why? understand when things happen
2 Make a mind map Where speak with pauses for clarity and
Amman emphasis
My favourite
part write a simple information paragraph
An interesting
ooking at the
looking trip: Hejaz
With whom about an interesting trip
train museum
train maps my mum
mum, dad
da and brother show appreciation of listening to rhymes
and songs in English
What I did What I saw
with a partner, prepare and present a
went inside old trains, maps, simple dialogue to the class
an old train pictures
read aloud a short poem
create a mind map of the main idea:
3 Make a poster and tell the class an interesting trip and the supporting
Draw a picture or choose a photo. Write sentences about the trip. details in simple reading materials
An interesting trip: Hejaz train museum write a short simple speech to present to
By Ghada the class
Last year, I went on a trip to give feedback about aspects of a peer’s
Hejaz train museum. I went with my speech
mum, dad and my brother, Mahmoud. I
saw some old trains, maps and pictures. End the lesson
I went inside one of the old trains! My
favourite part of the trip was looking ● Choose one of the pupils to come to the front again with
at the train maps. The train used to go their project. They should put their project face down
from Damascus to Medina! on the table, so that the rest of the class cannot see it.
39 Encourage the other pupils to say what they remember
about the project and why they liked it.
● Ask the pupil to hold up their poster again for pupils to
check if their ideas were right.
Review 2 ● Guide pupils to practise handwriting the two short
82 paragraphs in the Activity Book on page 75.
Unit I’ll tidy up
Read the two sentences on the board again, and ask the
Lesson 1 ●
pupils to repeat after you. Say I’ll go to the station. Say I’ll…
and get the class to repeat. On the board, write I’ll = I will.
Outcomes It is expected that pupils will: Explain that we say this when we decide to do something.
• follow oral instructions Tell pupils they will find some examples in the story later.
• respond to questions before, during and ● Ask pupils to take out their books.
after listening
• use teacher introduction and other clues to Pupil’s Book, Page 40, Exercise 1
understand new words when listening ● Say Open your books at page 40. Ask pupils to look at the
• use context to understand new words when pictures and say what the family members are doing.
listening Confirm They’re tidying up.
• use knowledge of verb tenses to ● Ask pupils to listen and to find out why the family are
understand when things happen tidying up today.
• scan simple written materials to preview ● Play the recording all the way through. Pupils read as they
them for general content before starting to listen.
read ● Ask the question Why are the family tidying up? Elicit Uncle
Structures The modal verb will for decisions made at Hassan, Aunt Muna and Salma are coming to stay.
the moment of speaking: ● Ask Is Samira happy about the visit? How do you know? Ask pupils
I’ll email them at their hotel. to read out the words that tell them this (fantastic, excited).
I’ll tidy up. ● Play the recording again. Pause after each character speaks
I’ll put the bouquet of flowers in a vase. for the pupils to repeat individually. Then ask individuals to
Functions Making offers of help repeat. Make sure that pupils pause between sentences.
Talking about tasks to do around the house ● Hold up the flashcards for bookshelf and vase, and ask pupils
to find the words in the story.
Vocabulary bookshelf, bouquet, email (v), fantastic, pick up,
tidy up, vase, wonderful
Unit
Topic Helping Mum before family members come
to visit; household tasks 8 I’ll tidy up
Resources ■ Pupil’s Book, page 40, Exercise 1, Listen 1 Listen and read
and read 1 2
■ Audio: Pupil’s Book, Unit 8, Exercise 1
■ Flashcards: bookshelf, tidy up, vase
Revision
● Remind pupils that in Unit 7 they learnt about ways of
helping people. Say How can we help a neighbour or grandparent Dad: Here’s an email from Uncle Hassan.
They would like to stay with us. We can
who is unwell? Elicit their ideas, and note all reasonable Mum: Here’s a postcard from Uncle Hassan,
Aunt Muna and our baby cousin Salma.
pick them up at the airport.
suggestions on the board. They’re flying back from Lebanon on Samira: That’s fantastic. I’m excited
about seeing our new baby cousin
Saturday.
● Tell pupils that in this unit, they are going to learn to talk Samira: Can they stay with us before they go
again.
Kareem: Me too!
about ways of helping in the home. Ask pupils to put up back to Petra?
Dad: That’s a good idea. I’ll email them at
their hands if they help at home. Say Well done! You are very their hotel. 4
kind. 3
Presentation
● Say This is a way of helping at home. Present tidy up using the
flashcard. Ask volunteer pupils to repeat the words. Say the
words again and ask pupils to put their hands up if they
help with these things.
Dad: Well done, Kareem and Samira!
● Present airport, bookshelf and vase using the flashcards, and Samira: Can we buy a present for
Mum: It’s Saturday tomorrow. Let’s get ready
bouquet using a simple drawing on the board. Ask pupils to to welcome our visitors. Salma?
repeat each word after you. Point to the flashcards or the Kareem: I’ll tidy up. I’ll put these books on Mum: That’s a wonderful idea! I’ll go
to the shopping centre now. Would
the bookshelf.
picture in random order and elicit the words. Say Well done. Samira: I’ll put the bouquet of flowers in a
you like to come with me?
That’s fantastic! That’s wonderful! Say fantastic and wonderful vase. Kareem/Samira: Yes, please!
40
again, and get pupils to repeat. Explain that fantastic and
wonderful means the same as great.
● Explain pick up. Write the words on the board and get
pupils to repeat. Explain that it means to go in a car
to meet a person and drive them somewhere. Write an
example on the board: Grandpa’s coming on the train. I’ll go to
the station and pick him up.
● Remind pupils of email (thing). Ask them to guess how we
can use email in other ways. Elicit that email can also act as
a doing word. You could mime this to quickly review talking Unit 8
about the present (What am I doing at the moment?)
83
Revision
Audioscript
1. ● Tell the class that you are going to talk about some
Mum: Here’s a postcard from Uncle Hassan, problems, and the pupils should think of what they will do
Aunt Muna and our baby cousin Salma. to help. Remind them to use I’ll…
They’re flying back from Lebanon on ● Say Grandma is thirsty. Encourage pupils to say, e.g. I’ll get a
Saturday. glass of water or I’ll buy some orange juice.
Samira: Can they stay with us before they go
back to Petra? ● Do the same with some more problems, and give time for
Dad: That’s a good idea. I’ll email them at pupils to respond to each: The classroom is very hot. (I’ll open
their hotel. the window.) A teacher is ill. (I’ll send her a bouquet of flowers.) I’m
2. hungry. (I’ll make some food.)
Dad: Here’s an email from Uncle Hassan. ● You could get pupils to mime a problem to their partner,
They would like to stay with us. We can
pick them up at the airport. until their partner offers something helpful.
Samira: That’s fantastic. I’m excited about seeing
our new baby cousin again. Pupil’s Book, Page 40, Exercise 1
Kareem: Me too! ● Ask pupils to open their books at page 40. Ask them to tell
3. you what they can remember about the story.
Mum: It’s Saturday tomorrow. Let’s get ready
to welcome our visitors. ● Play the story to the class again while they read.
Kareem: I’ll tidy up. I’ll put these books on the ● Ask pupils questions:
bookshelf. for picture 1: Who is the postcard from? (Uncle Hassan, Aunt
Samira: I’ll put the bouquet of flowers in a vase.
4. Muna and Salma)
Dad: Well done, Kareem and Samira! Where are they? (They are in a hotel in Lebanon.)
Samira: Can we buy a present for Salma? for picture 2: Why is Samira excited? (She wants to see her baby
Mum: That’s a wonderful idea! I’ll go to the cousin again.)
shopping centre now. Would you like to
come with me? for picture 3: What is Samira holding? (A vase for the flowers.)
Kareem/Samira: Yes, please! for picture 4: What does Samira want to do? (She wants to buy a
present for Salma.)
End the lesson ● Put the class into groups of four. Ask them to choose roles
and to practise the dialogue. Make sure that they pause
● Encourage the pupils to tidy up the classroom. Invite them between sentences, especially when they want to sound
to say one thing they will do, and then perform the action, excited. Choose some groups to act out the story for the
e.g. I’ll put this book on the bookshelf./I’ll tidy up my pencils./I’ll class.
put this paper in the bin.
Activity Book, Page 38, Exercise 1
Lesson 2 ● Ask pupils to open their Activity Book at page 38 and to
describe the pictures.
Outcomes It is expected that pupils will: ● Explain that pupils need to read the pairs of sentences, and
• respond to questions before, during and match them with the correct picture. Then they need to
after listening complete the gaps in the sentences. They should use I’ll and
• recognise the effect of pauses on the correct word from the box each time.
understanding when listening
• prepare and read aloud a short dramatic ● Invite a pair to read out the first sentence and the example
passage with accuracy, comprehension and answer, and point to the correct picture (b).
expression ● Pupils work in pairs to complete the exercise. When they
• use knowledge of verb tenses to have finished writing, encourage them to practise reading
understand when things happen each dialogue.
• use and spell correctly learnt vocabulary ● Check answers as a class, choosing pairs to read each
• draw conclusions from simple reading complete dialogue, and point to the correct picture.
materials
• write meaningful sentences using given
frameworks Answers
1. b, I’ll go 2. e, I’ll put 3. d, I’ll send 4. a, I’ll buy
Structures The modal verb will for decisions made at 5. c, I’ll tidy up
the moment of speaking:
I’ll email them.
I’ll tidy up. Activity Book, Page 38, Exercise 2
I’ll put the bouquet of flowers in a vase.
● Ask pupils to look at Exercise 2. Explain that they are going
Functions Making offers of help to write what they will do this weekend, based on the pairs
Talking about tasks to do around the house of words they read. Read This weekend … and help / Mum.
Helping Mum before family members come Invite a pupil to read out the example sentence. Explain
Topic that they can use their own ideas as well as the words
to visit; household tasks
given.
Resources ■ Pupil’s Book, page 40, Exercise 1, Listen and ● Pupils should work individually to write their sentences.
read When they have finished writing, encourage them to
■ Activity Book, page 38, Exercise 1, Match compare answers in pairs, and practise reading out the
and write sentences. Check answers as a class.
■ Activity Book, page 38, Exercise 2, Write
sentences
■ Audio: Pupil’s Book, Unit 8, Exercise 1
Unit 8
84
Revision
Suggested answers ● On the board, write two columns of words and phrases:
1. I’ll help Mum in the kitchen. tidy the table
2. I’ll tidy up my bedroom. set up
3. I’ll buy a present for my dad.
put lunch
4. I’ll write an email to my friend.
5. I’ll go shopping with my sister. make the books on the bookshelf
Present dry the dishes and wash the car using the flashcard.
Then, invite pupils to come to the board to match one of
Classroom assessment the words on the left with a word or phrase on the right.
With reference to Lessons 1 and 2, pupils can: The phrases are all things we can do to help in the home
Scoring criteria Good Fair Poor (tidy up, set the table, put the books on the bookshelf, make
lunch). Explain that these helpful activities are called tasks.
respond to questions before, during and
after listening ● Encourage pupils to suggest sentences using I’ll and one of
the phrases from the board, e.g. I’ll set the table for breakfast.
use teacher introduction and other clues
to understand new words when listening Pupil’s Book, Page 41, Exercise 2
use knowledge of verb tenses to ● Ask pupils to open their books at page 41 and look at
understand when things happen
Exercise 2. Invite a pupil to read out the question. Explain
write meaningful sentences using given that they are going to listen to Kareem and Samira talking,
frameworks and find out the answer to the question.
● Play the recording right through, while pupils listen. Check
End the lesson that they understand what sandwich means.
● Point to the end of the story on page 40. Ask Where are ● Read the question again, and elicit the answer.
Mum, Kareem and Samira going? Elicit that they are going to
the shopping centre to buy a present.
● Ask the pupils to suggest what present Kareem and Samira
2 Listen and answer
will buy for Salma. Accept all reasonable suggestions.
Which tasks do Kareem and Samira do together?
and write
■ Audio: Pupil’s Book, Unit 8, Exercise 2
■ Audio: Pupil’s Book, Unit 8, Exercise 3
■ Flashcards: dry the dishes, wash the car
Unit 8
85
Audioscript Lesson 4
Samira: Mum and Dad are really busy today, Kareem.
Let’s help them with some tasks. Outcomes It is expected that pupils will:
Kareem: Good idea, Samira! I’ll tidy up. • pronounce English words and sentences
Samira: OK. Thanks, Kareem. I’ll make the sandwiches, precisely and correctly
but I need to wash my hands first. • listen to and participate in simple
Kareem: Thanks, Samira. What about the dishes? classroom conversations
Samira: That’s another task. Okay, I’ll dry the dishes. • use simple sentences to talk with a partner
Kareem: And I’ll put my books on the bookshelf in my about familiar situations
bedroom. • use and spell correctly learnt vocabulary
Samira: Are there any other tasks, Kareem? • use English dictionaries to help understand
Kareem: What about the car? We can wash the car for unfamiliar words
Dad. • write meaningful sentences using given
Samira: OK. Let’s wash the car together. frameworks
Structures The modal verb will for decisions made at
the moment of speaking:
Answer I’ll wash the car.
Kareem and Samira wash the car together. I’ll tidy up.
I’ll set the table.
Pupil’s Book, Page 41, Exercise 3 Functions Making offers of help
Talking about tasks to do around the house
● Ask pupils to look at the list in Exercise 3. Invite a pupil
to read out the tasks on the list. Explain that they are Topic Helping Mum before family members come
going to listen again to the conversation between Kareem to visit; household tasks
and Samira. They need to find out who does each task ■ Pupil’s Book, page 41, Exercise 4, Look
mentioned, and tick the person. Point to the ticked Resources
and say
example. ■ Activity Book, page 39, Exercise 4, Write
● Play the recording, and pause when each task is mentioned sentences
for the pupils to tick under the correct name. ■ Flashcards: bookshelf, dry the dishes, tidy up,
● Play the recording a final time for pupils to check their vase, wash the car
answers. Compare answers as a class.
● Ask pupils what Samira needs to do before making
sandwiches (wash her hands), and have a short discussion Revision
about hygiene with the class including discussing when they ● Put the flashcards for bookshelf, dry the dishes, tidy up, vase
should wash their hands. and wash the car face down on a table at the front of the
class. Invite five pupils to come forward. They should
each pick up one of the flashcards, hold it up and make a
Answer
sentence starting with I’ll… (I’ll put the books on the bookshelf/
tidy up – Kareem dry the dishes/tidy up/put the flowers in the vase/wash the car.)
make the sandwiches – Samira Say Thank you! You’re very helpful. Invite other groups to the
dry the dishes – Samira front to do the same.
put the books on the bookshelf – Kareem
wash the car – Kareem and Samira Pupil’s Book, Page 41, Exercise 4
● Ask pupils to open their books at page 41. Go round the
Activity Book, Page 39, Exercise 3 class, asking each pupil to read one of the phrases on the
left of the exercise. Say bouquet and sandwich again for the
● Ask a pupil to read out the phrases in the box. Tell pupils pupils to repeat the pronunciation.
that they should choose the correct phrase to complete
each gap in the dialogue. ● Tell pupils to look at the pictures. Explain that they are
going to make a sentence starting with I’ll… about each
● Pupils work individually to complete the exercise. When picture in turn. Ask a pupil to read out the example in the
they have finished writing, encourage them to work in pairs speech bubble.
to read the dialogue and compare answers with a partner.
Go round the class monitoring for correct pronunciation ● Ask pupils to work in groups of three or four. In their
and intonation. Check answers as a class. groups, they take turns to point at a picture and say one of
the sentences. Encourage them to talk about each picture
several times, starting with a different pupil each time. Go
Answer round and monitor.
1. the dishes 2. I’ll tidy up 3. make some sandwiches ● Choose a group to say all the sentences for the class to
4. I’ll put the books 5. I’ll wash the car check their answers.
Unit 8
86
Answers Lesson 5
a. I’ll set the table.
b. We’ll dry the dishes. Outcomes It is expected that pupils will:
c. I’ll make a sandwich. • use context and direct instruction to
d. I’ll put the bouquet of flowers in a vase. understand the meaning of new and
e. I’ll tidy up. unfamiliar words
f. I’ll wash the car. • scan simple written materials to preview
them for general content before starting to
read
Further practice • skim simple written materials for the main
● Ask pupils to cover the list of phrases in Exercise 4, so that ideas
they can only see the pictures. Call out the letter for one • use English dictionaries to help understand
picture, and elicit the sentence, e.g. call out Picture e, and unfamiliar words in simple reading
elicit I’ll tidy up. materials
• use knowledge of verb tenses to
Activity Book, Page 39, Exercise 4 understand when things happen
● Ask pupils to look at the pictures, and say what is • draw conclusions from simple reading
happening in the first picture. Invite a pupil to read out the materials
example answer. • discuss simple reading materials to
● Explain that they are going to write a sentence about each compare own ideas with those of peers
picture in the same way. Remind them that each sentence • use and spell correctly learnt vocabulary
should begin with I’ll … Write I’ll on the board, and remind • write sentences to answer questions
them about the position of the apostrophe. The modal verb will for decisions made at
Structures
● Pupils work individually to write the sentences. Tell them the moment of speaking:
that if they need help with spellings they can use their We’ll show you all of our photos.
dictionaries, or look back at page 41 of their Pupil’s Books.
● When they have finished writing, encourage them to Functions Talking about locations in Jordan and
compare answers with a partner. elsewhere in the region
● Check answers as a class, asking pupils to read out their Talking about leisure activities
sentences. Ask if any pupils wrote a different sentence and cave, cedar tree, enormous, national flag
ask them to read it out. Accept all correct answers. Vocabulary
Topic Visiting locations; leisure activities
Answers Resources ■ Pupil’s Book, page 42, Exercise 5, Read
1. I’ll make a sandwich. and match
2. I’ll tidy up (my bedroom). ■ Pupil’s Book, page 42, Exercise 6, Read
3. I’ll dry the dishes. again and complete
4. I’ll wash the car. ■ Activity Book, page 40, Exercise 5, Read
5. I’ll set the table. and complete
6. I’ll put the books on the bookshelf. ■ Activity Book, page 40, Exercise 6, Write
answers
■ Flashcards: cave, peacock
End the lesson ■ A picture of the national flag and if
possible, a picture of a cedar tree
● Say Fantastic! Well done, class. You are very kind and helpful.
Revision
● Revise numbers. Write some numbers on the board and
invite pupils to read them out: 360; 1,200; 3,000; 52; 4,660.
Presentation
● Present cave using the flashcard. Say the word and ask
volunteer pupils to repeat.
● Present cedar tree. Ask pupils to repeat the words. Explain
that a cedar tree is a type of tree that can grow to be
enormous and very old. Show a picture if you have one, or
do a simple drawing on the board.
● Present national flag. Say the words and ask some pupils to
repeat them. Show a picture of the Jordanian national flag
or draw a picture on the board.
Unit 8
87
Pupil’s Book, Page 42, Exercise 5
Answers
● Ask pupils to open their books at page 42 and look at
Exercise 5. Explain that they are going to read an email, 1. a river 2. a cedar tree 3. about 800 years
which has pictures attached. Ask who the email is from 4. sixty years 5. their photos
(Aunt Muna, Uncle Hassan and Salma) and who it is to
(Kareem and Samira). Further practice
● Point to the paragraphs numbered 1 to 4. Explain that
they need to match each paragraph with one of the ● Say sentences that have mistakes. Ask pupils to correct the
photographs on the right. mistakes. For example:
● Pupils work in pairs to read the email and complete the ❍ Aunt Muna and Uncle Hassan are on holiday in Jordan.
task. Encourage them to use their dictionaries if there (No. They are on holiday in Lebanon.)
are any words they don’t understand. Make sure they ❍ On Monday they visited Moussa Castle. (No. On Monday
understand enormous. they went to a cedar forest.)
● Check answers as a class. ❍ The castle in Sidon is a modern building. (No. It’s about 800
years old.)
❍ They visited Moussa Castle on Monday. (No. They visited
a
5 Read and match Moussa Castle on Wednesday.)
Dear Kareem and Samira,
1 We are having a busy week in Lebanon!
Activity Book, Page 40, Exercise 5
On Sunday, we visited the caves at Jeita.
They are enormous! There is a river in the ● Ask pupils to open their Activity Book at page 40. Ask
b
5 caves. them to look quickly through the email and find out
2 On Monday, we went to a cedar forest in
the mountains. It was beautiful. Cedar trees
which places are mentioned. (Qasr Kharana, the bird park in
are very important in Lebanon. There is a Shmeisani)
cedar tree on the national flag.
10
3 On Tuesday, we went to Sidon. It is a city by
● Revise peacock, using the flashcard.
the sea. Some of the buildings are very old. c
● Explain that they need to read the email and choose the
The castle in Sidon is about 800 years old.
4 On Wednesday, we visited Moussa Castle.
correct words from the box to fill in the gaps.
15
A man called Moussa Abdel Karim Al
Maamari built the castle. It took sixty years
● Pupils can work in pairs to read the email and complete
to build! It looks like an old castle, but it’s a
1
the task.
modern building.
We are excited about coming to see you.
d
● Check answers as a class.
We’ll show you all of our photos!
20 Best wishes
Aunt Muna, Uncle Hassan and Salma
Answers
1. spent 2. stone 3. walked 4. bought 5. been
6. I’ll 7. were 8. photos
6 Read again and complete
• their photos • a river • sixty years There is a river in
• a cedar tree • about 800 years the caves at Jeita. Activity Book, Page 40, Exercise 6
1 There is in the caves at Jeita.
● Explain to the pupils that they need to write answers to the
2 On Lebanon’s national flag, there is .
3 The castle in Sidon is old.
questions, using information from the email in Exercise 5.
4 It took to build Moussa Castle. ● Ask pupils to work individually to write the sentences.
5 Aunt Muna and Uncle Hassan will show the When they have finished, encourage them to read out their
children .
sentences to a partner to compare answers. Question 6 is
an example of critical thinking question (see page 153).
● Check answers as a class, choosing pupils to read out one
42
sentence each.
Answers
Answers 1. She saw her grandparents.
paragraph 1 – picture c 2. On Friday they went to Qasr Kharana.
paragraph 2 – picture a 3. On Saturday they went to the bird park.
paragraph 3 – picture d 4. Nadia is going to send them a photo of a peacock.
paragraph 4 – picture b 5. Nadia is going to show Fatima photos of the beautiful
trees.
6. Pupils’ own answers.
Pupil’s Book, Page 42, Exercise 6
● Ask pupils to look at Exercise 6. Explain that pupils need End the lesson
to choose the correct words to complete each sentence.
Ask a pupil to read out the words at the top of the exercise. ● Ask Have you ever visited a cave? Encourage pupils to put up
Remind them that they will need to look back at the email their hands if they have. Ask them to describe the cave, and
in Exercise 5 to find the correct information. say what they liked about it.
● Pupils work individually to complete the task. When they
have finished writing, encourage them to check their
answers with a partner and practise reading the complete
sentences.
● Check answers as a class. Invite pairs to read out each
sentence.
Unit 8
88
Choose individuals to read each sentence with the correct
Lesson 6
●
Classroom assessment
Activity Book, Page 41, Exercise 7 With reference to Unit 8:
● Ask pupils to open their Activity Book at page 41. Invite a Scoring criteria Good Fair Poor
pupil to read out the adjectives (describing words) at the
top of Exercise 7. respond to questions before, during and
after listening
● Explain that pupils should choose the best adjective
(describing word) to complete each sentence. Pupils work draw conclusions from simple reading
individually to complete the sentences. When they have materials
finished, ask them to compare answers with a partner and use understanding of when things
practise reading the sentences in pairs. Make sure they happen to produce correct verb tenses
stress the adjective in the sentence. use simple sentences to talk with a
● Say Now listen and check. Play the recording right through for partner about helping their parents
some pupils to check their answers. show appreciation of listening to songs
● Play the recording again, pausing after each sentence for in English
some pupils to repeat. write meaningful sentences using given
frameworks
Audioscript and answers write a simple email to a friend
1. It’s a small chair. End the lesson
2. It’s a beautiful flower.
3. It’s an interesting book. ● Ask pupils to sing the song in Exercise 9 again in three
4. It’s a long river. groups, each group singing one of the verses.
5. It’s a delicious meal. ● Guide the pupils to practise handwriting the two short
6. It’s a new dress. paragraphs in the Activity Book on page 75.
● Say Well done! You worked hard today.
Activity Book, Page 41, Exercise 8
● Read the instruction and explain that pupils are going to
write about last week, using the words in the box. Ask a
pupil to read the example answer.
● Point to play in the box, and played in the example answer.
Remind pupils that they need to write about the past. Tell
them that they can complete the rest of the sentence with
their own ideas.
● Pupils work individually to complete the task.
● Invite pupils to read some of their sentences out to the
class.
Answers
Pupils’ own answers.
Unit 8
90
Unit
We went to the airport
Lesson 1 Pupil’s Book, Page 44, Exercise 1
● Ask pupils to open their books at page 44. Ask them to
Outcomes It is expected that pupils will: look at the second picture. Ask Who is arriving at the airport?
• respond to questions before, during and (Uncle Hassan, Aunt Muna and Salma.)
after listening ● Ask Did Salma enjoy the journey? Let’s listen and find out. Check
• use teacher introduction and other clues that pupils understand journey.
to understand new words when listening ● Play the recording right through while pupils listen and
• use context to understand new words read. Ask the question again and elicit the answer. (Yes, she
when listening did.) Check that pupils understand cry.
• recognise the effect of pauses on
understanding when listening ● Play the recording again. Pause after each person’s speech
• make simple inferences when listening for the pupils to repeat groups in turns. Make sure they
• ask questions after listening to gain pause a little between sentences, as on the recording.
understanding of new or unfamiliar words ● Ask pupils to find the three sentences with while and read
them out. Write the last example on the board: She woke up
Structures The past continuous and the past simple: while the plane was landing. Ask What was happening first? Elicit
We had lunch while we were waiting for you. The plane was landing. Say What happened then? Elicit Salma
Salma woke up while the plane was landing. woke up.
The conjunction while:
She started to cry while we were checking in. Unit
Unit 9
91
Revision
Audioscript
● Revise words using the wallchart. Elicit land, check in,
1.
suitcase, customs, passport.
Samira: Here’s the airport. Look at the new
building! ● On the board, write these words from the story: airport,
Dad: Yes, it’s bigger than the old building. suitcase, present, customs, passport, building, landing. Ask What do
Kareem: Let’s look for Uncle Hassan, Aunt Muna you notice about the stress on these words? They all have the stress
and Salma! on the first part of the word.
2.
Kareem: Look! I can see them! Pupil’s Book, Page 44, Exercise 1
Uncle Hassan: Hello everyone! Our plane landed early! ● Ask pupils to open their books and look at the pictures.
Aunt Muna: We collected our suitcases and went Say Let’s tell the story in our own words. Invite four pupils to
through customs. Then we had lunch while come to the front of the class. Encourage each of them in
we were waiting for you. turn to hold up their book and point to one of the pictures
3. in the story. They describe what is happening in this part of
Samira: Did Salma like the journey? the story. Praise the pupils and ask them to sit down again.
Uncle Hassan: Yes, she did, but she started to cry while ● Play the recording while the pupils listen and read again.
we were checking in and showing our ● Say some sentences about the story that might be true or
passports! false. The pupils say if they are true or false, and correct the
Aunt Muna: She slept most of the time on the plane. false sentences. For example, The new airport is bigger than the
She woke up while the plane was landing. old one. (True.) The family’s plane was late. (False. It was early.)
4. They have not collected their suitcases. (False. They have got their
Dad: I’ll put the suitcases in the car. suitcases.) Salma laughed while they were showing their passports.
Samira: I’ll carry Salma. (False. She cried.) Aunt Muna has brought a present for Kareem
Aunt Muna: Thank you, Samira. Here’s a present for and Samira. (True)
you and Kareem. It’s from Lebanon.
● Put the class into groups of five. Ask them to choose roles
Kareem: It’s a box of sweets! Thank you, Aunt
and to practise reading the story. Monitor as they are
Muna!
reading, checking their pronunciation.
Activity Book, Page 42, Exercise 1
End the lesson ● Ask pupils to open their Activity Book at page 42. Give
● Ask pupils to put their hands up if they have ever been to pupils a minute to look at the pictures in Exercise 1.
an airport. Invite pupils with their hands up to describe ● Explain that they are going to complete the sentences with
what the airport was like and what they did there. the correct form of the word in brackets. Then they need to
match the sentences with the correct pictures.
Lesson 2 ● Read the completed example. Remind them that the action
in the first part of the sentence is finished (woke up), but the
Outcomes It is expected that pupils will: action after while is a long action, with was or were and the
• follow oral instructions -ing form of the verb.
• speak with pauses for clarity and ● Pupils work individually to complete the task, then
emphasis compare their answers with a partner. Go round to
• use knowledge of verb tenses to monitor and check that pupils are writing the words
understand when things happen correctly.
• retell what happens in a simple story ● Check answers as a class. Write the words on the board so
• use context and direct instruction to that pupils can check their spellings.
understand the meaning of new and
unfamiliar words Answers
Structures The past continuous and the past simple: 1. woke up, was landing – picture b (1)
We had lunch while we were waiting for you. 2. collected, was sleeping – picture d (2)
Salma woke up while the plane was landing. 3. had, were waiting – picture a (3)
The conjunction while: 4. put, was talking – picture c (4)
She started to cry while we were checking in. 5. started, were checking in – picture e (5)
Unit 9
92
End the lesson Presentation
● Write some sentence endings on the board: ● Present board the plane and take off using the flashcards. Say
❍ … while I was waiting at the airport. the words and ask individual pupils to repeat them.
● Present teddy bear using the flashcard. Ask the pupils to
❍ … while he was eating his lunch. repeat the words. Tell pupils to put up their hands if they
❍ … while she was doing her homework. like teddy bears.
● Invite pupils to suggest different ways of starting each
sentence. Accept all reasonable answers, with the correct Pupil’s Book, Page 45, Exercise 2
word. ● Ask pupils to open their books at page 45 and look at
Exercise 2. Tell them they are going to listen to a story. Ask
Lesson 3 the pupils to look at the pictures in Exercise 3 and say who
is in the story (Uncle Hassan, Aunt Muna and Salma).
Outcomes It is expected that pupils will: ● Ask a pupil to read out the question in Exercise 2. Tell
• make simple inferences when listening pupils they need to listen to find out the answer.
• use context to understand new words ● Play the recording right through while pupils listen. Ask the
when listening q g
question again and elicit the answer.
• respond to questions before, during and
after listening 2 Listen and answer
• show understanding of main ideas from a What happened to the teddy bear?
simple oral presentation
• discuss simple reading materials to 3 Listen again and match
compare own ideas with those of peers a b c
• use and spell correctly learnt vocabulary
• use context and direct instruction to
understand the meaning of new and
unfamiliar words
• write meaningful sentences using given
frameworks such as jumbled words
Structures The past continuous and the past simple: looked for / saw us / collect
talked / take off
Salma slept while we were waiting for the plane. board the plane the suitcases
94
Activity Book, Page 43, Exercise 4 Lesson 5
● Write on Saturday uncle Ali drove to the airport on the board.
Do not punctuate it. Ask pupils if it is a correct sentence Outcomes It is expected that pupils will:
(no) and ask them what they should add (capital letter • use context and direct instruction to
in On Saturday, Uncle and Ali; comma (,) after Saturday; understand the meaning of new and
full stop after airport. Tell pupils they should always check
unfamiliar words
their work sentence by sentence like this).
• scan simple written materials to preview
● Ask pupils to open their Activity Book at page 43. Say them for general content before starting
Listen. Play the recording right through once, while pupils to read
listen. This kind of exercise is used to check pupils’ grasp
• skim simple written materials for the main
of spelling, vocabulary and punctuation. It covers the
mechanics of good writing. ideas
• use knowledge of verb tenses to
● Explain that you are going to play the recording again, understand when things happen
one sentence at a time, and pupils are going to write each
• draw conclusions from simple reading
sentence as they hear it. Remind them to punctuate their
sentences correctly. Tell them that this is a dictation. materials
• use English dictionaries to help
● Play the recording, pausing after each sentence for pupils understand unfamiliar words in simple
to write.
reading materials
● Play the recording again for pupils to read their answer • discuss simple reading materials to
and check it. Go round monitoring, and note any words compare own ideas with those of peers
that pupils are having problems in spelling. They should • rewrite a paragraph using a given prompt
be given some time after the recording has finished to read
their work and check that it makes sense. Structures The past continuous and the past simple:
● Check answers as a class. Invite a pupil to read out a Salma started to play while they were checking in.
sentence. Write it on the board and let pupils check their The conjunction while:
spelling and punctuation. they had lunch while they were waiting.
Audioscript and answers Functions Talking about the past
On Saturday, Uncle Ali drove to the airport. He met a Talking about airport facilities
friend while he was checking in. Then he boarded the Talking about journeys
plane. He read his book while the plane was landing. He
phoned us while he was collecting his suitcases. Then he Vocabulary size, square metre
went to his hotel.
Topic Airports, journeys and travel
Classroom assessment Resources ■ Pupil’s Book, page 46, Exercise 5, Read
With reference to Lessons 3 and 4, pupils can: and answer
Scoring criteria Good Fair Poor ■ Pupil’s Book, page 46, Exercise 6, Read
use context to understand new words again and match the sentences
when listening ■ Activity Book, page 44, Exercise 5, Read
discuss simple reading materials to and complete
compare own ideas with those of peers ■ Activity Book, page 44, Exercise 6,
write meaningful sentences using given Rewrite the last paragraph
frameworks such as jumbled sentences ■ A metre ruler
speak with pauses for clarity and
emphasis
give feedback about aspects of a peer’s Revision
speech ● Revise numbers in the thousands. On the board, write
write a dictated paragraph using correct 2,000; 40,000; 3,500; 65,000; 100,000. Ask a pupil to
punctuation marks read out each number. Confirm their answer by saying the
number yourself, and get the class to repeat.
End the lesson ● Write thousand on the board. Ask for volunteers to write
● Have a spelling competition. Divide the class into two some of the numbers on the board in words (two thousand,
teams. forty thousand, three thousand five hundred, sixty-five thousand,
● Invite a pupil from each team to come to the front. Say a one hundred thousand).
word, and ask them to write it on the board. The first pupil
to write the word correctly gains a point for their team.
If they are having problems spelling the word, the other
members of their team can help by calling out the correct
spelling.
● Continue in this way until all the pupils have had a turn.
● Make sure you include the ‘difficult’ words from the
dictation. Choose other words from this unit and previous
units, e.g. journey, land, teddy bear, cedar, fantastic, bookshelf,
email, busy, prescription, problem, tablet, first, excited, race,
skating, invite, shade, sand, lizard, storyteller, festival, flagpole.
Unit 9
95
Presentation Pupil’s Book, Page 46, Exercise 6
● Present size. Write the word on the board, say it and ask ● Ask pupils to look at Exercise 6. Explain that they are
the class to repeat. Explain that size means how large or going to read the text in Exercise 5 again, then match the
small something is. On the board, draw a big elephant and beginnings and ends of sentences. Choose a pupil to read
a small mouse. Point to the elephant, and ask What size is out the first example.
it? Elicit It’s very big or It’s enormous! Point to the mouse. Ask ● Pupils work in pairs to complete the task. Encourage
What size is it? Elicit It’s very small. them to read the whole text together first, then match the
● Choose a pupil to point to an item in the classroom and sentences.
ask What size is it? Encourage the class to reply. ● Check answers as a class.
● Present square metre. Write it on the board and ask some
pupils to repeat. Explain that we measure the size of a Answers
building in square metres. If the board is large enough, use 1. d 2. e 3. a 4. b 5. c
your metre ruler to draw a square with each side a metre
long. Point to the space inside the square and say This is
a square metre. (If there is not enough space on the board, Further practice
indicate a square in the air, using a metre ruler to ‘draw’
each side.) ● Ask pupils to close their books. Write the numbers from
the text on the board: 2013; 100,000; 1,000.
Pupil’s Book, Page 46, Exercise 5 ● Ask pupils to say each number and say what it refers to.
(2013 – the year the new building opened; 100,000 – square
● Ask pupils to open their books at page 46 and describe the metres; 1,000 – planes)
photographs. Explain that they are going to read about an
airport.
● Invite a pupil to read out the question. Tell pupils to read
Activity Book, Page 44, Exercise 5
the text and find the answer. ● Ask pupils to open their Activity Book at page 44, and
● Give pupils time to read the text quietly. Go round to look at Exercise 5. Ask what building is in the picture
and help them as needed. Encourage them to use their (Queen Alia International Airport).
dictionaries to check the meanings of words. ● Explain that they are going to read about Majeda’s plane
● Ask the question again: Does Samira like the airport? Elicit the journey, and complete the sentences below with the correct
answer (Yes, she does.) Ask Do other people like the airport? (Yes, words.
they do. It has won prizes.) ● Pupils read the text individually and complete the
sentences. Go round and answer any questions. When they
have finished, encourage them to compare their answers
5 Read and answer with a partner.
Does Samira like the airport? ● Check answers as a class. Choose a pupil to read each
sentence.
We went to Queen Alia International
Airport on Saturday. It is the biggest
airport in Jordan. There is a new airport
building. King Abdullah opened the new Answers
building in March 2013. It is very big and
5
very modern. I think that it looks beautiful. 1. flown 2. were 3. were checking in 4. had
The windows are really big. You can watch
the planes take off and land. There is a
5. phoned
mosque. There are also a lot of shops, cafes
10 and restaurants inside the building.
It’s great! Activity Book, Page 44, Exercise 6
My father told my brother and me about
the airport while we were looking for my
● Explain that pupils are going to rewrite the last paragraph
uncle and aunt. The new building is more of Majeda’s essay. Ask them to look back at the essay.
than 100,000 square metres. That’s about
15
the same size as two of the old buildings! Read the first sentence of the last paragraph: We enjoyed our
More than 1,000 planes land and take off journey. Invite a pupil to read the first sentence in Exercise 6
from the airport every week. Many people
come here every year. (They enjoyed their journey.)
20 I liked the airport very much. A lot of other ● Ask pupils to say what has changed (‘We’ has changed to
people like the airport too. The airport has
won some prizes! ‘they’.) On the board, write we " they. Explain that they
need to change this each time. Read the second sentence
6 Read again and match the sentences of the paragraph: I read my book. Ask What will ‘I’ change to?
1 King Abdullah a 100,000 square Elicit he. On the board, write I " she. Tell them that they
opened the new metres.
building in
could also write Majeda.
b more than 1,000
2 In the airport, planes land and take ● Pupils work individually to rewrite the whole paragraph.
there are off.
Go round to monitor and help as needed.
3 The new building c the airport is
is bigger than beautiful. ● Compare answers as a class. Ask pupils to read out one
4 Every week, d March 2013. sentence at a time.
5 A lot of people e shops, cafes and
think that restaurants. King Abdullah
opened the Answers
new building in
March 2013. They enjoyed their journey. Alia played with her teddy
46 bear while they were flying. She/Majeda read her book.
They ate a meal while they were flying, too. When they
landed they phoned their friends. They had a fantastic
holiday!
Unit 9
96
End the lesson ● Play the recording again, pausing after each sentence for
groups in the class to repeat in turns.
● Elicit true and false statements about Majeda’s journey to
Abu Dhabi. Choose one pupil to make a statement, e.g. ● Choose individuals to read each sentence.
Majeda went to the airport by bus. The rest of the class says ● Invite pupils to make sentences using a different word, e.g.
True or False. Choose a pupil to correct each false sentence. I run to school. We walk to our cousin’s house. Make sure they
stress this word each time.
Lesson 6 Audioscript
I walk to school.
Outcomes It is expected that pupils will: We drive to our cousin’s house.
• recognise the correct stress of a word in a
sentence
• use simple sentences to talk with a partner 7 Listen and say
or a small group about familiar situations
• use knowledge of verb tenses to
understand when things happen
• present a simple prepared speech of four
or five sentences to the class
• write meaningful sentences using given I walk
k to school
school. We drive to our cousin’s house.
frameworks
8 Ask and answer Did Laila email Samira?
Structures The past continuous and the past simple: 1 2
Unit 9
97
Pupil’s Book, Page 47, Exercise 9 Activity Book, Page 45, Exercise 9
● Point to Exercise 9, and say Now talk about you. This activity ● Explain to pupils that they are going to complete the
reflects experiential learning (see page 152). Ask a pupil to sentences with their own ideas.
read the first sentence ending, and another pupil to read ● Elicit two or three possible answers for the first sentence.
the example in the speech bubble. Explain that they need to ● Pupils work individually to complete their sentences. When
use their own ideas to make sentences with each ending. they have finished writing, ask them to read out their
● Let pupils work in pairs to practise their sentences. Go sentences to a partner.
round to monitor. Make sure that each pupil uses their ● Invite pupils to read out two or three sentences to the
own ideas, making different sentences from their partner. class.
● Invite individual pupils to come to the front of the class
and say two of their sentences for the class.
Answers
Answers Pupils’ own answers.
Pupils’ own answers.
Classroom assessment
Activity Book, Page 45, Exercise 7 With reference to Unit 9, pupils can:
Scoring criteria Good Fair Poor
● Remind pupils of the sentences they heard, where the verb
(doing word) was stressed. Give an example: I walk to school. use knowledge of verb tenses to
Ask the class to repeat. understand when things happen
● Ask pupils to open their Activity Books at page 45 and look retell what happens in a simple story
at Exercise 7. Ask a pupil to read the completed answer as use and spell correctly learnt vocabulary
an example. write meaningful sentences using given
● Pupils work individually to complete the task. frameworks such as jumbled sentences
● Now ask pupils to work with a partner to read out each write a dictated paragraph using correct
sentence. Make sure that they remember to stress the doing punctuation marks
word each time. rewrite a paragraph using a given
● Invite pairs to say one sentence each for the class. prompt
Answers
1. Hussein ran in the park. End the lesson
2. They waited for hours. ● Guide pupils to practise handwriting the two sentences in
3. She watched a DVD. the Activity Book on page 76.
4. Alia looked for her teddy bear. ● Praise the pupils for their hard work in the unit. Encourage
them to clap each other and say Well done! That was
fantastic!
Activity Book, Page 45, Exercise 8
● Ask pupils to look at the questions and answers in Exercise
8. Explain that they need to read each sentence and match
it with the correct answer. Tell them that they should look
carefully, and choose the answer that makes sense. Then
they need to complete the answer by writing the correct
word in the gap.
● Ask a pupil to read the first question and the completed
answer.
● Let pupils work in pairs to read the questions and complete
the task.
● Check answers as a class.
Answers
1. d – made 2. c – drank 3. a – visited 4. f – went
5. b – met 6. e – tidied up
Unit 9
98
Unit Could
Why isHello
you
Kareem
fly a kite?
excited?
Tell the class what you could and couldn’t do at that age.
Lesson 1 ●
Say When I was ten I could run very fast. I couldn’t swim. Write
the two sentences on the board and ask the pupils to
Outcomes It is expected that pupils will: repeat them. Underline could and couldn’t.
• follow oral instructions ● Tell the class that they are going to listen to the story and
• respond to questions before, during and find out what people could do when they were young.
after listening
• use teacher introduction and other clues to Pupil’s Book, Page 48, Exercise 1
understand new words when listening ● Ask pupils to open their books at page 48 and describe the
• use context to understand new words when pictures. Tell them to look at the first and second pictures,
listening and ask Who are the children in the photographs? Elicit their
ideas.
• make simple inferences when listening
● Play the recording. Ask pupils to read as they listen, and
• use correct intonation for questions and find out whether they were right. When the recording
statements finishes, confirm the answer (Uncle Hassan is in the
photographs.)
Structures The modal verb can in the past:
Could you use a computer when you were young? ● Play the recording again. This time, pause after each
person finishes speaking for the pupils to repeat as a class
Yes, I could./No, I couldn’t. and individually. Check pronunciation and intonation.
You could fly a kite. ● Ask some questions to check understanding:
Aunt Muna could sew. ❍ What is Uncle Hassan doing in the first photo? (He’s flying a
The conjunction when: kite.)
Could you use a computer when you were ten? ❍ What is Uncle Hassan doing in the second photo? (He’s
mending a car.)
Functions Expressing past ability ❍ What could Aunt Muna do when she was young? (She could
Asking and answering questions sew.)
Comparing past and present ❍ Can Samira use a sewing machine? (Yes, she can.)
Talking about hobbies and activities ❍ Could Uncle Hassan use a computer when he was young?
car engine, kite, mend a car/bike, puncture (n), (No, he couldn’t.)
Vocabulary ❍ Can he use a computer now? (Yes, he can.)
sewing machine
Topic Activities that family members did when Unit
they were young
● Revise words for sports and activities using the wallchart. Dad: Look! Here are some photos of
Uncle Hassan when he was young.
Uncle Hassan: Yes, I could. I loved mending
cars. I liked looking at car engines.
Elicit words for the sports and activities that pupils know, Uncle Hassan: I was twelve in this picture. Kareem: I can mend cars with Dad’s help.
e.g. cross-country running, hiking, jogging, marathon, snorkelling, Kareem: You could fly a kite when you I can mend punctures on my bike, too!
ice-skating, puppet show. Tell pupils that they are going to were twelve. I can fly a kite, too.
It’s fun!
4
learn about some more crafts and activities in this unit. 3
● Ask What do you do in your free time? Elicit answers and ask
pupils to tell the class about what they do.
Presentation
● Present kite, sewing machine, mend a bike and puncture using
the flashcards. Show the flashcards and say the words. Say
Put up your hand if you’ve ever used a sewing machine. Put up your
hand if you’ve ever mended a bike. Put up your hand if you’ve Kareem: Could you use a computer when
you were young, Uncle Hassan?
Aunt Muna: I could sew when I was
ever flown a kite. young. I made soft toys for charity. Uncle Hassan: No, I couldn’t. We didn’t
● Explain Uncle Hassan loves mending cars. He likes looking at car Samira: I can use a sewing machine, too.
I like making soft toys for our cousins.
have a computer when we were young.
engines. Mime opening the bonnet at the front of a car and Aunt Muna: But now we use a computer
every day!
looking at the engine. Say car engine again and ask pupils to 48
repeat.
● Present could for past ability. If you have brought a
photograph of yourself to class, say, for example, Look!
This is me. I was ten years old. Let the pupils look at the
photograph. If you do not have a photograph, draw a Unit 10
simple picture of a child on the board.
99
Audioscript Revision
1. ● Show the class the four flashcards kite, sewing machine, mend
Dad: Look! Here are some photos of Uncle a bike and puncture. Elicit the words. Ask pupils to stand
Hassan when he was young. up if they can ride a bike or fly a kite. Ask the pupils who
Uncle Hassan: I was twelve in this picture. are standing to put up their hands if they can mend a
Kareem: You could fly a kite when you were twelve. I puncture. Say Can you mend a puncture? Elicit Yes, I can. or No,
can fly a kite, too. It’s fun! I can’t.
2.
Kareem: Look at the old car! Could you mend cars ● Use the wallchart to revise mend a car.
when you were young, Uncle Hassan?
Uncle Hassan: Yes, I could. I loved mending cars. I liked Pupil’s Book, Page 48, Exercise 1
looking at car engines. ● Ask pupils to open their books at page 48. Ask them to tell
Kareem: I can mend cars with Dad’s help. I can you what they can remember about the story.
mend punctures on my bike, too!
3. ● Play the recording again while pupils listen.
Aunt Muna: I could sew when I was young. I made soft ● Put the class into groups of five. Ask them to choose roles
toys for charity. and to practise reading the story. Remind them to use
Samira: I can use a sewing machine, too. I like correct intonation. When they have finished, tell them to
making soft toys for our cousins. swap roles and read the story again. Monitor as they are
4. working and make a note of any mistakes in pronunciation
Kareem: Could you use a computer when you were or intonation. Go over the mistakes as a class.
young, Uncle Hassan? ● Ask pupils to close their books. Ask Who says these things?
Uncle Hassan: No, I couldn’t. We didn’t have a computer
when we were young. Say some sentences from the story in random order, and
Aunt Muna: But now we use a computer every day! elicit the speaker. For example:
❍ I loved mending cars. (Uncle Hassan)
End the lesson ❍ Now we use a computer every day! (Aunt Muna)
❍ I can fly a kite, too. (Kareem)
● Ask pupils what they could do when they were five years
old. Ask When you were five … could you swim? Could you ride a ❍ I made soft toys for charity. (Aunt Muna)
bike? Could you read English? Could you use a computer? Could you ❍ I can use a sewing machine, too. (Samira)
run? Elicit Yes, I could or No, I couldn’t. ❍ Here are some photos of Uncle Hassan. (Dad)
machine
■ Wallchart: Sports and activities Activity Book, Page 46, Exercise 2
● Point to the table in Exercise 2. Explain that pupils are
going to complete the table using information from
Unit 10 Exercise 1. Read When he was ten, could he … and ask Who was
‘he’? Elicit Anas’s Dad.
100
● Tell pupils to tick the first column for Yes, and put a cross ● Present speak English. Say This is an English lesson. We’re
in the second column for No. Ask them to work individually learning English. Ask the class Can you speak English?
to complete the task. Encourage the whole class to reply Yes, we can!
● Draw the table on the board and check answers as a class. ● Choose one pupil, and ask them When you were a baby, could
you speak English? Elicit No, I couldn’t.
Answers Pupil’s Book, Page 49, Exercise 2
When he was Yes, he could [✓] No, he couldn’t [✗] ● Ask pupils to open their books at page 49. Point to
ten could he … the three pictures, and ask pupils to describe what is
use a computer? ✗ happening in each of them (flying a kite, knitting, watering
fly a kite? ✓ plants).
● Explain that pupils are going to listen to Samira asking her
sew? ✗ mum about things she could and couldn’t do. Ask a pupil
mend cars? ✗ to read out the question, and tell pupils they should listen
mend his bike? ✓ for the answer.
● Play the recording right through while pupils listen.
● Ask Which activities did they talk about? Elicit Flying a kite and
End the lesson knitting. Then ask Which activity didn’t they talk about? Elicit
● Ask pupils to choose an older family member and ask them watering plants.
two or three questions like the ones Anas asked his dad.
Tell them to note down the answers and bring them to the
next lesson. This is an example of activity-based learning 2 Listen and choose
(see page 152). Which activity didn’t Samira and her mother talk about?
Lesson 3
Outcomes It is expected that pupils will:
• follow oral instructions
• make simple inferences when listening
• respond to questions before, during and
after listening
• use context and direct instruction to
understand the meaning of new and 3 Listen again and tick () or cross ()
unfamiliar words 1 2 3
• use knowledge of verb tenses to
understand when things happen
Structures The modal verb can in the past:
Could you use a computer when you were young?
Yes, I could./No, I couldn’t.
You could make models.
use a computer fly a kite knit
Aunt Muna could knit.
The conjunction when: 4 5 6
Could you use a computer when you were ten?
Functions Expressing past ability
Asking and answering questions
Comparing past and present
Talking about hobbies and activities
Talking about traditional crafts make models speak English cook
Vocabulary knit, speak English
49
Topic Activities that family members did when
they were young
Traditional crafts
■ Pupil’s Book, page 49, Exercise 2, Listen Audioscript
Resources
and choose Samira: Mum, can I ask you some questions for my
■ Activity Book, page 47, Exercise 3, Read
homework?
and complete Mum: Yes, of course.
■ Audio: Pupil’s Book, Unit 10, Exercise 2
Samira: Thanks, Mum. Could you use a computer when
■ Flashcard: knit you were ten?
Mum: No, I couldn’t. We didn’t have computers then.
Revision Samira: Okay … could you fly a kite?
● Ask a pupil to tell the class about the questions they asked Mum: No, I couldn’t. But my brother could. My brother
their family member. Encourage them to name the family tried to teach me.
member, say what question they asked, and what the reply Samira: Could you knit when you were ten?
was. Mum: Yes, I could. I loved knitting.
Samira: Could you make models?
● Ask the class about what the pupil said. For example, What Mum: Yes, I could. I made houses and castles for my toys.
did Nawal ask her mum? (When you were young, could you sew?) Samira: And could you speak English when you were ten?
Could she sew when she was young? (Yes, she could.) Mum: Yes, I could. We had English lessons when I was at
Presentation school.
Samira: Okay. This is the last question. Could you cook
● Present knit, using the flashcard. Ask pupils to repeat the when you were ten?
word after you. Say Can you knit? Invite any pupils who can Mum: Yes, I could. I always helped my mother in the
knit to put up their hand. Ask them to tell the class what kitchen. Unit 10
they can make.
101
Activity Book, Page 47, Exercise 3 Pupil’s Book, Page 49, Exercise 3
● Ask pupils to look at their Activity Book. Read out the ● Ask pupils to open their books. Point to Exercise 2. Say
headings in the table, and point to the pictures. Explain Who did we listen to in Exercise 2? Elicit Samira and her mum.
that pupils need to look at the information in the table ● Ask pupils to look at the pictures in Exercise 3. Ask the
to see what Aunt Muna and Cousin Ibrahim could and class to read the words under each picture. Explain that
couldn’t do, and complete the sentences below. Ask a pupil they are going to listen again to Samira and her mum. They
to read out the first complete sentence as an example. need to find out whether Samira’s mum could or couldn’t
● Pupils can work in pairs to complete the task. Go round to do each activity when she was ten. Model writing a tick
monitor while they are working. and a cross on the board. Explain that if she could do an
● Check answers as a class. Invite pairs to read out their activity they should write a tick in the box. If she couldn’t,
completed sentences. they should write a cross.
● Play the recording, pausing after each reply from Samira’s
mum. Allow time for pupils to find the picture and write a
Answers tick or cross.
1. couldn’t knit 2. could use a computer ● Let pupils compare their answers with a partner. Then
3. could fly a kite 4. could speak English play the recording right through for them to check their
5. couldn’t make models 6. couldn’t cook answers.
● Confirm correct answers with the class. Ask, e.g. Could Mum
use a computer? and elicit the answer.
End the lesson Answers
● On the board, write when I was young and now. Make two 1. ✗ 2. ✗ 3. ✓ 4. ✓ 5. ✓ 6. ✓
sentences that are true for you, e.g. I couldn’t make models
when I was young. I can make models now.
● Encourage pupils to say two sentences in the same way Activity Book, Page 47, Exercise 4
about themselves. Encourage the rest of the class to say
Well done! when they have finished speaking. ● Ask pupils to open their Activity Book and look at Exercise
4. Explain that they are going to write sentences that are
true for their family. Ask a pupil to read out the example
Lesson 4 sentence.
● Tell them that they can write about any activities from
Outcomes It is expected that pupils will: this unit, or use their own ideas. Elicit some activities they
• make simple inferences while listening could write about and list them on the board.
• respond to questions before, during and ● Pupils work individually to write their sentences. Go round
after listening to monitor and help with ideas as needed.
• use context to understand new words when ● Choose pupils to read out two or three of their sentences
listening
• write meaningful sentences using given to the class.
frameworks
• use and spell correctly learnt vocabulary Answers
The modal verb can in the past: Pupils’ own answers.
Structures
Could you use a computer when you were young?
Yes, I could./No, I couldn’t.
You could make models. Classroom assessment
Aunt Muna could knit.
The conjunction when: With reference to Lessons 3 and 4, pupils can:
Could you use a computer when you were ten? Scoring criteria Good Fair Poor
Expressing past ability make simple inferences when listening
Functions
Asking and answering questions use knowledge of verb tenses to
Comparing past and present understand when things happen
Talking about hobbies and activities
Talking about traditional crafts respond to questions before, during and
after listening
Topic Activities that family members did when
they were young write meaningful sentences using given
Traditional crafts frameworks
■ Pupil’s Book, page 49, Exercise 3, Listen use and spell correctly learnt vocabulary
Resources
again and tick (✓) or cross (✗)
■ Activity Book, page 47, Exercise 4, Write
End the lesson
sentences about your family ● On the board, write When I was five … Tell the class that you
■ Audio: Pupil’s Book, Unit 10, Exercise 3
are going to say two sentences. One is true, the other is
false. Say, for example, I could use a computer when I was five.
Revision I could speak English when I was five. Pupils guess which
● Ask pupils to look back at the story on page 48 of their sentence is true and which is false.
Pupil’s Books. Ask questions and elicit answers, e.g. What ● Invite pupils to come to the front of the class and do the
could Uncle Hassan do when he was twelve? (He could fly a kite.) same, making one true sentence and one false. The rest of
Can Kareem fly a kite? (Yes, he can.) Could Uncle Hassan mend the class guesses which is true.
cars when he was young? (Yes, he could.) Could Uncle Hassan use a
computer when he was young? (No, he couldn’t.) What could Aunt
Muna do when she was young? (She could sew/make soft toys.) Can
Samira make soft toys? (Yes, she can.)
Unit 10
102
Write embroider and do embroidery on the board. Explain
Lesson 5
●
by Samira
Resources ■ Pupil’s Book, page 50, Exercise 4, Read 1
Embroidery
E
and match Embroidery is one of Jordan’s most famous traditional
■ Pupil’s Book, page 50, Exercise 5, Read crafts. In the past, girls learned to do embroidery
when they were young. Many people in Jordan still do
again and say the craft embroidery today. They embroider dresses, cushions and
purses.
■ Pupil’s Book, page 50, Exercise 6, Read b
2
and answer Weaving
W
■ Activity Book, page 48, Exercise 5, Read Weaving is a very important craft. In the past, women in the
desert used weaving to make tents for their families. They
and label A, B, C could weave rugs, too. Today in Mukawir, women weave
rugs to sell. People take the rugs to shops in Amman and
■ Activity Book, page 48, Exercise 6, Read other cities and towns.
and circle Yes or No
■ Activity Book, page 49, Exercise 7, Write a 3
c
● Ask Where can you buy crafts? Elicit At a craft market. Why is it important to learn
about traditional crafts?
Presentation 50
● Present cushion, embroidery, weaving, purse and student using
the flashcards. Show the flashcards and ask the pupils to
say the words. Hold up the flashcards in random order and
elicit the words. Explain that weave and weaving are related.
Weave is a doing word. Unit 10
103
Pupil’s Book, Page 50, Exercise 5 Answers
● Ask pupils to look at Exercise 5. Explain that the three (A) Weaving is one of Jordan’s oldest traditional crafts.
sentences each describe one of the crafts in Exercise 4. (B) In the past, Jordanian women made rugs for their
Invite three pupils to each read out one of the sentences. families. (B) Mukawir is an important place for weaving.
● Ask pupils to work in pairs to read the text again. Then ask (C) Today, the women in Mukawir weave rugs to sell.
them to read each sentence together, and decide which
craft it describes.
● Go round to monitor as pupils work. Note any problems Activity Book, Page 48, Exercise 6
with pronunciation. When they have finished, practise the
pronunciation of the problem words with the class. ● Explain that pupils are going to read the whole of Nadia’s
description in Exercise 5. Then they are going read the
● Check answers as a class. Invite pairs to read out each statements in Exercise 6, and circle Yes or No.
sentence and name the craft.
● Ask a pupil to read the first statement (Weaving is one of
Jordan’s oldest traditional crafts.) Say Is that correct? Elicit Yes.
Answers Then point to the circle round Yes.
1. weaving 2. mosaic making 3. embroidery ● Pupils work in pairs to read the text together. Then they
read each statement and complete the task. Go round
monitoring as they read.
Further practice ● Check answers as a class. Ask a pair to read each statement
● Ask some more questions about the reading text. Elicit and Yes or No. If they circled No, encourage them to correct
answers: the statement.
❍ Which is Jordan’s most famous traditional craft?
(embroidery) Answers
❍ What do people in Jordan embroider? (dresses, cushions and 1. Yes 2. No. Nadia’s mum has got a beautiful mosaic.
purses) 3. No. They watched a video about weaving. 4. Yes
❍ What do women today weave? (rugs) 5. No. It was a colourful rug.
❍ Where is Jordan’s biggest collection of mosaics? (Madaba)
❍ What are mosaics made from? (tiny squares of coloured Activity Book, Page 49, Exercise 7
rock)
● Explain that pupils are going to write a paragraph like
Pupil’s Book, Page 50, Exercise 6 Nadia’s paragraph about a family trip.
● Tell pupils that they are going to talk about crafts. Ask a ● Ask the class to read the three labels for the different types
pupil to read out the question in the speech bubble. Ask of sentences they need to include. Tell them that they
the question again, and get the class to repeat. should write two or three development sentences.
● Put the class into groups of four or five. Tell them to talk ● Pupils work individually to write their paragraphs. Go
about the question in their group. This is an example of round helping them as necessary.
experiential learning (see page 152). They can note down
some ideas if they like. Ask them to choose two answers to End the lesson
present to the class. ● Invite some pupils to read out the paragraphs they have
● Ask each group to present their answers to the question. written. Encourage the other pupils to say Well done! when
Write the best answer from each group on the board. Let they have finished reading.
the class vote for their favourite answer.
Activity Book, Page 48, Exercise 5
● Ask pupils to open their Activity Book and look at the
photograph in Exercise 5. Ask What craft is this? Elicit It’s
weaving.
● Read the three phrases in the box. Explain that when pupils
write a paragraph, they should organise their paragraph by
using these three types of sentence.
● Say Introductory sentence, and ask pupils to repeat. Explain
that this is the first sentence of a paragraph. It tells the
reader what the paragraph is about.
● Say Development sentences, and ask pupils to repeat. Explain
that these are the sentences that follow. They tell the reader
more information.
● Say Concluding sentence, and ask pupils to repeat. Explain
that this is the last sentence in a paragraph. It gives the
reader the last piece of information.
● Explain that pupils need to read the first paragraph of
Nadia’s description, and label the sentences A, B or C.
● Pupils work individually to complete the task.
● Check answers as a class.
Unit 10
104
Lesson 6 7 Listen and say
Structures The modal verb can in the past: 9 Talk about you
Could you use a computer when you were eight?
Yes, I could./No, I couldn’t. When I was eight, I could mend a
bike with my dad’s help. I could make
Jaber could make models. models. I could fly a kite. I am now
I couldn’t speak English. twelve. I can mend a bike, make
models and fly a kite. I can also speak
The conjunction when: English, use a computer and swim.
Could you knit when you were eight?
Functions Expressing past ability
Asking and answering questions
Comparing past and present
Talking about hobbies and activities
Talking about traditional crafts
Topic Activities that family members did when
they were young 51
Traditional crafts
Resources ■ Pupil’s Book, page 51, Exercise 7, Listen
and say Pupil’s Book, Page 51, Exercise 8
■ Pupil’s Book, page 51, Exercise 8, Ask and
answer ● Go round the class, asking each pupil in turn to read out
■ Pupil’s Book, page 51, Exercise 9, Talk one of the activities listed in Exercise 8.
about you ● Tell pupils that they are going to work in pairs to talk
■ Activity Book, page 49, Exercise 8, Listen
and complete about the activities. This is an example of experiential
■ Activity Book, page 49, Exercise 9, Write learning (see page 152). Choose a pair to read out the
about you dialogue in the speech bubbles as an example.
■ Activity Book, page 76, Handwriting ● Go round and monitor while pupils ask and answer. Make
Practice sure that they are taking turns to ask and answer the
■ Audio: Pupil’s Book, Unit 10, Exercise 7 question.
■ Audio: Activity Book, Unit 10, Exercise 8
● Tell pupils to swap partners and do the same in their new
pair.
Revision ● Invite pairs to present their dialogues to the class.
● Ask the class What crafts can you do? Invite pupils to tell the
class about any crafts they have tried. If they have not tried
any crafts, ask What craft would you like to do? Suggested Questions
Could you knit when you were eight?
Pupil’s Book, Page 51, Exercise 7 Could you sew when you were eight?
● Ask pupils to open their books and look at the pictures Could you make models when you were eight?
in Exercise 7. Explain that they are going to listen to two Could you do embroidery when you where eight?
sentences. Could you weave when you were eight?
● Play the recording right through while pupils listen. Could you use a computer when you were eight?
● Play the recording again, pausing after each sentence for Could you paint when you were eight?
the class to repeat. Make sure they stress toys and clothes. Could you mend a puncture when you were eight?
Could you play basketball when you were eight?
● Choose individuals to read each sentence.
Could you speak English when you were eight?
Could you mend a bike when you were eight?
Audioscript Could you swim when you were eight?
I can make toys. Could you fly a kite when you were eight?
I can make clothes. Could you use a sewing machine when you were eight?
Pupils’ own answers.
Unit 10
105
Pupil’s Book, Page 51, Exercise 9 Classroom assessment
● Ask pupils to look at Exercise 9 and say what is in the With reference to Unit 10:
pictures. Say Now you’re going to talk about you. Invite a pupil Scoring criteria Good Fair Poor
to read out the example in the speech bubble. make simple inferences when listening
● Write some phrases on the board to help them : use knowledge of verb tenses to
❍ When I was ____, I could ____. understand when things happen
❍ I could ____. draw conclusions from simple reading
❍ I am now ____. materials
❍ I can _____. discuss simple reading materials to
❍ I can also _____ and _____ . compare own ideas with those of peers
● Ask pupils to think about the activities they would like to write paragraphs using proper
talk about, and write a list. This activity is also an example organisation (introductory sentence,
of experiential learning (see page 152). development sentences, concluding
● Pupils work in pairs. They take it in turns to present their sentence)
speech to their partner. Go round and monitor. Encourage present a simple prepared speech of four
them to help each other with pronunciation. or five sentences to the class
● Invite pupils to come to the front of the class and present
write a simple information paragraph of
their speech to the class. Ask them to speak from memory, four or five sentences
without using their notes.
● Make sure the class says Fantastic! Well done! when each
pupil has finished speaking. End the lesson
● Guide the pupils to practise handwriting the four short
Further practice paragraphs in the Activity Book on page 76.
● Ask pupils what they can remember about the activities ● Praise the pupils for their hard work in the unit. Tell them
pupils spoke about. Ask, for example, What could Jaber do that in the next unit, they will have the opportunity to
when he was six? What can he do now? review everything they have learnt in Units 8, 9 and 10.
Activity Book, Page 49, Exercise 8
● Explain to pupils that they are going to listen to some
sentences and write down what they hear. Ask the pupils
what kind of things they need to be careful of when doing
this kind of exercise. Elicit punctuation, capital letters and
spelling.
● Play the first sentence, and ask pupils to read the example
answer. Draw their attention to the capital letter at the
begining and fullstop at the end.
● Play the rest of the recording. Make sure pupils are writing
as neatly as possible but do not correct mistakes yet. Play
the recording again for pupils to check.
● Check answers by having pupils write their finished
sentences on the board and correcting as a class.
Answers
Pupils’ own answers.
Unit 10
106
Review 3
Lesson 1
Review 3
Outcomes It is expected that pupils will:
• respond to questions before, during and 1 Listen and read
after listening
• make simple inferences when listening My homework
project this week is
• skim simple written materials for the main about my father.
ideas When my father was young
This is a photo of my father when
• scan simple written materials to preview he was twelve. He lived in Amman
them for general content before starting to with Grandma, Grandpa and Uncle
Hassan. At the weekend, my father
read 5 and his brother flew their kites or
• draw conclusions from simple reading played games.
materials My father liked music and he
could play the piano. He can use a
• use knowledge of verb tenses to computer and he can speak English.
understand when things happen 10 When he was young, he didn’t
have a computer.
Structures Revision of:
The modal verb can in the past:
Could he speak English? My father liked sports, too. He was
good at playing tennis and table
Yes, he could./No, he couldn’t. tennis. He could swim. My father
He could play the piano. 15 enjoys doing sports now. He plays
basketball at the sports centre every
The conjunction when: week.
Could he use a computer when he was young? My father always helped his mother
and father around the house. He
Functions Revision of: 20 dried the dishes, set the table and
Expressing past ability tidied his bedroom.
My father liked cars and bikes. He
Comparing past and present liked mending things. He could
Talking about hobbies and activities mend a puncture. He helped his
25 father with their car. He liked
Review 3
107
Lesson 2 Further practice
● Ask a volunteer to come to the front of the class to play
Outcomes It is expected that pupils will: the role of Kareem’s father. Encourage the other pupils to
• respond to questions before, during and ask him questions, e.g. When you were young, what did you do
after listening at the weekend? Help the pupil to reply. Check for correct
• use correct intonation for questions and pronunciation and intonation.
statements ● Let other pupils take a turn to play the role.
• use knowledge of verb tenses to understand
when things happen Activity Book, Page 50, Exercise 1
• draw conclusions from simple reading ● Ask pupils to open their Activity Book at page 50.
materials
● Point to the dialogue, and ask Who is speaking? Elicit Khaled
• complete meaningful sentences using given
frameworks
and Raed. Explain that Khaled is telling Raed about his
grandmother.
• use and spell correctly learnt vocabulary
● Tell pupils that they need to read the dialogue and
Structures Revision of: complete the gaps with the correct phrases from the box.
The modal verb can in the past: Ask pupils to read out the phrases in the box.
Could she play tennis when she was young? ● Encourage pupils to work in pairs to complete the task. Go
Yes, she could./No, she couldn’t. round to monitor and help.
She could sew. ● When they have finished writing, encourage the pairs to
The conjunction when: practise reading the dialogue.
Did she live in Amman when she was young? ● Check answers as a class, asking different pairs to read
each part of the dialogue.
Functions Revision of:
Expressing past ability
Comparing past and present Answers
Talking about hobbies and activities 1. Did she live in Amman when she was young? (E)
2. My grandmother learned to weave (D)
Vocabulary Revision of:
3. Could your grandmother sew (B)
embroidery (n), tidy up, weave (v)
4. Yes, she could. (F)
Topic Revision 5. she couldn’t speak (A)
6. Could she play tennis (G)
Resources ■ Pupil’s Book, page 52, Exercise 1, Listen 7. when she was young (H)
and read 8. She tidied up (C)
■ Activity Book, page 50, Exercise 1, Read
and complete
■ Audio, Pupil’s Book, Review 3, Exercise 1 End the lesson
■ Wallchart: Sports and activities ● Ask pupils Do you like mujaddara? Can you cook? What is your
favourite meal? Elicit responses.
Revision
● Revise words for sports and activities using the wallchart.
Invite a pupil to come to the front of the class and name a
sport or activity on the wallchart. Ask the pupil questions,
e.g. Can you play tennis? When you were eight, could you play
tennis?
● Invite other pupils to the front to do the same.
Review 3
108
Lesson 3
Audioscript
Outcomes It is expected that pupils will: 1.
• show appreciation of listening to rhymes and Mum: Grandma and Grandpa are coming to visit us
songs in English today.
• make simple inferences when listening Samira: Great. I’ll put some flowers in a vase.
• use prior knowledge and experience to listen 2.
when participating in simple conversations Mum: Dad’s really busy today. Can you help him,
• use simple sentences to talk with a partner please?
about familiar and unfamiliar situations Kareem: Yes, of course. I’ll wash the car.
• speak with pauses for clarity and emphasis 3.
• write meaningful sentences and paragraphs Mum: Can you help me in the living room, please,
using given frameworks Samira?
• write a simple information paragraph of four Samira: Yes, of course. I’ll tidy up.
or five sentences 4.
• use and spell correctly learnt vocabulary Mum: Uncle Hassan sent you a present this morning.
• correct punctuation with the assistance of Here it is.
peers and teachers Kareem: It’s a poster about animals! I’ll phone him to say
‘Thank you’.
Structures Revision of:
The modal verb will for decisions made at
the moment of speaking:
I’ll email them. 2 Listen and answer
I’ll tidy up. What tasks do the family talk about?
I’ll put the bouquet of flowers in a vase.
The modal verb can in the past: 3 Listen again and choose
and complete
■ Activity Book, page 51, Exercise 4, Write
about Grandpa Pupil’s Book, Page 53, Exercise 3
■ Audio: Pupil’s Book, Review 3, Exercise 2
■ Audio: Pupil’s Book, Review 3, Exercise 3 ● Ask pupils to look at the four pairs of pictures in Exercise 3.
■ Audio: Activity Book, Review 3, Exercise 2 Explain that they need to listen to the conversations again,
■ Audio: Activity Book, Review 3, Exercise 3 and choose which picture is correct for each conversation.
Tell them that they should tick the box next to the picture
they choose.
Revision ● Play the recording, pausing after each conversation for
● Ask pupils to look back at the song on page 43 of their pupils to look and tick a box.
books. Tell them to describe what is happening in the ● Say Let’s check our answers. Play the recording again. Pause
pictures. Play the recording while pupils listen and read the after each conversation and encourage pupils to repeat the
words. Play the recording again and encourage the pupils
to sing along. final sentence each time. Then ask volunteer pupils to say
which picture they ticked.
Pupil’s Book, Page 53, Exercise 2
● Ask pupils to open their books at page 53. Tell them to Answers
look at Exercise 2 and ask a pupil to read out the question. 1. b 2. a 3. b 4. a
● Play the recording right through. Pupils listen to find out
the answer.
● Ask the question again: What tasks do the family talk about? Review 3
Elicit the answers. (Putting flowers in a vase, washing the car,
tidying up.)
109
Pupil’s Book, Page 53, Exercise 4 whether Grandpa could do an activity or not.
● Ask a pupil to read the first example sentence. Pupils work
● Ask pupils to read the list of tasks in Exercise 4. Explain on their own to write their paragraphs. Go round and
that they are going to talk in pairs about how they can monitor, encouraging them to check their punctuation and
help, using I’ll… Invite a pair to read out the example spelling. Invite pupils to read out their finished paragraphs
dialogue in the speech bubbles using pauses appropriately. to the class.
● Encourage pupils to talk about preparing for a visit from
a family member in the same way. The pupil making offers Suggested answer
of help should choose four or five items from the list to
talk about. Make sure they swap roles, so that both pupils When Grandpa was young, he couldn't ride a bike. He
practise making offers. Ask pupils to do the same with a could drive a car. He could mend cars. He could fly his
different partner. This is an example of simulation (see kite. He couldn't speak English. He couldn't make soft
page 152). Go round and monitor. Invite pairs to say their toys.
dialogues for the class.
End the lesson
Activity Book, Page 51, Exercise 2 ● Ask pupils to look at Exercise 4 in their Activity Book
● Ask pupils to open their Activity Books on page 51 and again. Invite a pupil to come to the front to play the role of
look at Exercise 2. Ask pupils what they notice about the ‘Grandpa’. Encourage pupils to ask him questions about
sentences. Elicit They don’t have any punctuation. what he can do now, e.g. Can you ride a bike now? Can you
● Read out the first unpunctuated sentences as though this is drive a car? Encourage ‘Grandpa’ to answer Yes, I can or No,
one sentence, without a pause: lets help dad ill wash the car I can’t.
● Say Is that right? Is this one sentence? Elicit No. It’s two sentences. ● Choose other pupils to play the role of Grandpa in the
Read the example answer, and ask pupils to notice what same way. They do not need to give the same answers each
has been changed. (Capital letters at the beginning of sentences, time!
full stops at the end, apostrophes in ‘Let’s’ and ‘I’ll’ and commas
to separate when clauses from the rest of the sentence.) Lesson 4
Explain that pupils should do the same with the other
sentences. Outcomes It is expected that pupils will:
• skim simple written materials for the main
● Pupils work individually to complete the task. When they ideas
have finished writing, let them compare answers with a • scan simple written materials to preview them
partner. Say Let’s listen and check. Play the recording while for general content before starting to read
the pupils read the sentences they have written. • use context and direct instruction to
● Play the recording again, pausing after each pair of understand the meaning of new and
sentences for pupils to repeat. Make sure that they pause unfamiliar words
between sentences. Check answers as a class. Invite pupils • draw conclusions from simple reading
to write each pair of sentences correctly on the board. materials
• retell what happens in a simple story
• prepare and read aloud a short dramatic
Audioscript and answers passage with accuracy, comprehension and
1. Let’s help Dad. I’ll wash the car. 2. It’s a mosaic. It’s expression speak with pauses for clarity and
very old. 3. When he was young, he could fly a kite. emphasis
4. This is Aqaba. It’s my favourite city. • use knowledge of verb tenses to understand
when things happens
• write a simple story of short paragraphs
Activity Book, Page 51, Exercise 3 following a guided composition process
● Ask pupils to look at exercise 3. Play the recording right Revision of:
through while pupils listen and read. Structures The past continuous and the past simple:
● Write the example sentence on the board: Dad drives his car. Salma’s father stood up while she was reading.
Ask Who is doing the action? Elicit Dad. Ask What does he drive? The wind got stronger while the plane was
Elicit His car. taking off.
● The exercise tests pupil’s aural understanding of pronouns The conjunction while:
and their related verb endings. Pupils should be able to Salma heard a noise while the plane was landing.
correctly transcribe the information they hear, intuitively Revision of:
Functions Talking about airport facilities
recognising the relation between pronoun and verb ending,
rather than relying on grammatical rules. Talking about journeys
Vocabulary Revision of:
Audioscript and answers board the plane, check in (v), journey, land (v),
suitcase, take off (v)
1. Dad drives his car.
2. Mum learned embroidery. Topic Revision
3. He played volleyball.
4. I dried the dishes. Resources ■ Pupil’s Book, page 54, Exercise 5, Read
5. They bought new toys. and answer
6. We made lunch at half past twelve. ■ Pupil’s Book, page 54, Exercise 6, Read
again and match the sentences. Tell the
story
Activity Book, Page 51, Exercise 4 ■ Activity Book, page 52, Exercise 5, Read
● Tell pupils they are going to write a paragraph about and complete
Grandpa when he was young. ■ Activity Book, page 52, Exercise 6,
● Ask a pupil to read out the list of activities. Point to the Complete
ticks and crosses, and remind pupils that these tell them ■ Activity Book, page 52, Exercise 7, Write
a story. Read aloud
Review 3 ■ Wallchart: At the airport
110
Revision ● Explain that background is an introduction and get pupils
● Revise vocabulary for plane journeys and airport facilities. to point out the introduction in Salma's story (the first
Show pupils the wallchart and ask them to describe what paragraph). Next tell them that the crisis is when there's a
problem or action in the story. Can they point to this part?
they can see. Ask pupils to say the individual words. (third paragraph). Finally, tell them that the resolution is the
Pupil’s Book, Page 54, Exercise 5 ending where the problem or the action of the story is fixed
or comes to an end. Ask them if Salma's story does this (It
● Ask pupils to open their books at page 54. Ask a pupil to does).
read out the heading, and the question at the top of the
exercise. Tell pupils they are going to read the story and ● Put pupils into groups of three or four. Ask them to
find out the answer to the question. Give pupils time to take turns retelling the story. Encourage them to use the
read the story individually. When they have finished, elicit sentences they made in Exercise 6, and to help each other
answers to the question. if they forget what happens next in the story. Go round to
monitor and make sure all the pupils have a turn.
Suggested answers
It was raining. Answers
It started to rain while they were waiting for the plane. 1. c 2. d 3. a 4. b
It was windy.
The wind was very bad.
The wind got stronger when the plane was taking off. Activity Book, Page 52, Exercise 5
● Ask pupils to open their Activity Book and look at the
story in Exercise 5. Elicit the name of the story (The wrong
suitcase).
5 Read and answer ● Invite a pupil to read out the words in the box. Explain that
What was the weather like on the journey? they are going to read the story and choose the correct
words to complete each gap. Pupils can complete the task
My story – The plane journey by Salma
It was the beginning of the school holidays. I was at the airport with my
in pairs. Check answers as a class.
mum and dad. We were going to Aqaba to visit our cousins. It was my first
journey by plane. Answers
We checked in and then we waited for our plane. It started to rain while
5 we were waiting for our plane. It was windy, too.
1. visited 2. plane 3. went 4. suitcase 5. arrived
“It’s okay,” said Mum, “The weather is good in Aqaba.” Mum gave me my
favourite book. Dad stood up while I was reading. “It’s time to board the
plane,” he said.
We climbed the stairs to the plane and we sat down. The wind got Activity Book, Page 52, Exercise 6
10 stronger while the plane was taking off. “I hope that the plane is safe,” I
thought. We were soon high in the sky. The pilot talked to everyone on the ● Ask pupils to look at the table in Exercise 6. Ask a pupil to
plane. “The wind is very bad today,” he said “but don’t be frightened. The read the headings out loud. Ask pupils to say what speech
plane is safe and we are landing soon.” is (words that are spoken). Ask How is it shown? (with speech
I heard a noise while the plane was landing. “It’s alright,” Dad said. “It’s
15 just the wind.” The plane landed safely on the ground. We arrived in Aqaba.
marks).
I was very happy! ● Explain that text means all the words in the story that
are not spoken by the characters in the story. Give some
examples, e.g. I like airports.
6 Read again and match the sentences. Tell the story
● Tell pupils that they need to choose three examples of
1 It started to rain a the plane was taking off.
speech from the story, and three examples of text. They
2 Salma’s father stood up b the plane was landing.
should write them in the correct column in the table. Pupils
while work individually to complete the task. Monitor to make
3 The wind got stronger c they were waiting. sure they are punctuating the speech correctly. Choose
4 Salma heard a noise d Salma was reading.
pupils to read out some of the examples they have written.
Answers
Salma was at the airport
with her mum and dad. Pupils’ own answers, using correct examples from the story
It started to rain while they
54
were waiting for their plane. Activity Book, Page 52, Exercise 7
● Tell pupils that they are going to write a story about visiting
an airport. Say that they need to give their story a title.
Elicit some ideas and write them on the board.
Pupil’s Book, Page 54, Exercise 6 ● Explain that they should write three or four short
● Tell pupils they are going to read Salma’s story again, and paragraphs. Ask them to note their ideas first to plan their
match the beginnings and ends of the sentences. Make sure story and remind them of the 'story mountain'. Then they
they understand that each sentence has while in the middle. write their complete story in their exercise books.
● Remind pupils that it is good to include some speech in a
● Ask pupils to work in pairs to read the story again, and story. Tell them to look back at Tareq’s story to check how
complete the task. Check answers as a class. Ask different to punctuate this.
pupils to read out each complete sentence. Tell pupils that ● Pupils work individually to write their stories. Go round
they are going to tell the story in their own words. and help as needed. When they have finished writing,
● Introduce pupils to the concept of a 'story mountain'. You encourage pupils to read through their stories again, and
should draw a large triangle on the board, and label it as correct any mistakes they notice. Invite some pupils to the
follows: front to read out their stories. Say Good work! Well done!
climax/crisis Answers
Pupils’ own answers.
111
Put pupils into pairs. Ask them to tell their partner
Lesson 5 ●
their ideas for their story, and the information they will
use. Encourage them to praise good ideas and make
Outcomes It is expected that pupils will: suggestions to help each other.
• locate and use English reference materials ● Ask pupils to look at the story in part 3. Elicit what they
found in the classroom and school library can see in the photo. Invite pupils to read out the story,
• use table of contents and keyword search one paragraph each.
to locate specific information in print or ● Give pupils time to write their stories individually. Go
electronic sources round monitoring and helping. Encourage them to use
• write a simple story of short paragraphs their dictionaries to help with spellings and to check
following a guided composition process meanings of words.
• prepare and read aloud a short dramatic ● When they have finished writing, invite pupils to the front
passage with accuracy, comprehension and
expression use and spell correctly learnt of the class to read out their stories using correct pauses.
vocabulary Get the class to clapp their ggood work and sayy Well done!
• speak with pauses for clarity and emphasis
Revision
11 It’s from the past
● Revise talking about the future using going to. Ask pupils 1 Listen and read
What are you going to do this evening? What are you going to do 1
2
this weekend?
● Ask pupils to talk about what other pupils said. For
example, ask What is Mahmoud going to do this weekend? Elicit
He’s going to … Ask What are Huda and Alia going to do this
evening? Elicit They’re going to …
Presentation Curator: This jug is from the second century
and it’s made of glass. People used this jug
● Present bottle, coach, jug, guidebook and spoon using the Mr Yousuf: Today we’re going to the
Jordan Museum. We’re going to see lots
to carry water. Can you see the spoon next
to the jug? It’s from the second century,
flashcards. Show the flashcard and say the word, then ask of objects from the past. Here is the coach, too. It’s made of metal.
children. Look both ways when you cross
pupils to repeat it as groups and individually. Ask a pupil the road.
to find a bottle, a spoon and a vase on the wallchart. 3 4
Unit 11
114
Activity Book, Page 53, Exercise 2 Presentation
● Ask pupils to look at their Activity Book at page 53. Ask ● Present pot, knife and stone using the flashcards. Say the
them to describe the pictures in Exercise 2. words and ask the pupils to repeat after you.
● Invite a pupil to read the words in the box. Tell pupils that ● Hold up the flashcards for pot, knife and stone in random
they should choose the correct words to complete each order several times and elicit the words.
sentence. Ask a pupil to read the example sentence. ● Point to the word knife again and say the word. Ask pupils
● Pupils work individually to complete the task. When they what they notice about the spelling and pronunciation.
have finished, let them compare answers with a partner. Confirm that the letter k is silent.
● Check answers as a class.
Pupil’s Book, Page 57, Exercise 2
Answers ● Ask pupils to open their books at page 57. Invite a pupil to
1. bottle, clay 2. jug, old, glass 3. spoon, of, metal read out the question in Exercise 2.
4. vase, made ● Explain that they are going to listen to a conversation
between Ali and Kareem. They need to listen for the
End the lesson answer.
● Play the recording right through while pupils listen.
● Invite a pupil to come to the front of the class. Point to the
list of objects on the board. Ask the pupil to choose one, ● Ask the question again: What do Ali and Kareem talk about?
without telling the class. Then ask them to draw the object Pupils reply. Accept all reasonable answers, e.g. They talk
on the board. Ask them to pause while they are drawing to about objects in a museum.
see if the class can guess the object.
● Choose one of the pupils who has guessed correctly to Audioscript
come to the front and do the same with a new object from 1.
the list. Kareem: Look, Ali, it’s a Roman pot.
Ali: What is it made of?
Kareem: It’s made of clay.
Lesson 3 2.
Kareem: This knife is thousands of years old.
Outcomes It is expected that pupils will: Ali: That’s really old! What is it made of?
• show understanding of main ideas from a Kareem: It’s made of stone.
simple oral presentation 3.
• respond to questions before, during and Kareem: This spoon is very long!
after listening Ali: Yes, it is. What is it made of?
• make simple inferences when listening Kareem: It’s made of metal.
• speak with pauses for clarity and emphasis 4.
• use correct intonation for questions and Kareem: This is a Roman vase.
Ali: Oh yes. It isn’t made of glass. What is it made of?
answers
Kareem: It’s made of clay.
• use simple sentences to talk with a partner 5.
or a small group about familiar and Kareem: Look at this bottle!
unfamiliar situations Ali: I haven’t seen a bottle like that before. What is it
• write meaningful sentences using given made of?
frameworks Kareem: It’s made of glass.
Structures What is it made of? 6.
It’s made of clay/glass/metal. Kareem: This jug is two thousand years old.
Ali: What is it made of?
Functions Talking about a visit to a museum Kareem: It’s made of clay.
Talking about objects from the past
Asking and answering questions
Vocabulary knife, pot, stone
Topic Museum artefacts and what they are
made of
Resources ■ Pupil’s Book, page 57, Exercise 2, Listen
and answer
■ Pupil’s Book, page 57, Exercise 3, Listen
again and choose
■ Activity Book, page 54, Exercise 3,
Complete, ask and answer
■ Audio: Pupil’s Book, Unit 11, Exercise 2
■ Audio: Pupil’s Book, Unit 11, Exercise 3
■ Flashcards: knife, pot, stone
Revision
● Hold up classroom objects made of different materials.
Ask What is it made of? Pupils reply, e.g. It’s made of metal.
● Give one of the objects to a pupil. Encourage them to hold
it up and ask the question. The class responds. Repeat with Unit 11
other objects.
115
Activity Book, Page 54, Exercise 3
2 Listen and answer ● Ask pupils to look at Exercise 3 in their Activity Book at
What do Ali and Kareem talk about? page 54 and describe the pictures.
3 Listen again and choose ● Pupils work individually to complete the sentences.
1 2 3 ● When they have finished writing, ask them to work in pairs
to practise asking and answering questions about each
object. Remind them to use correct intonation. Go round
and check their pronunciation.
● Check answers as a class, asking pairs to say each question
and answer for the class.
The pot is The knife is The spoon is
made of stone. made of stone. made of wood.
made of clay. made of metal. made of metal.
Answers
4 5 6
1. What is the knife made of? It’s made of stone.
2. What is the vase made of? It’s made of clay.
3. What is the jug made of? It’s made of glass.
4. What is the bottle made of? It’s made of clay.
Lesson 4
It’s made
of metal. 21
57 Outcomes It is expected that pupils will:
• use correct intonation for questions and
statements
• listen to and participate in simple
Pupil’s Book, Page 57, Exercise 3 classroom conversations
● Ask pupils to look at the pictures in Exercise 3 in their • speak with pauses for clarity and emphasis
books at page 57. Tell them they are going to listen to the • use simple sentences to talk about familiar
recording again, and tick the correct phrase to complete and unfamiliar situations
each sentence. • write dictated sentences using correct
● Play the recording, pausing after each item for pupils to punctuation marks
tick the box. • correct punctuation with the assistance of
peers and teachers
● Ask pupils to compare answers in pairs.
● Play the recording again to check answers as a class.
Structures What is it made of?
It’s made of clay/glass/metal.
Functions Talking about a visit to a museum
Answers Talking about objects from the past
1. made of clay. 2. made of stone. 3. made of metal. Asking and answering questions
4. made of clay. 5. made of glass. 6. made of clay.
Topic Museum artefacts and what they are
made of
Further practice Pupil’s Book, page 57, Exercise 4, Ask and
Resources ■
● Ask a pupil to describe one of the objects in the pictures on answer
page 57, without saying what it is. Encourage them to say ■ Activity Book, page 54, Exercise 4, Listen
what it is made of, and give some other information, e.g. and write
It’s brown. ■ Audio: Activity Book, Unit 11, Exercise 4
● Pupils guess which object the pupil is describing. ■ Flashcards: bottle, jug, knife, pot, spoon, vase
Revision
● Hold up the flashcards for bottle, jug, knife, pot, spoon and
vase, one at a time. Elicit the word, and then invite pupils to
make a question including the word, e.g. What is the bottle
made of? Elicit possible answers.
Unit 11
116
Pupil’s Book, Page 57, Exercise 4 Lesson 5
● Ask pupils to look at Exercise 4 in their books at page 57.
Explain that they are going to ask and answer questions
about what objects are made of. Invite a pair to read out
Outcomes It is expected that pupils will:
• use context and direct instruction to
the example question and answer. understand the meaning of new and
● Tell pupils that they should first talk about the objects in unfamiliar words
Exercise 3. Then they can ask and answer about objects in • scan simple written materials to preview
the classroom, e.g. What is the ruler made of? It’s made of wood. them for general content before starting to
● Pupils work in pairs to complete the task. Go round and read
monitor. Make sure that pupils are taking turns to ask and • skim simple written materials for the main
answer and that their question intonation is clear. ideas
● Invite pairs to say some questions and answers for the • use simple sentences to talk with a small
class. group about what museums teach us
• use English dictionaries to help understand
unfamiliar words in simple reading
Answers materials
Pupil’s own answers. • use knowledge of verb tenses to
understand when things happen
• draw conclusions from simple reading
Activity Book, Page 54, Exercise 4 materials
● Ask pupils to open their Activity Book at page 54 and • use and spell correctly learnt vocabulary
describe the two pictures.
● Explain that they are going to listen to a description of Structures What is the museum made of?
each object, and write the description in their books. It’s made of stone and glass.
Remind them that they will need to punctuate their Talking about a visit to a museum
sentences correctly. Functions
Talking about objects from the past
● Play the recording right through while pupils listen and Asking and answering questions
look at the pictures. Ask them how many sentences they era, million, technology
think they heard (6). Ask them how they know (there are Vocabulary
gaps when the person takes a breath). Topic Museum artefacts and what they are
● Play the recording again, this time pausing after each made of
sentence for the pupils to write. Pupil’s Book, page 58, Exercise 5, Read
Resources ■
● Pupils work individually to complete the task. When they and answer
have finished writing, ask them to compare their answers ■ Pupil’s Book, page 58, Exercise 6, Read
with a partner. Invite them to help each other with again and complete
punctuation as needed. ■ Pupil’s Book, page 58, Exercise 7, Read
● Play the recording a final time, and check answers as a and answer
class. ■ Activity Book, page 55, Exercise 5, Read
and complete
■ Activity Book, page 55, Exercise 6, Read
Audioscript and answers and circle Yes or No
1.
This is a bottle. It’s made of clay. It’s 2,500 years old. Revision
2.
This is a Roman vase. It’s 2,000 years old. It’s made of ● Ask the class what they can remember about the story on
glass. page 56. Ask Which museum did Ali and Kareem visit? What did
they see there? Pupils answer.
Presentation
Classroom assessment
● Write new words from the reading text on the board: era,
With reference to Lessons 3 and 4, pupils can: million, technology. Say the words and ask some pupils to
Scoring criteria Good Fair Poor repeat them. Encourage pupils to use their dictionaries to
make simple inferences when listening find the meanings of each word.
write meaningful sentences using given ● Check pupils’ understanding of the words. Ask Which word
frameworks means a time in history? Elicit era. Say Give me some examples
use simple sentences to talk about of modern technology. Elicit answers, e.g. television, telephone,
familiar and unfamiliar situations computers.
write dictated sentences using correct ● On the board, write 1,000,000. Say What number is this?
punctuation marks Elicit A million. (One million is also correct.)
correct punctuation with the assistance
of peers and teachers
Unit 11
117
Pupil’s Book, Page 58, Exercise 5 Pupil’s Book, Page 58, Exercise 7
● Ask pupils to open their books at page 58 and describe the ● Ask pupils to open their books at page 58.
photograph in Exercise 5. ● Invite a pupil to read the question in the speech bubble.
● Choose a pupil to read the question. Tell pupils that they Tell pupils that there are many possible answers.
are going to read some information about the Jordan ● Ask pupils to work in groups of three or four to discuss the
Museum and find the answer to the question. question. This is an example of experiential learning (See
page 152). Ask them to write down as many ideas as they
● Ask pupils to read the text on their own. can.
● When they have finished reading, repeat the question: Are ● Invite groups to present their ideas to the class. Accept any
all of the objects in the museum old? Elicit the answer No. There reasonable answers and praise pupils’ good ideas.
are modern objects in the museum too.
Suggested answers
5 Read and answer Museums teach us about the history of a country. They
Are all of the objects in the museum old? also teach us about modern objects.
Answers
1. stone 2. history 3. 2,000 4. million 5. clay
6. library
Unit 11
118
Lesson 6 Audioscript
There’s a spoon, a knife, a vase and a jug.
Outcomes It is expected that pupils will:
• recognise the effect of pauses on
understanding when listening (e.g. to
indicate punctuation)
• speak with pauses for clarity and emphasis 8 Listen and say
• present a simple prepared speech of four
or five sentences to the class
• write a dictated paragraph using correct
punctuation marks
• write meaningful sentences using given There’s a spoon, a knife, a vase and a jug.
frameworks 9 Look and say
• write a simple information paragraph of 1 In the museum, there is
four or five sentences
Structures What is it made of?
It’s made of clay/glass/metal.
Functions Talking about a visit to a museum
Talking about objects from the past
Asking and answering questions 2 In my city, there is
Vocabulary plastic
Museum artefacts and what they are
Topic made of
■ Pupil’s Book, page 59, Exercise 8, Listen
Resources
and say 10 Look and say There’s a clock in my living room.
■ Pupil’s Book, page 59, Exercise 9, Look It’s made of metal and glass.
• rug • metal
and say • clock • plastic
■ Pupil’s Book, page 59, Exercise 10, Look • computer • wool
and say • television • wood
• table • clay
■ Activity Book, page 56, Exercise 7, Listen,
• shelf • glass
write and say • vase
■ Activity Book, page 56, Exercise 8, Look • chair
and write
■ Activity Book, page 56, Exercise 9, Write 59
sentences
■ Activity Book, page 77, Handwriting
Practice
■ Audio: Pupil’s Book, Unit 11, Exercise 8 Further practice
■ Audio: Activity Book, Unit 11, Exercise 7
■ Flashcards: coach, bottle, jug, knife, pot, spoon,
● Encourage pupils to say the sentence again, but with the
vase, guidebook objects in a different order, e.g. There’s a vase, a spoon, a knife
and a jug. Hold up flashcards to prompt them.
Answers
1. This is a spoon. It’s made of wood.
2. These are bottles. They’re made of plastic.
3. This is a jacket. It’s made of wool.
4. This is a window. It’s made of glass.
5. This is a pot. It’s made of clay.
6. These are coins. They’re made of metal.
Unit 11
120
Unit There
Let’s do
wasanaexperiment
great celebration!
Lesson 1 Pupil’s Book, Page 60, Exercise 1
● Ask pupils to open their books at page 60 and describe
Outcomes It is expected that pupils will: what is happening in the pictures.
• follow oral instructions ● Ask pupils to listen to the recording and listen for the two
• respond to questions before, during and words on the board.
after listening ● Play the recording right through. Pupils listen to the story
• use teacher introduction and other clues to and read.
understand new words when listening ● Ask pupils to read out the sentences that include the words
• use context to understand new words when competition and experiment. Ask them to guess the meaning,
listening then look in their dictionaries to check.
• use correct intonation for questions and ● On the board, write What happens if …? Ask some questions
answers starting with these words and elicit answers, e.g. What
• use knowledge of verb tenses to happens if you go to bed late? (You feel tired in the morning.) Make
understand when things happen sentences, e.g. If you go to bed late, you feel tired in the morning.
• identify cause and effect in simple reading Ask volunteer pupils to repeat.
materials ● Ask some questions to check understanding, for example:
❍ (for picture 1) What happens if Mr Yousuf puts a coin in
Structures The zero conditional: water? (It sinks.)
What happens if we put an orange in water?
It floats. ❍ Why does the ruler float? (It’s made of wood.)
If I put an orange in the water, it floats. ❍ (for picture 2) What is happening at school this week? (A
science competition.)
Functions Talking about science ❍ What is the prize? (A science book.)
Conducting an experiment ❍ (for picture 3) What do Laila and Ali use for their
Expressing conditions experiment at home? (An orange.)
Asking and answering questions
❍ (for picture 4) What did Ali discover about the orange? (If
Vocabulary competition, experiment (n), float (v), peel (n, v), you peel it, it sinks.)
sink (v) ❍ Is Mr Yousuf pleased with Ali? (Yes, he is. He gives Ali the
Scientific experiments prize.)
Topic
Resources ■ Pupil’s Book, page 60, Exercise 1, Listen Unit
and read
■
■
Audio: Pupil’s Book, Unit 12, Exercise 1
Flashcards: float, peel (n, v), sink
12 Let’s do an experiment
■ Objects: a coin and a wooden ruler; an 1 Listen and read
orange 1 2
Revision
● Hold up a coin. Ask What’s this? What is it made of? Pupils
answer. It’s a coin. It’s made of metal.
● Hold up a wooden ruler. Ask the same question and elicit
Mr Yousuf: That’s right! Well done,
answers. boys. This week, there’s a school science
competition. You must do an interesting
experiment to find out about objects
Presentation Mr Yousuf: If I put this coin in water, it sinks.
But a ruler floats. Why? that sink or float. The prize is this
science book.
● Present float and sink using the flashcards. Say the words Ali: The coin is made of metal, so it sinks. It’s
small and heavy. Ali: Great! I love competitions.
and ask individual pupils to repeat after you. Do actions Kareem: The ruler is made of wood, so it Kareem: Me too.
for floating and sinking with your hands and get pupils to floats. It’s big, but it’s light.
4
say the words. This unit is an example of activity-based 3
learning (see page 152).
● Present peel using the flashcard. Hold up an orange. Point
to the skin on the outside of the orange, and say This is the
peel. Start taking the peel off the orange, saying Look! I’m
peeling the orange.
● Write competition and experiment on the board. Ask pupils
Ali: If I put an orange in the water, it
to repeat them. Tell them that they will hear these words in floats. But look! If I peel the orange, it
the story. They must try to guess the meaning of the words. sinks.
Laila: What happens if we put an orange in Mr Yousef: Why does this happen, Ali?
● Ask pupils to take out their books. water?
Ali: The orange peel has air in it. This
Ali: Look, it floats. But what happens if we makes the orange float.
peel the orange? Does it still float?
Mr Yousuf: Well done, Ali. You’ve won
Laila: Let’s find out. the competition. Here’s your prize!
60
Unit 12
121
Audioscript Lesson 2
1.
Mr Yousuf: If I put this coin in the water, it sinks. But a Outcomes It is expected that pupils will:
ruler floats. Why? • respond to questions before, during and
Ali: The coin is made of metal, so it sinks. It’s after listening
small and heavy. • make simple inferences when listening
Kareem: The ruler is made of wood, so it floats. It’s • speak with pauses for clarity and emphasis
big, but it’s light. • use knowledge of verb tenses to
2. understand when things happen
Mr Yousuf: That’s right! Well done, boys. This week, • write meaningful sentences using given
there’s a school science competition. You frameworks
must do an interesting experiment to find out • use and spell correctly learnt vocabulary
about objects that sink or float. The prize is • correct punctuation with the assistance of
this science book. peers and teachers
Ali: Great! I love competitions. Structures The zero conditional:
Kareem: Me too. What happens if we put an orange in water?
3. It floats.
Laila: What happens if we put an orange in water? If I put an orange in the water, it floats.
Ali: Look, it floats. But what happens if we peel
the orange? Does it still float? Functions Talking about science
Laila: Let’s find out. Conducting an experiment
4. Expressing conditions
Asking and answering questions
Ali: If I put an orange in the water, it floats. But
look! If I peel the orange, it sinks. Topic Scientific experiments
Mr Yousuf: Why does this happen, Ali?
Ali: The orange peel has air in it. This makes the Resources ■ Pupil’s Book, page 60, Exercise 1, Listen
orange float. and read
Mr Yousuf: Well done, Ali. You’ve won the competition. ■ Activity Book, page 57, Exercise 1,
Here’s your prize! Complete and match. Listen and check
■ Activity Book, page 57, Exercise 2, Write
End the lesson ■ Audio: Pupil’s Book, Unit 12, Exercise 1
■ Audio: Activity Book, Unit 12, Exercise 1
● Ask pupils to guess whether other types of fruit float in
water. Ask, e.g. What happens if you put a banana in water?
Elicit the pupils’ guesses. Revision
● Ask them to try out the experiment with different objects ● Ask pupils if they experimented with different types of fruit.
at home and find out if they were right. Make sure they ask If any of them did, ask, for example What happens if you put a
for their parents’ permission first. banana in water? Does it float? Elicit answers.
Pupil’s Book, Page 60, Exercise 1
● Ask pupils to open their books at page 60. Ask them to
tell you what they remember about the experiments in the
story.
● Play the recording. Ask pupils to listen and read.
● Put the class into groups of four. Ask them to choose roles
and to practise the dialogue. Then ask them to change
roles within their group and practise the dialogue again.
Monitor as they are working and help with pronunciation.
● Ask pupils to close their books. Say the first half of the
sentences from the story, and ask pupils to complete them
from memory:
❍ If I put this coin in water, (it sinks).
❍ If I put an orange in the water, (it floats).
❍ If I peel the orange, (it sinks).
Activity Book, Page 57, Exercise 1
● Ask pupils to open their Activity Book at page 57 and
describe pictures a to d in Exercise 1.
● Explain that pupils first need to complete the sentences
with the words from the box. Then they need to match the
sentences with the correct picture.
● Pupils work individually, then compare answers with a
partner.
● Play the recording. Pupils listen and check their answers.
Unit 12
122
Audioscript
1. This ruler is made of wood. If we put it in water, it
Lesson 3
floats. Outcomes It is expected that pupils will:
2. This coin is made of metal. If we put it in water, it • use simple sentences to talk with a partner
sinks.
about scientific experiments
3. This is an orange. If we put it in water, it floats.
4. Let’s peel the orange. If we put it in water, it sinks. • speak with pauses for clarity and emphasis
• identify cause and effect in simple reading
materials
Answers • draw conclusions from simple reading
1. wood, d, floats 2. metal, c, sinks 3. orange, b, materials
floats 4. peel, a, sinks • use and spell correctly learnt vocabulary
• write meaningful sentences to answer
questions
Activity Book, Page 57, Exercise 2 • correct punctuation with the assistance of
peers and teachers
● Ask pupils to open their Activity Book at page 57.
● Ask pupils to look at the jumbled sentences in Exercise Structures The zero conditional:
2. Explain that pupils need to reorder the words to make What happens if we put a glass in water?
correct sentences. It sinks.
● Choose a pupil to read out the example sentence. Point to If you put wood in water, it floats.
the comma and the full stop in the sentence and remind
Functions Talking about science
pupils that they need to punctuate the sentences they write
in the same way. Conducting an experiment
Expressing conditions
● Pupils work individually to complete the task, then Asking and answering questions
compare answers in pairs. Ask them to check each other’s
punctuation. Topic Scientific experiments
● Check answers as a class.
Resources ■ Pupil’s Book, page 61, Exercise 2, Look
and say
Answers ■ Activity Book, page 58, Exercise 3, Read
1. If you put a ruler in water, it floats. and write
2. If you put a coin in water, it sinks. ■ Flashcards: float, sink
3. If you put an orange in water, it floats.
Revision
Classroom assessment ● Revise float and sink using the flashcards. Hold up the
flashcards and elicit the words.
With reference to Lessons 1 and 2, pupils can:
● Point to various classroom objects in turn. For each one,
Scoring criteria Good Fair Poor ask What is it made of? Pupils answer. Then ask, for example,
use context to understand new words What happens if we put a ruler in water? Elicit It floats.
when listening
identify cause and effect in simple Pupil’s Book, Page 61, Exercise 2
reading materials ● On the board, write the sentence frame: If you put ____
speak with pauses for clarity and in water, it ____ . Read it out with pauses for the missing
emphasis words. Volunteer pupils repeat. Make sure they pause at
the comma. Explain that they are going to make sentences
write meaningful sentences using given
using this frame.
frameworks
● Ask pupils to open their book at page 61 and look at the
correct punctuation with the assistance pictures and their accompanying words. Read out float and
of peers and teachers sink and tell them to complete the sentence frame If you put
____ in water, it ____ for each picture, using either float or
End the lesson sink. Ask a pupil to read out the example sentence.
● Ask pupils to close their books. Read out sentences from ● Pupils work in pairs to make sentences about each picture.
the story on page 60, and ask who is speaking. Say, for Go round and monitor, making sure they take turns to say
example Great! I love competitions. (Ali) each sentence. Encourage them to practise saying each
sentence two or three times.
● Invite pairs to say two or three sentences for the class.
Unit 12
123
End the lesson
Answers
● Divide the class into two groups. Call out one of the
If you put metal in water, it sinks. materials, e.g. Metal. Encourage the first group to ask the
If you put wood in water, it floats. question: What happens if you put metal in water? The other
If you put glass in water, it sinks. group answers with a complete sentence, e.g. If you put
If you put plastic in water, it floats. metal in water, it sinks. Repeat for the other materials.
If you put paper in water, it floats. ● Swap the groups around so that the first group is
answering the second group’s questions.
Revision
Activity Book, Page 58, Exercise 3
● Ask pupils to name materials that objects can be made of.
● Ask pupils to open their Activity Book at page 58 and List these on the board, e.g. glass, metal, paper, plastic, wood,
describe the picture in Exercise 3. wool.
● Ask the first question, and point to the picture. Choose a
pupil to read the example answer. Presentation
● Explain that pupils are going to read each question and ● Revise crayon. Say the word and ask pupils to repeat.
write the answer. Remind them to look back at Exercise 2 ● Say Show me a crayon, and get pupils to hold up their
in their Pupil’s Book if they are not sure of the answer. crayons. Ask individuals What colour is your crayon?
● Pupils work individually to complete the task, then Encourage them to reply, e.g. It’s a yellow crayon.
compare their answers in pairs. Encourage them to check ● Present ring. Point to the ring on your finger if you are
in pairs that they have punctuated their sentences correctly. wearing one. If not, draw a ring on the board. Say the word
● Check answers as a class. and ask some pupils to repeat.
Answers
1. If you put glass in water, it sinks.
2. If you put paper in water, it floats.
3. If you put wood in water, it floats.
4. If you put metal in water, it sinks.
5. If you put plastic in water, it floats.
Unit 12
124
Pupil’s Book, Page 61, Exercise 3 ● Ask pupils to do the experiment at home, and see if the
object floats or sinks. Tell them that they must ask their
● Ask pupils to open their books at page 61 and look at the parents’ permission first.
pictures in Exercise 3. Point to each picture, and choose a
pupil to say the word (coin, ball, crayon, ring, boat, car).
● Explain that pupils are going to work with a partner to Lesson 5
make a dialogue about each object. Invite a pair to read It is expected that pupils will:
out the example dialogue in the speech bubbles. Outcomes
• use context and direct instruction to
● Pupils work in pairs to complete the task. Go round to understand the meaning of new words
monitor intonation and pronunciation. Make sure that • use English dictionaries to help understand
they take turns to ask and answer the questions. new words
● If time permits, ask pupils to work with a different partner • scan simple written materials to preview
to ask and answer the questions. them for general content before starting to
● Invite several pairs to present their dialogues to the class. read
• skim simple written materials for the main
ideas
Suggested questions and answers • draw conclusions from simple reading
Q: What happens if you put the coin in water? materials
• use knowledge of verb tenses to
A: It sinks. understand when things happen
Q: What happens if you put the ball in water? • discuss simple reading materials to
A: It floats. compare own ideas with those of peers
Q: What happens if you put the crayon in water?
A: It floats. The zero conditional:
Structures What happens to air when it gets hotter?
Q: What happens if you put the ring in water?
A: It sinks. It rises.
Q: What happens if you put the boat in water? Functions Talking about science
A: It floats. Conducting an experiment
Q: What happens if you put the car in water? Expressing conditions
A: It sinks. Asking and answering questions
Unit 12
126
Pupil’s Book, Page 63, Exercise 6
Lesson 6 ● Ask pupils to open their books at page 63 and look at the
pictures in Exercise 6. Explain that they are going to listen
Outcomes It is expected that pupils will: to two sentences. They need to decide which word in each
• recognise the correct stress of syllables in sentence is stressed.
multi-syllable words ● Play the recording right through while pupils listen. Ask
• use context to understand new words when Which word is stressed in each sentence? Elicit carefully and slowly.
listening Confirm that the -ly words (adverbs) in the sentences are
• make simple inferences when listening stressed.
• respond to questions before, during and ● Ask the pupils to explain the meaning of heat. Tell them to
after listening look at what is happening in the second picture.
• write meaningful sentences using a given ● Play the recording again, pausing after each sentence for
framework pupils to repeat individually.
• write a dictated paragraph using correct ● Choose individuals to read each sentence with the correct
punctuation marks intonation and stress.
Structures The zero conditional: ● Get pupils to work in pairs to mime an action and an
What happens if you put a glass of water in the sun? adverb (-ly word). Their partner must guess what the
If you put a glass of water in the sun, you see lots of sentence is.
different colours. ● Invite pupils to make sentences using a different -ly
words, e.g. Mix the colours slowly. Heat the water gently. Do the
Functions Talking about science experiment quietly. Make sure they stress the adverb each
Conducting an experiment time and are aware of its meaning.
Expressing conditions
Asking and answering questions Audioscript
Vocabulary gently, heat (v), ink, purple, quietly, slowly Mix the colours carefully.
Scientific experiments Heat the water slowly.
Topic
Resources ■ Pupil’s Book, page 63, Exercise 6, Listen
and say 6 Listen and say
■ Pupil’s Book, page 63, Exercise 7, Listen
and choose
■ Pupil’s Book, page 63, Exercise 8, Listen
again and order the pictures
■ Activity Book, page 60, Exercise 7, Listen,
write and say • •
■ Activity Book, page 60, Exercise 8, Read Mix the colours carefully. Heat the water slowly.
and complete
7 Listen and choose
■ Activity Book, page 60, Exercise 9, Listen
What is the experiment about?
and write
■ Activity Book, pages 77 and 78,
Handwriting Practice
■ Audio: Pupil’s Book, Unit 12, Exercise 6
■ Audio: Pupil’s Book, Unit 12, Exercise 7
■ Audio: Pupil’s Book, Unit 12, Exercise 8
■ Audio: Activity Book, Unit 12, Exercise 7
■ Audio: Activity Book, Unit 12, Exercise 9 8 Listen again and order the pictures
Revision
e
● Invite pupils to tell you what they remember about the d f
balloon experiment from the last lesson. Ask questions, e.g.
What do you need for the experiment? What happens first? Then
what happens? Why? Pupils reply from memory, with their
books closed. 63
● Then ask some more questions: What colour was the balloon in
the experiment? How many hot air balloons were there in the photo?
Pupils guess, if they do not know the answers.
● Then ask pupils to open their books at page 62 and check Pupil’s Book, Page 63, Exercise 7
their answers. ● Tell pupils they are going to listen to Samira and Laila
doing an experiment. Miss Salma tells them how to do the
Presentation experiment.
● Present ink. Write the word on the board, say it and get ● Ask a pupil to read out the question in Exercise 7 at page 63.
pupils to repeat. Show the pupils some ink in a bottle, or See if pupils can guess the answer, based on the pictures.
point to the ink in a ballpoint pen. Say This is ink. We write Check that pupils understand the meaning of purple.
with ink. Ink can be many different colours. ● Play the recording. Pupils listen and check if they were right.
● Elicit the right answer from the class: The experiment is about Unit 12
colours.
127
Activity Book, Page 60, Exercise 8
Audioscript
● Ask pupils to describe what is happening in the picture at
Miss Salma: Today we’re going to do an experiment page 60.
about colours.
We need three different coloured pens – ● Choose a pupil to read out the words in the box. Explain
green, orange and purple. that they need to complete the sentences with the correct
We need some special paper and we need words.
some water. ● Pupils work individually to complete the task. Then ask
Samira, put some ink from the green, orange them to compare their answers in pairs.
and purple pens onto the paper, please. ● Compare answers as a class.
Samira: OK.
Miss Salma: What happens if we add water to the green Answers
ink? 1. experiment 2. water 3. paper 4. water 5. colours
Samira: I don’t know. Do we get different colours?
Miss Salma: Let’s find out. Laila, please put some water
on the green ink. Activity Book, Page 60, Exercise 9
Laila: OK. ● Ask pupils to open their Activity Book at page 60.
Miss Salma: What colours do we get?
Laila: We get yellow and blue. ● Explain that pupils are going to listen to a description of an
Miss Salma: That’s right! Let’s try the orange ink. experiment and write it down.
Laila: We get red and yellow. ● Play the recording a first time. Pupils listen.
Miss Salma: And what happens if we put water on the ● Play the recording again, pausing after each sentence
purple ink? for the pupils to write. Remind them to check their
Laila: We get red and blue! punctuation.
Miss Salma: That’s right! Well done, girls. ● Check answers as a class.
Presentation
● Point to the list on the board. Say These are all jobs. Say jobs
again, and ask pupils to repeat. Write the word at the top
of the list.
● Present accountant and computer programmer using the
flashcards. Say each word and ask the class to repeat it.
Say Accountants work with numbers. Volunteer pupils repeat.
● Present put up your hand using an example. Ask some pupils
to repeat the phrase and do the action.
● Ask What do you want to be? Get pupils to repeat the
question. Write it on the board. Underneath, write the
sentence frame: I want to be ____ because ____ .
Unit 13
129
Unit Lesson 2
13 I want to be a programmer
Outcomes It is expected that pupils will:
• follow oral instructions
1 Listen and read
2 • draw conclusions from simple reading
1
materials
• use knowledge of verb tenses to
understand when things happen
• use correct intonation for questions and
answers
• use and spell correctly learnt vocabulary
• complete meaningful sentences using given
Miss Salma: This week, we’re going to
Miss Salma: Have you got any questions
frameworks
talk about jobs. We’ve got a visitor today.
This is Miss Sabban. She is a computer for Miss Sabban? Please put up your • write meaningful sentences using jumbled
programmer. hands.
Miss Sabban: Hello, everyone. I’m Samira: How long have you been a
words
a computer programmer. I design computer programmer?
programmes for computers, it’s a
fascinating job. Do you like computers?
Miss Sabban: I’ve been a computer
programmer for three years.
Structures What do you want to be when you’re older?
Samira: Yes, I do. I want to be an accountant.
3
4
The conjunction because:
I want to be an accountant because I like working
with numbers.
The present perfect with for:
I’ve been a computer programmer for three years.
Functions Talking about future jobs and careers
Samira: What do you want to be when Expressing aspirations
you’re older, Laila? Laila: What about you, Samira? What do
you want to be?
Talking about the past
Laila: I want to be an accountant.
Samira: Why do you want to be an Samira: I want to be a computer
programmer. I think that it’s an
Topic Jobs and careers
accountant?
important job. I really enjoyed Miss
Laila: I want to be an accountant because
I like working with numbers. Accountants
Sabban’s talk.
Resources ■ Pupil’s Book, page 64, Exercise 1, Listen
help people to organise their money. Laila: It’s the perfect job for you. You’re
very good at using a computer!
and read
64 ■ Activity Book, page 61, Exercise 1, Read
and complete
■ Activity Book, page 61, Exercise 2, Write
sentences
Audioscript ■ Audio: Pupil’s Book, Unit 13, Exercise 1
1. ■ Flashcards: accountant, computer programmer
Miss Salma: This week, we’re going to talk about jobs.
We’ve got a visitor today. This is Miss Revision
Sabban. She is a computer programmer.
Miss Sabban: Hello, everyone. I’m a computer ● Hold up the flashcards for accountant and computer
programmer. I design programmes for programmer. Ask What does Samira want to be? Encourage
computers, it’s a fascinating job. Do you pupils to point at the right flashcard and elicit She wants to
like computers? be a computer programmer. Ask Why? Elicit the full sentence
Samira: Yes, I do. She wants to be a computer programmer because it’s an important
2. job. Do the same for Laila. (She wants to be an accountant
Miss Salma: Have you got any questions for Miss
Sabban? Please put up your hands. because she likes working with numbers.)
Samira: How long have you been a computer
programmer? Pupil’s Book, Page 64, Exercise 1
Miss Sabban: I’ve been a computer programmer for three ● Ask pupils to open their books at page 64. Ask them what
years. else they can remember about the story.
3.
Samira: What do you want to be when you’re older, ● Tell pupils that you want them to listen for words which
Laila? describe jobs.
Laila: I want to be an accountant. ● Play the recording again while pupils read. Elicit any
Samira: Why do you want to be an accountant? adjectives (describing words) they found (fascinating,
Laila: I want to be an accountant because I like important, perfect). Write them on the board. Confirm that
working with numbers. Accounts help these are all words that can describe jobs.
people to organise their money.
● Put the class into groups of four. Ask them to choose roles
4. and to practise reading the story. Monitor, checking their
Laila: What about you, Samira? What do you pronunciation and intonation.
want to be?
Samira: I want to be a computer programmer. I Activity Book, Page 61, Exercise 1
think that it’s an important job. I really ● Ask pupils to open their Activity Book at page 61.
enjoyed Miss Sabban’s talk.
Laila: It’s the perfect job for you. You’re very ● Ask a pupil to read out the words in the box. Tell them that
good at using a computer! they need to complete the dialogue using the words.
● Point to the first dialogue. Choose a pair to read out the
End the lesson completed example.
● Pupils work in pairs to read and complete the dialogues.
● Say Samira wants to be a computer programmer. It’s the perfect job
● Check answers as a class, choosing pairs to read each
to her. Ask What’s your perfect job? Pupils respond.
dialogue.
Unit 13
130
Answers
Revision
1. How long 2. for three years 3. What ● Invite pupils to talk about jobs that members of their
4. accountant 5. computer programmer family do. Say Who has the perfect job? Elicit answers, e.g. My
uncle is a doctor. Ask questions, e.g. Why does he like his job?
6. because she’s good at 7. Why 8. because Maths
Presentation
Activity Book, Page 61, Exercise 2 ● Present librarian using the flashcard. Explain that if you are
● Ask pupils to look at Exercise 2 at page 61. Explain that interested in something you find it enjoyable. Ask students
they need to write sentences using the given words and what they are interested in.
for and been to say how long they have done their job. Tell
them they should use the structure [Miss Nawal] + has [been] Pupil’s Book, Page 65, Exercise 2
[a teacher] for [four years]. ● Ask pupils to open their books at page 65. Invite a pupil to
● Ask a pupil to read out the example answer. read out the question in Exercise 2. Ask them to say what
● Pupils work individually to write the sentences. When they the two jobs in the pictures are (accountant and librarian).
have finished, ask them to compare answers with a partner. ● Explain that they are going to listen to Laila talking to her
● Check answers as a class. Choose pupils to read their Uncle Ali, and find the answer to the question.
sentences out. ● Play the recording right through while pupils listen. Ask
Which picture is Uncle Ali? What job does he do? Elicit the
Answers answer (the second picture – he’s a librarian).
1. Miss Nawal has been a teacher for four years.
2. Mrs Mallah has been an accountant for six years.
2 Listen and choose
3. Mr Asmar has been a firefighter for eight years.
What job does Laila’s uncle do?
4. Mr Wakil has been a policeman for three months.
3
Lesson 3 Listen again and choose
Outcomes It is expected that pupils will: 1 been interested in libraries? for twenty / thirty years
• use teacher introduction and other clues to
understand new words when listening 2 worked as a librarian? for five / fifteen years
after listening
• use knowledge of verb tenses to
understand when things happen 4 Ask and answer How long have you been
a pupil at this school?
1 How long have you been
Structures The present perfect with for: a pupil at this school?
2 How long have you lived
How long have you worked as a librarian? in your house?
I’ve worked as a librarian for fifteen years. 3 How long have you
studied English?
Functions Talking about future jobs and careers 4 How long have you
known your best friend?
Expressing aspirations I’ve been a pupil at this
Talking about the past school for five years.
65
Unit 13
131
Audioscript
End the lesson
Laila: Hi, Uncle Ali. We’re learning about jobs at ● On the board, write three jobs: doctor, pilot, computer
school. Can I ask you some questions? programmer. Have a vote for the class’s favourite job. Say
Uncle Ali: Yes, of course. Who wants to be a doctor? Put up your hands. Do the same for
Laila: So, you’re a university librarian. How long have all three jobs, counting the number of hands.
you been interested in libraries? ● Give the result of the vote, saying Our perfect job is …
Uncle Ali: I’ve been interested in libraries for about 20 ● Invite some pupils to say why they would like to do a
years. I first visited a university library when I particular job.
was 17. I loved it.
Laila: When did you study to be a librarian? Lesson 4
Uncle Ali: I studied to be a librarian after I finished
university.
Laila: So how long have you worked as a librarian? Outcomes It is expected that pupils will:
Uncle Ali: I’ve worked as a librarian for fifteen years. • use prior knowledge and experience
Laila: For 15 years? to listen when participating in simple
conversations
Uncle Ali: Yes. In my first job, I worked in a small library • use simple sentences to talk with a partner
in my town. about the past
Laila: What happened next? • speak with pauses for clarity and emphasis
Uncle Ali: I got my job twelve years ago. Now I help • use correct intonation for questions and
university students to find books every day. I statements
love my job! • use and spell correctly learnt vocabulary
Laila: So you’ve worked in the library at the University • write meaningful sentences using given
of Jordan for twelve years? frameworks
Uncle Ali: Yes, that’s right. Structures The present perfect with for:
Laila: What an interesting job! Thanks, Uncle Ali. How long have you been a pupil at this school?
I’ve been a pupil at this school for five years.
Pupil’s Book, Page 65, Exercise 3 Functions Talking about future jobs and careers
Expressing aspirations
● Ask pupils to open their books at page 65 and look at the Talking about the past
questions in Exercise 3. Invite a pupil to read out the first Topic Jobs and careers
question (How long have you been interested in libraries?) Point
to the two possible answers, and read them out. Resources ■ Pupil’s Book, page 65, Exercise 4, Ask and
● Tell pupils they are going to listen to the recording again, answer
and choose the correct answer to each question.
■ Activity Book, page 62, Exercise 4, Write
questions and answers
● Play the recording, as far as I’ve been interested in libraries for
about 20 years. Pause the recording for pupils to circle the
right answer. Revision
● Play the rest of the recording, pausing when the answer to ● Ask pupils Where do you live? Invite a pupil to answer. Then
each question is given. Pupils complete the task. ask that pupil, e.g. How long have you lived in Amman? Elicit an
● Play the recording right through again. Check answers as a answer.
class. ● Ask the class How long has Rakan lived in Amman? Elicit the
answer. Encourage pupils to make a full sentence, e.g. He
Answers has lived in Amman for five years.
1. for twenty years 2. for fifteen years
3. for twelve years
Pupil’s Book, Page 65, Exercise 4
● Tell pupils to look at the questions in Exercise 4 at page 65.
Further practice Explain that they are going to ask and answer the questions
in a way that is true for themselves.
● Ask pupils to work in pairs and take the roles of Laila and ● Invite a pair to read out the example in the speech bubbles.
Uncle Ali. They ask and answer the questions in their own ● Pupils work in pairs. Ask them to take turns asking
words. Encourage them to use full sentences, e.g. I’ve been and answering. Go round monitoring. Help them with
interested in libraries for twenty years. pronunciation and intonation as needed.
Activity Book, Page 62, Exercise 3 ● Invite pairs to demonstrate their dialogues for the class.
● Ask pupils to look at Exercise 3 in their Activity Book at
page 62. Explain that they should read the sentences and Answers
circle the correct words in each sentence. Ask a pupil to Pupils’ own answers.
read out the example sentence.
● Pupils work individually to complete the task, then
compare their answers with a partner. Activity Book, Page 62, Exercise 4
● Check answers as a class. ● Ask pupils to open their Activity Book at page 62 and
describe the pictures in Exercise 4.
Answers ● Explain that they are going to write a question and an
1. finished 2. for 3. How long 4. was 5. I’ve had answer for each picture, using the words as prompts.
6. I’ve been Choose a pupil to read out the example question and
answer.
● Pupils work individually to complete the task. When they
have finished writing, encourage them to read out their
Unit 13 questions and answers in pairs.
● Check answers as a class.
132
Answers Revision
1. How long has she been a dentist? She has been a ● Say the beginning of a sentence with because and ask
dentist for five years. pupils to complete it. For example, say Yousuf wants to be an
astronaut because … Let pupils make suggestions.
2. How long has he flown planes? He has flown planes
for ten years. ● Do the same with other sentence beginnings, e.g. I want
3. How long have you worked in this office? I’ve worked to be a chef because …, Fatima wants to be an architect because
in this office for seven years. …, We want to be scientists because … Accept all reasonable
suggestions.
4. How long has he worked as a chef? He has worked as a
chef for two years. Presentation
● Write the new words from the text on the board: invention,
End the lesson inventor, be born, machine, enter a competition, dream, enough,
● On the board, write I have ____ for ____ years. Ask pupils protect.
to say one true sentence and one false sentence using these ● Present inventor using the flashcard. Say the word and ask
words. For example, I have been a pupil at this school for three pupils to repeat it. Explain that the new things an inventor
years. I have been interested in computers for five years. Ask the makes are called inventions.
rest of the class to guess which sentence is true and which ● Point to the other new words on the board. Read them out
is false. and ask pupils to repeat. Tell them to try to work out the
meanings of these words when they find them in the text.
Lesson 5 Pupil’s Book, Page 66, Exercise 5
● Ask pupils to open their books at page 66 and look at the
Outcomes It is expected that pupils will: picture. Explain that the man in the picture is an inventor.
• use context and direct instruction to
understand the meaning of new and ● Invite a pupil to read out the question at the top of the
unfamiliar words exercise. Explain that they are going to read the text to find
• use English dictionaries to understand the the answer to the question.
meaning of new words ● Pupils work individually to read the text quietly.
• scan simple written materials to preview ● Check the answer with the class. Ask a pupil to read
them for general content before starting to out the words from the text that answer the question.
read (Abdelrahman’s brother works with him on his inventions.)
• skim simple written materials for the main
ideas
• use knowledge of verb tenses to 5 Read and answer
understand when things happen Who works with Abdelrahman on his inventions?
• draw conclusions from simple reading
materials
• discuss simple reading materials to The Young Inventor
compare own ideas with those of peers Abdelrahman Alzorgan is an inventor from Jordan.
• use simple sentences to talk with a partner He was born in 1990 in Tafilah. His father was
about dreams a farmer. When he was a child, Abdelrahman
helped him on the farm. Life on the farm was difficult
• write meaningful sentences using given 5 because there wasn’t enough water for the plants in
the summer. In the winter, the plants got too cold.
frameworks
While they were still at school, Abdelrahman and
Structures What do you want to be? his brother Mohammad invented a new machine.
I want to be a scientist. 10
The machine watered plants in the summer and kept
them warm in the winter. The brothers wrote about 15 them about his ideas. He also started to work
The conjunction because: the machine and entered a competition for students. for a charity for young people.
Abdelrahman and Mohammad won a prize.
I want to be a scientist because I love doing After he left school, Abdelrahman decided that he
Abdelrahman thinks that it’s very important to
have dreams for the future. His dream is to help
experiments. wanted to help more young people, so he taught other people and to make the world better.
Functions Talking about future jobs and careers 6 Read again and answer
Expressing aspirations 1 Where did Abdelrahman grow up?
Talking about the past 2 Why was life on the farm difficult?
3 What did the machine do?
Vocabulary be born, dream (n), enough, enter (a competition), 4 What did the brothers do with their invention?
invention, inventor, machine, protect 5 What did Abdelrahman decide to do to help young people in
Jordan?
Topic Jobs and careers 6 What is Abdelrahman’s dream for the future? Why do you think
that this is his dream?
Resources ■ Pupil’s Book, page 66, Exercise 5, Read 7 Why do you think that Abdelrahman decided to help young
people in Jordan?
and answer
■ Pupil’s Book, page 66, Exercise 6, Read 7 Ask and answer
again and answer
■ Pupil’s Book, page 66, Exercise 7, Ask and
answer My dream for the future
What is your dream is to invent a new
■ Activity Book, page 63, Exercise 5, Read 66
for the future? medicine to help people.
and complete
■ Activity Book, page 63, Exercise 6, Write
answers
■ Flashcard: inventor
Unit 13
133
Pupil’s Book, Page 66, Exercise 6 Activity Book, Page 63, Exercise 5
● Make sure that pupils have their books open at page 66. ● Ask pupils to open their Activity Book at page 63. Explain
Explain that they are going to read the article from Exercise that pupils are going to read about what the young people
5 again in pairs. Then they will read and answer questions want to be when they are older.
about it. The last question is a critical thinking one
(see page 153). ● Point to the phrases in the box, and ask pupils to read
them out. Explain that they are going to use them to
● Pupils work in pairs to read the text again and answer complete the gaps in the text.
the questions. Monitor as they work. If they are having
difficulty with any of the words, encourage them to look in ● Ask pupils to work in pairs to read and complete the text.
their dictionaries. ● Check answers as a class. Choose three pupils to read out
● Check answers as a class, choosing a pair to read out each one complete paragraph each.
question and answer it. Ask any pairs who have a different
answer to read it out. Answers
1. He loves doing experiments (B)
Answers 2. win a prize for his inventions (C)
1. He grew up in Tafilah. 3. and when she’s older she wants to study science at
2. Because it was too dry in the summer and too cold in Ma’an University (F)
the winter. 4. she saw wolves and wild cats (A)
3. The machine watered plants in the summer and kept 5. to be a teacher when he’s older (E)
them warm in the winter. 6. he won a school prize for his poem (D)
4. The brothers wrote about their invention and entered a
competition.
5. Abdelrahman started to work for a charity for young Activity Book, Page 63, Exercise 6
people and taught them about his ideas. ● Tell pupils that they are going to write answers to the
6. His dream is to help other people and make the world questions. Choose two pupils to read out the example
better. Pupils’ own answers. question and answer. Remind pupils that they need to
7. Pupils’ own answers. look back at the text in Exercise 5 to find the correct
information. Question 5 is an example of a critial thinking
question.
Further practice ● Pupils work individually to complete the task.
● Ask pupils some more questions, for example: ● When they have finished writing, ask them to compare their
❍ What job did Abdelrahman’s father do? (He was a farmer.) answers in pairs.
❍ Were the two brothers young or old when they invented the ● Check answers as a class.
machine?(They were young.[They were still at school.])
❍ What does Abdelrahman think is very important? (To have
dreams for the future.) Answers
1. He wants to be a scientist.
Pupil’s Book, Page 66, Exercise 7 2. He invented a toy robot for his brother.
● Ask pupils to open their books at page 66. 3. She wants to be a scientist and help protect animals
● Remind pupils of the meaning of dreams for the future. and the countryside.
Explain If you have a dream for the future, you want something very 4. He wants to be a teacher.
good to happen. 5. Pupils’ own answers.
● Tell pupils that they are going to talk about their own
dreams. This is an example of experiential learning (see End the lesson
page 152). Ask a pair to read out the example in the
speech bubbles. ● Write the names of the three pupils on the board: Tareq,
Salma, Farid. Tell pupils to close their books. Ask them
● Ask pupils to work in groups of three or four. They take Which subjects are the pupils good at? Write the subjects that
turns in their group to ask and answer the question. pupils suggest under each name.
Encourage them to help each other with vocabulary as
necessary. Ask them to practise saying their questions and ● Ask them to open their Activity Book again and check if
answers. they were right.
● Bring the class together again and ask groups to tell the
class about their dreams.
● List the best answers on the board. Ask the class to vote for
their favourite idea.
Answers
Pupils’ own answers.
Unit 13
134
Play the recording again, pausing after the first sentence.
Lesson 6
●
Answers
End the lesson
● Guide pupils to practise handwriting the two short
Pupil’s own answers to complete the sentences paragraphs in the Activity Book on page 78.
a. 3 b. 1 c. 2 d. 4 ● Praise the pupils’ work in this unit. Tell them that if they
Unit 13 work hard in all their school subjects, they will be able to
choose their perfect job!
136
Unit
nit Have
Will they
youHello
ever
become
climbed
extinct?
a mountain?
and waste on the board and ask some pupils to repeat.
Lesson 1 ● Present will for future predictions. Ask Will there be sand
cats in the future? Write the question on the board, and ask
Outcomes It is expected that pupils will: pupils to repeat it. Write the two possible answers: Yes,
• follow oral instructions there will. and No, there won’t. Pupils repeat the answers.
• respond to questions before, during and ● Say Let’s find out the answer. Tell pupils they are going to read
after listening about a nature reserve.
• use teacher introduction and other clues to
understand new words when listening Pupil’s Book, Page 68, Exercise 1
• use context to understand new words when ● Ask pupils to open their books at page 68. Explain that in
listening the story, Kareem and Samira’s family visit a nature reserve.
• make simple inferences when listening Ask What will Kareem and Samira see there? Ask them to look
• use correct intonation for questions and at the pictures and elicit their ideas.
answers ● Play the recording. Pupils listen and read to find out
The modal verb will for future prediction whether their ideas were correct. (They see a sand cat. They see
Structures a wonderful view. They see animals and plants.)
with there:
Will there be enough water in the future? ● Make some incorrect sentences for pupils to correct, for
Yes, there will. example:
❍ The family go on a walk with a teacher. (They go on a walk
Will there be hotels here?
No, there won’t. with a tour guide.)
❍ Kareem has seen a lot of sand cats. (Kareem hasn’t seen a
Short questions and answers with the modal
verb will: sand cat before.)
❍ The sand cats will become extinct. (They won’t become
Will more sand cats live here?
Yes, they will. extinct. They protect them at the nature reserve.)
❍ It is good to use lots of water. (It is good to use water
Will sand cats become extinct?
No, they won’t. carefully.)
❍ The nature reserve doesn’t have many visitors. (It has a lot of
Functions Making predictions for the future visitors.)
Talking about wildlife and conservation ❍ There will be a big hotel at the nature reserve in the future.
Talking about nature reserves in Jordan (They won’t build big hotels.)
Vocabulary drop (v), endangered, extinct, recycle, sand cat,
trust (v), usually, waste (v) Unit
Topic
Resources
Wildlife and conservation
■ Pupil’s Book, page 67, Exercise 10, Sing
14 Will they become extinct?
■ Pupil’s Book, page 68, Exercise 1, Listen 1 Listen and read
2
and read 1
● Play the song and encourage pupils to sing along, following Mum: Yes, there is. Let’s take our suitcases
into the hotel. This afternoon, we’re
Samira: Oh no! Will sand cats become
extinct?
the words in their books. going to go on a walk with a tour guide. Guide: No, they won’t. We protect the
animals here.
3
Presentation 4
● Present sand cat using the flashcard. Ask Have you ever seen
a sand cat? Encourage pupils to put up their hands if they
have. Explain that there aren’t many sand cats. They are
endangered. Say If all the sand cats die, they will be extinct. Write
endangered and extinct on the board. Get some pupils to
repeat the words. Say we don’t usually see sand cats. Why? Samira: What can we do to protect the
plants and animals? Mum: Do a lot of visitors come here?
(Because they are endangered.) Ask pupils to repeat, and Guide: There are lots of things you can Guide: Yes, they do. We want visitors to
explain that usually means often. Say We must protect the sand do. Use water carefully. Don’t waste it.
Don’t pick the flowers and don’t drop
come here, but it’s important to protect the
nature reserve. We won’t build big hotels
cats. I trust that we will protect them. Write trust on the board rubbish. here. We will protect the animals and
plants and we must trust that the visitors
and ask pupils to repeat. Kareem: We always recycle our rubbish
at home.
want to help us.
Dad: That’s great. Thank you for showing
● Demonstrate drop rubbish by taking a piece of paper, Guide: That’s very good.
us the nature reserve. You can trust us to
screwing it up and throwing it on the floor. Say Stop! Don’t 68 help you!
Revision
● Ask What can we do to protect plants and animals? Write the
question on the board, and ask pupils to repeat it after
you. See if pupils can answer, with the ideas from the story.
(Use water carefully. Don’t waste water. Don’t pick the flowers.
Don’t drop rubbish. Always recycle rubbish.)
● Ask pupils to suggest any other ideas they can think of.
Note them on the board.
Pupil’s Book, Page 68, Exercise 1
● Ask pupils to open their books at page 68. Elicit any other
phrases or sentences they can remember from the story.
● Ask a pupil to read Dad’s first speech. Play the speech to
the class, pause the recording and ask the class to repeat.
Continue in this way with the rest of the story, choosing a
different pupil to read each speech.
● Divide the class into groups of five. Ask them to choose
roles and to practise reading the story. Go round and
monitor their pronunciation.
● Choose groups of pupils to read to the class.
Unit 14
138
Activity Book, Page 65, Exercise 1 Lesson 3
● Ask pupils to open their Activity Book at page 65.
● Point to the answers at the bottom of the exercise. Explain Outcomes It is expected that pupils will:
that they are going to circle the right words to complete the • respond to questions before, during and
answers. Then they should read the questions and match after listening
them with the correct answers. • show understanding of main ideas from a
● Pupils works in pairs to complete the task. When they have simple oral presentation
finished writing, ask them to practise asking and answering • scan simple written materials to preview
the questions with their partner. them for general content before starting to
● Check answers as a class. Invite pairs to read out each read
question and answer. • draw conclusions from simple reading
materials
Answers • use knowledge of verb tenses to
1. d, build 2. c, protect 3. a, haven’t 4. e, do understand when things happen
5. b, pick
Structures The modal verb will for future prediction
with there:
Activity Book, Page 65, Exercise 2 Will there be enough water in the future?
● Ask pupils to open their Activity Book at page 65. Yes, there will.
● Ask a pupil to read the words in the box. Tell pupils that Will there be hotels here?
they are going to make sentences about how we can No, there won’t.
protect plants and animals. Explain that they need to use Short questions and answers with the modal
will or won’t and the correct word from the box. Choose a verb will:
pupil to read out the example sentence. Will more sand cats live here?
● Pupils can work individually to complete the task, then Yes, they will.
compare their answers with a partner. Will sand cats become extinct?
● Check answers as a class. No, they won’t.
Functions Making predictions for the future
Answers Talking about wildlife and conservation
1. We won’t drop 2. We will protect 3. We will use Talking about nature reserves in Jordan
4. We won’t pick 5. We will recycle Topic Wildlife and conservation
Resources ■ Pupil’s Book, page 69, Exercise 2, Listen
End the lesson and choose
● Ask pupils Do you recycle rubbish at home? What can we recycle? ■ Pupil’s Book, page 69, Exercise 3, Listen
How could we help protect the animals? Will you help protect the again and tick (✓) or cross (✗)
animals? Pupils answer. You could have a class project to be ■ Activity Book, page 66, Exercise 3, Read
as environmentally friendly as possible. and write
■ Audio: Pupil’s Book, Unit 14, Exercise 2
■ Audio: Pupil’s Book, Unit 14, Exercise 3
Revision
● Say some true or false sentences with will or won’t about the
story on page 68. Pupils repeat each sentence and say True
or False. For example, Sand cats will become extinct. (False) The
nature reserve will protect the sand cats. (True) Kareem and Samira
won’t recycle their rubbish. (False) There will be big hotels in the
nature reserve. (False)
● Invite pupils to say some more sentences with will or won’t
about the story. The rest of the class decide whether they
are true or false.
Pupil’s Book, Page 69, Exercise 2
● Ask pupils to open their books at page 69. Tell them that
they are going to listen to a guide talking. Choose a pupil
to read out the list in Exercise 1. Explain that they should
tick the things they hear the guide talking about.
● Play the recording right through. Pupils tick the items they
hear.
● Play the recording again and check answers. Pause after
each question and answer to check the list and tick an item
if they find it.
Unit 14
139
● Invite pupils to read out one of the questions each. Play
Audioscript the recording right through. Pupils listen and complete the
Boy: Can you tell me about the nature reserve? task.
Guide: Yes, of course. Lots of plants and animals live ● Check answers as a class. Play the recording, pausing after
here. Some of the animals are endangered. each of the questions. Elicit the answer from the class, then
Boy: Will the endangered animals become extinct?
Guide: No, they won’t. We protect the plants and play the recording to confirm the correct answer.
animals here, so there will be more of them in the
future. Answers
Boy: Will more sand cats live here in the future? 1. ✗ 2. ✓ 3. ✓ 4. ✓ 5. ✗
Guide: Yes, they will. The nature reserve is a safe place for
them.
Boy: And what about the plants? Will they have Activity Book, Page 66, Exercise 3
enough water?
Guide: Yes, they will. We use water carefully. ● Ask pupils to look at Exercise 3 in their Activity Book.
Boy: Will more people visit the nature reserve? Explain that they are going to read and complete a
Guide: Yes, they will. There are lots of things for visitors conversation between Salma and Muna.
to see and do here. ● Invite pupils to read out the sentences in the box. Tell
Boy: But will people build big hotels? pupils that they need to choose the correct sentences to
Guide: No, they won’t. There won’t be any big hotels complete the text. Pupils work in pairs to complete the
here in the future. task. Check answers as a class. Ask a different pair to read
Boy: Thank you. out each question and answer.
Answers Answers
These items should be ticked: 1. Lots of wild animals live there. (F)
endangered animals 2. Will the endangered animals become extinct? (C)
protecting animals and plants 3. Do a lot of people visit the reserve? (A)
sand cats 4. No, they won’t. (D)
water 5. Yes, they will. (B)
visitors to the reserve 6. They’ll use water carefully and this will help the plants. (E)
big hotels
Unit 14
141
Revision Pupil’s Book, Page 70, Exercise 6
● Ask Which nature reserve did Kareem and Samira visit? Elicit ● Ask pupils to look at page 70.
Dhana Nature Reserve. ● Explain that pupils are going to read the letter in Exercise 5
● Show pupils where Dhana Nature Reserve is on the map of again. Then they will read the sentences and say Yes or No.
Jordan. Tell them it is the largest nature reserve in Jordan. Invite a pair to read out the example dialogue.
Ask if they know of any other nature reserves. See if they
● Pupils work in pairs to read the text again and complete
can point them out on the map.
the task. Make sure that they are correcting the sentences
Presentation that are wrong.
● Present amazing and spectacular. Write the words on the ● Check answers as a class. Encourage them to read out the
board and ask pupils to repeat after you. Say the words part of the reading text that gives the correct answer.
again, and elicit where the stress falls in each word (on
the second syllable). Tell them that both words are similar
in meaning to wonderful. Say we use spectacular to describe Answers
something very large, that looks fantastic. Present outside 1. No. The hotel isn’t in the valley. It’s in the mountains.
reminding pupils of the meaning of inside and explaining 2. Yes
that they are opposites. 3. No. There are some new parks in Dhana.
Pupil’s Book, Page 70, Exercise 5 4. Yes
● Ask pupils to open their books at page 70 and describe the
photographs in Exercise 5.
● Explain that they are going to read a letter from Kareem Activity Book, Page 67, Exercise 5
and Samira to their grandparents, describing their holiday ● Ask pupils to look at page 67.
at Dhana Nature Reserve.
● Ask What are Kareem and Samira going to do tomorrow? Tell ● Remind pupils of the three parts of a paragraph. Point to
pupils to read the letter and find the answer. the words at the top of the exercise. On the board, write
● Pupils work individually to read the text and find out. Elicit Introductory sentence, Development sentences, Concluding sentence.
the answer. (Tomorrow they are going to go hiking in the nature Ask pupils what they can tell you about these.
reserve. They are going to stay in a tent.) ● Tell pupils they are going to read about Ajloun Nature
● Ask pupils to find the other new words in the letter: balcony Reserve. Show them where it is on the map of Jordan. Tell
and repair and soap. See if they can work out the meaning of them that they need to decide what type of sentences come
the words from context. If they have difficulty, ask them to after each gap, and write the correct letter. Read out the
look the words up in their dictionaries. example answer.
● Tell the pupils to read the text again and match each ● Pupils work individually to complete the task, then
paragraph with the correct picture. Pupils can work in pairs compare their answers with a partner.
to complete the task. Check answers as a class.
● Check answers as a class.
Answers
1. d 2. b 3. c 4. a Answers
Paragraph 1: B, C
5 Read and match
b Paragraph 2: B
a Paragraph 3: A, B
Answers
1. Yes 2. No. People protect the forests and the trees.
6 Read again and say Yes or No
The hotel is in 3. No. They are safe in the forest. 4. Yes
1 The hotel is in the valley. the valley.
2 Dhana is an old village.
5. No. They have small houses. 6. Yes
3 There are some old parks in
Dhana.
4 The people from Dhana
make crafts.
End the lesson
No. The hotel isn’t in the valley.
70
It’s in the mountains. ● Ask pupils to look back at the false sentences from Activity
Book Exercise 6 and correct them.
Unit 14
4
142
Lesson 6 Pupil’s Book, Page 71, Exercise 7
● Ask pupils to open their books. Ask them to describe the
Outcomes It is expected that pupils will: pictures in Exercise 7.
• use correct intonation for questions and ● Remind pupils that in English, our voice can go up or down
statements as we speak. This is called intonation. Tell them that they are
• draw conclusions from simple reading going to listen to some short questions and answers. They
materials should listen to the intonation in the sentences.
• read aloud short poems ● Play the recording while the pupils listen and follow in their
• show appreciation of listening to rhymes books. Ask them to trace the arrows with their fingers as
in English they listen.
• with a partner, prepare and present a ● Play the recording again, pausing after each sentence for
simple dialogue to the class pupils to repeat individually. Ask Does the question go up or
• write meaningful sentences to complete a down? Elicit up. Ask Does the answer go up or down? Elicit down.
dialogue
• locate and use reference materials found
in the classroom and school library 7 Listen and say
• write paragraphs using proper
organisation
Structures The modal verb will for future prediction
with there:
Is it a leopard? Yes, it is. Is it three o’clock? No, it isn’t.
Will there be enough water in the future?
Yes, there will. 8 Match and say
Will there be hotels here? Recycle plastic
Recycle flowers and paper.
No, there won’t. Drop water Don’t drop
Short questions and answers with the modal Pick paper rubbish.
Waste rubbish
verb will: Save plastic
Will more sand cats live here?
Yes, they will. 9 Read and answer
Will sand cats become extinct? How does the poet think that we should help our planet?
Functions Making predictions for the future Around the world today.
Resources ■ Pupil’s Book, page 71, Exercise 7, Listen We have to help our planet.
So they’ll always be here.
and say
■ Pupil’s Book, page 71, Exercise 8, Match We won’t drop any rubbish.
Unit 14
143
Pupil’s Book, Page 71, Exercise 8
● Ask pupils to look at the two lists of words in Exercise 8 at 4. Is it a vase? Yes, it is.
page 71. Go round the class, inviting pupils to each read
out one word from the lists. 5. Is it endangered? No, it isn’t.
● Explain that they need to match words on the left with
words on the right. Ask them to work individually to do 6. Are they big hotels? Yes, they are.
this. Check answers as a class.
● Then point to the ticks and crosses on the left. Tell pupils Activity Book, Page 68, Exercise 8
they should make sentences using the matched words. The
sentences with a cross before them should start with ● Ask pupils to look at Exercise 8 in their Activity Book at
Don’t … page 68. Explain that they are going to work with a partner
to complete the dialogue. Explain that they can use the
● Choose a pupil to read out the example in the speech
bubble. words in the box to help them.
● Let pupils work in pairs to make and practise their ● Pupils work in pairs to write their dialogues. Go round to
sentences. monitor and help as needed.
● Invite pupils to say their sentences for the class. ● When they have finished writing, ask pairs to practise
reading out their dialogues.
Answers ● Pairs present their dialogues to the class. Make sure the
class claps and says Well done! when they have finished.
Recycle plastic, Don’t drop rubbish, Don’t pick flowers,
Don’t waste paper, Save water
Answers
Pupil’s Book, Page 71, Exercise 9 Pupils’ own answers.
● Tell pupils they are going to listen to and read a poem. Ask
pupils to look at the picture in Exercise 9 at page 71 and Activity Book, Page 68, Exercise 9
say what they think the poem will be about.
● Ask pupils to look at page 68.
● Ask pupils to close their books and listen while you read
the poem to them. When you have finished, elicit their ● Explain to the pupils that they are going to write two or
ideas, e.g. The poem was about protecting animals. three paragraphs about one of the nature reserves named.
● Ask pupils to open their books again. Invite a pupil to read ● Pupils can use information from the Pupil’s Book, and
out the question at the top of Exercise 9. find out additional information from reference sources at
school.
● Let pupils read the poem individually. When they have
finished, elicit their answers to the question. This is an ● Tell pupils that they cannot copy from reference books, but
example of experiential learning (see page 152). instead should rewrite the sentences they need, to show
that they understand. You can practise this important skill
● Then, ask a pupil to read out the question at the bottom of
in class with reference material, prior to the exercise.
the page. Elicit pupils’ answers.
● Remind pupils to write an introductory sentence, two or
Answers three development sentences and a concluding sentence for
each paragraph.
Pupils’ own answers. ● Pupils work individually to write their paragraphs.
● Invite some pupils to read out their paragraphs to the
Further practice class.
● Divide the class into three groups. Invite each group to
practise reading one verse of the poem. Answers
● Ask the class to perform the poem, with each group Pupils’ own answers.
reading their verse. If they can say their verse from memory,
encourage them to do this.
Classroom assessment
Activity Book, Page 68, Exercise 7 With reference to Unit 14, pupils can:
● Ask pupils to look at page 68.
Scoring criteria Good Fair Poor
● Explain to pupils that they are going to listen to some
questions and answers. They need to decide if each make simple inferences when listening
sentence goes up or down. listen to and participate in simple
● Play the recording right through while pupils listen and classroom conversations
read. use knowledge of verb tenses to
● Play the recording again, this time pausing after each understand when things happen
question or answer for pupils to repeat, and draw an use correct intonation for questions and
arrow. statements
● Ask pupils to work in pairs to practise reading the
read aloud a short poem about animals
questions and answers with correct intonation.
write paragraphs about a nature reserve
using proper organisation
Audioscript and answers
145
End the lesson ● Guide pupils to point to facts (It has about 80,000 objects)
● Invite a pupil to describe their favourite object from the and opinions (This is an interesting Roman mosaic) in the text.
photos, without saying what it is. The class guesses what Activity Book, Page 69, Exercise 1
they are describing. ● Ask pupils to open their Activity Books at page 69. Tell
● Choose a pupil who guessed correctly to take a turn them to describe the two pictures in Exercise 1, and say
describing another object. what the places are (the city of Salt and Dibeen Forest).
Point to the two letters and elicit who each letter is from
Lesson 2 ●
Review 4
146
Invite pairs to say their dialogues for the class. Make sure
Lesson 3 ●
the other pupils praise their efforts when they have finished
speaking.
Outcomes It is expected that pupils will:
• with a partner, prepare and present a
simple dialogue to the class
• use simple sentences to talk with a partner 2 Choose, ask and answer
about familiar and unfamiliar situations • farmer • tour guide • chef • scientist
• speak with pauses for clarity and emphasis a b c d
Travelling
use knowledge of verb tenses to
Don’t’t drop
d rubbish.
bbi h understand when things happen
Don’t pick flowers.
Don’t’t use the
D t car for all read aloud short poems
journeys. Walk.
locate and use English reference
materials found in the classroom and
3 Make a poster and tell the class school library
create a mind map of the main idea and
Protecting our world the supporting details: protecting plants
By Nada
and animals
There are lots of ways we can help to write a simple information paragraph
protect our world. Save water. Use it about the future of a nature reserve
carefully. Don’t waste paper or plastic.
You can use it again. Don’t use the car
for all of your journeys. Walk when
you can. It’s good for our world and it’s End the lesson
healthy. Don’t drop rubbish. Use a bin or Save water.
● Ask pupils to say which ideas they liked best from the other
take it home. Don’t pick flowers. Use it carefully. pupils’ projects. Have a class vote for the best idea.
75 ● Guide pupils to practise handwriting the two sentences in
the Activity Book on page 78.
● Congratulate pupils on completing the final unit of the
course. Ask pupils to say which unit they enjoyed the most,
Review 4 and why.
150
Wordlist of Grade 6
accountant (U13) era (U11) mark (v) (U1) runner (U6)
amazed (U5) event (U3) marvellous (U2) sailing (U5)
amazing (U14) experiment (n) (U12) meet friends (U5) sand (U4)
average (U4) extinct (U14) mend a car/bike (U10) sand cat (U14)
extremely (U2) metal (U11) sand dune (U4)
balcony (U14) millimetre (U4) sandstorm (U4)
be born (U13) face-painting (U3) million (U11) sandwich (U8)
bench (U5) fact (U3) model (n) (U3) Saudi Arabia (U4)
bird park (U5) fantastic (U8) modern (U2) second (U6)
blood test (U7) far from (U2) money (U13) sell (U10)
board the plane (U9) fascinating (U4) monkey (U5) sewing machine (U10)
book fair (U3) festival (U3) mosque (U2) shade (n) (U5)
bookshelf (U8) fifth (U6) most (U1) sink (v) (U12)
bottle (U11) find (v) (U1) sixth (U6)
bouquet (U8) first (U6) national flag (U8) size (n) (U9)
busy (U7) flagpole (U2) neighbour (n) (U7) skating (U3)
butterfly park (U5) float (v) (U12) normal (U12) slowly (U12)
fourth (U6) notes (U7) snorkelling (U6)
capital city (U4) free (U5) numbers between 100 soap (U14)
cage (U5) fun fair (U3) and 999 (U1) sometimes (U4)
car engine (U10) numbers between 1,000 speak English (U10)
cave (U8) gazelle (U4) and 2,000 (U2) spectacular (U14)
cedar tree (U8) geese (U5) numbers in the spell (v) (U1)
Centigrade (U4) gently (U12) thousands (U6) spoon (U11)
charity (U3) glass (U11) sports stadium (U6)
check (U1) global (U3) object (n) (U11) square metre (U9)
check in (v) (U9) go through (U9) observe (U12) stall (n) (U3)
choose (U2) guidebook (U11) old (U2) statue (U2)
clay (U11) on their way (U8) stone (U11)
coach (n) (U11) heat (v) (U12) opinion (U3) storyteller (U3)
coast (U4) hiking (U6) organise (U13) striped (U11)
collect (U9) hope (v) (U1) outside (U14) student (U10)
collection (U10) hot air balloon (U12) suitcase (U9)
community centre (U3) hundred (U1) paint (v) (U3)
competition (U12) palace (U2) tablets (U7)
complete (U6) impressive (U2) partner (U1) tale (U3)
computer programmer index (n) (U1) passport (U9) take off (v) (U9)
(U13) inflate (U12) patient (n) (U7) take part (U6)
coral reef (U4) information (U1) peacock (U5) taking (U2)
craft (n) (U3) injection (U7) peel (n v) (U12) talk (n) (U13)
cross-country running ink (U12) perfect (adj) (U13) task (U8)
(U6) inside (U2) pick up (U8) technology (U11)
cry (v) (U9) interested (U13) pigeon (U5) teddy bear (U9)
curator (U11) international (U3) plaster (n) (U7) temperature (U4)
cushion (U10) invention (U13) plastic (U11) third (U6)
customs (U9) inventor (U13) pot (U11) thousand (U2)
invite (v) (U5) prefer (U3) tidy up (U8)
deep (U2) prescription (U7) tiny (U10)
degrees (U4) jewellery (U3) prize (n) (U6) tour guide (U13)
dictionary (U1) job (U13) problem (U7) traditional (U3)
dinner (U7) jogging (U6) programme (U13) trust (v) (U14)
donkey (U3) Jordan (U3) protect (U13) turkey (U5)
dream (n) (U13) Jordanian (U3) puncture (n) (U10)
drop (v) (U14) journey (n) (U9) puppet show (U3) UAE (U3)
dry the dishes (U8) jug (U11) purple (U12) underground (adj) (U2)
duck (n) (U5) purse (U10) University (U7)
kilometre (U2) put up (your hand) (U13) unwell (U7)
Egypt (U3) kite (U10) usually (U14)
Egyptian (U3) knife (U11) Qatar (U6)
email (n) (U7) knit (U10) quietly (U12) vase (U8)
email (v) (U8) Kuwait (U4) verse (U7)
embroider (v) (U10) race (n) (U6)
embroidery (n) (U10) land (v) (U9) rainfall (U4) wash the car (U8)
Emirates (U3) Lebanese (U3) rally (n) (U6) waste (v) (U14)
Emirati (U3) Lebanon (U3) really (U2) weave (v) (U10)
encyclopaedia (U1) librarian (U13) recite (U7) weaving (n) (U10)
endangered (U14) lizard (U4) recycle (U14) well-known (U2)
enjoyable (U12) look up (U1) repair (U14) Western (U1)
enormous (U8) lovely (U5) repeat (U1) wide (U2)
enough (U13) result (n) (U7) wonderful (U8)
enter (a competition) machine (U13) ring (n) (U12) work (n) (U1)
(U13) marathon (U6) rise (v) (U12) writer (U3)
151
Teaching strategies
There are a variety of teaching strategies that instructors can use Simulations
to improve pupils’ learning. The list below shows you some
ways to make your classes more engaging. These are specific tasks to implement activity-based learning.
They provide hands-on experiences that engage pupils. Pupils
Activity-Based Learning enjoy doing the tasks and realise that learning can be fun.
Activity-based learning offers activities that guide pupils to The role of the EFL teacher is to ensure that pupils have the
understand new concepts through engaging them in real appropriate material to complete the task. An example in the
‘to-do’ tasks. This leads to better retention of the acquired Pupil’s Book is Exercise 7 on page 15 of Unit 3, Ask and answer.
knowledge and at the same time it leaves a positive impact Before the activity
on the pupil’s attitude towards learning. For example, in the ● Ask pupils to look at page 15 and Exercise 7. Pupils read
Pupil’s Book in Unit 3, page 15, Exercise 8, Talk about your the example dialogue.
favourite festival the teacher encourages pupils to talk about ● Go through the different activities listed; ask questions to
a festival they have been to, and they can also bring in a check that they understand them.
photograph or do a drawing of the festival to show to the ● Encourage them beforehand to get pictures and realia.
class. During the activity
Other examples of activity-based learning are the projects ● Put pupils into pairs and explain that they have to ask and
in the Pupil’s Book on pages 19, 39, 55 and 75. Also where answer questions about some items from the list.
possible pupils can be encouraged to continue their learning ● Pupils ask and answer the questions using their own ideas
in carrying out tasks at home, for example asking their own as well as items from the list.
parents or grandparents about their experiences as in Unit 10 After the activity
TB page 101 or trying some of the experiments in Unit 12 TB ● Ask several pupils to perform their dialogues to the class.
page 121.
The following are exercises in the Pupil’s Book that implement
this type of learning: page 17, exercise 3; page 27, exercise 8;
Experiential Learning page 38, exercise 5; page 53, exercise 4; page 74, exercise 5.
This aims at involving pupils in classroom tasks. Thus, the
●
152
Teaching strategies
Pair work is a type of group work in which two pupils are Critical Thinking
put together to work on a task. This encourages pupils to
participate more enthusiastically in discussions. Pupils feel Critical thinking is a mode of thinking about a topic that
less threatened about engaging than if they have to face a typically involves (a) raising a question, (b) gathering
larger group or the teacher and other classmates in a teacher- information, (c) reaching a conclusion, (d) assessing
fronted class. An example of pair work is Exercise 3, page 5, assumptions and (e) communicating. Your role as an EFL
Ask and answer, in Unit 1 of the Pupil’s Book. teacher is to guide the pupils through the stages starting from
asking questions and finding answers to solving problems.
Before the activity Most critical thinking exercises in the Pupil’s Book are found
● Ask pupils to look at the pictures on page 5. in the Read and answer exercises. Pupils have to go beyond the
● Choose different pupils to read the speech bubbles. reading task to answer a question that requires various level of
During the activity thinking, such as connecting, inferring, analysing, judging, etc.
● In pairs, pupils ask similar questions and answer using the An example in the Pupil’s Book is in Unit 3, page 14, Exercise
information from exercise 3. 5, Read again and say opinion or fact.
After the activity Before the activity
● Check answers as a class. ● Say Open your Pupil’s Book. Turn to page 14.
● Invite individual pupils to read out the sentences.
Cooperative and Collaborative Learning
During the activity
Cooperative and collaborative learning takes place during
● Pupils work in pairs to find the sentences in context and
group or pair work. Each pupil has a role that he or she
discuss whether they are fact or opinion.
can play according to his or her ability and preference, for
example: a guide or spokesperson in a presentation of a ● Monitor their discussions.
Project. You can change the grouping system in every task After the activity
or every now and then so that pupils take on different roles ● Ask some pairs to say their answers to the class.
within the group. The following are exercises that include critical thinking:
In the Pupil’s Book: page 30, exercise 6, item 7; page 34,
The Jigsaw Technique exercise 5, item 6; page 66, exercise 6, item 6.
In the Activity Book: page 6, exercise 6, question 6; page
Within the principles of cooperative learning, in the jigsaw
10, exercise 6, question 5; page 14, exercise 5, questions of
technique every pupil plays a significant role. Pupils are first
opinion or fact; page 14, exercise 6, question 5; page 25,
divided into small groups of 4 or 5 and are assigned the topic.
exercise 6, question 5; page 40, exercise 6, question 6; page
Second, pupils, within their small groups, are responsible
63, exercise 6, question 5.
for researching or writing one aspect of the task. Then, each
member meets with the pupils who have the same mini-task
in the other groups of the class. This group is named ‘the
expert group’ because all members have researched the same
subtopic. This technique helps pupils who have difficulty in
learning as it offers them the chance to interact with others
who have worked on the same task. Once they become
‘experts’, the pupils go back to convene with members of their
own group and will work together (as a jigsaw group) on
organising their work into a unified output. Members have to
work cooperatively as one team to achieve their goal in the
task and contribute to the success of their presentation of the
activity.
This technique can be applied in all the Projects in the Review
units in the Pupil’s Book.
153
Assessment strategies
This section describes and analyses assessment strategies and presents samples that show how they might be used in the classroom.
There are various ways to group such strategies; different techniques serve different purposes.
The following is a table that can be used to keep a record of a pupil’s activity. An example is given.
Activity & outline Purpose & Expected outcomes Achieved outcomes Is the pupil working Has the pupil yet to
of the topic objectives of the to be achieved towards outcomes? master the skills you are
activity developing?
Project, Pupil’s Book, asking and Teacher’s Book, page 44 organising ideas in a He/she is trying hard Has to work on interviews,
page 19, ‘My town’ answering questions mind map good in writing skills, needs
to describe his/her encouragement in presentation
town
researching for
information
working in pairs/
groups
writing and
presenting a project
When you ask pupils to act or roleplay for the class, the performances could be recorded. Review a sample of the performances
against a set of criteria.
The following could be used to assess pupils’ singing and presentation skills, for example.
Singing Skills
Song:
Pupils being evaluated:
Comments:
154
Assessment strategies
Listening and speaking 1st 2nd 3rd 4th
Name Dates
Code M = Most of the time S = Sometimes N = Not yet
Understands what the teacher says and what he/she hears in the audio material
Asks the teacher to repeat utterances he/she cannot understand
Speaks appropriately to the addressee
Speaks confidently in front of the class
Communicates clearly
155
Assessment strategies
My partner’s answers
Criteria Pupil 1 Pupil 2
156
Assessment strategies
Assessment Comments: according to a set of items that can be rated on a 1–to–3
response scale. The following is an example of a peer
Understanding of the main lexical set: Good ___ Fair __ Poor ___ evaluation checklist for use in a situation in which pupils
Ability to provide examples: Good ___ Fair __ Poor ___ introduce themselves to the class.
Accuracy in writing examples: Good ___ Fair __ Poor ___
You can assess the success of such a technique by using the
Peer evaluation of an oral presentation
following table. 3=Good 2=Fair 1=Poor
Good Fair Poor
Spokea ppropriately
Understanding of the main
Used complete
lexical set sentences
Ability to provide examples
Spoke clearly and
confidently
Accuracy in writing examples
Maintained eye
contact
K-W-L Charts (what we Know, what we Want Maintained
to know, what we Learnt) acceptable pos ture
Before the unit, K-W-L charts enable you to gain an awareness Used gestures
of pupils’ backgrounds, prior knowledge and interests. correctly
Afterwards, they help you to keep a record of what has now
been learnt. Answered questions
from other pupils
Sample K-W-L Chart
Total (out of 21)
K W L
The past continuous The past simple and Peer evaluation of a piece of writing
affirmative form the past continuous
with while 3=Good 2=Fair 1=Poor
Use of an
Before beginning a unit of study, ask pupils to fill in the K and introductory sentence
W columns by asking them what they already know and what for the paragraph (if
they want to know by the end of the unit. For example, in applicable)
the K-W-L chart above, pupils already know how to use the Use of correct
past continuous to say what they were doing at a particular vocabulary
time, having met this in Action Pack 5 (New Edition); they will
learn how to combine this with the past simple in a sentence Use of correct
with while in Unit 9 of this level. This helps to keep pupils spelling
focused and interested during the unit and gives them a sense
of accomplishment when they fill the L column following the Use of correct
unit. punctuation
158
Example sketches
A computer
A lake
A cage
A bench
A bouquet
159
Photocopiable project worksheets
Project worksheet 1: My town
What I think
Where
My town
Interesting
buildings
Description
History
My town: ________________
By ________
160
Photocopiable project worksheets
Project worksheet 2: An interesting trip
My favourite
part Where
An interesting trip
What I did
With whom
What I saw
161
Photocopiable project worksheets
Project worksheet 3: Write a story
Title
Who?
Where?
What?
The problem
162
Photocopiable project worksheets
Project worksheet 4: Protecting our world
Outside our
cities
Protecting
our world Travelling
At home
163
Photocopiable extra practice worksheets
Extra practice worksheet 1
a b c
d e f
164
Photocopiable extra practice worksheets
Extra practice worksheet 2
Eiman: __________________________________
__________________________________
Majeda: __________________________________
__________________________________
Eiman: __________________________________
__________________________________
165
Photocopiable extra practice worksheets
Extra practice worksheet 3
____________________________ ✗
____________________________ ✓
____________________________ ✗
____________________________ ✓
____________________________ ✗
166
Photocopiable extra practice worksheets
Extra practice worksheet 4
Look at the pictures. Complete the sentences with the words in brackets. Complete
the story.
1.
Saleem ________ (meet) his friend Ibrahim while he ________ (walk) home from
school.
2.
Saleem ________ (see) his uncle’s car while he ________ (talk) to Ibrahim.
3.
Uncle Khaled ________ (speak) to the boys while Aunt Ruba ________ (wait) in the
car. “Would you like to come to the football match this weekend?” he asked.
4.
Uncle Khaled ________ (buy) some drinks while the boys ________ (read) about the
teams.
5.
167
Photocopiable extra practice worksheets
Extra practice worksheet 5
1. 2. 3.
4. 5.
Look at the pictures again. Do they sink or float? Complete and write.
If you put ________ in water, it ________ .
1.
2.
3.
4.
5.
168
Photocopiable extra practice worksheets
Extra practice worksheet 6
1. a. b.
2. a. b.
3. a. b.
4. a. b.
5. a. b.
5m deep
5 km long
6. a. b.
15 km long 15 km wide
170
Listening tests
3 Listen and complete the questions. Write the answer
1. What are you doing on Saturday afternoon? Are you ?
2. We’re going to the theme park. Would you like ?
3. What are you doing at the ?
4. We’re going to the planetarium tomorrow. Can you come ?
5. Would you like to play football on ?
6. Zeinab is meeting her friends on Friday. Can I ?
2. a. b.
3. a. b.
4. a. b.
5. a. b.
6. a. b.
171
Listening tests
5 Listen and match
a. b. c.
d. e. f.
d. e. f.
g. h. i.
172
Listening tests
7 Listen and tick
1.
a. b.
2.
a. b.
3.
a. b.
4.
a. b.
173
Audioscripts and answers
1 Listen and complete 3 Listen and complete the questions. Write the answer
Today you are going to do a project. 1 What are you doing on Saturday afternoon? Are you free?
First, use an encyclopaedia to find out information. Look at Yes, I am.
the index to find the number of the page. That’s right.
2 We’re going to the theme park. Would you like to come?
Now you can do your project. Look up words in a dictionary
Yes, I’d love to.
to check the spelling.
Have you finished? Good. Now check your partner’s work. 3 What are you doing at the weekend?
Well done! Now I can mark your work. I’m visiting my grandparents.
4 We’re going to the planetarium tomorrow. Can you come
Answers: 1. use with us?
2. Look I’m sorry, I can’t.
5 Would you like to play football on Saturday morning?
3. words Yes, please.
4. finished 6 Zeinab is meeting her friends on Friday. Can I go with her?
5. check Yes, you can go.
Answers: 1. b
2. a
3. b
4. a
5. b
6. b
174
Audioscripts and answers
5 Listen and match 7 Listen and tick
Narrator: 1 1. People used this jug to carry water. It’s made of glass.
Girl: Let’s help Mum and Dad. I’ll tidy up. I’ll put the 2. It’s not made of metal. It’s made of stone. It’s a knife.
books on the bookshelf.
3. If you put wood in water, it floats.
Narrator: 2
Boy: I’ll wash the car. 4. If you put metal in water, it sinks.
Narrator: 3 Answers: 1. a
Girl: Next I’ll put some flowers in a vase. 2. b
Narrator: 4 3. b
Boy: We can help Mum to make lunch. I’ll wash the 4. a
vegetables.
Narrator: 5 8 Listen and complete
Girl: I’ll set the table. What do I want to be? I want to be a tour guide. Why? I want
Narrator: 6 to be a tour guide because I love travelling. I like meeting
people and I like speaking English. In the future, people will
Girl and boy: After lunch, we’ll both have a rest! travel more. It will be important to have tour guides. I would
like to visit many places in Jordan and many countries round
Answers: a. 3 the world. Being a tour guide is my perfect job. That’s my
b. 5 dream for the future.
c. 1
Answers: 1. tour guide
d. 6
e. 2 2. because
f. 4 3. speaking
4. future
6 Listen and tick
5. will
Girl: Mum, can I ask you some questions please?
6. important
Woman: Yes, of course.
7. Jordan
Girl: What could you do when you were young? Could
you do embroidery? 8. world
Woman: No, I couldn’t. But I could knit. I could make 9. perfect
mosaics, too. 10. dream
Girl: That’s great. Could you make models?
Woman: No, I couldn’t. But I could fly a kite.
Girl: Could you use a computer when you were young?
Woman: No, I couldn’t. We didn’t have computers then.
But I could speak English and do Maths.
Girl: You could cook, too! You helped Grandma make
the lunch.
Woman: That’sr ight.
Answers: b. ✔
c. ✔
e. ✔
g. ✔
h. ✔
i. ✔
175
Speaking tests
Speaking tests should evaluate the pupils’ skills in presenting correct information using appropriate communication skills,
which include error-free language, appropriate choice of vocabulary and good contact with the audience. Pupils should not
feel threatened by such an activity; encourage them to approach the speaking tests confidently. Some types of tasks require
pupils to present information about themselves to the whole class, while others require pair work. The following are sample
tasks that follow the same instructions found in the Pupil’s Book.
176
Speaking tests
You can use one of the following assessment tools for the speaking tasks. The first is more appropriate for class
presentations and the second for pair work activities, which involve formal interaction.
Speaking Checklist
Pupil’s name: ___________________ Date: _________________
Activity: ____________________
The pupil can… YES NO
Speaking scale
Pupil’s name: ___________________ Date: _________________
Activity: ____________________
The pupil can… Excellent Well Fair
177
Reading tests
1. Read and tick (9) or (8) cross
Dear Fatima,
There was a summer festival in our town last week. Have you ever been to a festival?
The festival is about twenty years old. It’s a week long. There are many stalls there and things for children to do. In my Dad’s
opinion, it’s the most interesting event in the year.
We loved looking at the enormous book stall. There were hundreds of books by writers from different countries. In my opinion,
the books by the Jordanian writers were the best. My mum bought me a book about animals and we bought a story book for
my little cousin, Ibrahim.
There were lots of stalls at the fair. My brother likes stories, so he went with my dad to listen to the author reading her story. I
prefer puppets, so I went to the puppet show. Then we went to the face painting stall. That was fun.
Mum was happy too. She went to the craft market and bought a beautiful mosaic.
It was great! I’m going to the festival again next year. Would you like to come? You would love it.
Best wishes
Amal
Yes No
1. It was the first festival in Amal’s town.
2. There was a small book stall.
3. Amal’s new book is about animals.
4. Amal listened to a story.
5. Amal and her brother went to the face painting stall.
6. Amal wants Fatima to come to the festival next year.
Answers: 1. No (it’s twenty years old) 2. No (the book stall was enormous) 3. Yes 4. No (she went to the puppet show)
5. Yes 6. Yes
Answers:
1. He works at the nature reserve at Ajloun. 2. Because he has loved animals since he was at school. 3. He has worked there
for five years. 4. Because some of the plants and animals are endangered. 5. No, they won’t, because they want the nature
reserve to be a quiet place for people, plants and animals. 6. The guidebook tells people about the nature reserve and about
their dreams for the future.
178
Writing tests
1. Choose and complete 4. Write about sports and activities you have and haven’t
done.
punc chi jewel plas broi guide snor
tinct pass coun fa kil
1. word 2. ometres
3. scinating 4. ckens
5. kelling 6. em dery
7. ture 8. book
9. tic 10. ac tant
11. ____________ lery 12. ex
Answers: 1. password 2. kilometres 3. fascinating
4. chickens 5. snorkelling 6. embroidery 7. puncture 5. Write the sentences about the past using the words in
8. guidebook 9. plastic 10. accountant 11. jewellery brackets
12. extinct 1. We (see) our grandparents while we (walk) to the bird park
last Saturday.
2. Use the words from Exercise 1 to complete the sentences
1. Ghada can’t ride her bike. I’ll mend the ____________ . 2. We (tidy) up while we (wait) for our uncle and aunt
yesterday.
2. The ____________ is made of metal and glass.
3. Type in your ____________ . 3. Is he thirsty? No, he (have) a drink while he (watch) the
4. I haven’t tried ____________ , but I’ve been swimming. puppet show.
180
Vocabulary Activities
3. Odd one out
● Choose three words from a vocabulary set, for example: patient, prescription, injection, plus one ‘odd one out’, for example:
hiking.
● You can say the words, use flashcards, draw pictures or write the words on the board in any order.
● Pupils say the odd word out.
4. Picture Sequences
● For this activity, you will need to draw a sequence of pictures on the board, or prepare flashcards that you can display clearly
on the wall or board. You will then need to copy the sequence together with two alternative sequences.
● Pupils look at the sequence and find the matching one from the choices.
● They say why the sequence is correct by naming what is in the pictures. The example below uses animals, but any vocabulary
set can be used:
Sequence 1: Draw a lizard, a lizard, a gazelle, a lizard, a lizard, a gazelle, a bear and giraffe.
● Ask which of the following patterns matches sequence 1.
Sequence 2: Draw a lizard, a gazelle, a lizard, a lizard, a gazelle, a bear, a giraffe, a lizard.
Repeat above Sequence 1 (this is the correct answer).
Sequence 3: Draw a lizard, a lizard, a gazelle, a lizard, a lizard, a bear, a giraffe, a gazelle.
5. What is in a word?
● This activity is useful to develop pupils’ general vocabulary and to practise spelling.
● Write three words on the board, for example: sand, cat, fair.
● Write fascinating on the board below the three words. Pupils work out which of the three words use the same letters that
appear in fascinating (answer: cat).
7. Sequences
● This game can be used for numbers or times.
● Write a sequence of numbers or times on the board, but with one of the sequence missing. Pupils identify the missing item
by working out the sequence. For example, for time (the answer is 250):
100, 150, 200, ? , 300, 350
181
Vocabulary Activities
9. What am I?
● Prepare flashcards with the name of a job or an animal on them, for example: teacher, elephant. Give a card to each pupil
face down.
● The pupil shows the card to their partner without looking at it. They must then ask questions to find out which job/animal
they are, for example: Do I work in a school?
● Pupils continue until they guess correctly. If you wish, ask pupils to count how many questions they need to ask before they
guess correctly. The winner is the pupil who guesses after the fewest number of questions.
12. A hunt
● Think of an object in the classroom. It can be a piece of furniture, pupils’ belongings or your own.
● Ask the students to guess what you’ve thought of. Share with them your point of reference for feedback: its location, the first
letter or the concept.
● As pupils suggest answers, give feedback if they’re close to the object.
● Alternatively you can divide the class into 2 teams; one thinks of an object and the other guesses it.
182
Grammar games
1. Who is it?
● Use the following game to practise language expressing wishes (language from Unit 3).
● Prepare the charts below to photocopy, or copy them onto the board.
● Ask pupils Who is it? Say the following sentences (answers in brackets).
I’d like to buy a book. (Mariam)
I’d prefer to see the storyteller. (Sameer)
I wouldn’t like to watch the puppet show. (Mariam)
I would like to visit the craft stall. (Sameer)
4. A story
● This activity practises the past continuous and the past simple (language from Unit 9).
● Tell the pupils that you had an adventure yesterday. They must find out what happened by asking questions.
● Make a statement with while to begin the story. Say, for example While I was coming to school yesterday … Pupils put up their
hands to suggest what happened, e.g. You met an old man. Make the beginning of the next sentence, e.g. While I was talking to
the old man … Pupils suggest what happened next. Continue in this way until the story is finished.
● The point of the game is that the adventure that happened to you will be invented by the pupils’ suggestions. This can lead
to some interesting and fun ideas! Encourage them to make as many suggestions as they can.
9. Guess what it is
● Divide the class into two teams.
● Have one pupil from a team come to the front of the class and face the pupils.
● Write a word on the board. Ask the pupil’s team to describe what the word is without naming it. They can use structures
from Unit 1 There is/There are. Give a limited amount of times they can describe the word.
● Alternatively, the pupil in front of the class can ask questions about the word using How long/tall/old … from Unit 2.
● The team who guesses the words within the limited number of guesses wins.
184
Letter formation guidelines
a pull back, around, up, and down, pull down, up, over and down,
add join across
pull down, up, around, add join pull down, up, around and in,
around and in
e pull across, back and around, pull down, across, across, and
continue up to next letter if across
necessary
pull back, around, up, down and pull back, around, down
under, loop round if joining
pull down, up, over, and down, add pull down, pull down, across
join
pull down, loop around, pull in, pull pull down, slant in, slant out,
out, add join add join
m pull down, up, over, down and up, pull down, slant down, slant up,
over and down, add join pull down
185
Letter formation guidelines
n pull down, up, over and down, add pull down, slant down, pull up
join
o pull back and around, add loop if pull back and around
joining
pull down, up and around, add loop pull down, up and around
if joining
pull back, around, up, down and pull back and around, cross
up, continue to next letter if joining
r pull down, up, and over, continue to pull down, up, around, and in, and
next letter if joining slant down
s pull back, in, around and back, add pull back, in, around, down, and
join back around
u pull down, around, up and down, pull down, around, up, pull down
continue to next letter if joining
w slant down, up, down, up, add join slant down, up, down, up
x pull forward and round, lift, pull slant down across, slant down
back and round, continue to next across
letter if joining
pull down, curve round, pull up, pull slant in, slant, and down
down and loop back and round
186
Letter formation guidelines
Photocopiable page
187
Wordlist of Grade 1
apple (U:18) feet (U:19) please (U:1)
apples (U:17, 20) fish (U:17, 18) raining (U:12)
arms (U:19) five (U:4, 6, 10, 15) red (U:2, 3, 5, 6)
bag (U:3, 4, 5, 6, 15) foot (U:19) ride a bike (U:16, 20)
ball (U:15) four (U:4, 6, 10) robot (U:3, 4, 5)
banana (U:18) friend (U:7, 10) run (U:16, 20)
bananas (U:20) game (U:9) sad (U:12)
bathroom (U:8, 15) girl (U:4, 5) salad (U:17, 18, 20)
bathtub (U:11) girls (U:1) school (U:7)
bed (U:11) goodbye (U:4) seven (U:6, 10)
bedroom (U:8) green (U:2, 3, 4, 5, 6) shelf (U:11)
bike (U:14) hands (U:19) shirt (U:13)
bird (U:4, 6) happy (U:12, 20) shoes (U:13)
black (U:3, 6) head (U:19) shop (U:13)
blue (U:2, 3, 5, 6) hello (U:1) sister (U:7)
book (U:3, 4, 5, 10) her (U:7) sit down (U:1, 5)
box (U:11, 15) his (U:7) six (U:6, 10)
boy (U:5, 10) hop (U:16, 20) skirt (U:13)
boys (U:1) hot (U:12) socks (U:13)
bread (U:18, 20) ice cream (U:18, 20) sofa (U:11, 15)
brother (U:7, 10) in (U:8, 11, 19) sports centre (U:16)
bus (U:14) jacket (U:13) stand up (U:1, 5)
can (U:6) juice (U:17, 18, 20) sunny (U:12)
car (U:4, 7, 14, 15) jump (U:16, 20) swim (U:16)
CD (U:9) kitchen (U:8, 15) table (U:2, 3, 4, 5, 6)
CD game (U:15) legs (U:19) tea (U:17, 18)
chair (U:2, 4, 5, 6) living room (U:8, 15) teacher (U:7, 10)
chicken (U:17, 18, 20) man (U:19) ten (U:6, 10)
classroom (U:2) milk (U:17, 18) thank you (U:1)
clock (U:2, 5, 6) mouth (U:19) this (U:1)
close (v) (U:12) mum (U:7, 10, 15) three (U:4, 6, 10)
cold (U:12) my (U:7) touch (U:19)
computer (U:9, 15) name (U:1) train (U:14)
dad (U:7, 10, 15) nine (U:6, 10) tree (U:4, 6)
date (U:18) nose (U:19) trousers (U:13)
dates (U:20) on (U:11) TV (U:11)
doll (U:9, 15) one (U:4, 6, 10) two (U:4, 6, 10)
door (U:2, 5, 6) open (U:12) under (U:11, 19)
draw (U:19) orange (colour) (U:13) wall (U:11)
dress (U:13) orange (U:18, 20) washing machine (U:13)
ear (U:19) park (U:12) water (U:20)
egg (U:18) pen (U:3, 5, 6) white (U:3, 4, 5, 6)
eight (U:6, 10) pencil (U:3, 4, 5, 10) window (U:2, 3, 5)
eye (U:19) pink (U:13) yellow (U:3, 5, 6)
188
Wordlist of Grade 2
alphabet (U:15) headache (U:7 & U:8) tall (U:11 & U:12)
alright (U:7) help (U:3 & U:4) tennis (U:14)
animal (U:5) home (U:7) tennis racquet (U:13 &
U:16)
aunt (U:2 & U:4) hungry (U:7 &U:8)
thirsty (U:7 & U:8)
baby (U:2) ill (U:7 & U:8)
tidy bedroom (U:3 &
bear (U:5 & U:8) Jordan (U:1 & U:4) U:16)
big (U:5 & U:8) letter (U:15 & U:16) tiger (U:5)
board (U:1 & U:4) lion (U:5 & U:8) time (U:10)
breakfast (U:12) live (v) (U:2 & U:4) tired (U:7)
brown (U:11 & U:12) long (U:11) today (U:3)
brush teeth (U:10) lunch (U:12) toothache (U:7 & U:8)
cake (U:9 & U:12) notebook (U:13) T-shirt (U:13 & U:16)
catch (U:6 & U:8) numbers 11-21 (U:9) turn (U:1)
children (U:1) nut (U:9 & U:12) turtle (U:6 & U:8)
climb (U:6 & U:8) o’clock (U:10 & U:12) uncle (U:2 & U:4)
cooking (U:14 & U:16) olive (U:9 & U:12) visit (U:3 & U:4)
cousin (U:2 & U:4) page (U:1) visitor (U:10 & U:12)
cycling (U:14 & U:16) painting (U:14 & U:16) walk (U:6 & U:8)
dates (U:10) park (U:3 & U:4) watch (U:10)
days of the week (U:3 & pencil case (U:1 & U:4) who (U:2)
U:4) play (U:3 & U:4) wrong (U:15)
desk (U:1 & U:4) playing football (U:4 & young (U:5 & U:8)
earache (U:7 & U:8) U:14)
zoo (U:3 & U:4)
elephant (U:5 & U:8) playing tennis (U:16)
Excuse me (U:7) present (U:13)
fig (U:9 & U:12) pyjamas (U:13 & U:16)
fly (U:6 & U:8) read (U:3 & U:4)
football (U:13 & U:16) reading (U:14 & U:16)
fox (U:6) right (U:15)
get up (U:10 & U:12) rubber (U:1 & U:4)
giraffe (U:6 & U:8) ruler (U:1 & U:4)
go to bed (U:10 & U:12) running (U:14 & U:16)
go to school (U:10 & salad (U:14 & U:16)
U:12) school (U:3)
good morning (U:1 & (school) trip (U:3)
U:4)
see (U:5)
grandma (U:2 & U:4)
short (U:11 & U:12)
grandpa (U:2 & U:4)
sing (U:6 & U:8)
grandparent (U:2)
small (U:5 & U:8)
grey (U:11 & U:12)
stomachache (U:7 &
guess (U:6 & U:8) U:8)
half past (U:10 & U:12) stork (U:6 & U:8)
hat (U:13 & U:16) sunglasses (U:13 & U:16)
have breakfast (U:10) surname (U:15 & U:16)
have lunch (U:10) sweet (U:9 & U:12)
189
Wordlist of Grade 3
a lot of (U:10, U:15 & favourite (U:2, U:4, menu (U:6 & U:8) snowy (U:5 & U:8)
U:16) U:5, U:7, U:8, U:12 & mountain (U:10, U:11 & speak (v) (U:10)
airport (U:3 & U:9) U:16) U:12) sports centre (U:9 &
April (U:13) February (U:2, U:4, museum (U:9, U:12 & U:15)
U:5, U:6, U:7, U:8, U:12 U:16)
Arabic (U:2) & U:16) spring (U:5 & U:8)
aubergine (U:6, U:8 & near (U:9 & U:12) stamp (U:14)
finish (U:2)
U:15) new (U:2, U:4, U:9 & start (U:2, U:13 & U:16)
flag (U:13) U:10)
August (U:13) summer (U:5 & U:8)
flower (U:13 & U:16) newspaper (U:7)
autumn (U:5 & U:8) take (v) (U:7, U:8,
fly (v) (U:3, U:4, U:7, next to (U:1, U:4, U:9,
baker’s (U:14 & U:16) U:10, U:11, U:12 & U:13)
U:11 & U:12) U:14 & U:16)
balloon (U:1, U:4 & U:13) teacher (U:3, U:4,
forget (v) (U:10, U:13 & November (U:13) U:10, U:11, U:12, U:13 &
basketball (U:7, U:8 & U:15) U:16)
U:15) nurse (U:3 & U:4)
fridge (U:1) teeth (U:15, U:16)
before (U:15 & U:16) October (U:13 & U:16)
frog (U:11 & U:12) theatre (U:9 & U:12)
bin (U:1, U:4 & U:10) opposite (U:14 & U:16)
fruit (U:14, U:15 & U:16) timetable (U:2 & U:4)
book (U:1, U:4, U:7, owl (U:11 & U:12)
garden (U:7 & U:8) tomorrow (U:1, U:4 &
U:8, U:10, U:14, U:15 & perfume (U:13 & U:16)
U:16) goat (U:11 & U:12) U:7)
phone (U:7 & U:8)
bookshop (U:14 & U:16) good (U:15 & U:16) toothbrush (U:15)
photo (U:1, U:2, U:4,
brush (v) (U:15 & U:16) good night (U:1) U:7, U:8, U:10, U:11 & town (U:9 & U:16)
building (U:9 & U:12) guide (U:10, U:11 & U:12) U:12) toy (U:14 & U:16)
butcher’s (U:14 & U:16) healthy (U:6, U:15 & pilot (U:3 & U:4) toy shop (U:14 & U:16)
U:16) plane (U:3, U:4, U:7 & train station (U:9 &
buy (U:13, U:14 & U:16)
hear (v) (U:11) U:9) U:12)
Canada (U:5, U:8 &
U:16) hill (U:9 & U:12) plant (v) (U:13) travel (v) (U:3, U:4, U:5
holiday (U:8, U:13 & post office (U:14 & U:16) & U:10)
card (U:13)
U:16) put (v) (U:10 & U:16) vegetable(s) (U:6, U:8,
cat (U:11, U:12 & U:16) U:14, U:15 & U:16)
hospital (U:3, U:4 & U:9) rainy (U:5 & U:8)
chef (U:3 & U:4) wardrobe (U:1 & U:4)
hotel (U:9 & U:12) ready (U:1, U:2 & U:8)
chemist’s (U:14 & U:16) wash (v) (U:15 & U:16)
ice-skating (U:5 & U:8) restaurant (U:3, U:4,
city (U:9 & U:12) weather (U:5, U:8 &
important (U:13) U:6, U:9, U:12 & U:14) U:16)
coffee (U:6 & U:8)
Islamic Education (U:2 rice (U:6, U:7, U:8 & windy (U:5 & U:8)
cold (U:5, U:8 & U:11)
& U:4) U:16)
cook (v) (U:7 & U:8) winter (U:5 & U:8)
January (U:13 & U:16) ring (v) (U:7 & U:8)
cooker (U:1 & U:4) wolf (U:11 & U:12)
July (U:13 & U:16) river (U:11 & U:12)
country (U:3, U:4 & U:5) work (v) (U:3, U:4 &
June (U:13 & U:16) Roman (U:9 & U:12) U:16)
December (U:13)
lamb (U:6, U:7, U:8, rubbish (U:10) write an email (v) (U:7
delicious (U:6, U:8 & U:14, U:15 & U:16) & U:8)
U:13) safe (U:11)
leave (U:2) scarf (U:13 & U:16)
do exercise (v) (U:15 &
U:16) lentil(s) (U:6 & U:8) Science (U:2 & U:4)
do homework (v) (U:10) leopard (U:11 & U:12) season (U:5, U:8 & U:16)
doctor (U:3 & U:4) lesson (U:2, U:4 & U:10) September (U:13)
drink (v) (U:10, U:11, U:12 March (U:13 & U:16) set the table (v) (U:7 &
& U:15) market (U:9, U:12, U:13, U:8)
drive (v) (U:3) U:14 & U:16) shoe shop (U:14 & U:16)
eagle (U:11, U:12 & U:16) Maths (U:2, U:3 & U:4) shout (v) (U:10, U:12 &
eat (v) (U:11, U:12, U:15 & May (U:13) U:15)
U:16) meal (U:6, U:7, U:8 & sky (U:11)
English (U:2, U:4, U:10 & U:16) sleep (v) (U:10, U:11, U:12
U:16) meat (U:14, U:15 & U:16) & U:15)
excuse me (U:14 & U:16) medicine (U:14) snowman (U:5 & U:8)
190
Wordlist of Grade 4
across (U:7, U:9) dry (U:10) mobile phone (U:14) U:18)
after (U:1, U:3, U:4, U:6, DVD (U:14) morning (U:4, U:9, U:10, stadium (U:2, U:4, U:11)
U:9, U:13, U:18) east (U:6, U:9, U:10) U:12, U:13, U:15, U:16) stage (U:11, U:13)
afternoon (U:7, U:9, enjoy (U:14, U:18) mosaic (U:16, U:18) star (U:10, U:13, U:14,
U:11, U:12, U:13) evening (U:12) mouse (U:3) U:18)
air (U:17, U:18) famous (U:15) neck (U:12) steps (U:7, U:9, U:11)
Arabic (U:1, U:4) farm (U:6, U:9, U:10) night (U:10, U:13, U:14, stone (U:11)
around (U:1, U:4, U:10, fast (U:2, U:4, U:5, U:10) U:18)
U:11, U:16, U:17) story (U:16, U:18)
football match (U:2, north (U:6)
arrive (U6, U:15, U:16) street (U:11, U:13)
U:6, U:7) past (n) (U:11, U:12, U:13,
beach (U:5, U:9, U:14, U:14, U:18) sun (U:7, U:9, U:10, U:17)
forest (U:8, U:9, U:11, sun hat (U:6, U:9, U:17)
U:16, U:18) P.E. (U:1)
U:13)
beautiful (U:8, U:12, people (U:2, U:5, U:8, swim (U:2, U:3, U:4, U:5,
U:13, U:15, U:16, U:18) fountain (U:11, U:13)
U:9, U:11, U:12, U:13, U:7, U:9, U:11, U:15)
between (U:11, U:13) frightened (U:8, U:12) U:14, U:15, U:18) table tennis (U:2, U:4,
boat (U:5, U:9, U:16) fun (U:2, U:4, U:7, U:10, pick (v) (U:6, U:9, U:17) U:6, U:7, U:9, U:14, U:18)
U:12, U:13, U:14, U:17)
bottom (U:5, U:9, U:15) picnic (U:6, U:7, U:9, take (v) (U:5, U:6, U:7,
gate (U:7) U:16)
break (n) (U:1) U:9, U:17, U:18)
gentle (U:17) planet (U:10, U:13)
bridge (U:7, U:9, U:13, team (U:4)
U:16) glass (U:5, U:9) planetarium (U:10, U:13) tent (U:12, U:13, U:14,
bright (U:10, U:13) go up (U:7) plant (v) (U:6, U:9, U:12, U:17, U:18)
brush (n) (U:6, U:9) ground (U:17) U:17, U:18) the Earth (U:10, U:13)
bronze (U:9, U:16) grow (v) (U:17) play the piano (U:5, think (U:4, U:8, U:14)
camel (U:12, U:14, U:15) gold (U:16) U:7, U:9)
top (U:7, U:9, U:11, U:13)
camera (U:6, U:9) hall (U:1, U:2) postcard (U:5, U:9, U:10,
U:16) tower (U:16)
canyon (U:15) handball (U:2, U:4, U:7)
pretty (U:8, U:13, U:15) tunnel (U:15)
careful (U:17) help (v) (U:2, U:6, U:7,
U:12, U:13, U:14, U:17, printer (U:3) turn around (U:10, U:13,
carry (U:12, U:14, U:15, U:18) U:17)
U:17) project (n) (U:3, U:4,
hole (U:17) U:7, U:9, U:13, U:18) twelfth (U:7, U:9)
carve (U:15, U:18) use (v) (U:3, U:4, U:6,
hotel (U:5, U:9, U:11, pool (U:11, U:12, U:13)
cave (U:15) U:14, U:15) U:7, U:12, U:13, U:14,
pupil (U:1, U:7, U:13)
castle (U:5, U:9) Islamic Education (U:1, U:17)
radio (U:14, U:18)
CD (U:14, U:18) U:5) valley (U:6, U:9)
rocks (U:15, U:18)
century (U:7, U:9, U:15, jackal (U:8, U:13) village (U:14, U:16)
U:16) room (U:3, U:7, U:10,
keyboard (U:3) U:15, U:18) volleyball (U:2, U:4, U:9,
chicken (U:1, U:3, U:6, laboratory (U:1) U:14, U:15, U:17)
U:7, U:9) roots (U:17)
last week (U:14, U:16, rug (U:16) wait (U:5, U:7, U:9, U:12,
clean (U:2, U:17, U:18) U:18) U:17, U:18)
clothes (U:12) sail (U:2, U:4, U:5, U:17)
last year (U:14, U:18) same (U:11) wake up (U:7)
coin (U:16, U:18) laugh (v) (U:14) warm (U:3, U:6, U:7,
colourful (U:16) sea (U:5, U:9, U:16, U:17)
leaf/leaves (U:9, U:17, send (U:3, U:4, U:7, U:13)
diary (U:3, U:4, U:9, U:18) water (v) (U:17, U:18)
U:12, U:13, U:14, U:18) U:16, U:18)
learn (v) (U:3, U:4, U:10, sew (U:12) waterfall (U:3, U:18)
dolphin (U:5, U:9, U:17) U:12, U:15)
shade (U:17) wave (v) (U:12)
dangerous (U:8, U:9) library (U:1, U:3, U:4,
dark (U:10, U:13, U:14) U:6, U:7, U:10, U:15, shark (U:5) weekend (U:4, U:9, U:11,
U:17, U:18) sheep (U:16) U:13)
day (U:1, U:4, U:10, U:12,
U:13, U:17) light (adj) (U:10) ship (U:12) west (U:6, U:9, U:10)
decide (v) (U:12, U:15) look down (U:7, U:9) show (v) (U:1, U:13, U:15) wet (U:10, U:13)
deer (U:8, U:9, U:13, lunchtime (U:16) silver (U:16, U:18) win (U:2, U:4)
U:18) make a video (U:5, U:7, sixth (U:16) wolf (U8, U:9, U:13)
desert (U:12, U:14, U:18) U:9) Social Studies (U:1) wood (U:17)
different (U:11, U:13) map (U:16, U:18) south (U:6) wool (U:16)
dig (v) (U:17, U:18) monitor (U:3, U:4) spade (U:17, U:18) yesterday (U:12, U:13,
drink (n) (U:10, U:12) moon (U:10, U:13) squirrel (U:8, U:9, U:13, U:14, U:15, U:16, U:18)
191
Wordlist
Extra classroom
of Grade
activities
5
ago (U6, U9) expensive (U7) lettuce (U10) scientist (U6, U16, U18)
all (U2, U3, U5, U7, U15, family (U1, U4, U7, U8, look after (U12) seed (U17)
U17) U10, U13, U15) lorry (U5, U9) serve (v) (U11, U13)
along (U1) farmer (U11, U13) lot (U1, U2, U6, U12, sewing (U3, U4)
also (U10) feel (v) (U11) U13, U14, U15, U16, U17, shape (U2, U4)
answer (v) (U5) finally (U11, U13) U18) shopping centre (U8,
Arabian Oryx (U12, U13) firefighter (U6, U16) love (U10, U15) U9)
architect (U16, U18) fire station (U6) low (U17, U18) shopping list (U10)
astronaut (U16, U18) firework (U15, U17) show (U12)
first (U11, U13, U15) mansaf (U10) side (U2, U3, U11)
band (U15) fizzy drinks (U14) married (U15) skyscraper (U16, U18)
baklava (U10) floor (U16) metre (U7) sleeve (U3, U4)
because (U12, U13, U14, flour (U10, U13) mix (v) (U11, U13) slide (U1)
U15, U17, U18) food (U8, U11) model plane (U1) smell (v) (U7, U11, U13)
become (U15) football boots (U8, U9) motorbike (U5, U9) so (U14, U17)
bee (U2, U7) friendly (U3, U4) muscles (U14, U18) soft toy (U1, U4)
beginning (U13) frying pan (U11) soil (U12)
blanket (U7) future (U16) national (U12, U13, U15) something (U2, U16)
blouse (U8, U9) nature reserve (U12, soon (U6, U8)
bowl (n) (U11, U13) U13, U17) sound (v) (U11)
Grade (U2, U6)
bowling (U8) need (U18) space (room) (U16)
grow up (U16, U18)
bowling alley (U8) next (U11, U13) spices (U10, U11, U13)
bracelet (U7, U9) noise (U15, U18) spoon (U11)
hard (U14, U18)
butter (U10, U13) noisy (U11, U13) sports shop (U8, U9)
health (U14, U17, U18)
north-east (U17, U18) square (U2, U4)
heart (U14, U18)
carefully (U15) now (U2, U3, U5, U12, study (v) (U3, U18)
heavy (U7) U15, U18)
celebrate (U15) helicopter (U5, U9) surprise (U12)
celebration (U15, U18) helpful (U3, U4) swing (n) (U1)
chocolate (U8) of course (U10)
herbs (U10, U13) office (U16)
circle (U2) taste (v) (U11, U13)
hexagon (U2) Olympic Games (U14)
class (U5) tell (U13)
hi (U3) onion (U10, U11, U13)
clever (U3) theme park (U1)
high (U17, U18) ostrich (U12)
clothes shop (U8, U9, then (U11, U13)
U13) history (U6)
thing (U6)
collection (U5) honey (U2) pepper (U10, U11, U13) together (U7, U10)
costume (U3, U4) horse (U2, U7, U9) picture (U1, U2, U3, U5, tomatoes (U6)
countryside (U2, U12) hour (U7) U8, U12) too (U1, U2, U4, U8, U11,
crowd (n) (U15) hunt (v) (U12) place (n) (U17, U18) U12, U14)
cupboard (U10) plate (U10, U11, U13) transport (U5, U9)
cut (U11) Independence Day (U15, point (U12, U13) triangle (U2, U4, U13)
cut down (U12) U18) policeman (U6) trunk (U7)
inside (U2) port (U17, U18)
dear (U3) interesting (U4, U6, U7, potato (U11, U13) useful (U7, U9)
U9) powerful (U5)
dentist (U6, U16)
invent (U16, U18) quarter past (U8) vegetables (U10)
dentist’s surgery (U6,
U9) iris (U12) Queen (U15) view (U12)
design (v) (U16, U18) question (n) (U5)
discover (U16, U18) jeweller’s (U8, U9) want (U6, U12, U18)
display (n) (U15) rattle (U7) water park (U1, U3)
keep (U11) rectangle (U2, U3, U4, weigh (U7)
early (U12, U13, U14) kilo (U7) U13) wild (n) (U12, U13)
earrings (U7) kind (adj) (U3, U4, U7) road (U16) wild cat (n) (U12)
energy (U14, U18) King (U15) woman/women (U3)
equal (U2) knock (U15) sail (U17, U18) writing (n) (U6)
everyone (U11, U13, U16, know (U2, U3, U7) salt (U10, U11, U13, U17)
U18) salty (U17) yoghurt (U10, U11, U13)
excited (U5, U6, U12, lake (U17) same (U12)
U13) land (n) (U17) sauce (U10, U12, U13)
exercise (n) (U14, U18) late (U14) saucepan (U11)
192