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Arab Republic of Egypt

Ministry of Education
Book Sector

Time for English is a six-level communicative course for


children who are studying English for the first time. The
series develops students’ speaking, listening, reading, and
writing skills through activities that appeal to their curiosity
and sense of fun.
The syllabus progresses at a natural, steady pace and
offers students many opportunities to practice new
TEACHER'S BOOK
language. Three recurring characters - Kareem, Mona and
Sokkara the puppet - help maintain student interest and
PRIMARY FIVE
involvement throughout the series.
Each level of Time for English contains:
Student’s Book Jennifer Taylor
Audio Cassette and CD Dorothy Bukantz
Workbook Susan Rivers
Teacher’s Book
Setsuko Toyama
Time For English Teacher’s Book 5 provides detailed lesson
plans, teaching tips, game ideas, and photocopiable Tests
and Worksheets for English Time Student’s Book 5.

2014 ‫ ــ‬2015
‫الحديثة للطباعة والتغليف‬ ‫غري م�صرح بتداول هذا الكتاب خارج وزارة الرتبية والتعليم‬
Arab Republic of Egypt
Ministry of Education
Book Sector

TEACHER'S BOOK

Jennifer Taylor
Dorothy Bukantz
Susan Rivers
Setsuko Toyama

Adaptation for Egypt


Nadia Touba
Sahar Rizk

2014 ‫ ــ‬2015
‫غري م�صرح بتداول هذا الكتاب خارج وزارة الرتبية والتعليم‬
Table of Contents

Syllabus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Sample Pages and Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Conversation Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Word Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Practice Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Phonics Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Reviews . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Teacher Resource Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Classroom Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Multiple Intelligences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Teacher Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Practical Teaching Tips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Teacher’s Log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Unit Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Classroom Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Do You Remember?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Unit 1 : At the Campsite . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Unit 2 : At the Amusement Park . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Unit 3 : Around the House. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Review 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Unit 4 : In Town . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Unit 5 : At the Food festival . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Unit 6 : During the Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Review 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Unit 7 : At the Aquarium . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
Unit 8 : At the Safari Park . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Unit 9 : By the Seashore . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
Review 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Unit 10 : At the Summer Camp . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Unit 11 : At the planetarium . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
Unit 12 : At School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
Review 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
Games and Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
Workbook Instructions and Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
Worksheet Instructions and Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
Revision and Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199
Card List. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 232
Word List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234
Syllabus

READING/
UNIT TOPIC LISTENING/ SPEAKING PHONICS GRAMMAR
WRITING

Do you • introducing oneself


Remember? • giving personal information

1 At the Campsite • asking & telling time • write sentences • Distinguish between • Yes / No
• stating what one will eat • read sentences consonant blends: questions with
• expressing a favorite food • vocabulary: camping ch, sh, voiced th, did
• inquiring about past activities activities voiceless th, br, pr, • Simple past
• identify speakers in a gr, tr, dr, cr, sl, pl, fl,
conversation sp, sn, sm
• Associate sound of
letters with written
form

2 At the • expressing physical states • write sentences • Identify sound of • Simple past
Amusement Park • making suggestions • read sentences final ed with irregular
• expressing preferences • vocabulary: leisure • Associate sound of verbs
• asking about & stating a activities letters with written (affirmative
problem form and negative
• offering help statements)
• describing what someone did
or did not do
• identify speakers in a
conversation

3 Around the • offering help • write sentences • Identify sound of • Wh- questions
House • expressing gratitude • read sentences final ed with what
• expressing a physical state • vocabulary: • Associate sound of • Irregular simple
• inquiring about past activities everyday letters with written past
• identify speakers in a household chores form
conversation

Review • participate in a conversation • recognise and


• identify meaning of a produce words
conversation vocabulary

4 In Town • asking about location • write sentences • Identify sound of • Future with
• giving directions • read sentences final-le going to
• requesting clarification • vocabulary: actions • Associate sound of (affirmative
• expressing gratitude letters with written and negative
• describing future activities form statements)
• identify speakers in a
conversation

5 At the Food • asking about & offering food • write sentences • Identify sound of • Wh- questions
festival • asking questions about future • read sentences final-er with what
meals • vocabulary: foods • Associate sound of • Future with
• identify speakers in a letters with written going to
conversation form

6 During the Year • eliciting & expressing personal • write sentences • Distinguish between • Future with will
opinion • read sentences sounds of al, au, aw (affirmative
• asking for & giving directions • vocabulary: seasons • Associate sound of & negative
• describing future activities & seasonal letters with written statements)
related to seasons activities form
• identify speakers in a
conversation

4
READING/
UNIT TOPIC LISTENING/ SPEAKING PHONICS GRAMMAR
WRITING

Review • participate in a conversation • recognise and


• identify meaning of a produce vocabulary
conversation

7 At the Aquarium • asking about wants • write sentences • Distinguish between • Comparatives
• expressing comparisons • read sentences sounds of ar, or
• identify speakers in a • vocabulary: • Associate sound of
conversation marine animals letters with written
& adjectives to form
describe them

8 At the Safari Park • expressing excitement • write sentences • Distinguish between • Superlatives
• expressing opinions • read sentences sounds of ou, ow
• asking questions concerning • vocabulary: • Associate sound of
superlatives wild animals & letters with written
• identify speakers in a adjectives to form
conversation describe them

9 By the Seashore • expressing excitement • write sentences • Distinguish between • Wh- questions
• congratulating others • read sentences different sounds with what &
• asking about what someone • vocabulary: outdoor of oo like
likes to do activities • Associate sound of • Affirmative
• identify speakers in a letters with written statements
conversation form with like +
infinitive

Review • participate in a conversation • recognise and


• identify meaning of a produce vocabulary
conversation

10 At the Summer • expressing enthusiasm • write sentences • Distinguish between • Affirmative


Camp • expressing & accepting • read sentences sounds of er, ir, ur & negative
compliments • vocabulary: fun • Associate sound of statements
• expressing likes & dislikes activities letters with written with like +
• identify speakers in a form gerund &
conversation conjunctions
(but)

11 At the • requesting permission • write sentences • Distinguish between • Simple past


planetarium • denying requests • read sentences sounds of oi, oy with want +
• expressing wants • vocabulary: planets • Associate sound of infinitive
• expressing imperatives letters with written • Object
• identify speakers in a form pronouns
conversation • Imperatives

12 At School • giving & receiving compliments • write sentences • Distinguish between • Wh- questions
• eliciting & expressing personal • read sentences sounds of vowel with why
opinions • vocabulary: blends: ar, al, au, aw, • Adverbial
• making suggestions occupations ar, or, ou, ow, oo, er, clauses of
• asking about career choice ir, ur, oi, oy reason with
• identify speakers in a • Associate sound of because
conversation letters with written • Affirmative
form statements
with like +
gerund

Review • participate in a conversation • recognise and


• identify meaning of a produce vocabulary
conversation

5
Introduction

Course Description The Workbooks


Time For English is a six-level communicative The Workbooks are an extension of the Student’s
course intended for elementary school students Books, providing additional reading and writing
studying English for the first time. It was designed practice for each lesson. The Workbooks help
specifically for children studying in an English teachers assess students’ reading comprehension
as a Foreign Language (EFL) context who do and general language retention.
not generally hear English spoken outside the
The Teacher’s Books
classroom. The syllabus progresses at a steady
The Teacher’s Books provide step-by-step lesson
pace, offering students opportunities to practice
plans for introducing, practicing, and reviewing the
each new language item in a variety of contexts.
language presented in the Student’s Books. Many
The aim of the series is to develop students’
of the suggested games and activities are designed
speaking, listening, reading, and writing skills
specifically for large and small classes. They also
through activities that reward their curiosity
provide tasks for individual, pair, and group work.
and appeal to their sense of fun. Three recurring
The Teacher’s Books also contain the tapescript and
characters, Kareem, Mona, and Sokkara the
answer keys.
Puppet, maintain student interest and involvement
throughout the course. Included in each Teacher’s Book are a special
Teacher Resource Guide; Workbook and Storybook
The components of each level of Time For English
instructions and answer keys; photocopiable
are: Student’s Book, Audio Cassette and CD,
Worksheets; individual unit, midterm, and final
Workbook, Storybook and Teacher’s Book.
Tests; and a Games and Activities section. The
Teacher Resource Guide presents teaching and
Components class management tips for teachers of English
to children. The reproducible Worksheets allow
The Student’s Books for additional practice of language presented in
The Student’s Books feature beautiful full-colour the Student’s Books. The Tests allow teachers
illustra- tions, and a clear, simple design. The and parents to assess students’ proficiency in the
illustrations draw students into the pages to language as well as their progress. The Games
explore and experience the language, enhancing and Activities section provides a multitude of fun
student interest and motivation. Time For English game ideas to enhance any lesson. Also provided
Levels 2–5 contain twelve 4-page units and four are instructions on how to introduce and check the
2-page reviews. Each unit is built around a theme, Workbook activities.
such as Pets or Nature, to provide a real-life context
to the language. Each page of a unit practices a
single language function in order to keep the focus Course Philosophy
of the page clear. The short units help students Time For English is based on the premise that
progress rapidly, thus building their confidence children learn best when their natural curiosity and
and motivation. After every three units, the 2-page sense of fun are engaged, and when new language
review recycles previously learned language in a is introduced in small, manageable amounts. Time
new, meaningful context. For English introduces all language in a spiralling
Each Student’s Book ends with an alphabetical syllabus that builds on and reinforces previously
My Picture Dictionary, where students write learned language. Thus, at each new level students
vocabulary words as they learn them. At the back maintain and add to the language they know.
of the Student’s Books there are also Checklists The unit topics and situations are both familiar
(one for every three units). These give students and of universal appeal to children. Students
an opportunity to check what they know, thus immediately relate to these situations, which results
building their confidence and allowing parents to in greater language production and retention.
follow their child’s progress in English. Time For English emphasizes student-centred
learning, as it creates opportunities for students to
The Audio Cassettes and CDs produce language in a manner resembling “real-
The Cassettes/CDs contain all Student’s Book life” communication. For this purpose, practice and
conversations, vocabulary words, grammar review activities in Time For English systematically
patterns, songs, chants, and phonics sounds and involve pair and group work.
words. Additional exercises on each cassette/CD
provide further listening practice.

6 Introduction
The theory of multiple intelligences suggests that 3. Practice the Target Language
in any language class there are students with Students open their Student’s Books at this stage.
different learning styles (see Multiple Intelligences, Each Student’s Book page provides exercises to
Teacher Resource Guide, page 19). By engaging practice the language. The Teacher’s Book provides
students orally, visually, logically, kinesthetically, detailed instructions on how to fully exploit each
and musically, Time For English activities maximize Student’s Book page. The tapescript, answer keys,
students’ participation during each lesson. and ideas on how to check exercises are provided
The Time For English lesson plans do not follow where appropriate.
one particular teaching methodology. Instead, a
variety of different, successful methodologies are 4. Games and Activities
employed to provide exciting, stimulating lessons. All lessons include games and activities that
Information gap activities, role-play, survey, and offer students further practice with the target
interviews are employed to create a real need for language. Activities frequently combine previously
communication and appeal to as many students learned language with the target language, so
as possible. Students hear the target language that students are continually building on what
before they produce it (receptive exposure before they have learned. Teachers can choose the games
production). Listening is emphasized so that and activities that are appropriate to their needs.
students are exposed to correct pronunciation and Optional photocopiable Worksheets at the back of
intonation. the Teacher’s Books provide extra grammar and
phonics practice.
Lesson Planning
5. Finish the Lesson
Thorough planning and preparation are crucial Each lesson plan concludes with a fun activity that
to the success of any lesson. A well-prepared reviews the new language, gives the lesson a feeling
lesson includes more activites than may seem of closure, and ends the class on a positive note.
necessary. This allows teachers to maintain the
steady pace of the lesson, abandon activities that
are not working and keep students focused on their
learning. A comprehensive lesson plan includes
activities to review previously learned language as
well as introduce and practice new language in a
systematic and enjoyable manner. Time For English
Teacher’s Books provide a detailed, step-by-step
lesson plan for each Student’s Book page. Teachers
are encouraged to be flexible and adapt these
lesson plans to meet their individual needs.

Time For English Lesson Plans


1. Warm-Up and Review
Each lesson plan begins with an activity which
reviews the language practiced in the previous
lesson. This helps students to both recall the
language and “switch” to English-speaking mode.
In some lessons, a second review activity focuses
on language related to the target vocabulary or
grammar patterns.

2. Introduce the Target Language


New language is introduced before students open
their Student’s Books so that they focus on the
meaningful demonstration of the language. Step-by-
step suggestions show how to introduce the target
language using Picture and/or Word Cards, real
objects (realia), drawings, charts, and/or gestures.

Shorouk Press 7
Conversation Time Sample Page and Lesson Plan

At the Safari Park • Speakers of the conversation


8 Conversation Time are featured in context.
A. Listen and repeat. B. Listen and point to the speakers.
C. Role-play the conversation with two other students.

1. Dad! Guess what! 2. • Three optional extra vocabulary


What? items related to the unit
theme are located within the
There’s a monkey on the car!

Conversation Time scene.

Quick! Shut the window.

• Puppet World reviews


3.
Oh, it’s cute.
4.
conversations and grammar
from previous units in a
Look! There it is. It’s not cute. It’s scary.

humorous way.
Don’t worry. It won’t hurt you.

Aw! It’s going away.

D. Review. Listen and repeat.


I’m going to take a picture.

Be very careful!

Oh, no!

I told you to be careful.

Warm-Up and Review line of the conversation. Each lesson plan


1. Do an activity to review the phonics sounds contains examples of appropriate body
learned in the previous lesson. An activity is language and facial expressions for each line
provided in each lesson plan. of the conversation.
2. Check the Phonics Time Workbook page that 3. Divide the class into groups (one group for
students did in class or for homework. Answer each speaker in the conversation). Model each
keys and detailed instructions on how to check line of the conversation again. Group A repeats
the activities are provided at the back of the the first line of the conversation, Group B
Teacher’s Book. repeats line two, and so on. Groups then change
roles and repeat the conversation until each
group has practiced each role. If students need
Introduce the Conversation additional support, model the conversation
using the visual prompts from Step 1.
1. Clarify the meaning of new words or phrases
in the conversation through drawings, actions, 4. Students are now ready to say the
or pictures. Students retain language better conversation on their own, without any
if they understand the meaning. Detailed modelling. Groups say the appropriate lines
examples are provided in each lesson plan. of the conversation. They then change roles
and say the conversation again. Continue
2. Model the conversation in such a way that until each group has taken on each role.
students can see it presented in a natural way. Prompt when necessary.
To do this, bring students (one student for
each speaker in the conversation) to the front Optional substitution:
of the classroom and have them face each Introduce other vocabulary that can be
other. Stand behind each student and model substituted into the conversation, and
his/her line(s) of the conversation, using practice the conversation with this new
natural facial expressions and body language. vocabulary. Suggested substitutions are
In this way, students know who says which provided where appropriate.

8 Sample Pages and Lesson Plans


Talk About the Picture D. Review. Listen and repeat.
Focus students’ attention on the Puppets at
1. Students open their Student’s Books for the the bottom of the page. Volunteers try to read
first time at this point. the Puppets’ speech bubbles or guess what
2. Describe what is happening in the large scene the Puppets are saying. Prompt if necessary
in order to recycle language and bring the in order to elicit the conversation before
picture to life. It is not important that students playing the recording. Play the recording.
understand each word as this is a receptive Students listen and repeat, pointing to each
exercise focusing on exposure to English and speech bubble. Students can then choose
recycling previous language items in a new a partner and role-play the conversation,
context. A short reading is suggested in each using appropriate body language and facial
lesson plan. When reading a word in bold expressions.
type, point to its picture in the scene. When
reading an italicized word, pantomime it. This What Did Sokkara Find?
conveys the meaning of words students have Sokkara the Puppet has found something in
not heard before. Alternatively, use a Wall each unit – either on the Conversation Time
Chart instead of a Student’s Book to describe page or on the Word Time page. Students try to
the people and actions in the picture. be the first to determine what Sokkara found,
raise their hands, and say what the object
3. Ask questions about the large scene in order to Sokkara has found is. Encourage students to use
elicit language and familiarize students further complete sentences when possible. An answer
with the picture. Encourage students to answer key is provided in each lesson plan.
using words, phrases, or simple sentences.
Prompt if necessary. Suggested questions are
provided in each lesson plan.
Games and Activities
Practice the Conversation
In order to practice and internalize the new
A. Listen and repeat. conversation, students practice it through various
Play the first version of the recording. This games and activities. Three games and activities are
version is spoken at slightly slower than provided in each lesson plan, engaging students in
natural speed and has no sound effects so that pair or group exchanges, as well as in individual
students can focus on the pronunciation of the versus class interaction. One of these activities often
words and the new language. Students listen to combines the target conversation with a previously
the conversation and repeat. learned conversation in order to recycle language
and extend the target conversation.
B. Listen and point to the speakers.
Play the second version of the conversation.
This version is dramatized, spoken at natural Finish the Lesson
speed, and has sound effects so that students
can hear the language as spoken in real life. 1. Finish the lesson with a quick game or activity
This time students look at the scenes as they to further practice the conversation. An
listen, finding and pointing to the speaker of activity is provided in each lesson plan.
each line of conversation. Play the recording 2. Explain and assign the Conversation Time
as many times as necessary for students to Workbook page to be done in class or for
find and point to the speakers. homework. It is important that students
understand the directions for each activity so
C. Role-play the conversation with a that they can concentrate on language, not
partner. on trying to figure out what to do. Detailed
Students produce the conversation by instructions on how to do the activities are
choosing a partner, then role-playing the provided at the back of the Teacher’s Book.
conversation, using the body language
and facial expressions from Introduce the
Conversation. They then change roles and
role-play the conversation again.
If a conversation has more than two speakers,
divide students into groups of the same
number of students as there are speakers in the
conversation. These groups then role-play the
conversation. Students in each group continue
until each student has taken on each role.

Shorouk Press 9
Word Time Sample Page and Lesson Plan

• Eight or more new vocabulary words


Word Time
are introduced per unit.
A. Listen and repeat. B. Point and say the words.
1. elephant 2. cheetah C. Listen and point.
3. giraffe 4. snake D. Write the words.
5. turtle 6. chimpanzee • Students review the target vocabulary,
as well as previously learned
(See pages 32–34.)
7. tall 8. short
9. fat 10. thin
conversations and patterns, by
listening to the recording, then finding
and pointing to the speakers.

• My Picture Dictionary at the back of


3
1
the Student’s Book gives students the
opportunity to create their own picture
dictionary.
2

• All new vocabulary items are featured


in context for students to find in the
large scene.
7

8 10 9
4

6 Unit 8

Warm-Up and Review Talk About the Picture


1. Do an activity to review the conversation 1. Students open their Student’s Books for the
learned in the previous lesson. An activity is first time at this point. They look at the large
provided in each lesson plan. scene and name anything they can.
2. Check the Conversation Time Workbook page 2. As in Conversation Time, talk about what
that students did in class or for homework. is happening in the large scene in order to
Answer keys and detailed instructions on how recycle language and bring the picture to life.
to check the activities are provided at the back It is not important that students understand
of the Teacher’s Book. each word as this is a receptive exercise
focusing on exposure to English and recycling
previous language items in a new context. A
Introduce the Words short reading is suggested in each lesson plan.
When reading a word in bold type, point
Introduce each vocabulary item in such a way that to its picture in the scene. When reading an
students both hear and understand its meaning. italicized word, pantomime it. This conveys
To do this, hold up and name each Word Time the meaning of words students have not
Picture Card one by one. Students listen. Hold up heard before. Alternatively, use a Wall Chart
and name the cards again and have students repeat. instead of a Student’s Book to describe the
For added challenge, hold up the cards in random people and actions in the picture.
order and have students name them. Alternate
methods for introducing the words are provided 3. Ask questions about the large scene in order
where appropriate. to elicit language and familiarize students
further with the picture. Encourage students
to answer using words, phrases, or simple
sentences. Prompt if necessary. Suggested
questions are provided in each lesson plan.

10 Sample Pages and Lesson Plans


Practise the Words students’ native language, or have students
look up the words in their dictionaries. Read
A. Listen and repeat. the words again, and have students repeat.
1. Focus students’ attention on the vocabulary Students then find, point to, and name the
box at the top of the page. Play the recording. items in the large scene. These extra words
Students listen to the vocabulary items and may be used in any of the suggested games
repeat. and activities.
2. For added challenge, say the words in
random order. Students listen and point to the
words in the vocabulary box. Games and Activities
B. Point and say the words. In order to practice and internalize the new
Individually, students point to and name each vocabulary, students practice it through various
of the target vocabulary items in the large games and activities. Four games and activities are
scene in any order they wish. provided in each lesson plan. The games/activities
OPTIONS:
often combine the new vocabulary with previously
1. Point to each vocabulary item on the Wall learned language.
Chart, and have students point to and Option: Personalise the Picture. Students work
name the same item in their books. in groups to personalise the picture, thus getting
2. Divide the class into pairs. Students in each involved more fully in the topic and language. An
pair take turns pointing to and naming activity is provided in each lesson plan.
each of the target vocabulary items.

C. Listen and point. Finish the Lesson


Focus students’ attention on the large scene.
1. Finish the lesson with a quick game or activity
Play the recording. Students listen to the
to further practice the vocabulary. An activity is
sound effects and words. As they hear a
provided in each lesson plan.
vocabulary item named, they find and point
to the corresponding item in the large scene. 2. Explain and assign the Word Time Workbook
As they hear a sentence or conversation, page to be done in class or for homework. It is
they find and point to the speaker(s). Play important that students know what to do for
the recording as many times as necessary for each activity so that they can concentrate on
students to complete the task. the language, and not on trying to figure out
the activity. Detailed instructions on how to
D. Write the words. (See pages 32–34.) do the activities are provided at the back of the
Students turn to My Picture Dictionary at the Teacher’s Book.
back of the Student’s Book. They look through
the alpha- betical Picture Dictionary to find
the picture of each vocabulary item, then
write the word next to it.

What Did Sokkara Find?


Sokkara the puppet has found something in
each unit – either on the Conversation Time
page or on the Word Time page. Students try to
be the first to determine what Sokkara found,
raise their hands, and say what the object
Sokkara has found is. Encourage students to
use complete sentences when possible. An
answer key is provided in each lesson plan.

Extra Vocabulary. Each Word Time


lesson includes three to four optional extra
vocabulary items, which are illustrated on
that unit’s Conversation Time page. Focus
students’ attention on that unit’s Conversation
Time page. Write the extra vocabulary items
listed in each lesson plan on the board and
read them. For meaning, draw simple pictures
of the items on the board, name them in the

Shorouk Press 11
Practice Time Sample Page and Lesson Plan

• New grammar patterns are presented


Practice Time
as complete sentences.
A. Listen and repeat.

Which one is the tallest? The giraffe is the tallest.


• Six to eight substitution exercises serve
tall
fat
tallest
fattest
short
thin
shortest
thinnest as controlled practice for the target
fast fastest slow slowest
patterns.
B. Listen and repeat. Then practise with a partner.
1. short? 2. tall?
chimpanzee giraffe • Simple situational art for each
substitution exercise helps to provide
meaning.

3. fat? 4. slow?
elephant turtle
• Students look back to the Word Time
page. Then, using that unit’s vocabulary
and grammar, they make sentences
about various scenes on the page. This
allows students to use the grammar
5. fast? 6. thin?
cheetah snake

patterns in a less controlled and more


meaningful, natural context.

C.
• A grammar song or chant in each
Look at page 6. Point to the picture and practise with a partner.

D. Listen and sing along. (See “Which One Is the Tallest?” on page 29.)
unit provides a fun review of the new
grammar patterns.
Unit 8 7

Warm-Up and Review which allows students to use the patterns


1. Do an activity to review the vocabulary immediately. Detailed instructions are
learned in the previous lesson. An activity is provided in each lesson plan. Explaining
provided in each lesson plan. grammar rules is not recommended at this
level as it could prove overwhelming.
2. Check the Word Time Workbook page
that students did in class or for homework.
Answer keys and detailed instructions on how Practise the Patterns
to check the activities are provided at the back
of the Teacher’s Book. A. Listen and repeat.
1. Write the text from the pattern box(es) on
the board so all students can see it clearly.
Introduce the Patterns Play the recording, pointing to each word.
1. Pronoun Review. Ask students to repeat all Students listen.
of the following words and actions. Point 2. Play the recording again. Students listen,
to yourself and say I. Point to and look at look at the pattern box(es) in their books, and
students while saying You. Put your arms repeat, pointing to each word.
around a group of students and say We. Step
away from and point to this same group of 3. Students try to say the patterns on their own,
students, look at seated students, and say while looking at the pattern box(es) in their
They. Point to a boy, look at seated students, books. Prompt if necessary, or play the tape
and say he. Point to a girl, look at seated again until students can do this with ease.
students, and say she. Point to a picture of a 4. Write any necessary explanations of
bird, look at seated students, and say it. contractions or verb tense changes on the
2. Introduce the target patterns in a methodical board. Point to and read each word. Students
step-by-step way. Once students are familiar repeat.
with the patterns, provide an activity

12 Sample Pages and Lesson Plans


B. Listen and repeat. Then practise Games and Activities
with a partner. In order to practice and internalize the new
1. Focus students’ attention on the situational patterns, students practice them through various
art exercises. Play the recording. Students games and activities. Three games and activities are
listen to each pattern and repeat, pointing to provided in each lesson plan.
the corresponding picture in their books.
2. Play the recording again. Students listen
to each pattern and repeat, pointing to each Extra Practice
word in their books. Explain and assign the Practice Time Worksheet.
3. Students are now ready to say the patterns There is one Worksheet per Practice Time page
on their own. Students form pairs and take to give students further practice with the target
turns saying all the patterns they have just pattern. Worksheets can be done at home or
practiced. They then change roles and do the in class. The extra tasks can also be given to
same again. more advanced students to keep them occupied
while the teacher spends time with students who
C. Look at page X. Point to the picture need more help. For Worksheets and detailed
and practise with a partner. instructions, see Teacher’s Book pages 168–197.
For statement patterns: Students remain in
pairs. Focus their attention on the Word Time
large scene. They take turns pointing to the
pictures and making sentences using the new Finish the Lesson
patterns. An example is provided in each
lesson plan. 1. Finish the lesson with a quick game or activity
to further practice the patterns. An activity is
For question and answer patterns: Students
provided in each lesson plan.
remain in pairs. Focus their attention on
the Word Time large scene. They take 2. Explain and assign the Practice Time Workbook
turns pointing to the pictures and asking page to be done in class or for homework. It is
and answering questions, using the new important that students know what to do for
patterns and vocabulary items. An example is each activity so that they can concentrate on the
provided in each lesson plan. language, and not have to spend time trying to
figure out the activity. Detailed instructions on
D. Listen and sing along or chant. how to do the activities are provided at the back
1. The lyrics for each song/chant are provided of the Teacher’s Book.
at the back of the Student’s Book. Students
turn to that unit’s song or chant. Focus their
attention on the pictures. Using the pictures
as cues, students try to guess or read some of
the lyrics. Read the lyrics line by line and have
students repeat. Play the recording. Students
listen and follow in their books to familiarize
themselves with the song or chant before
singing it.
Alternatively, write the lyrics on the board.
Attach the corresponding picture cards above
the words to assist reading. Play the recording
and point to each word. Students listen. Next,
read the lyrics, pointing to each word, and
have students repeat. Play the recording.
Students listen and follow along in their books.
2. Play the recording again. Students listen
and sing along or chant, using their books for
reference. Play the recording as many times as
necessary for students to become sufficiently
familiar with the song or chant.
3. Play the karaoke version. Students sing or
chant in groups with appropriate actions. A
detailed activity is provided in each lesson plan.

Shorouk Press 13
Phonics Time Sample Page and Lesson Plan

Phonics Time • One or two phonics sounds are presented


A. Listen and repeat. per unit. The recording provides a
model of correct pronunciation.

ou house mouse mouth


• For each sound, at least three example
words are provided. The recording
models the correct pronunciation of
ow these words.
brown gown town

B. Do they both have the same vowel sound? Listen and circle ✓ or ✗.
1. cloud
mouse
2. cow
snow
3. out
owl
4. couch
home
5. clown
town
6. down
shout
• Practice of the target sounds is
✓ ✗ ✓ ✗ ✓ ✗ ✓ ✗ ✓ ✗ ✓ ✗
provided through a variety of exercises
that emphasize listening, reading, and
C. Read the sentences. Write the numbers. Then listen. writing.
1. A silly little mouse lived in a big house.
2. She went to town in an evening gown.
3. She met a brown trout and started to shout.
4. “Please don’t shout, little mouse,” said the trout.

8 Unit 8

Warm-Up and Review 2. Write each target word next to the


1. Do an activity which reviews the grammar corresponding picture card on the board in the
patterns learned in the previous lesson. An following way: Write the target letter(s). Say its
activity is provided in each lesson plan. sound while pointing to the letter(s). Students
repeat. Write the rest of the word on the board
2. Check the Practice Time Workbook page and say the target sound and then the rest of
that students did in class or for homework. the word, pointing to the two parts of the word
Answer keys and detailed instructions on how and then the whole word. Students repeat.
to check the activities are provided at the back
of the Teacher’s Book. 3. Remove the picture cards from the board.
Point to each word and have students read it.
3. As phonics needs constant reinforcement, do an When students read a word correctly, attach
activity which reviews previously learned sounds. the corresponding picture card next to the
An activity is provided in each lesson plan. word to reinforce meaning.

Introduce the Sounds Practise the Sounds


1. Introduce each target phonics sound and
word in a methodical, step-by-step way so A. Listen and repeat.
that students both hear the target sounds and Focus students’ attention on the target letters,
understand the meaning of each target word. pictures, and words at the top of the page.
To do this, say the first target sound and have Play the recording. Students listen and repeat,
students repeat. They hold up a picture card pointing to the pictures and words in their
with that target sound and name the card. books.
Students repeat. Attach the card to the board.
Do the same with the remaining sounds and B./C./D. (Additional activities).
words. Each Phonics Time page has at least two

14 Sample Pages and Lesson Plans


additional exercises to reinforce the sounds. Sounds in Student’s Book 5
Detailed instructions and, where appropriate,
tapescripts and answer keys, are provided for
each exercise.
Letter (s) Sound (s) Example word

ch chair
Games and Activities
sh fish
In order to practice and internalize the new
language, students then practice the sounds
through various games and activities. Three games th , mother , three
and activities are provided in each lesson plan.
- ed , , baked , called ,

Extra Practice dusted


Explain and assign the Phonics Time Worksheet.
There is one Worksheet per Phonics Time page. - er blister
Worksheets can be done at home or in class.
They can also be given to stronger students
to keep them occupied while the teacher al talk
spends time with students who need help.
For Worksheets and detailed instructions, see au laundry
Teacher’s Book pages 168–197.
aw draw

Finish the Lesson or corn


1. Finish the lesson with a quick game or activity
to further practice the sounds. An activity is ar farm
provided in each lesson plan.
2. Explain and assign the Phonics Time Workbook ou house
page to be done in class or for homework. It
is very important that students know what to
ow brown
do for each activity so they can concentrate on
language, and not have to spend time trying
to figure out the activity. Detailed instructions oo cook
on how to do the activities are provided at the
back of the Teacher’s Book. oo moon

Assessment er dessert
Give the unit Test in order to check students’
comprehension of the new language items.
ir bird
There is one Test per unit. An extensive midterm
and final test are also provided. For Tests and
detailed instructions, see Teacher’s Book pages ur purse
198–229.
oi oil

oy boy

Shorouk Press 15
Review: Story Time Sample Page and Lesson Plan

in each scene in order to review the language


and bring the pictures to life. Suggested
Review 1
sentences are provided in each lesson plan.
Story Time
A. Listen and repeat.
Let’s play a game. There’s a
dog, a giraffe, and an elephant.
1 Which one is the tallest?
2
Work with the Text
Focus students’ attention on the speech
bubbles. Students try to guess or read the text
Hurry, Sokkar. Make up your mind.
in the speech bubbles. Prompt when necessary.
Hmm. I don’t know.
I know! The giraffe is the tallest.

3 4 A dog, a whale, and a turtle. Practise the Story


You’re right! Congratulations!
Which one is the biggest?
Do you want to play again?
A. Listen and repeat.
Play the first version of the story. This
version is spoken at slightly slower
Sure! This is fun. I
like to play games.
The whale is the biggest. Right?
than natural speed and has no sound
5 6 Guess what, Sokkara!
effects so that students can focus on the
Right! Do you want to play again?
I don’t know, Sokkar You’re the cutest! pronunciation and language. Students
follow along in their books, pointing to
No, Sokkara! This time you play.
Which puppet is the cutest?

each speech bubble on the page.

B. Look at A. Listen and point.


B. Look at A. Listen and point.
Play the second version of the story. This
C. Listen. Circle True or False.
version is dramatized, spoken at natural
1. True False 2. True False 3. True False 4. True False 5. True False speed, and has sound effects so students
D. Role-play these scenes. can hear the language as spoken in real
13 life. Students listen and point to the
scenes as they hear the corresponding
sentences on the recording.
• Story Time reviews Conversation Time, Word
Time, and Practice Time language from the C. Role-play these scenes.
previous three units. Students should now be sufficiently
familiar with the story to say it on their
• Sokkara’s World is a cartoon-like story that recycles own, using their Student’s Books as
language in a natural, conversational situation. necessary. Divide students into groups,
Each one is a complete story, and all four make and have students in each group role-
up one long story. play the scenes.

Warm-Up
Games and Activities
1. Students do an activity that reviews the
conversations, vocabulary items, and grammar Students review the conversations, vocabulary,
patterns from the previous three units. At least and grammar patterns further through games
one activity is provided in each lesson plan. and activities. A project and a game or activity
are provided in each lesson plan.
2. Check the Phonics Time Workbook page that
students did in class or for homework. Answer
keys and detailed instructions on how to check Finish the Lesson
the activities are provided at the back of the
Teacher’s Book. 1. Finish the lesson with students doing an
activity to further review the conversations,
vocabulary, and grammar patterns. An
Work with the Pictures activity is provided in each lesson plan.
Students open their Student’s Books to Sokkara’s 2. Explain and assign the first page of the
World. Focus their attention on the pictures and Workbook Review to be done in class or
have them find and name any items or characters for homework. Detailed instructions on
they see in the six scenes. These can be single how to do the activities are provided at
words or phrases. Then describe what is happening the back of the Teacher’s Book.

16 Sample Pages and Lesson Plans


Review: Activity Time Sample Page and Lesson Plan

Review
Activity Time
Each Activity Time page provides two
A.
to three exercises for students to review
Listen and write.
1.
the conversations, vocabulary items,
The _________ and _________ are on the _________. grammar patterns, and/or phonics.
2.
Detailed instructions, and, where
appropriate, tapescripts and answer
The _________ and _________ are in the _________. keys, are provided for each exercise.
3.

can a _________ _________ _________?


Games and Activities
B. Read and circle True or False.
1. The whale is bigger than the elephant. True False Students review the language through
2. The chimpanzee is taller than the giraffe. True False games and activities. At least two games and
3. The turtle is the shortest. True False activities are provided in each lesson plan.

Finish the Lesson


1. Explain and assign the checklist to
be done in class or for homework.
C. What do you like to do? Ask your classmates. Write their names.
Students have now studied and
___________ likes to play ping-pong. ___________ likes to go fishing.
reviewed three units’ worth of
___________ likes to in-line skate. ___________ likes to listen to music.
language. They are ready to check what
___________ likes to snorkel. ___________ likes to play volleyball.
they know. The Checklists, found at the
back of the Student’s Books, provide a
14 Review 1
permanent record for students, teachers,
and parents of what students have
understood and retained. There is one
Activity Time reviews Conversation Time, Word Checklist for every three units. Working
Time, Practice Time, and/or Phonics Time language individually or in pairs, students check
from the previous three units. Students review off what they know in each Checklist.
the language through a variety of exercises which
2. Explain and assign the second page
emphasize listening, speaking, and writing.
of the Workbook Review to be done
in class or for homework. Detailed
instructions on how to introduce the
Warm-Up activities are provided at the back of the
1. Students do an activity to review the Teacher’s Book.
conversations, vocabulary items, patterns,
and/or phonics sounds from the previous
three units. An activity is provided in each
lesson plan.
2. Check the first page of the Workbook Review
that students did in class or for homework.
Answer keys and detailed instructions on
how to check the activi- ties are provided at
the back of the Teacher’s Book.

Shorouk Press 17
Teacher Resource Guide

Classroom Management down the rules and display them where students
can see them. For example: Listen while others are
Motivating Students
talking. Acknowledge students when these rules
Motivation plays an important role in language are followed.
learning. When motivation is high, students
participate fully in the activities. • Remind students often of what is expected of
them. Basic classroom expectations include
Tips to maintain high student motivation: participation, acceptable behaviour, trying to use
• Be enthusiastic and motivated as a teacher. the new language, and quality work. If the best is
Enthusiasm is contagious! A positive classroom expected of students, they will most likely rise to
atmosphere stimulates creativity and student the occasion!
participation. Consider the reasons behind inappropriate
• Provide activities in which all students behaviour and attempt to address these issues.
participate. This gives students the opportunity Possible reasons for behaviour problems:
to get to know and learn from their classmates • Lesson preparation is not adequate, resulting in
while practicing the language. class disruptions that distract students. Prepare
• Acknowledge or reward all students, especially lessons well and in advance so that there are no
those that are shy and reticent to speak, surprises and the lesson can proceed smoothly
in order to make them feel important and with no major disruptions.
successful. Acknowledge participation, good • The language level of the class does not reflect
behaviour, and helpfulness as well as language students’ abilities. Make a note of students’
proficiency. Give award certificates to students abilities by observing them, and then adjusting
to acknowledge their progress. Words of praise the lesson to the appropriate level. Teacher’s
and acknowledgment: Logs (see pages 22–23) assist in keeping a
Good job. record of students’ abilities and involvement.
Very good. • The teacher-student relationship is tense. Identify
Good try. and rectify any areas of present or potential
That was so much better than the last time. conflict by speaking to the student in question or
Good for you. his/her parents.
You’re showing so much improvement!
Try again. • Some students may be more aggressive than
Thank you so much. others, or may be attention seekers. Try to
Thanks for helping me. understand why a student is aggressive or
What a good helper you are. attention seeking and address the issue with the
I’ve really noticed how hard you’re trying. student and/or his/her parents.
Thank you for working so hard. • External factors such as the weather, family
You’re a really good listener. Thank you. problems, or after-school activities affect
• Provide classroom opportunities for students students’ motivation and behaviour. Be aware
to communicate in English. The more of these factors and address them as necessary.
students speak English, the more confident • Some students may have learning disabilities
and motivated they will become as language or special needs and therefore face greater
learners. educational challenges. Consult their parents or a
• Take care not to make students speak in front professional if necessary.
of the class if they are not ready to do so, as Homework
this can negatively affect their motivation and Homework provides a valuable opportunity for
self-confidence. In any one class there will be students to reinforce the language practiced in
students who are still absorbing the language class. Homework also gives parents an opportunity
and thus not ready to speak, and those who to participate in their child’s learning.
are ready to challenge themselves by using the
new language. Tips to motivate students to do their homework:
• Make sure that the amount of homework is at a
Discipline manageable level, and discuss the purpose and
A well-managed class will keep motivation high importance of homework with students.
and discipline problems to a minimum.
• Explain the homework activity carefully,
Tips to establish and maintain classroom discipline: completing one or two examples with students
• Establish a clear set of rules at the beginning of the in class.
school year, and consistently apply them. Write

18 Teacher Resource Guide


• Reward students for completing homework, language. Realia, pictures from magazines, or
even if it is not all correct. These rewards can simple drawings on the board can be also used.
be stickers, simple drawings, or comments.
Visual Aids
Visual aids such as picture cards, pictures, posters,
Multiple Intelligences signs, and realia help students comprehend new
Students have different learning styles or language without translation. Students can be
intelligences. In a classroom setting it is important involved in making visual aids, by, for example,
to take this into account when planning lessons so drawing and colouring flashcards of target
that all students have an opportunity to learn in language.
their style. This will lead to greater motivation, and
ultimately greater learning. Suggested methods of Demonstration
addressing the eight main learning styles or areas Actions can be demonstrated in the classroom. Certain
of intelligence: items (for example: food, animals, furniture) can be
pantomimed. Puppets can be used as speakers. Role-
• Spatial/Visual: Use visual aids such as maps, big
play activities lead to the setting up of, for example,
flashcards, and real objects. Art projects are also
“shops,” “hospitals,” or “streets.” All of these bring
useful.
variety into the classroom setting and help students
• Kinesthetic: Use movement with songs, chants, use the language creatively.
or games that include, for example, running
or slapping cards. Gestures, role-plays, and Bulletin Boards
dramas can also be employed. Bulletin boards enliven the classroom walls,
creating a warm environment that welcomes
• Musical: Use body percussion (stamping, students to class. They should reflect students’
clapping, patting, snapping) to enhance songs interests and individuality, thus helping students to
and chants. feel ownership and pride in their classroom.
• Linguistic: Use oral drilling or activities that Tips for using bulletin boards:
require speaking. Students can share ideas,
solve problems, role-play, and do stage • Designate a space on the bulletin board as a
performances. culture corner, and display pictures of other
countries or cultures. On a map of the world
• Logical-Mathematical: Do puzzles, sequencing students can use pins to mark places in the
activities, or classification activities that involve world where English is spoken.
logical deduction.
• Display student pictures on the bulletin board
• Interpersonal: Involve students in activities or or walls. Be sure that every student has an
games in which they work together in pairs or opportunity to display his/her work.
groups.
• Display any materials that can be reviewed
• Intrapersonal: Involve students in individual from previous lessons. For example: colour
activities that require personal input. charts or vocabulary words.
• Natural World: Show how the structure/ • Designate a space on the bulletin board as a
organization photo corner. Display photos of students working
of language relates to things in nature. For on projects or activities in the classroom, pictures
example: Draw a tree and write the root form of students on special trips, or at home.
of the verb on the trunk. Then write the various
verb tenses on the tree’s branches. Games and Activities
Games and activities are a vital component of
Teacher Tools any language course. Games allow students to
experience the language in a meaningful and
Lesson Plans enjoyable way. Pages 140–147 feature games that
Time For English Teacher’s Books provide can be used to practice or review conversations,
comprehensive, step-by-step lesson plans for vocabulary, grammar patterns, and phonics.
teaching each Student’s Book page. However, it is
crucial that teachers create personalized lesson plans Tips to ensure successful games and activities in
which take into account their students’ learning class:
styles, language level, and needs as well as the • Clearly understand the instructions before
specific objective of the lesson and time available. explaining them to students. Then bring
Lesson Plans provided in the Teacher’s Book can be students to the front of the classroom and
adapted to create customized lesson plans. have them model each step of the game as the
teacher explains it. Students can understand
Picture and Word Cards a game explained entirely in English if the
Cards are valuable resources to use throughout
steps are modeled in a sequential manner.
the lesson for introducing and practicing new

Shorouk Press 19
• Control and focus the game so that students • Play English children’s songs while students
use the target language in a meaningful way are working, drawing, or colouring.
and have fun.
Forming Groups and Pairs
Practical Teaching Tips
Utilize quick and easy methods of forming groups Several practical teaching tips:
so that there is minimal class disruption. Consider • Establish a signal to be used to get students’
students’ abilities and personalities when forming attention. For example: clap your hands twice,
groups. flicker the lights, or ring a bell.
Tips to form groups: • Plan to change activities approximately every
• Utilize groups that naturally exist in the five to seven minutes, as young students have
classroom. For example: one row of students short attention spans. It is therefore important
can form one group, or students can form to plan more activities than necessary so that it
groups with students sitting nearby. is possible to quickly change activities without
disrupting the class. It is also recommended to
• Have students count off around the class, then
change activities before students lose interest
have students with the same number form one
or become bored. In this way students will look
group.
forward to doing the activity again in future
• Have students form groups with others wearing lessons.
the same colour shirt, or with the same initials or
• Give students advance notice before changing
birthdays.
activities. Doing so allows students to finish
Storybooks what they are doing and mentally prepare for
Storybooks provide contextualized language whose the next activity.
meaning is clarified by visuals. For this reason • Create a class routine and follow it in each
it is beneficial to create a classroom library of lesson. Students develop a sense of security
storybooks that students can look at before or after if there are few surprises, and this leads to
class. Read storybooks containing language that greater participation.
students know for five minutes at the end of each
class. • Ask students for feedback on the class.
Acknowledge their feedback and make
Tips for adapting storybooks for use in the appropriate changes to meet their needs.
classroom:
English as the Language of Instruction
• Choose volunteers to take on the roles of
Input in the target language increases the efficiency
characters in the story and dramatize their
of language learning. This is especially true in
characters’ lines.
places where English is neither widely heard,
• Choose a volunteer to read the story out loud spoken, nor seen outside the classroom. For this
and have his/her classmates act it out in reason, try to conduct as much of each lesson as
groups. possible in English.
• Have students perform the story with paper Tips to maximize English use in the classroom:
puppets they make.
• Give all instructions in English. Use facial
• Have students draw specific scenes from expressions, body language, or visual aids to
the story on large pieces of paper. Hang convey meaning.
these scenes in sequential order on the walls.
• Use previously learned language in all classes,
Students then narrate or provide a conversation
so that it becomes an integral part of students’
for their scene in the story.
expanding English vocabulary.
• Once students can perform the story
• Look for any occasion to provide opportunities
comfortably, videotape it and play the tape for
for students to use English in a meaningful and
the class and/or parents.
interesting way. For example, invite a native
Songs and Chants English speaker to class to speak to students.
Singing and chanting in class contribute to the
Assessment
children’s language development. Each Time For
Continual student assessment is crucial in order to
English Student’s Book unit contains a song or
determine the areas in which students need further
chant. The Teacher’s Book offers detailed activities
explanation and/or practice. Assessment methods
to enhance each song and chant.
include traditional tests and Teacher’s Logs. In the
Tips to make songs other than those in the latter, the teacher records his/her observations and
Student’s Books an integral part of the classroom: assessments of students usually after each class.
• Choose a new song every month for students to Correcting Students
sing as they clean up after activities. Correcting mistakes is an important part of

20 Teacher Resource Guide


language instruction. The manner of correction roles. When you need to divide the class into
depends on whether the activity aims at accuracy groups for an activity, rows of one to two
(the focus is on grammatical correctness or students can form one group.
accuracy) or fluency (the focus is on students • If possible, enlist the help of another teacher.
expressing their thoughts in English). Pay attention Both teachers can model games or activities
to students’ reactions to correction. Some students and share the task of monitoring and helping
accept being corrected without losing confidence or students.
motivation. Others, however, become self-conscious
and reticent to speak in future classes for fear of • Make sure all students, especially those at the
making mistakes. Try to avoid over-correction or back of the classroom, can see the teaching
correct mistakes at the end of the activity rather materials clearly. Use large visual aids or walk
than when individual students are speaking. around the classroom with the material so that
all students are able to see it up close.
Methods of correction during accuracy-focused
activities: • Write clearly on the board and make the letters
large enough to be seen from the back of the
• Point out the error, provide the correct form, classroom. Draw a vertical line down the
and have the student repeat the correct form. middle of the board to help you organize your
For example: A student says Yesterday I clean writing. Do not write on the board below the
my room. Say clean while shaking your head. Then height of students in the first row.
say Yesterday I cleaned my room, emphasizing
cleaned. The student repeats. Introducing Culture in the Classroom
• Repeat the students’ sentence, stressing the As students learn English and accept it as a foreign
error with rising intonation. Then immediately language, nurture an open attitude toward foreign
repeat the sentence, pausing before the error, cultures as well. Initiate this by introducing the
and have the student give the correct form. For flags and locations of different countries and
example: A student says Yesterday I clean my talking about the daily life of foreign people.
room. Say Yesterday I clean (rising intonation) my Introduce samples of folk art and music, children’s
room. Yesterday I ___. The student completes the games, ways of greeting, coins, and stamps. Use
sentence with cleaned my room. photographs, realia, books and magazines, or video
clips to introduce elements of culture. Embassies
Methods of correction during fluency-focused or consulates are a good source of free information
activities: about foreign countries.
• Rephrase students’ mistakes in correct English.
Do not interrupt them in order to correct their Involving Parents
mistakes. It is not necessary for students to Parents are an invaluable source of information
repeat the corrected sentence. For example: about students. Parental feedback can reveal
A student says Yesterday I clean my room. Say aspects of the students’ language development that
Oh, yesterday you cleaned your room, slightly are evident at home but not in class. They can also
emphasizing cleaned. provide important information about students’
• Refrain from correcting students during games special needs or problems. Inform parents of what
or storytime. This allows students to enjoy the their children are learning and the progress they
game and use the language naturally. During are making. Parents’ interest in and support of their
group work, walk around the classroom, listen children’s learning can lead to a higher level of
to students, and note any frequent mistakes. student motivation and performance.
When the activity is over, correct these Tips and suggestions on how to involve parents:
mistakes with the class as a whole.
• Send home a monthly newsletter detailing
Teaching Large Classes language the class will be studying. If possible,
Large classes present special challenges for include some work that students have done in
monitoring student participation and learning. class.
Tips to increase the efficiency of large classes: • Host a parent class where parents and children
can participate together in class activities. This
• Walk around the classroom and listen while
is a good opportunity to show parents what
students work in pairs or groups. Note any
their children are learning and how they are
areas in which students are having difficulty
learning it. Present English songs, original
and address these with the entire class at the
stories, or choral reading, and display students’
end of the activity.
work and pictures.
• If a lesson includes a game that requires
• Send a letter home to parents at the beginning
movement in or around the classroom, divide
of the course to introduce yourself as well as
the class into two groups. One group can play
the material their child will be studying.
the game while the other group does a quiet
activity at their desks. Groups can then change

Shorouk Press 21
22
Sample Teacher’s Log
(Teacher’s Book pages _________________
32–33 ) Class ____________
Weds. Date ____________
Oct. 4 Time ____________
5:00–5:50pm

Warm-Up and Introduce the Practise the Language Games and Finish the Lesson
Review Language Activities
(Student’s Book page ___)

Lesson Plan 1. Action Review. 1. Pronoun review. 1. Open 1. Ask Questions. 1. Guess the Action.
(5 min.) 2. Did you ___? Student’s Books. (5 min.) (4 min.)
2. Check Yes, __. 2. Play 2. Make the 2. Assign
Workbook. 3. Did you ___? recording and do Sentences. homework.
(2 min.) No, __. exercises. (7 min.) • Workbook p. 3
I ___. 3. Sing 3. Stepping • Worksheet 1
4. Fluency practice. song. Stones (if time!) (4 min.)
(10 min.) (10 min.)

Materials Needed set Unit 1 Word 1 cassette & player Unit 1 Word Time Grammar Cards, 1
Time Word Cards Picture cards, 1 card set per 2 students
per student
Unit 1 Word Time
Word Cards and

Lesson Taught done 3 done 3 done 3 Did: Ask Questions time for
except for song and 3–4 min. review
(play at beginning of Make the done 3
(of next class Sentences
Do Stepping Stone
activity another
• Soha: Having trouble paying attention again. Call parents.
General Notes
Class response • Time games more carefully next time.
Individual response • Students really liked pantomiming/moving during Ask Questions activity (make sure to plan
Areas that need movement activities in future lessons).
more practice

Teacher’s Log
Teacher’s Log
(Teacher’s Book pages _________________ ) Class ____________ Date ____________ Time ____________

Shorouk Press
Warm-Up and Introduce the Practise the Language Games and Finish the Lesson
Review Language (Student’s Book page Activities
_______ )

Lesson Plan

Materials Needed

Lesson Taught

General Notes
Class response
Individual
Response
Areas that need
more practice

23
Classroom Language Listen and repe
at.
Classroom
Language

Focus: Frequently used classroom language


Collect the hom
ework, please. Pass out the
paper, Please. Who can tell
me the answ
er?
Okay.

Materials Needed: CD/cassette and player


Please repe
at
Can I help? “He wants fruit”after me.
.

I can.
Me too. He wants fruit.

Share a book
with your class
mate.
Ask your class
mate a question
about page 24.
Please mem
orize page 18.
Let’s use mine
.
What’s he doing Who wants to
? erase the boar
d?

That’s easy.
I do.

Make a sente
nce with the word
May I get a drink “night”.
of water? No chewing
gum in class
. Please get
rid of it.
Next class, you
a test on Unit will have
3.
Sorry.

Not right now. Which unit?


In t a minute. Unit 3.
I practise the
piano at night
iii .

Classroom Lang
uage Classroom
Language

iv

Introduce the Language


Tell students that in this lesson they are going
to hear language that they can use in different A: Please repeat after me. He wants fruit.
classroom situations. Brainstorm with students B: He wants fruit.
different things they might want to say to each
other or to their teacher during English class. See A: Please memorize page 18.
if students can then produce language to use in B: That’s easy.
the different situations they have brainstormed. A: Who wants to clean the board?
Accept any reasonable answers, and write them B: I do.
on the board.
A: No gum in class. Please get rid of it.
B: Sorry.
Practise the Language A: Next class, you will have a test on Unit 12.
Students open their Student’s Books to pages B: Which unit?
ii–iii. C: Unit 12.
3. Play the recording again. Students listen
Listen and repeat. and point to the speakers. Play the recording
1. Students look at the twelve scenes to see if as many times as necessary for students to
any of the situations they brainstormed are complete the task.
illustrated on the page.
Teacher Tip: Use this classroom language as
2. Play the recording. Students listen and repeat. often as possible so that it becomes a natural
A: Collect the homework, please. part of each lesson. The recording can be
B: Okay. played at the beginning of each lesson until
students are completely familiar with the
A: Pass out the paper, please. classroom language.
B: Can I help?
A: Share a book with your classmate.
B: Let’s use mine.
A: Ask your classmate a question about page 24.
B: What’s he doing?
A: May I get a drink of water?
B: Not right now. In a minute.
A: Make a sentence with the word “night.”
B: I practice the piano at night.
A: Who can tell me the answer?
B: I can.
C: Me, too.

24 Classroom Language
Games and Activities
Role-Play. Divide the class into pairs. Students in
each pair work with their partners to role-play
each classroom language situation. After five to
seven minutes, have several pairs of volunteers
come to the front of the classroom and role-play
the dialogues.

Finish the Lesson


What’s Next? Say the first line of one of the
classroom language dialogues. Students respond
with the second line. Do the same with all the
dialogues.

Shorouk Press 25
Do You Remember? Do You Re
Listen and poin
member?
t.
Focus: Time For English Level 4 Review 1.
I’m wearing a
2. red
dress. He’s wea and blue
Function: Introducing oneself; giving personal information Hi, I’m Kareem ring a blue cap
Ahmed. .
She’s Mona Sam
y. I have a cam
era

Materials Needed: CD/cassette and player


and some pho
tos.

We go to sch
ool by bus.

Hi, I’m Sokkara


.

We live in Sun
3. nyville.

Warm-Up and Review 4. She listens to


music in the mo
rning.
He plays vide
o
Play the recording of the Classroom Language.
in the mornin games
g.

Students listen. Play the recording again, and There’s a rive


r.
isn’t any snow. There
have students repeat each line. I have a snack
in the mornin
g.
On Saturday,
I was at the mus
5. eum.
Were you at
6. the movie the

Work with the Pictures


ater?
No, I was at
the museum.

Students open their Student’s Books to page vi. I wasn’t at the


I was at the momuseum.
1. Divide students into groups of three. Groups vie theater. See you in Uni
t1!

find and name any items or characters they v

recognize in the six scenes. Do You Rem


ember?

2. Ask each group how many items they found.


Encourage groups to name as many items or
characters as they can.
3. When groups have finished, have each group Practise the Language
name one item, and write it on the board.
Listen and point.
Once all the items have been listed, point to
1. Play the recording. Students listen and
and say each word. Students repeat, pointing
point to each speaker.
to those items in their books.
1. Kareem: Hi, I’m Kareem Ahmed. She’s Mona
Samy.
Mona: We go to school by bus.
Work with the Text Sokkara: Hi, I’m Sokkara.
1. Point to Mona’s speech bubble in Number 1. 2. Mona: I’m wearing a red and blue dress.
A volunteer guesses what Mona is saying. If He’s wearing a blue cap.
he/she guesses correctly, do the same with Kareem: I have a camera and some photos.
kareem’s speech bubble. If he/she does not 3. Mona: We live in Sunnyville.
guess correctly, ask another student. Prompt if Kareem: There’s a river. There isn’t any snow.
necessary.
4. Kareem: She listens to music in the morning.
2. Do the same with all the scenes on the page. Mona: He plays video games in the morning.
Quickly review any language items students Sokkara: I have a snack in the morning.
are having trouble remembering.
5. Mona: On Saturday, I was at the museum.
Note: It is not necessary for students to guess Kareem: I wasn’t at the museum. I was at the
the exact words of the characters. Accept their cinema.
guesses as long as they convey the gist of what
the character is saying. 6. Mona: Were you at the cinema?
Kareem: No, I was at the museum.
Sokkara: See you in Unit 1!
2. Ask students what roles are needed to role-
play the conversation. List the roles on the
board (Mona, Kareem, Sokkara). Then divide
the class into Groups A, B, and C. Group A
role-plays Mona’s lines, Group B role-plays
Kareem’s lines, and Group C role-plays
Sokkara’s lines. Groups then change roles and
role-play the scenes again.

26 Do You Remember?
3. Bring three volunteers to the front of the Finish the Lesson
classroom. Play the recording and have these 1. Introduce Yourself. Using their Student’s
volunteers act out the conversation along with the Books for reference if necessary, students take
recording. They then role-play the conversations turns standing up and introducing themselves
on their own, without the recording. to their classmates using the target language.
4. Divide the class into groups of three and For example: a student stands up and says
have each group role-play the conversation. I’m Iman Zaki. I’m fourteen. I go to school by
They then change roles and role-play the train. I have some paper and a book. I live in
conversation again. Newville. There’s a mountain and some trees.
On Friday, I was at the bookstore. Continue
around the classroom in the same way until
most students have introduced themselves to
Games and Activities the class.
1. Listen Carefully. Write the following 2. Explain and assign Workbook pages i and iii.
sentences on the board. (For instructions, see Teacher’s Book page 148.)
1. Mona and Kareem go to school by ___.
2. Kareem is wearing a ___ cap.
3. Mona and Kareem live in ___.
4. Mona ___ in the morning.
5. ___ plays video games in the morning.
6. On Saturday, Kareem ___ at the ___.
Play the recording. Students listen and fill in
the blanks. Check answers by saying Number
1 and having a volunteer read the sentence.
Do the same for numbers 2–6.
Answer Key:
1. Mona and Kareem go to school by bus.
2. Kareem is wearing a blue cap.
3. Mona and Kareem live in Sunnyville.
4. Mona listens to music in the morning.
5. Kareem plays video games in the morning.
6. On Saturday, Kareem was at the museum.
2. True or False? Say four to five statements
about the Student’s Book conversation (see
Suggested Sentences below). Students say
True if the statement is true, and False if it is
not. If the sentence is false, choose a volunteer
to make it true. For example: say Mona and
Kareem go to school by bicycle. A volunteer
corrects the statement by saying Mona and
Kareem go to school by bus.
Suggested Sentences: Sokkara is a cat. Kareem
has some shampoo. There’s a river in Sunnyville.
Sokkara has a snack in the morning. On
Saturday, Kareem was at the museum.
3. How About You? Divide the class into groups
of three. Students in each group take turns
looking at each scene on the Student’s Book
page, and inserting their personal information
into the sentences (two students in each pair
introduce themselves to the third student). For
example: a student named Ali looks at the first
scene and says I’m Ali Ibrahim. This is Mena
Yossef. The second student, Mena, says We’re
fourteen. Students in each group change roles
until each student has taken on each role.

Shorouk Press 27
1 At the Campsite
Conversation Time At the Cam
1 psite

Language Focus: Wake up, Mona!/What time is it, Hoda?/ Conversatio


n Time
A.
It’s seven o’clock. It’s time for breakfast./Good. I’m hungry./Smells
Listen and rep
eat.
C. Role-play the B. Listen and poin
good. What’s for breakfast?/ We’re having beans and eggs./Yum! My
conversation t to the speake
with a partne rs.
r.
1.
favourite! Wake up, Mo
na!
2.
What time is
it, Hoda?
Function: Asking and telling time; stating what one will eat;
expressing a favourite food It’s seven o’c
lock
time for breakfa . It’s
st.
Materials Needed: CD/cassette and player; Wall Chart 1; a ball Good. I’m hun
gry.

Smells good.
3. What’s for bre
akfast?

For general information on Conversation Time, 4.

see pages 8 – 9. We’re having


beans and egg
s.
Yum! My favo
urite!

Warm-Up and Review


D. Review.
1. Review. Students open their Student’s Books Listen and rep
eat.

to page vi. Point to each scene and elicit the What’s wrong?

dialogue. Then divide the class into pairs, and I can’t find my
sunscreen.

have each pair practice role-playing the six


It’s next to you
r camera.
Oh! There it is.

different scenes.
1

2. Check Workbook pages i and ii. (For


instructions and answer key, see Teacher’s
Book page 148.)
A: We’re having beans and eggs.
Look at Student B and smile.
Introduce the Conversation
B: Yum! My favourite!
1. Clarify word meaning. Lick your lips and rub your stomach.
beans and eggs: Draw a picture of beans and 3. Divide the class into Groups A and B,
eggs on the board, adding a breakfast table if and model each line of the conversation
necessary. Point to the drawing and say beans again. Group A repeats the first line of the
and eggs. Students repeat. Write beans and eggs conversation, Group B repeats the second line,
below the drawing. Point to and read each word. and so on. Encourage students to copy your
Students repeat. facial expressions and body language. Groups
then change roles and repeat the conversation.
2. Bring two students to the front of the
classroom. Stand behind each student and Note: If students need additional support, practice
model his/her lines of the conversation using the conversation using the Step 1 visual prompts
the following actions: on the board.
A: Wake up, Mona! 4. Groups A and B say alternate lines of the
Prompt Student B to close his/her eyes conversation. Groups then change roles
as if sleeping. Then gently shake his/her and say the conversation again. Prompt as
shoulders. necessary.
B: What time is it, Hoda?
Tap your wrist and look quizzically at
Student A.
Talk About the Picture
A: It’s seven o’clock. It’s time for breakfast. 1. Attach Wall Chart 1 to the board or open
Look at your wrist. a Student’s Book to page 1. Students then
open their Student’s Books to page 1. Read
B: Good. I’m hungry.
the following “story” while pointing to or
Smile and rub your stomach.
touching the pictures (bold words) and
B: Smells good. What’s for breakfast? pantomiming the actions or adjectives
Sniff the air and smile. Look quizzically (italicized words). If students repeat, do not
at Student A. stop them, but they are not required to do so.

    28 Unit 1
Note: It is not important that students understand A: What’s wrong?
each word. This is a receptive exercise focusing B: I can’t find my sunscreen.
on exposure to English. A: It’s next to your camera.
B: Oh! There it is.
Scene 1: Hoda and Mona are camping.
Mona was sleeping and Hoda woke her OPTIOn: Students role-play the conversation.
up. Mona wants to know what time it is.
Scene 2: Hoda tells Mona that it is seven
o’clock, and that it’s time for breakfast. Games and Activities
Mona is glad, because she’s hungry.
1. Say It Together. Divide the class into Groups
Scene 3: They’re having beans and eggs
A and B, The two groups take turns role-
for breakfast.
playing appropriate lines of the conversation
Scene 4: Mona is smiling because beans in unison, speaking and responding to the
and eggs are her favourite. student directly across from them. Groups
2. Ask the following questions while pointing change roles and practice the conversation
to or touching the pictures (bold words) again.
and pantomiming the actions or adjectives 2. Guess the Line. (See Game 2, page 140.) Play
(italicized words). the game using the target conversation.
Scene 1: Who was sleeping? 3. Combine the Conversations. Combine a
Does Mona have her glasses? conversation from Level 4 with the target
Scene 2: What time is it? conversation on the board in the following way:
Is Mona hungry? A: Wake up, Mona! It’s time for breakfast!
Scene 3: What’s for breakfast? B: Okay. But I can’t find my glasses.
(beans) What’s this? A: Here they are.
(eggs) What are these? B: Oh, thank you.
Scene 4: Is Mona sad? Point to and read each line. Students repeat.
Bring two volunteers to the front of the
Practise the Conversation classroom to role-play the conversation as if
they are sisters at home on a Friday morning.
Students then form pairs and role-play the
A. Listen and repeat.
conversation in the same way. They then change
Play the recording (first version of the
roles and role-play the conversation again.
conversation). Students listen and repeat.
1. Hoda: Wake up, Mona!
2. Mona: What time is it, Hoda?
Hoda: It’s seven o’clock. It’s time for breakfast. Finish the Lesson
Mona: Good. I’m hungry.
1. Toss the Ball. Toss a ball to a student and
3. Mona: Smells good. What’s for breakfast? say the first line of the conversation. That
Hoda: We’re having beans and eggs. student responds with the second line of
4. Mona: Yum! My favourite! the conversation, then tosses the ball to
another student who says the third line of
B. Listen and point to the speakers. the conversation, and so on around the class.
Play the recording (second version of the Students continue until everyone has said a
conversation) and have students listen and line of the conversation.
point to the speakers. Play the recording 2. Explain and assign Workbook page 1. (For
as many times as necessary for students to instructions, see Teacher’s Book page 148.)
complete the task.

C. Role-play the conversation with a


partner.
Students choose a partner and role-play the
conversation. They then change roles and
role-play the conversation again.

D. Review. Listen and repeat.


Volunteers try to read or guess the Puppets’
conversation. Play the recording. Students
listen and repeat, pointing to each line of the
conversation.

Shorouk Press 29
Word Time Word Time
A. Listen and rep
eat.

Language Focus: Camping activities (cook breakfast, listen to


1. cook breakf B. Point and say
ast
2. listen to sto the words.
3. laugh at jok ries
C.
stories, laugh at jokes, climb a mountain, watch the sunrise, play
es Listen and poi
4. climb a mo nt.
5. watch the untain
sunrise D. Write the wor
cards, wash the pots and pans, clean the tent) 6. play cards ds.
7. wash the pot (See pages 32–
s and pans 34.)
8. clean the ten
t
Materials Needed: CD/cassette and player 5

For general information on Word Time,


4

see pages 10 – 11.


8
1

Warm-Up and Review


1. Conversation Review: Missing Words. Write
the Unit 1 target conversation on the board.
Point to each line and elicit the conversation. 7
6
Erase two to three key words. Students say
the conversation, trying to fill in the missing
words. Continue in the same way, erasing 3
2

more words from the conversation each time,


until students can say the conversation from 2
memory. 2
Unit 1
2. Check Workbook page 1. (For instructions and syllabus

answer key, see Teacher’s Book page 148.)

Note: It is not important that students


Introduce the Words understand each word. This is a receptive
exercise focusing on exposure to English.
1. Hold up and name the Unit 1 Word Time
Picture Cards one by one. Students listen. Daytime scene: Mona, Kareem, and their
Hold up and name the cards again, and have family and friends are all camping. Mona’s
students repeat. Hold up the cards in random sister is cleaning the tent. Mona’s mother
order and have students name them. is cooking breakfast. They are going to eat
eggs. Mona’s grandfather and Kareem are
2. Attach the Unit 1 Word Time Picture Cards watching the sunrise. It’s beautiful!
in a row to the board. Stand the Unit 1 Word
Time Word Cards on the chalktray under the Nighttime scene: Now it’s night. Mona is
corresponding picture cards. Point to each laughing at jokes. Mona’s grandfather is
picture/word card pair and read the word. telling stories. Kareem and his friends are
Students repeat. Then reposition the word listening to the stories.
cards so that they are no longer directly below 3. Ask the following questions while pointing
the corresponding picture card. Volunteers to or touching the pictures (bold words) and
come to the board one by one and place a pantomiming the actions (italicized words).
word card under its corresponding picture
Daytime scene:
card, then point to and read the word. Seated
What’s Kareem doing?
students repeat.
Is Mona playing cards?
Who’s cooking breakfast?
Talk About the Picture Nighttime scene:
Is Mona’s grandfather listening to stories?
1. Students open their Student’s Books to page
Is Kareem laughing at jokes?
2. They look at the large scene and name
anything they can.
2. Attach Wall Chart 2 to the board or open a Practise the Words
Student’s Book to page 2. Read the following
“story” while pointing to or touching the pictures A. Listen and repeat.
(bold words) and pantomiming the actions 1. Play the recording. Students listen
(italicized words). If students repeat, do not stop and repeat, pointing to each word in the
them, but they are not required to do so. vocabulary box.

    30 Unit 1
1. cook breakfast 2. listen to stories Games and Activities
3. laugh at jokes 4. climb a mountain
5. watch the sunrise 6. play cards 1. Draw the Picture. (See Game 30, page 143.) Play
7. wash the pots and pans 8. clean the tent the game using Unit 1 Word Time Picture Cards.
2. Say the words in random order. Students 2. What Are You Doing? Divide the class into
point to them in the vocabulary box. Teams A and B. A volunteer from Team A (S1)
comes to the front of the classroom. Hand S1 a
B. Point and say the words. Unit 1 Word Time Word Card and turn away
Students point to each of the target vocabulary so you cannot see him/her. S1 pantomimes the
items in the large scene and name them. action on the card. Ask Team A What’s (he)
doing? Elicit (He’s) (cooking breakfast). Turn to
C. Listen and point. face the volunteer and ask Are you (cooking
Play the recording. Students listen to the breakfast)? He/She answers. For each correct
sound effects and words. For the vocabulary, answer, Team A wins a point. A volunteer from
students point to the person/people doing Team B then comes to the front of the classroom.
that action; for the conversations, they point Do the entire activity again in the same way.
to the speakers. (References are shown in Continue until each student has come to the
parentheses.) Play the recording as many times front of the classroom. The team with the most
as necessary for students to complete the task. points at the end wins.
Watch the sunrise. 3. Sentences. Write the following five sentences on
Laugh at jokes. the board (quickly review meaning if necessary):
Clean the tent.
I’m cooking breakfast.
Cook breakfast.
I cooked breakfast.
Play cards.
I didn’t cook breakfast.
Listen to stories.
When do you cook breakfast?
Climb a mountain.
When does he cook breakfast?
Wash the pots and pans.
Point to and read each sentence. Students repeat.
Now listen and point to the speakers.
Then divide the class into groups of four to
A: Do you want eggs? (woman and boy six. Using the target vocabulary and the above
by daytime campfire) sentences as guides, each student writes two
B: No, thanks. I have cereal. sentences, each on a separate piece of paper.
Students place their sentences face- down in the
A: Okay. middle of their group. A student in each group (S1)
A: Whose glasses are those? (girls at begins by picking up a sentence from the middle
right of daytime scene) of the group. If it is a statement, he/she reads the
sentence and pantomimes it. If it is a question, he/
B: I think they’re hers.
she reads it to the student on his/her left (S2), and
A: Yes, they are. S2 answers. Groups continue in the same way, with
A: Hey! Don’t do that. (children by bin) students in each group taking turns picking up the
B: What? sentences, for five to seven minutes.
A: Don’t drop litter. Use the bin. 4. Option: Personalize the Picture. Give each student
B: Oh, I see it. Thanks. a large piece of paper and crayons or markers.
Students make postcards of themselves and friends
D. Write the words. (See pages 32–34.) or family on a camping trip, doing the target
Students turn to page 32 (My Picture activities. Students then take turns holding up
Dictionary), find the picture of each target their postcards for the rest of the class to see and
vocabulary item, and write the words next to it. using complete sentences to describe the activities
the people in the picture are doing. Display the
What Did Sokkara Find?
postcards on the wall for future reference.
Students determine what Sokkara found.
Large Classes: Students can work in groups.
Answer Key: Sokkara found a tube of
toothpaste.
Finish the Lesson
Extra Vocabulary. Students turn to page 1.
Introduce the extra vocabulary items pick up 1. Pantomime. Students take turns standing up,
rubbish, pack the bags, boil water. Students pantomiming one of the target actions, and
then find people doing these actions. saying I’m (playing cards). Continue until each
student has taken a turn.
2. Explain and assign Workbook page 2. (For
instructions, see Teacher’s Book pages 148–149.)

Shorouk Press 31
Practice Time Practice Tim
e
.A. Listen and rep
eat
Language Focus: Yes/No questions with did; simple past [Did Did you coo
(you) (cook breakfast)? Yes, (I) did./ No, (I) didn’t. (I) (played
k breakfast Yes, I did.
?
No, I didn’t.
cards).]
I played car
ds.
cook didn’t = did not
cooked

Function: Inquiring about past activities


watch listen listened
watched laugh
play played laughed
wash climb climbed
washed
clean

Materials Needed: CD/cassette and player; Unit 1 song with B. cleaned


Listen and rep
eat. Then pra
1. ctise with a par
one word deleted from each line, 1 copy per student. he/wash the tner.
pots and pan
Yes s? 2.
they/climb a
mo
No/watch the untain?
sunrise

For general information on Practice Time,


see pages 12–13.
3. she
/clean the ten
Yes t?
4. you
/listen to sto
No/climb a mo ries?
untain

Warm-Up and Review 5. the


y/play cards?
No/ listen to
1. Vocabulary Review: Actions. Hold up each of
stories 6. you/la
ugh at jokes?
Yes

the Unit 1 Word Time Word Cards and have


students read them. Then hold up each of C.
the Unit 1 Word Time Word Cards and have
Look at page
2. Point to the
picture and pra
D. ctise with a par

students read the words then pantomime the


Listen and sing tner.
along. (See “Did
Kareem watch
the Sunrise?”
actions.
on page 29.)

Unit 1

2. Check Workbook page 2 (For instructions and


answer key, see Teacher’s Book pages 148–149.)
3

Introduce the Patterns they and the appropriate gestures from Step 1 to
demonstrate the pronouns.
1. Pronoun Review. (For detailed instructions,
see page 12.) Review I, you (singular), he, she, 4. Practice for Fluency. Divide the class into
we, you (plural), and they. Groups A and B. Say you, play cards. Group
A asks the question and Group B answers.
2. Did (you) (cook breakfast)? Yes, (I) did. Hand a
Continue in the same way with the remaining
volunteer the cook breakfast picture card without
target verbs, eliciting both affirmative and
looking at it. Turn away from S1 and tell him/
negative answers. Groups A and B alternate
her to pantomime the action on the card. After
between asking and answering questions.
several seconds, say Stop. Turn around and ask
S1 Did you cook breakfast? Students repeat. Write
Did you cook breakfast? on the board. Point to and Practise the Patterns
read each word. Students repeat. Then ask S1 the
question again, and elicit a positive response. Say Students open their Student’s Books to page 3.
Yes, I did. S1 repeats. Write Yes, I did. on the board
to the right of Did you cook breakfast? Point to and A. Listen and repeat.
read each word. Students repeat. Do the same with 1. Write the text from the pattern boxes on the
play cards, laugh at jokes, and climb a mountain. board. Play the recording, pointing to each
Then repeat the entire procedure with she, he, you word. Students listen.
(plural), and they and the appropriate gestures A: Did you cook breakfast?
from Step 1 to demonstrate the pronouns. B: Yes, I did.
3. Did (you) (cook breakfast)? No, (I) didn’t. (I) A: Did you cook breakfast?
(played cards). Hand a volunteer (S2) the play cards B: No, I didn’t. I played cards.
picture card without looking at it. Turn away from
S2 and tell him/her to pantomime the action on the cook, cooked listen, listened
card. After several seconds, say Stop. Turn around laugh, laughed climb, climbed
and ask S2 Did you cook breakfast? Then ask S2 the watch, watched play, played
question again, and elicit a negative response. Say wash, washed clean, cleaned
No, I didn’t. I played cards. S2 repeats. Write No, I 2. Play the recording again. Students listen,
didn’t. I played cards. on the board to the right of look at the pattern boxes in their books, and
Did you cook breakfast? Point to and read each word. repeat, pointing to each word.
Students repeat. Do the same with wash the pots 3. Students try to say the patterns on their
and pans, laugh at jokes, and climb a mountain, asking own while looking at the pattern boxes in
Did you cook breakfast? each time. Then repeat the their books.
entire procedure with she, he, you (plural), and

    32 Unit 1
4. Write the explanation of the contraction on the Did Ramy clean the tent?
board: didn’t = did not. Point to and read each Yes, he did. Yes, he did.
word. Students repeat. Then say each pattern Did Ramy clean the tent?
with the full form of the contractions. Students Yes, he did. He cleaned the tent.
repeat. Students practice each pattern in the
2. Play the recording again. Students listen
pattern box, using both the contraction and the
and sing along, using their books for reference.
full form of the contraction.
Play the recording as many times as necessary
B. Listen and repeat. Then practise for students to become familiar with the song.
with a partner. 3. Give each student a copy of the song that has
1. Play the recording. Students listen and one word from each line deleted. Play the song
repeat, pointing to each picture in their books. again and have students listen and fill in the
1. Did he wash the pots and pans? missing words. Play the song as many times as
Yes, he did. necessary for students to complete the task.

2. Did they climb a mountain?


No, they didn’t. They watched the
sunrise. Games and Activities
3. Did she clean the tent?
Yes, she did. 1. Ask Questions. Give each student a Unit 1
Word Time Picture Card. Turn away and have
4. Did you listen to stories? them all pantomime. Say Stop. Turn around
No, I didn’t. I climbed a mountain. and ask a volun- teer (S1) Did you climb a
5. Did they play cards? mountain? Then point to S1 and ask another
No, they didn’t. They listened to stories. volunteer (S2) Did (he) climb a mountain?
Continue, asking different students each time,
6. Did you laugh at jokes?
until most students have answered a question.
Yes, I did.
Option: Students choose an action from page 2
2. Students practise numbers 1–6 in pairs.
and pantomime it.
(S1 in each pair asks the questions, and S2
answers.) They then change roles and repeat 2. Make the sentences (See Game 49, page 145.) Do
the procedure. the activity using two sets of I, He, She, They,
you, he, she, they grammar cards and Unit 1
C. Look at page 2. Point to the picture Word Time Word Cards and Grammar Cards.
and practise with a partner.
Students remain in pairs and look at page 2.
They then take turns asking and answering
Extra Practice
questions about the characters in the large
scene using the new patterns and vocabulary Explain and assign Worksheet 1, Did She Play
items. For example: S1 (pointing to Mona’s Cards?, page 174. (For instructions and answer
mother): Did she cook breakfast? S2: Yes, she did. key, see page 168.)

D. Listen and sing along.


1. Students turn to the Did Kareem Watch the Finish the Lesson
Sunrise? song on page 29. They look at the 1. Guess the Action. A volunteer (S1) goes
pictures and words and try to read some of behind a door so that only a small portion of
the lyrics. Read the lyrics line by line. Students his/her body is visible and then pantomimes
repeat each line. Play the recording. Students one of the target actions. He/She then stops
listen and follow along in their books. pantomiming. Seated students try to guess
Did Kareem Watch the Sunrise? what S1 pantomimed, asking Did you (climb
(Melody: The Bridge of Avignon) a mountain)? If the guess is correct, the
volunteer nods and says Yes, I did. If the guess
Did Kareem watch the sunrise?
is not correct, the volunteer shakes his/her
No, he didn’t. No, he didn’t.
head and says No, I didn’t.
Did Kareem watch the sunrise?
I (cooked breakfast). Continue, having pairs of
No, he didn’t. He played cards.
students pantomime at the same time, too, to
Did Ali climb a mountain? practice we and they, until all students have
No, he didn’t. No, he didn’t. taken a turn.
Did Ali climb a mountain?
2. Explain and assign Workbook page 3. (For
No, he didn’t. He played cards.
instructions, see Teacher’s Book page 149.)

Shorouk Press 33
Phonics Time Phonics Tim
A. Listen and rep
e
eat.
Sound Focus: Consonant blend review (chair, fish, mother,
three, bread, present, green, tree, drum, cry, slide, plane, flower,
spoon, sneeze, smile) chair
fish
Review mother
Materials Needed: CD/cassette and player.
three
bread

present
green
tree
drum
cry
For general information on Phonics Time,
see pages 14 – 15.
slide
plane
flower
spoon
sneeze
B. Listen and writ smile
e.
1. ___ing
2. ___ell
3. ___ay

Warm-Up and Review


4. ___eep
C. Read the sen
5. ___ain
6. ___ree
tences. Write
1. Mother has the numbers.
a fish. She put Then listen.
2. Mother see s the fish on a dish
s a tree. She .

1. Pattern Review: What Did You Do? Write Did


sees three.
3. Mother is on
a plane. The
plane is over
4. Mo
Mothe
therr eat
eatss som Spain.
someeche
she cook breakfast? Yes, she did. and Did you play cheese
ese. .MoMo the
the r drin
r has tokssne
mil k and
eze . eats honey from
bees.
cards? No, I didn’t. I cleaned the tent. on the
board. Point to each sentence and have students
read it. Then hold up the they grammar card and
the listen to stories picture card and elicit Did
they listen to stories? from students on the right
side of the classroom. nod your head and elicit 4

Yes, they did from students on the left side of the Unit 1

classroom. Continue in the same way with the he,


she, and you grammar cards and the remaining
Unit 1 Word Time Picture Cards, eliciting both
positive and negative answers and having Practise the Sounds
students switch roles so they are both asking and
answering the questions. Students open their Student’s Books to page 4.
2. Check Workbook page 3. (For instructions and
A. Listen and repeat.
answer key, see Teacher’s Book page 149.)
Focus students’ attention on the consonant
blend review words at the top of the page.
Play the recording. Students listen and repeat,
Introduce the Sounds pointing to the pictures and words in their
1. Say - . Students repeat. Then hold up the books.
chair picture card and say chair, chair. Students ch
repeat. Attach the card to the board. Do the chair
same with fish, mother, three, bread, present, green sh
(first colouring the card green), tree, drum, cry, slide, fish
plane, flower, spoon, sneeze, smile, first saying the
target blend sound. th
mother
2. Write ch on the board to the right of the chair
picture card. Say while pointing to the th
letters. Students repeat. Add air to the right of three
ch. Say -air, chair, pointing to the two parts br /br/
of the word and then the whole word. Students bread
repeat. Repeat the entire procedure for fish,
mother, three, bread, present, green, tree, drum, cry, pr /pr/
slide, plane, flower, spoon, sneeze, smile, writing present
each word to the right of the corresponding gr
picture card. green
3. Remove all the picture cards from the board. tr /tr/
Point to each word and have students read it. tree
When students read a word correctly, attach the dr /dr/
corresponding picture card next to the word to drum
reinforce meaning.
cr /kr/
cry

    34 Unit 1
sl /sl/ Games and Activities
slide
1. Bingo! (See Game 23, page 142.) Play the game
pl /pl/
using Unit 1 Phonics Time Picture Cards.
plane
2. Match Sound to Picture. Write br, ch, cr, dr, fl, gr,
fl /fl/
pl, pr, sh, sl, sm, sn, sp, tch, th, and tr on the board
flower
for reference. Then divide the class into pairs and
sp /sp/ give each pair a set of Unit 1 Phonics Time Word
spoon Cards.
sn /sn/ A student in each pair (S1) begins by saying
sneeze the sound of one of the target blends. S2
spells the blend, finds the word card with the
sm /sm/ corresponding blend, then says another word
smile with the same blend. S2 then says the sound of
one of the target blends. Pairs continue in this
B. Listen and write. way with the remaining target sounds.
1. Play the recording. For each number, students
listen and write the blend to complete the word Option: students use the words in their books
they hear. Play the recording as many times as page (4) instead of the word cards and do as
necessary for students to complete the task. above.
1. bring 3. Say the Word, Write the Blend. Divide the class
2. smell into groups of four to five and give each group
3. play a set of Unit 1 Phonics Time Picture Cards.
4. sheep Groups shuffle their cards and place them face
5. train down in the middle of the group. A student in
6. three each group (S1) begins by turning over a card
and saying the word. The student on S1’s right
2. Check answers by saying number 1. bring and (S2) writes the letters that make up that word’s
having a volunteer repeat the word and spell it. target blend then uses the word in a sentence.
Do the same for numbers 2–6. S2 then turns over a card and says the word.
Answer Key: Groups continue like this with the remaining
1. bring picture cards.
2. smell Play As above but use the book instead of the
3. play picture cards (S1) choose a word and say it then
4. sheep continue as mentioned above.
5. train
6. three
Extra Practice
C. Read the sentences. Write the Explain and assign Worksheet 2, Consonant
numbers. Then listen. Blend Review, page 175. (For instructions and
1. Students read the sentences and write the answer key, see page 168.)
number of each line of the rhyme next to the
corresponding picture. Then play the recording.
Students listen to the rhyme as they follow along
in their books. Finish the Lesson
Mother has a fish. She puts the fish on a dish.
Mother sees a tree. She sees three. 1. Spell It. Say /pr/. Students say the letters that
Mother is on a plane. The plane is over Spain. make up the blend, p–r. Then a volunteer says a
Mother eats some cheese. Mother has to sneeze. word that has that blend. Do the same with the
remaining target blends.
2. Check answers by pointing to each picture and
having students say the corresponding line of the 2. Explain and assign Workbook page 4. (For
rhyme. instructions, see Teacher’s Book page 149.)

Answer Key:
2, 4, 1, 3
Assessment
Explain and assign the Unit 1 Test, page 208.
(For instructions and answer key, see page 198.)

Shorouk Press 35
2 At the Amusement Park
Conversation Time At the Am
usemen
2 t Park

Language Focus: It’s so hot. I’m really thirsty./Me, too. Let’s get A.
Conversatio
n Time
some juice./What kind of juice do you want?/Pineapple juice, please./
Listen and rep
eat.
C. Role-play the B. Listen and poin
conversation t to the speake
Uh-oh! I don’t have enough money./That’s okay. It’s my treat./Here you 1.
with two other
students. rs.

are./Thanks a lot. It’s so hot. I’m


really thirsty.
2.
What kind of
juic
do you want? e
Function: Expressing physical states; making suggestions;
Me, too. Let’
s get some juic
e.
Pineapple juic
expressing preferences; asking about and stating a problem;
e, Please.

offering help
Materials Needed: CD/cassette and player.
3.
Uh-oh! I don’t 4.
For general information on Conversation Time, enough moneyhave
.
That’s okay.
It’s my treat. Here you are
.
see pages 8 – 9. Thanks a lot.

Warm-Up and Review


1. Phonics Review: Consonant Blends. Write ch,
D. Review.
Listen and rep
eat.

tch, sh, th, br, pr, gr, tr, dr, cr, sl, pl, fl, sp, sn, and Smells good.
What’s for lunc
h?

sm on the board. Point to each blend and elicit


We’re having
spaghetti.
Yum! My favo
its sound. Write seven to nine words that have
urite!
Here. Help you
rself.
these sounds on the board (see Suggested Words
below). Point to each word and have students 5

read it.
Suggested Words: chair, shirt, mother, three, bread,
present, green, tree, drum, cry, slide, plane, flower, B: Uh-oh! I don’t have enough money.
spoon, sneeze, smile Check your pockets and pretend to pull
2. Check Workbook page 4. (For instructions and out just a few coins. Shake your head.
answer key, see Teacher’s Book page 149.) A: That’s okay. It’s my treat.
nod your head, smile, and point to yourself.

Introduce the Conversation A: Here you are.


Pretend to hand a cup to Student B.
1. Clarify word meaning. B: Thanks a lot.
pineapple: Draw a pineapple on the board. Point Smile broadly.
to it and say pineapple. Students repeat. Write 3. Divide the class into Groups A, B, and C and
pineapple under the drawing. Point to it and elicit model each line of the conversation again. Group
pineapple. A repeats the first line of the conversation, Group
my treat: Explain that when someone says my treat, B repeats the second line, and so on. Encourage
it means that he/she will pay for the other person. students to copy your facial expressions and
body language. Groups then change roles and
2. Bring three students to the front of the repeat the conversation. Continue until each
classroom. Stand behind each student and model group has taken on each role.
his/her line(s) of the conversation with the
following actions: Note: If students need additional support, practice
the conversation using the Step 1 visual prompts
A: It’s so hot. I’m really thirsty. on the board.
Wipe your hand across your forehead.
4. Groups A, B, and C say the appropriate lines of
B: Me, too. Let’s get some juice. the conversation. Groups then change roles and
Nod your head and point to yourself. Make a say the conversation again. Prompt as necessary.
“let’s go” gesture with your arms. Continue until each group has taken on each role.
C: What kind of juice do you want?
Look quizzically at Students A and B.
Talk About the Picture
B: Pineapple juice, please.
Look at Student C and smile. 1. Attach Wall Chart 3 to the board or open a
Student’s Book to page 5. Students then open their

    36 Unit 2
Student’s Books to page 5. Read the following A: Smells good. What’s for lunch?
“story” while pointing to or touching the B: We’re having spaghetti.
pictures (bold words) and pantomiming the A: Yum! My favourite!
actions (italicized words). B: Here. Help yourself.
Scene 1: It’s hot today at the amusement park. OPTIOn: Students role-play the conversation.
This boy and girl are thirsty, so they are going
to go and get some juice.
Games and Activities
Scene 2: The boy and girl are at the snack bar
now. The boy wants some pineapple juice. 1. Who Was That? (See Game 15, page 141.) Play
Scene 3: He doesn’t have enough money to pay the game using the target conversation.
for the juice, though. The girl will buy it for him. 2. Match the Halves. Divide the class into pairs.
Scene 4: The girl gives the boy the juice. Students in each pair write each line of the
target conversation on a separate piece of paper
2. Ask the following questions while pantomiming and then cut the sentences into halves. Pairs
the actions or adjectives (italicized words). shuffle the pieces of paper and place them face
Scene 1: Is it a cold day? Are the kids hungry? down. Say Go! Pairs try to be the first to turn
Scene 2: What kind of juice does the boy want? over the pieces of paper, match each half of the
sentences, and put the complete sentences in the
Scene 3: Who doesn’t have enough money? correct order. The first pair to do so raises their
Who will pay for the juice? hands and says the conversation they have put
Scene 4: Are they eating pineapples? together. If it is correct, they come to the front of
the classroom and role-play the conversation for
the rest of the class. If it is not correct, all pairs
Practise the Conversation continue to work until one pair has put together
the correct conversation. Students then change
A. Listen and repeat. partners and do the activity again.
Play the recording (first version of the 3. Combine the Conversations. Combine the Unit
conversation). Students listen and repeat. 1 conversation with the target conversation on
1. Girl: It’s so hot. I’m really thirsty. the board in the following way:
Boy: Me, too. Let’s get some juice. A: What time is it?
2. clerk: What kind of juice do you want? B: It’s six o’clock. It’s time for dinner.
Boy: Pineapple juice, please. A: Good. I’m hungry.
3. Boy: Uh-oh! I don’t have enough money. B: Let’s get some burgers.
Girl: That’s okay. It’s my treat. A: Okay. Uh-oh! I don’t have enough money.
B: That’s okay. It’s my treat.
4. Girl: Here you are.
Boy: Thanks a lot. Point to and read each line. Students repeat.
Bring two volunteers to the front of the
B. Listen and point to the speakers. classroom to role-play the conversation as if they
Play the recording (second version of the are about to go out to get some dinner. Students
conversation) and have students listen and then form pairs and role-play the conversation in
point to the speakers. Play the recording the same way. They then change roles and role-
as many times as necessary for students to play the conversation again.
complete the task.

C. Role-play the conversation with two Finish the Lesson


other students.
Divide students into groups of three, and have 1. Next Word, Please. Say the target conversation
them role-play the conversation. They then slowly, pausing before different words. Students
change roles and role-play the conversation try to say the next word in the conversation. For
again. Groups continue until each student has example: Say It’s
taken on each role. so ___. Students say hot. Then continue, saying
I’m really ___. Students say thirsty.
D. Review. Listen and repeat. 2. Explain and assign Workbook page 5. (For
Volunteers try to read or guess the Puppets’ instructions, see Teacher’s Book page 149.)
conversation. Play the recording. Students
listen and repeat, pointing to each line of the
conversation.

Shorouk Press 37
Word Time Word Time
A. Listen and rep
eat.
Language Focus: Leisure activities (drink juice, eat cotton candy, 1. drink juice
2. eat cotton
candy
B. Point and say
the words.
3. win a prize C.
win a prize, go on a ride, see a show, have lunch, buy tickets, take 5. see a show
4. go on a ride Listen and poi
D. Write the wor
nt.

pictures) 7. buy tickets


6. have lunch ds.
(See pages 32–
34.)
8. take picture
s
Materials Needed (excluding materials for optional activities):
CD/cassette and player; Unit 2 Word Time Picture Cards, 2
sets; Unit 2 Word Time Word Cards, 1 card per 2 students. 4

For general information on Word Time, 5

see pages 10 – 11.

Warm-Up and Review 7

1. Conversation Review: Dictation. Say a line 2

from the Unit 2 target conversation. Students


write the line on a piece of paper, using correct
capitalization and punctuation. The first 8 1

student to correctly write the line quickly role-


plays it. Continue in the same way with three 6

to four different lines of the conversation. 6


3

2. Check Workbook page 5. (For instructions and Unit 2

answer key, see Teacher’s Book page 149.)

Introduce the Words There’s so much to do at the amusement


park! Mona won a prize. Kareem’s parents
1. Hold up and name the Unit 2 Word Time Picture are having lunch. They have salad, french
Cards one by one. Students listen. Hold up and fries, and chicken. Kareem is drinking juice.
name the cards again, and have students repeat. He has some french fries, too. This girl is
Then give each student a set of Unit 2 Word taking pictures of the girls who are eating
Time Picture Cards. Hold up each of the cards in candy floss. Look at the people on the Ferris
random order. Students find the corresponding wheel! They’re going on a ride.
card, hold it up, and name it.
3. Ask the following questions while pointing
2. Attach the Unit 2 Word Time Picture Cards to or touching the pictures (bold words) and
in a row to the board. Stand the Unit 2 Word pantomiming the actions (italicized words).
Time Word Cards on the chalktray under the
What are Kareem’s parents doing? What are
corresponding picture cards. Point to each
they having for lunch?
picture/word card pair and read the word.
What’s Kareem doing?
Students repeat. Then reposition the word
Who won a prize? What colour is the prize?
cards so that they are no longer directly below
(girl taking picture) Is she buying tickets? What
the corresponding picture card. Volunteers
colour is her shirt?
come to the board one by one and place a
(girls eating cotton candy) Are they seeing a
word card under its corresponding picture
show?
card, then point to and read the word. Seated
students repeat.
Practise the Words
Talk About the Picture
A. Listen and repeat.
1. Students open their Student’s Books to page 1. Play the recording. Students listen
6. They look at the large scene and name and repeat, pointing to each word in the
anything they can. vocabulary box.
2. Attach Wall Chart 4 to the board or open a 1. drink juice
Student’s Book to page 6. Read the following 2. eat cotton candy
“story” while pointing to or touching the 3. win a prize
pictures (bold words) and pantomiming the 4. go on a ride
actions (italicized words). 5. see a show

    38 Unit 2
6. have lunch Games and Activities
7. buy tickets
8. take pictures 1. Verb Relay. (See Game 44, page 145.) Play the
game using Unit 2 Word Time Picture Cards.
2. Say the words in random order. Students
point to them in the vocabulary box. OPTIOn:Play using both Unit 1 and 2 Word
Time Picture Cards.
B. Point and say the words. 2. Cut and Paste. Cut the Unit 2 Word Time
Students point to each of the target vocabulary Word Card in half after the verb (for example:
items in the large scene and name them. drink/juice, take/pictures). Then divide
the class into groups of four or six. Give
C. Listen and point.
each group a number of the matching cards.
Play the recording. Students listen to the
Students work together to match the halves.
sound effects and words. For the vocabulary,
Then in pairs students work together to
students point to the person/people doing
write two different sentences using their verb
that action; for the conversations, they point
phrase. For example: I’m drinking juice./
to the speakers. (References are shown in
She can take pictures. Pairs then take turns
parentheses.) Play the recording as many
reading their sentences to the class.
times as necessary for students to complete
the task. 3. Guess the Word. Divide the class into groups
of three to four. A student in each group (S1)
Take pictures.
begins by thinking of a target vocabulary item
Have lunch.
and writing one letter from the word on a
Go on a ride.
piece of paper. The other students try to guess
Drink juice.
the word. If no one can correctly guess the
Win a prize.
word, S1 writes another letter from the word
Eat cotton candy.
on the piece of paper, and continues to do
Buy tickets.
so, spelling the word one letter at a time. The
See a show.
student who first guesses the word correctly
Now listen and point to the speakers. then thinks of the next word. Groups continue
A: Did you wash the pots and pans? in the same way for five to seven minutes.
(workers at pizza place) 4. Option: Personalize the Picture. Divide the
B: No, I didn’t. I baked cookies. class into groups of two to three and give each
A: What time is it? (man and woman seeing group a magazine. Members of each group
a show) work together to find pictures of people doing
B: It’s twelve o’clock. the target actions. Groups cut out the pictures
A: I’m hungry. and make a collage. Groups then take turns
B: Me, too. holding up their pictures for the rest of the
class to see, and naming the activities, saying,
A: May I help you? (people at ticket booth) for example, He’s drinking juice. They’re having
B: Two tickets, please. lunch. Display the collages on the wall for
A: That’s three pounds. future reference.
B: Here you are.
A: Thank you. Option: Students can do this activity at home
looking at the news paper or a magazine, then
D. Write the words. (See pages 32–34.) they bring their collages to the class the next day.
Students turn to page 32 (My Picture
Dictionary), find the picture of each target
vocabulary item, and write the words next to it. Finish the Lesson
What Did Sokkara Find? 1. Pantomime Chain. A volunteer (S1) comes to
Students determine what Sokkara found. the front of the classroom and pantomimes
one of the target actions. Students try to
Answer Key: Sokkara found an ice cream cone. identify the action, saying You’re (winning a
prize). S1 says either Yes, I’m (winning a prize)
Extra Vocabulary. Students turn to page 5.
or no, I’m not (seeing a show). The first student
Introduce the extra vocabulary items stand in
to correctly name the action is next to come
line, read a menu, throw a ball. Students then
to the front of the classroom and pantomime.
find people doing these actions.
Continue in the same way with six to eight
volunteers.
2. Explain and assign Workbook page 6. (For
instructions, see Teacher’s Book page 150.)

Shorouk Press 39
Practice Time Practice Tim
e
A. Listen and rep
Language Focus: Simple past with irregular verbs, affirmative eat.

and negative statements [(She) (bought tickets). (She) didn’t (eat


She bought
tickets.
She didn’t eat
cotton candy.
cotton candy).]
drink drank
see eat ate
saw
have win won
had

Function: Describing what someone did or did not do


buy go went
bought
take
B. Listen and rep
took
eat. Then pra
Materials Needed (excluding materials for optional
ctise with a par
1. They/s tner.
ee a show
have lunch
activities): CD/cassette and player; Unit 2 Word Time Picture
2. She/ta
ke pictures
win a prize

Cards, 1 set; Unit 2 Word Time Word Cards, 1 set per 2


students; I, You, He, She, We, and They grammar cards, 2 sets
per 2 students; Unit 2 Grammar Cards, 1 set per 2 students. 3. We/have lunc
see a show
h
4. You/win a priz
take pictures e

For general information on Practice Time,


see pages 12–13. 5. He/go on
drink juice
a ride
6. I/drink juic
e
go on a ride

Warm-Up and Review


1. Vocabulary Review: Name the Cards. Hold up C. Look at page
6. Point to the
the Unit 2 Word Time Picture Cards one by one
picture and pra
D. Listen and sing
ctise with a par
tner.
along. (See “Ay
and have students name them. Hold up the go
man and Am
ira Saw a Sho
w” on page 29.
)

on a ride picture card and have one volunteer


Unit 2

(S1) name the card and another volunteer (S2) 7

pantomime the action. S1 then describes the


pantomime, pointing to S2, looking at the class,
and saying (She’s) going on a ride. Do the didn’t. Students repeat. Write I didn’t drink juice. on
same with the remaining cards and different the board. Point to and read each word. Students
volunteers. repeat. Do the same with eat cotton candy, win
2. Check Workbook page 6. (For instructions and a prize, go on a ride, see a show, have lunch, and
answer key, see Teacher’s Book page 150.) buy tickets. Repeat the entire procedure using
You (singular), He, She, We, and They and the
appropriate gestures from Step 1 to demonstrate
Introduce the Patterns the pronouns.
4. Practice for Fluency. Bring volunteers to the
1. Pronoun Review. (For detailed instructions, see front of the room two by two. Each pair chooses
page 12.) Review I, you (singular), he, she, we, a Unit 2 Word Time Picture Card from the
and they. chalktray. One volunteer (S1) pantomimes the
2. (I) (drank juice). Draw two clocks on the board, activity on his/her card, then stops. His/Her
one showing ten o’clock, and the other showing partner (S2) looks at S1 and says You (saw a
two o’clock. Place the drink juice picture card on show). Seated students point to S1, look at the
the chalktray under ten o’clock. Stand beside the teacher, and say (He) (saw a show). Point to S2
picture card, point to it, and pantomime drinking and look quizzical. Have him/her say I didn’t
juice. Say I’m drinking juice. Then stop. Move to (see a show). Seated students point to S2, look
stand under two o’clock. Then point back to ten at the teacher, and say (He) didn’t (see a show).
o’clock and say I drank juice, emphasizing drank. Continue in the same way with the different
Students repeat. Write I drank juice. on the board. pairs of volunteers with the remaining Unit 2
Point to and read each word. Students repeat. Word Time Picture Cards.
Do the same with eat cotton candy, win a prize, go
on a ride, see a show, have lunch, buy tickets, and
take pictures. Repeat the entire procedure using Practise the Patterns
You (singular), He, She, We, and They and the
appropriate gestures from Step 1 to demonstrate Students open their Student’s Books to page 7.
the pronouns.
A. Listen and repeat.
3. (I) didn’t (drink juice). Stand under ten o’clock. 1. Write the text from the pattern boxes on the
Pantomime taking pictures and say I’m taking board. Play the recording, pointing to each word.
pictures. Stand under two o’clock, point to the Students listen.
drink juice picture card, shake your head, and
say I took pictures. I didn’t drink juice, emphasizing She bought tickets. She didn’t eat cotton candy.
drink, drank eat, ate
win, won go, went

    40 Unit 2
see, saw have, had Games and Activities
buy, bought take, took
1. Drill. Say drink. Students say its simple past
2. Play the recording again. Students listen, look
form, drank. Do the same with the remaining
at the pattern boxes in their books, and repeat,
target verbs. Then do the activity again, having
pointing to each word.
a contest to see who can first correctly say and
3. Students try to say the patterns on their own spell the simple past tense.
while looking at the pattern boxes in their books.
2. Memory Chain. (See Game 50, page 145.)
B. Listen and repeat. Then practise Students play the game using the target patterns.
with a partner. For example: S1 says I drank juice. S2 then says
1. Play the recording. Students listen and repeat, You drank juice. I didn’t drink juice. I went on a ride.
pointing to each picture in their books. OPTIOn:Students play the game as above, but
1. They saw a show. They didn’t have lunch. use verbs from both Units 1 and 2.
2. She took pictures. She didn’t win a prize. 3. Make the Sentences. (See Game 49, page 145.)
3. We had lunch. We didn’t see a show. Do the activity using I, You, He, She, We, They
4. You won a prize. You didn’t take pictures. grammar cards and Unit 2 Word Time Word
5. He went on a ride. He didn’t drink juice. Cards and Grammar Cards.
6. I drank juice. I didn’t go on a ride.
2. Students practice numbers 1–6 in pairs. (S1 Extra Practice
in each pair says the positive statement, and S2 Explain and assign Worksheet 3, Play a Game,
says the negative statement.) They then change page 176. (For instructions and answer key, see
roles and repeat the procedure. page 168.)
C. Look at page 6. Point to the picture
and practise with a partner.
Students remain in pairs and look at page 6. Finish the Lesson
They then take turns making statements about
1. Pantomime and Describe. Bring six volunteers
characters in the large scene using the new
to the front of the classroom. Whisper a Unit
patterns and vocabulary items. For example: S1
2 vocabulary word to one of them. He/She
(pointing to Kareem): He drank juice. S2: I didn’t
pantomimes the action, stops, and says I (saw a
drink juice.
show). I didn’t (eat candy floss). Seated students
then point to the volunteer, look at the teacher,
D. Listen and sing along.
and say (She) (saw a show). (She) didn’t (eat candy
1. Students turn to the Ayman and Amira
floss). Then whisper a different action word to
Bought Tickets song on page 29. They look at
another volunteer, and continue the activity in
the pictures and words and try to read some of
the same way with the remaining volunteers.
the lyrics. Read the lyrics line by line. Students
repeat each line. Play the recording. Students 2. Explain and assign Workbook page 7. (For
listen and follow along in their books. instructions, see Teacher’s Book page 150.)
Ayman and Amira Saw a Show
(Melody: Mary Had a Little Lamb)
Ayman and Amira saw a show, saw a show, saw a show.
Ayman and Amira saw a show.
They didn’t win a prize.
Basem and Mona won a prize, won a prize, won a prize.
Basem and Mona won a prize.
They didn’t buy tickets.
Ali and Iva bought tickets, bought tickets, bought
tickets.
Ali and Iva bought tickets.
They didn’t see a show.
2. Play the recording again. Students listen and
sing along, using their books for reference. Play
the recording as many times as necessary for
students to become familiar with the song.
3. Play the karaoke version. Students sing along,
pantomiming each action as they sing it.

Shorouk Press 41
Phonics Time
Sound Focus: -ed (baked, chopped, kissed, called, cleaned, played)
Materials Needed: CD/cassette and player; Unit 1 Phonics
Time Picture Cards, 1 set; Unit 2 Phonics Time Picture Cards, 1
set per 3–4 students; Unit 2 Phonics Time Word Cards, 1 set per
3–4 students

For general information on Phonics Time,


see pages 14 – 15.

Warm-Up and Review fed the


fed thedog
dogss.

1. Pattern Review: Sing Along. Play the Unit


2 song Ayman and Amira Bought Tickets.
Students listen. Play the song again and have
students sing along.
2. Check Workbook page 7. (For instructions
and answer key, see Teacher’s Book page 150.)
3. Phonics Review: Consonant Blends. Write
br, ch, cr, dr, fl, gr, pl, pr, sh, sl, sm, sn, sp, tch, th,
and tr on the board. Point to each blend and
elicit its sound. Then hold up each of the Unit
1 Phonics Time Picture Cards. For each card, Practise the Sounds
students read the word and a volunteer uses
it in a sentence. Students open their Student’s Books to page 8.

A. Listen and repeat.


Introduce the Sounds Focus students’ attention on the -ed words
at the top of the page. Play the recording.
Note: The -ed sound in words such as baked is written Students listen and repeat, pointing to the
as /t/. pictures and words in their books.
The -ed sound in words such as called is written
as /d/. ed /t/
baked
1. Say /t/-/t/. Students repeat. Then hold up chopped
the baked picture card and say baked, baked. kissed
Students repeat. Attach the card to the board.
Do the same with chopped and kissed, first ed /d/
saying the target /t/ sound. Repeat the called
procedure for the /d/ words called, cleaned, cleaned
and played. played

2. Write ed on the board to the right of the baked B. Do they both have the same -ed
picture card. Say /t/ while pointing to the sound? Listen and circle 3 or 7.
letters. Students repeat. Add bak to the left 1. Play the recording. For each number,
of ed. Say bake-/t/, baked, pointing to the two students listen and write 3 if both words have
parts of the word and then the whole word. the same -ed sound and 7 if they do not. Play
Students repeat. Repeat the entire procedure the recording as many times as necessary for
for chopped, kissed, called, cleaned, and played, students to complete the task.
writing each word to the right of the
1. washed, talked
corresponding picture card.
washed, talked
3. Remove all the picture cards from the board.
2. climbed, walked
Point to each word and have students read it.
climbed, walked
When students read a word correctly, attach
the corresponding picture card next to the 3. cooked, studied
word in order to reinforce word meaning. cooked, studied
4. listened, played
listened, played

    42 Unit 2
2. Check answers by saying number 1. in a sentence. He/She then turns over another
washed, talked. Students repeat and then card and names it. Groups continue in the
stand up if they circled 3 and stay seated if same way with the remaining cards.
they circled 7.
Answer Key: Extra Practice
1. 3 2. 7 3. 7 4. 3 Explain and assign Worksheet 4, Phonics Fun
-ed, page 177. (For instructions and answer key,
C. Read the sentences. Write the see page 168)
numbers. Then listen.
1. Students read the sentences and write
the number of each line of the rhyme next
to the corresponding picture. Then play the Finish the Lesson
recording. Students listen to the rhyme as they
follow along in their books. 1. Chant. Place the Unit 2 Phonics Time Picture
Cards on the chalktray facing the class.
She brushed the cat and washed her dress. Establish a 4-beat rhythm. Point to the cleaned
She baked a pie and played some chess. card and, on beats 1 and 2, say What’s that? On
She chopped the logs and kissed the frog. beats 3 and 4, say It’s cleaned. Then touch the
And then she called her mother. baked card, ask What’s this? again on the first
2. Check answers by pointing to each picture 2 beats and elicit It’s baked on beats 3 and 4.
and having students say the corresponding Do the same with the remaining cards. Then
line of the rhyme. do the activity again in the same way, having
a volunteer take on the teacher’s role and ask
Answer Key:
the questions.
2, 4, 3, 1
2. Explain and assign Workbook page 8. (For
instructions, see Teacher’s Book pages 150–151.)
Games and Activities
1. Sort It Out. Write ten to twelve -ed words
with /t/ and /d/ sounds in a column on the Assessment
board (see Suggested Words below). Then Explain and assign the Unit 2 Test, page 211.
have students divide a piece of paper into two (For instructions and answer key, see pages
columns and label one column baked and the 198–199)
other column called. Say one of the words
listed on the board. Students repeat then write
the word on their papers in the column that
corresponds to the word’s -ed sound. Continue
in the same way with the remaining words on
the board. Check answers by saying each word
again and having a volunteer say the column
he/she wrote it in.
Suggested Words: cooked, listened, kissed,
washed, played, climbed, walked, studied, talked,
cleaned, brushed, chopped
Answer Key:
baked: chopped, kissed, washed, talked, walked,
cooked, brushed
called: cleaned, played, climbed, studied, listened
2. Pass the Sounds. (See Game 62, page 147).
Play the game using Unit 1 and Unit 2
phonics words.
3. Say the Word and a Sentence. Divide the
class into groups of four to five and give each
group a set of Unit 2 Phonics Time Picture
Cards. Groups shuffle their cards and place
them face down in the middle of the group. A
student in each group (S1) begins by turning
over a card and naming it. The student on
his/her right (S2) repeats the word and uses it

Shorouk Press 43
3 Around the House
Conversation Time Around th
e House
3
Language Focus: Let me help you, Mom./Thanks. Be careful. It’s A.
Conversatio
n Time
heavy./No problem. I’m strong./Yes, you are./Help!/Watch out!/Are
Listen and rep
eat.
C. Role-play the B. Listen and poin
conversation t to the speake
you okay?/I think so. But look at my skateboard.
with a partne rs.
r.
1.

Function: Offering help; expressing gratitude; expressing a


Let me help you 2.
, Mum.
No problem.

physical state
Thanks. Be car I’m strong.
It’s heavy. eful.

Materials Needed: CD/cassette and player Yes, you are.

For general information on Conversation Time,


see pages 8 – 9.
3.
Help!
4.
Are you okay?
I think so. But
Watch out! at my skateboar look
d.

Warm-Up and Review


1. Phonics Review: -ed. Write called, chopped,
baked, played, kissed, and cleaned on the board. D. Review. Listen

Point to each word and have students read it.


and repeat.

Then point to each word again. If the word’s


What kind of
juice do you
want?
Orange juice,
-ed sound is /t/, students say /t/ and stand
Please. Uh-oh!
I don’t have
enough money
.

up. It the word’s -ed sound is /d/, students


That’s okay.
It’s my treat.

say /d/ and remain seated. 9

2. Check Workbook page 8. (For instructions and


answer key, see Teacher’s Book page 150.)

A: No problem. I’m strong.


Introduce the Conversation Shake your head. Show off your arm
muscles.
1. Clarify word meaning.
B: Yes, you are.
heavy: Pantomime picking up a table with nod your head and smile.
great difficulty while saying heavy. Students
repeat. Write heavy on the board. Point to it A: Help!
and elicit heavy. Shout and pretend to fall.

strong: Flex your muscles and pick up a chair B: Watch out!


while saying strong. Students repeat. Write Look surprised.
strong on the board. Point to it and elicit B: Are you okay?
strong. Look concerned.
skateboard: Draw a skateboard on the board. A: I think so. But look at my skateboard.
Point to it and say skateboard. Students Check your knees and elbows, and
repeat. Write skateboard on the board below pretend to point to your skateboard.
the drawing. Point to the word and elicit 3. Divide the class into Groups A and B,
skateboard. and model each line of the conversation
2. Bring two students to the front of the again. Group A repeats the first line of the
classroom. Stand behind each student and conversation, Group B repeats the second line,
model his/her lines of the conversation with and so on. Encourage students to copy your
the following actions: facial expressions and body language. Groups
A: Let me help you, Mum. then change roles and repeat the conversation.
Pretend to begin to take a package from Note: If students need additional support, practice
Student B. the conversation using the Step 1 visual prompts
B: Thanks. Be careful. It’s heavy. on the board.
Pretend that you are handing a heavy 4. Groups A and B say alternate lines of the
object to Student A. conversation. Groups then change roles
and say the conversation again. Prompt as
necessary.

    44 Unit 3
Talk About the Picture D. Review. Listen and repeat.
Volunteers try to read or guess the Puppets’
1. Attach Wall Chart 5 to the board or open a
conversation. Play the recording. Students
Student’s Book to page 9. Students then open
listen and repeat, pointing to each line of the
their Student’s Books to page 9. Read the
conversation.
following “story” while pointing to or touching
the pictures (bold words) and pantomiming the A: What kind of juice do you want?
actions or adjectives (italicized words). B: Orange juice, please. Uh-oh! I don’t have
enough money.
Scene 1: This boy and his mum are coming
C: That’s okay. It’s my treat.
home from a shopping trip. They bought
something that’s very heavy. OPTIOn: Students role-play the conversation.
Scene 2: The boy is going to help his mother carry
the box. The box is heavy, but the boy is strong.
Games and Activities
Scene 3: Uh-oh! The boy is tripping over his
skateboard! 1. Happy Parrots. (See Game 3, page 140.) Play
Scene 4: The boy is okay, but his skateboard the game using the target conversation.
is not. 2. Unscramble. (See Game 18, page 141.) Play
2. Ask the following questions while pointing the game using the target conversation.
to or touching the pictures (bold words) and 3. Combine the Conversations. Combine the
pantomiming the actions or adjectives (italicized Units 1 and 2 conversations with the target
words). conversation on the board in the following
Scene 1: What colour is the boy’s shirt? way:
What colour is his mother’s shirt? A: Smells good. What’s for breakfast?
Scene 2: Is the boy strong? B: We’re having beans, eggs, and juice.
A: Let me help you, Dad.
Scene 3: (skateboard) What’s this?
B: Thanks. Be careful. It’s hot.
Who tripped?
A: No problem. What kind of juice do you want?
Scene 4: Is the boy okay? Is his skateboard okay? B: Apple juice, please.
Point to and read each line. Students repeat.
Bring two volunteers to the front of the
Practise the Conversation classroom to role-play the conversation as if
they are father and son cooking breakfast at
A. Listen and repeat. home on a Friday morning. Students then
Play the recording (first version of the form pairs and role-play the conversation in
conversation). Students listen and repeat. the same way. They then change roles and
role-play the conversation again.
1. Boy: Let me help you, Mum.
Woman: Thanks. Be careful. It’s heavy.
2. Boy: No problem. I’m strong. Finish the Lesson
Woman: Yes, you are.
1. Pantomime. Bring a volunteer to the front
3. Boy: Help!
of the classroom, and have him/her silently
Woman: Watch out!
act out one line of the target conversation.
4. Woman: Are you okay? Seated students try to guess what line the
Boy: I think so. But look at my volunteer is acting out, then say that line of
skateboard. the conversation. The first student to guess
correctly changes places with the volunteer
B. Listen and point to the speakers. and acts out another line of the conversation
Play the recording (second version of the in the same way. Continue in the same way
conversation) and have students listen and with six to eight volunteers.
point to the speakers. Play the recording
as many times as necessary for students to 2. Explain and assign Workbook page 9. (For
complete the task. instructions, see Teacher’s Book page 151.)

C. Role-play the conversation with a


partner.
Students choose a partner and role-play the
conversation. They then change roles and role-
play the conversation again.

Shorouk Press 45
Word Time Word Time
A. Listen and rep
eat.
Language Focus: Everyday household chores (make the bed, 1. make the bed
2. feed the pet
s
B. Point and say
the words.
3. sweep the C.
feed the pets, sweep the floor, take out the rubbish, do the laundry, 5. do the laun
dry
floor
4. take out the
gar bage
Listen and poi
D. Write the wor
nt.

hang up the clothes,put away the groceries, set the table) 7. put away the
groceries
6. hang up the
clothes
ds.
(See pages 32–
34.)
8. set the tab
le
Materials Needed (excluding materials for optional
activities): CD/cassette and player; Wall Chart 6; Unit 3 Word 3
Time Picture Cards, 16 cards per student; Unit 3 Word Time 6
Word Cards, 1 set

For general information on Word Time,


1

see pages 10 – 11.


5

Warm-Up and Review


8

1. Conversation Review: Dictation. Play the


recording of the Unit 3 target conversation. 4 7
Students listen. Then say a line from the
conversation. Students write the line on a
piece of paper, using correct capitalization and 2

punctuation. The first student to correctly write 10

the line quickly role-plays it. Continue in the Unit 3

same way with three to four different lines of the


conversation.
Everyone is very busy today. Mona’s
2. Check Workbook page 9. (For instructions and
grandmother is hanging up the clothes. The
answer key, see Teacher’s Book page 151.)
pets are is in the yard eating their food. Hoda is
sweeping the floor.
Introduce the Words Mona’s mother is doing the laundry. Mona is in
her bedroom making her bed. Mona’s brother is
1. Hold up and name the Unit 3 Word Time Picture putting away the groceries.
Cards one by one. Students listen. Hold up and
3. Ask the following questions while pointing
name the cards again, and have students repeat.
to or touching the pictures (bold words) and
Hold up the cards in random order and have
pantomiming the actions (italicized words).
students name them.
Where’s Mona? What’s she doing?
2. Attach the Unit 3 Word Time Picture Cards
Where’s Mona’s grandmother? What’s she doing?
in a row to the board. Stand the Unit 3 Word
What’s the dog doing?
Time Word Cards on the chalktray under the
Is Hoda listening to the radio?
corresponding picture cards. Point to each
Can you point to the person who’s talking on the
picture/word card pair and read the word.
phone?
Students repeat. Then reposition the word cards
Can you point to the person who’s putting away
so that they are no longer directly below the
the groceries?
corresponding picture card. Volunteers come
to the board one by one and place a word card
under its corresponding picture card, then point
to and read the word. Seated students repeat.
Practise the Words

A. Listen and repeat.


Talk About the Picture 1. Play the recording. Students listen and repeat,
pointing to each word in the vocabulary box.
1. Students open their Student’s Books to page 10. 1. make the bed
They look at the large scene and name anything 2. feed the pets
they can. 3. sweep the floor
2. Attach Wall Chart 6 to the board or open a 4. take out the garbage
Student’s Book to page 6. Read the following 5. do the laundry
“story” while pointing to or touching the 6. hang up the clothes
pictures (bold words) and pantomiming the 7. put away the groceries
actions (italicized words). 8. set the table

    46 Unit 3
Students say do the laundry. The first student to
2. Say the words in random order. Students guess the phrase wins a point for his/her team.
point to them in the vocabulary box. Do the same with the remaining target actions.
The team with the most points at the end wins.
B. Point and say the words.
Students point to each of the target vocabulary Suggested Descriptions:
items in the large scene and name them. make the bed: You do this after you get up in
the morning.
C. Listen and point.
Play the recording. Students listen to the sound feed the pets: When your dog is hungry, what do
effects and words. For the vocabulary, students you do?
point to the person/people doing that action; sweep the floor: When there’s a mess on the
for the conversations, they point to the speakers. floor, what do you do?
(References are shown in parentheses.) Play
the recording as many times as necessary for take out the rubbish: You do this when your
students to complete the task. rubbish bin is full.

Feed the pets. hang up the clothes: After you get home from
Take out the garbage. school and change your clothes, you do this.
Do the laundry. put away the groceries: When you get home
Make the bed. from the supermarket, you do this.
Sweep the floor. set the table: Before you eat dinner, you have to
Put away the groceries. do this.
Set the table.
Hang up the clothes. 3. Cold or Hot. Get A volunteer (S1) to go out of
the classroom. Another student (S2) hides one
Now listen and point to the speakers. of the word time picture cards somewhere in
A: Let me help you. They’re heavy. (people by the room. S1 comes back into the classroom and
rubbish bins) walks around trying to find the hidden picture
B: Thanks. Be careful. card. The seated students try to help (S1) find the
A: No problem. I’m strong. card using the words cold and hot. If (S1) is close
A: Hello? (man setting table) to the card, students say hot and if (S1) is far
B: Hello. Is Sameh there? from the card, students say cold. When S1 finds
A: I’m sorry. You have the wrong number. the card, he/she uses the word in a sentence.
He/She then chooses another volunteer to go
D. Write the words. (See pages 32–34.) into the hall and play continues as above.
Students turn to page 32 (My Picture Dictionary), 4. Option: Personalize the Picture. Divide
find the picture of each target vocabulary item, students into groups of two to three. Groups
and write the words next to it. work together to write a short paragraph about
working around the house. For example: I make
What Did Sokkara Find? the bed in the morning. I feed the pets, too.
Students determine what Sokkara found. Yesterday I did the laundry and set the table.
Answer Key: Sokkara found a butterfly. I didn’t hang up the clothes. Help students
with verb tenses and sentence construction as
Extra Vocabulary. Students turn to page 9. necessary. Groups then take turns coming to
Introduce the extra vocabulary items cut the the front of the classroom and reading their
grass, beat the rug, take a nap. Students then paragraph to the rest of the class.
find the people doing these actions.

Finish the Lesson


Games and Activities 1. name the Card. Hold up a Unit 3 Word Time
1. Bingo! (See Game 23, page 142.) Play the game Picture Card and have a volunteer name the
using Unit 3 Word Time Picture Cards. card, pantomime the action, and use the action
word in a sentence. Continue in the same way
OPTIOn: Play using Units 1–3 Word Time Picture with the remaining Unit 3 Word Time Picture
Cards. Cards.
2. Descriptions. Divide the class into Teams A 2. Explain and assign Workbook page 10. (For
and B. Then describe a target action and have instructions, see Teacher’s Book page 151.)
students guess the phrase (see Suggested
Descriptions below). For example: Say You do
this when your clothes are dirty.

Shorouk Press 47
Practice Time Practice Tim
e
A. Listen and rep
eat.
Language Focus: Wh- questions with what; irregular simple What did she
do?
past [What did (she) do? (She) (swept the floor).] make
She swept the
floor.
made

Function: Inquiring about past activities


do feed fed
did sweep
hang hung swept
put take took
put
set

Materials Needed: CD/cassette and player; Unit 2 Word Time B. set


Listen and rep
eat. Then pra
ctise with a par
Picture Cards, 1 set; Unit 3 Word Time Picture Cards, 1 set;
1. tner.
she/do?
make the bed 2.
Unit 3 Word Time Word Cards, 1 set per 2 students; I, You, He,
he/do?
feed the pets

She, They, I, you, he, she, and they grammar cards, 1 set per 2
students; Unit 3 Grammar Cards, 1 set per 2 students
3. you/do?
put away the
gro ceries 4. she/do?
do the laundry

For general information on Practice Time,


see pages 12 – 13.
5. they
/do?
take out the 6. you/do
garbage ?
set the table

Warm-Up and Review


1. Vocabulary Review: Finish the Sentence. Place C. Look at page
the Unit 3 Word Time Picture Cards on the
10. Point to the
picture and pra
D. ctise with a par
tner.
chalktray facing the class. Point to each card
Listen and cha
nt. (See “What
Did You Do?
” on page 30.
)
and have students name it. Then write make Unit 3

the ___ on the board. Say make the ___ and look 11

quizzically at the class. Elicit bed. Write the


word bed to complete the phrase on the board.
Students say the entire phrase and a volunteer
uses it in a sentence. Continue in this way with 3. Practice for Fluency. Divide the class into
the remaining Unit 3 target vocabulary. Groups A and B. Place the you, they, he, and she
OPTIOn: Do the activity as above, but elicit the grammar cards in one pile, and the Unit 3 Word
verb in each phrase rather than the noun. For Time Picture Cards in another pile. Hold up one
example: Write ___ the bed on the board and card from each pile. Group A asks the question
elicit make. and Group B answers. For example: Hold up the
you and set the table cards. Group A asks What did
2. Check Workbook page 10. (For instructions and you do? Group B says I set the table. Continue in
answer key, see Teacher’s Book page 151.) the same way with the remaining cards. Groups
A and B alternate between asking and answering
questions.
Introduce the Patterns
1. Pronoun Review. (For detailed instructions, see
page 12.) Review I, you (singular), he, she and they.
Practise the Patterns
2. What did (she) do? (She) (swept the floor). Students open their Student’s Books to page 11.
Bring a girl volunteer (S1) to the front of the
classroom and give her the sweep the floor picture A. Listen and repeat.
card without looking at it. Turn away from S1 1. Write the text from the pattern boxes on the
and tell her to pantomime the action on the card. board. Play the recording, pointing to each word.
After several seconds, say Stop. Turn around, Students listen.
look at seated students, point to S1, and ask A: What did she do?
What did she do? Students repeat. Write What B: She swept the floor.
did she do? on the board. Point to and read each
word. Students repeat. Ask the question again, make, made
then say She swept the floor. Seated students feed, fed
repeat. Write She swept the floor. on the board sweep, swept
to the right of What did she do? Point to and take, took
read each word. Students repeat. Do the same do, did
with make the bed, do the laundry, hang up hang, hung
the clothes, and set the table. Then repeat the put, put
entire procedure using you (singular), he, and set, set
they and the appropriate gestures from Step 1 to 2. Play the recording again. Students listen, look
demonstrate the pronouns. at the pattern boxes in their books, and repeat,
pointing to each word.

    48 Unit 3
3. Students try to say the patterns on their own 2. Play the recording again. Students listen and
while looking at the pattern boxes in their books. sing along, using their books for reference. Play
the recording as many times as necessary for
B. Listen and repeat. Then practise students to become familiar with the song.
with a partner.
3. Divide the class into groups of three to four.
1. Play the recording. Students listen and repeat,
Students in each group work together to write
pointing to each picture in their books.
each line of the song on a separate piece of paper.
1. What did she do? They then shuffle the pieces of paper. Play the
She made the bed. song again. Students in each group place their
2. What did he do? pieces of paper in the correct order. Play the
He fed the pets. song as many times as necessary for students to
complete the task.
3. What did you do?
I put away the groceries.
4. What did She do?
She did the laundry.
Games and Activities
5. What did they do? 1. Drill. Say make. Students say its simple past
They took out the rubbish. form, made. Do the same with the remaining
target verbs. Then do the activity again, having
6. What did you do?
a contest to see who can first correctly say and
I set the table.
spell the simple past tense.
2. Students practice numbers 1–6 in pairs. (S1 in
2. Add-On. Ask students to stand up at their desks
each pair asks the questions, and S2 answers.)
and pantomime a Unit 2 or 3 target action. Then
They then change roles and repeat the procedure.
have them stop. Ask a volunteer (S1) What did
C. Look at page 10. Point to the picture you do? S1 answers I (set the table). Then S1 turns
and practise with a partner. to the student on his/her right (S2) and asks
Students remain in pairs and look at page 10. What did you do? S2 says I (took out the rubbish).
They then take turns asking and answering S2 then asks S3 the question in the same way,
questions about characters in the large scene and S3 asks S2 about S1, What did (he) do? S2 says
using the new patterns and vocabulary items. For (He) (set the table). Continue until all students
example: S1 (pointing to the girl sweeping the have asked and answered the question.
floor): What did she do? S2: She swept the floor. Option: Students can do this exercise while
seated in rows
D. Listen and sing along.
1. Students turn to the What Did You Do? song 3. Make the Sentences. (See Game 49, page 145.)
on page 30. They look at the pictures and words Do the activity using I, You, He, She, They, I, he,
and try to read some of the lyrics. Read the lyrics she, they grammar cards and Unit 3 Word Time
line by line. Students repeat each line. Play the Word Cards and Grammar Cards.
recording. Students listen and follow along in
their books. Extra Practice
What Did You Do? Explain and assign Worksheet 5, What Did You
(Melody: For He’s a Jolly Good Fellow) Do?, page 178. (For instructions and answer key,
What did you do? see page 169.)
What did you do?
What did you do?
We made the bed.
Finish the Lesson
What did she do?
What did she do? 1. Guess What? Place the Units 2 and 3 Word
What did she do? Time Picture Cards face down on a desk. Have a
She set the table. volunteer (S1) come to the front of the classroom
and choose a card. Turn away so that you cannot
What did he do?
see the student. Then S1 pantomimes the action
What did he do?
for the class. Face the class again and ask What
What did he do?
did (she) do? Students say (She) (fed the pets).
He swept the floor.
Continue in this way with different volunteers
What did they do? and the remaining picture cards.
What did they do?
2. Explain and assign Workbook page 11. (For
What did they do?
instruc- tions, see Teacher’s Book page 151.)
They did the laundry.

Shorouk Press 49
Phonics Time Phonics Tim
A. e
Listen and rep
Sound Focus: -ed (dusted, greeted, invited, planted, waited,
eat.

weeded)
Materials Needed: CD/cassette and player; Unit 3 Word Time -ed dusted

Picture Cards, 1 set; Unit 3 Phonics Time Picture Cards, 1 set


greeted
invited

planted
waited
weeded
B. Do they both
end with the
For general information on Phonics Time,
same sound?
Listen and writ
1. pain e ✓ or ✗.
ted 2.

see pages 14 – 15.


baked 3.
counted called
roasted 4. needed
waited 5. weeded
folded
C. Read the sen
dusted
tences. Write
1. An ant wan the numbers.
ted a home, so Then listen.
she planted a

Warm-Up and Review


2. She waited seed.
and waited, and
3. Then she dus wee ded and wee
ted, painted, ded .
and invited her
4. She greete sister for lunc
d them with roa h.
sted beans.

1. Pattern Review: Pantomime. Write What did A


B

they do? They set the table. on the board. Point C

to each sentence, and have students say it. Bring


three volunteers to the front of the classroom D

and give them the hang up the clothes picture


card without looking at it. Turn away from
the volunteers and tell them to pantomime 12

the action on the card. After several seconds, Unit 3


say Stop. Turn around, look at seated students,
point to the volunteers, and ask What did they
do? Seated students say They hung up the clothes.
Continue in the same way, with different Unit 3
3. Remove all the picture cards from the board.
Word Time Picture Cards and a single volunteer
Point to each word and have students read it.
(for you, singular), a boy, and a girl.
When students
2. Check Workbook page 11. (For instructions and
read a word correctly, attach the corresponding
answer key, see Teacher’s Book page 151.)
picture card next to the word in order to
3. Phonics Review: Read the Words. Write -ed reinforce word meaning.
on the board. Point to it and elicit the different
Note: When -ed is added to verbs that end in d or t,
sounds students have learned for -ed, /d/ and
the -ed is pronounced /Id/.
/t/. Then write five to six -ed words with these
sounds on the board (see Suggested Words
below). Point to each word and have students Practise the Sounds
read it.
Suggested Words: washed, walked, played, kissed, Students open their Student’s Books to page 12.
called, climbed, listened, studied
A. Listen and repeat.
Focus students’ attention on the -ed words at
the top of the page. Play the recording. Students
Introduce the Sounds listen and repeat, pointing to the pictures and
note: The -ed sound in words such as dusted is words in their books.
written as . ed
1. Say - . Students repeat. Then hold up dusted
the dusted picture card and say dusted, dusted. greeted
Students repeat. Attach the card to the board. Do invited
the same with greeted, invited, planted, waited, and planted
weeded, first saying the target sound. waited
weeded
2. Write ed on the board to the right of the dusted
picture card. Say while pointing to the B. Do they both end with the same
letters. Students repeat. Add dust to the left of sound? Listen and write 3 or 7.
ed. Say dust- , dusted, pointing to the two 1. Play the recording. For each number, students
parts of the word and then the whole word. listen to the two words and write 3 if they
Students repeat. Repeat the entire procedure both end with the same sound. They write 7 if
for greeted, invited, planted, waited, and weeded, the two words end with different sounds. Play
writing each word to the right of the corre- the recording as many times as necessary for
sponding picture card. students to complete the task.

    50 Unit 3
1. painted, counted 3. Draw and Write. (See Game 56, page 146.) Play
painted, counted the game using phonics words from the lesson.
2. baked, roasted
baked, roasted
Extra Practice
3. called, waited
Explain and assign Worksheet 6, Phonics Fun
called, waited
-ed, page 179. (For instructions and answer key,
4. needed, folded see page 169.)
needed, folded
5. weeded, dusted
weeded, dusted
Finish the Lesson
2. Check answers by saying number 1 and
having students raise their hands if they wrote 3 1. Turn It Around. Write each of the target
and do nothing if they wrote 7. Do the same for phonics words on the board backwards (for
numbers 2–5. example: detnalp). Hold up a Unit 3 Phonics
Answer Key: Time Picture Card and elicit the word from the
1. 3 2. 7 3. 7 4. 3 5. 3 class. A volunteer then finds the corresponding
backwards word on the board and writes
C. Read the sentences. Write the it correctly underneath. Continue with the
numbers. Then listen. remaining Unit 3 Phonics Time Picture Cards.
1. Students read the sentences and write the 2. Explain and assign Workbook page 12. (For
number of each line of the rhyme next to the instructions, see Teacher’s Book page 151 and
corresponding picture. Then play the recording. 152
Students listen to the rhyme as they follow along
in their books.
An ant wanted a home, so she planted a seed.
She waited and waited, and weeded and weeded. Assessment
Then she dusted, painted, and invited her sisters Explain and assign the Unit 3 Test, page 210.
for lunch. (For instructions and answer key, see page 209.)
She greeted them with roasted beans.
2. Check answers by pointing to each picture and
having students say the corresponding line of
the rhyme.
Answer Key:
1. C 2. A 3.D 4.B

Games and Activities


1. Around the Circle. Students work in groups
of four or five. A volunteer (S1) begins by
pantomiming a target action, stopping, and
saying I (planted). S1 then points to another
student (S2). S2 pantomimes a target action.
S1 asks What did you do? S2 responds saying I
(painted). S2 then points to S3, who pantomines
an action. S2 asks S3 What did you do? Continue
in this way until every student has had a chance
to respond and question.
2. What’s Different? Say three words, two with
the same -ed sound and one with a different -ed
sound (see Suggested Words below). Students
say the word with the different -ed sound. Do
the same with five to six different sets of words.
Suggested Words: roasted, washed, waited; cleaned,
played, baked; needed, chopped, folded; kissed, talked,
invited; planted, cooked, painted; brushed, called,
climbed

Shorouk Press 51
Review 1
Story Time Review 1
Story Time
Review Focus: Units 1–3 conversations, vocabulary, and A. Listen and rep
eat.
patterns 1
Let me help you 2
Materials Needed: CD/cassette and player; Units 1–3 Word
, Sokkara. No problem.
I’m strong. Yes, you are.

Time Picture Cards, 1 set per 4–6 students


Did you cook
Thank you, Sok breakfast?
kar. Be careful.
It’s heavy.

For general information on Story Time, 3


Good! I’m hun
gry. What’s for
breakfast? Yes, I did.

see page 16. We’re having


and eggs.
beans 4
Watch out, Sok
kar.
Help!

Warm-Up
1. Check Workbook page 12. (For instructions and 5 Are you okay
, Sokkar?

answer key, see Teacher’s Book pages 151-152.)


6
I think so. But Wake up, Sok
look kar. It’s time
at the breakfas for breakfast!
t!

2. Review Units 1–3 Conversations, Vocabulary, and


Patterns. Students turn to each Conversation Time
page (pages 1, 5, and 9), Word Time page (pages 2, B. Look at A. List

6, and 10), and Practice Time page (pages 3, 7, and


en and point.
C. Listen. Circle
True or False.
11). Elicit each conversation, vocabulary item, and
1. True Fals
e 2. True Fals
e 3. True Fals
D. Role-play the e
pattern.
4. True Fals
se scenes. e 5. True Fals
e

13

Work with the Pictures


.Students open their Student’s Books to page 13
1. Divide the class into groups of three. Groups
Work with the Text
find and name any items or characters they 1. Point to Sokkar’s speech bubble in Scene 1. A
recognize in the six scenes. volunteer tries to read what Sokkar is saying.
2. Ask each group how many items they found. If he/she reads correctly, do the same with
Encourage groups to name as many items or Sokkara’s speech bubble. If he/she does not read
characters as they can, using complete sentences correctly, ask another student.
when possible. 2. Do the same with all the scenes on this page.
3. When groups have finished, have each group Encourage students to look back at the Units
name one item and write a sentence with that 1–3 Conversation Time, Word Time, and Practice
item on the board. Once all the sentences have Time pages for support if necessary.
been written, point to and read each sentence.
Students repeat, pointing to those items in
their books. Practise the Story
4. Ask the following questions while pointing A. Listen and repeat.
to or touching the pictures (bold words) and 1. Play the recording (first version of the story).
pantomiming the actions or adjectives (italicized Students listen and follow along in their books.
words).
1. Sokkar: Let me help you, Sokkara.
Scene 1: What is Sokkara carrying? Sokkara: Thank you, Sokkar. Be careful. It’s
Is it heavy? heavy.
Scene 2: Is Sokkar strong? 2. Sokkar: No problem. I’m strong.
Who cooked breakfast? Sokkara: Yes, you are.
Scene 3: What will Sokkara and Sokkar have for Sokkar: Did you cook breakfast?
breakfast? Sokkara: Yes, I did.
Scene 4: Who fell? 3. Sokkar: Good! I’m hungry. What’s for
Scene 5: Is Sokkar okay? breakfast?
Is the breakfast okay? Sokkara: We’re having beans and eggs.
Scene 6: Was Sokkar dreaming? 4. Sokkar: Help!
Sokkara: Watch out, Sokkar!

    52 Review 1
5. Sokkara: Are you okay, Sokkar? Games and Activities
Sokkar: I think so. But look at the breakfast!
1. Did You Hear That? Divide the class into
6. Sokkara: Wake up, Sokkar! It’s time for
groups of four to six and give each group a set
breakfast! of Units 1–3 Word Time Picture Cards. Read
2. Play the recording again. Pause after each line the Sokkara’s World story, in which the words
and have students repeat. Play the recording as depicted on the picture cards are illustrated.
many times as necessary for students to become Alternatively, read a simple story from a
familiar with the story. storybook that includes words depicted on the
picture cards. Students listen to the story and
B. Look at A. Listen and point. hold up cards when they hear them named.
1. Play the recording (second version of the story). Check each time to determine which groups
Students listen and follow along in their books. are holding up the correct cards. Read the story
2. Divide the class into pairs. Students in each again slowly, pausing after words for which
pair take on the role of one of the characters there are cards in order to give groups a chance
(Sokkara or Sokkar). Play the recording again, to hold up cards they may have missed before.
pausing after each line. Students repeat their Option: Students work together to write the words
character’s lines. Students in each pair then on separate pieces of paper and use them as above.
change roles and do the activity again. Play
2. Living Story. Divide the class into groups of six
the recording as many times as necessary for
and give each group a copy of Student’s Book
students to complete the task.
page 13. Students in each group cut out the scenes,
C. Listen. Circle True or False. so that they have six different cards. Students in
1. Play the recording. Students listen and, based each group then shuffle the cards and place them
on the Sokkara’s World story, circle True if the face down. Say Go! Each student picks up one
statement is correct, and False if it is not. of the cards, then they all stand up and arrange
themselves in the order of the story. Each student
1. Sokkar helps Sokkara. then reads the scene that he/she is holding.
Sokkar helps Sokkara.
Option: Do as above but with one group in front of the
2. Sokkar is strong. class and then reshuffle the cards and change the group
Sokkar is strong.
3. Puppets. Students draw Sokkar on one sheet
3. Sokkar cooked breakfast. of paper and Sokkara on another. They cut out
Sokkar cooked breakfast. these characters, and then attach a stick, ruler,
4. Sokkar isn’t hungry. or pencil to the back of each cut-out to make
Sokkar isn’t hungry. puppets. Each student then performs the entire
story for the class using these puppets. Keep
5. Sokkara says, “It’s time for breakfast!”
these puppets so that they can be used in role-
Sokkara says, “It’s time for breakfast!”
plays in later Review Units or whenever these
2. Check answers by saying number 1. Sokkar characters appear in the Student’s Book.
helps Sokkara. Students say True if they circled
4. Make a New Story. Each student divides a piece
True, and False if they circled False.
of paper into six equal parts and comes up with
Answer Key: his/her own version of the story by drawing
1. True 2. True 3. False 4. False 5. True original scenes and new characters. Students then
take turns standing up and describing their story
D. Role-play these scenes. to the rest of the class.
1. Ask students what roles are needed to role-
play the conversation. List the roles on the board Options:
(Sokkar, Sokkara). 1. Students copy the pictures and speech
bubbles from page 13.
2. Divide the class into Groups A and B. Group
A role-plays Sokkara’s lines, and Group B role- 2. Students do the activity in pairs.
plays Sokkar’s lines. Groups then change roles
and role-play the scenes again. Finish the Lesson
3. Bring a volunteer from each group to the front
of the classroom. Play the recording and have 1. Listen and Pantomime. Divide the class into
the volunteers act out the story along with the pairs, and have students in each pair take on the
recording. They then role-play the story on their role of one of the characters in the story. Play the
own, without the recording. recording. Students listen and pantomime their
role. Students in each pair then change roles and
4. Students choose a partner and role-play the pantomime the story again.
story. They then change roles and role-play the
story again. 2. Explain and assign Workbook page 13. (For
instructions, see Teacher’s Book page 152.)

Shorouk Press 53
Activity Time Activity Tim
e
A. Read and find
Review Focus: Units 1–3 vocabulary, patterns, and sounds
the picture. The
n write the lett
1. Manal waited er.
for the bus. ___

Materials Needed (excluding materials for optional 2. Amr called


his mother. ___ a
b
c
activities): CD/cassette and player; Units 1–2 Word Time
3. Samah sme
lled the flower
and sneezed.
4. Ashraf bak ___

Picture Cards, 1 set; Unit 3 Word Time Picture Cards, 1 set per
ed a green cak
e. ___
5. Wael wa
kisstch
eded thr
thre eee
fishfish es. ___
. ___ d

4–6 students
e
6. Amal cleaned f
the plane. ___

B. What did they


do? Listen and
1. a circle a or b.

For general information on Activity Time, b


2. a

see page 17.


b

3. a
b
4. a

Warm-Up b

5. a

1. Review Units 1–3 Vocabulary, Patterns, and


b
6. a
b

Sounds. Students turn to each Word Time page


(pages 2, 6, C. Read the wor
d. Then write
the past form

and 10), Practice Time page (pages 3, 7, and


1. buy .
___________
2. do ___________
4. eat
11), and Phonics Time page (pages 4, 8, and 12).
___________ 3. drink ___
5. feed ________
___________
7. hang ___________ 6. go
Elicit each vocabulary item, pattern, and sound.
___________
8. have ___________
10. put ___________ 9. make ___
11. see ___ ________
________
2. Name the Cards. Hold up the go on a ride picture
13. sweep ___
________ 12. set ___________
14. take ___
________
14 15. win
card and have one volunteer (S1) name the
___________

card and another volunteer (S2) pantomime Review 1

the action, then stop. S1 then describes the


pantomime, pointing to S2, looking at the class,
and saying (She) went on a ride. Do the same with
the remaining Units 1–3 Word Time Picture 4. Did he clean the tent?
Cards and different volunteers. Yes, he did.
3. Check Workbook page 13. (For instructions and 5. They saw a show. They didn’t have dinner.
answer key, see Teacher’s Book page 152.) 6. What did she do?
She fed the pets.
Review 2. Check answers by saying number 1 and having
a volunteer say the letter he/she circled. Do the
Students open their Student’s Books to page 14. same for numbers 2–6.
Answer Key: 1. b 2. b 3. a 4. b 5. a 6. a
A. Read and find the picture. Then write
the letter. C. Read the word. Then write the past
1. Students read each sentence, find the form.
corresponding picture, and write the 1. Students write the simple past tense form of
corresponding letter in the space provided. each verb.
2. Check answers by saying number 1. Manal 2. Check answers by saying number 1 buy
waited for the bus. A volunteer says the letter and having a volunteer say the word he wrote,
he/she wrote for number 1. Do the same for bought. Do the same for numbers 2–14.
numbers 2–6.
Answer Key:
Answer Key: 1. c 2. a 3. e 4. b 5. f 6. d 1. bought
2. did
B. What did they do? Listen and 3. drank
circle a or b. 4. ate
1. Play the recording. For each number, students 5. fed
listen and circle the corresponding picture. Play 6. went
the recording as many times as necessary for 7. hung
students to complete the task. 8. had
1. Did they laugh at jokes? 9. made
No, they didn’t. They played cards. 10. put
2. She took pictures. She didn’t buy tickets. 11. saw
12. set
3. What did he do? 13. swept
He did the laundry. 14. took
15. won

    54 Review 1
Games and Activities
1. What’s Different? Say three words, two with
the same -ed sound and one with a different -ed
sound (see Suggested Words below). Students
say the word with the different -ed sound. Do
the same with five to six different sets of words.
Suggested Words: called, played, dusted;
weeded, waited, baked; kissed, chopped,
called; invited, greeted, played; cleaned, baked,
chopped; waited, called, cleaned; planted,
invited, chopped
2. Sentences. Write the following sentences on the
board:
I played cards.
Did you watch the sunrise?
I didn’t take out the rubbish.
Did you have lunch?
I laughed at jokes.
Point to and read each sentence. Students repeat.
Then divide the class into groups of four to six.
Using the Units 1–3 target vocabulary and the
above sentences as guides, each student writes
two sentences, each on a separate piece of paper.
Students place their sentences face down in the
middle of their group. A student in each group
(S1) begins by picking up a sentence from the
middle of the group. If it is a statement, he/she
reads the sentence and pantomimes it. If it is a
question, he/she reads it to the student on his/
her left (S2), and S2 answers. Groups continue
in the same way, with students in each group
taking turns picking up the sentences, for five to
seven minutes.
3. Option: Project. For one week, have students
keep a list of any of the Units 1–3 target Word
Time actions they do. At the end of the week,
have them share their lists in class.

Finish the Lesson


1. Explain and assign Checklist 1 (see Student’s
Book page 35) for students to do at home or in
class.
2. Explain and assign Workbook page 14. (For
instructions and answer key, see Teacher’s Book
page 152.)

Shorouk Press 55
4 In Town
Conversation Time In Town
4
Language Focus: Excuse me. I’m looking for the museum. Is it Conversatio
n Time
A.
far?/Not really. Walk two blocks. Turn right. It’s on the left./Did you
Listen and rep
eat.
C. Role-play the B. Listen and poin
conversation
say turn right or turn left?/Turn right. It’s on the left./Thank you very with a partne t to the speake
r. rs.
1. Excuse me. I’m

much./You’re welcome. Have fun!


looking for
the museum. 2.
Is it far? Walk two bloc
ks.
Turn right.
Function: Asking about location; giving directions; requesting Not really! It’s on the left.

clarification; expressing gratitude


Materials Needed: CD/cassette and player; Wall Chart 7; a ball

For general information on Conversation Time, 3.


Did you say turn
left?
right or turn
Thank you
see pages 8 – 9.
4.
very much. You’re welcom
Turn right. e.
Have fun!
It’s on the
left.

Warm-Up and Review


1. Phonics Review: Read the Sentences. Write the
following sentences on the board:
D. Review. Listen
and repeat.

1. After I dusted the shelf, I greeted the fish. Watch out!

2. He baked some bread and invited his mother


Ouch!
Are you okay?

for lunch. I think so. But


look at the gro
ceries!
3. We weeded next to the flowers.
15

Point to each word and have the class read it.


Then have three to four volunteers take turns
reading a sentence.
2. Check Workbook page 14. (For instructions and A: Excuse me. I’m looking for the museum. Is it far?
answer key, see Teacher’s Book page 152.) Walk up to Student B.
B: Not really. Walk two blocks. Turn right. It’s on
the left.
Introduce the Conversation Smile and shake your head slightly. Hold up
two fingers. Point to the right, then to the left.
1. Clarify word meaning.
A: Did you say turn right or turn left?
block: Draw a map on the board showing several Point right, then left.
city blocks. Point to each block and say block.
Students repeat. Write block on the board. Point B: Turn right. It’s on the left.
to it and have students read the word. Point to the right, then to the left.
right and left: Hold up your right hand and say A: Thank you very much.
right. Students repeat. Hold up your left hand and Smile and begin to walk away from Student B.
say left. Students repeat. Write right and left on the B: You’re welcome. Have fun!
board. Point to each word and have students read Smile and wave as Student A walks away.
them.
3. Divide the class into Groups A and B, and model
turn: Walk straight. Then say turn as you turn to each line of the conversation again. Group A
the left. Write turn on the board. Point to it and repeats the first line of the conversation, Group
have students read the word. B repeats the second line, and so on. Encourage
far: Take several steps to a desk and say This students to copy your facial expressions and
is close. Then walk all the way to the back of body language. Groups then change roles and
the classroom and say This is far, emphasizing repeat the conversation.
far. Write far on the board. Point to it and have Note: If students need additional support, practice
students read the word. the conversation using the Step 1 visual prompts
2. Bring two students to the front of the classroom. on the board.
Stand behind each student and model his/ 4. Groups A and B say alternate lines of the
her line of the conversation with the following conversation. Groups then change roles and say
actions: the conversation again. Prompt as necessary.

    56 Unit 4
Talk About the Picture D. Review. Listen and repeat.
Volunteers try to read or guess the puppets’
1. Attach Wall Chart 7 to the board or open a conversation. Play the recording. Students
Student’s Book to page 15. Read the following listen and repeat, pointing to each line of the
“story” while pointing to or touching the conversation.
pictures (bold words) and pantomiming the
actions or adjectives (italicized words). A: Watch out!
B: Ouch!
Scene 1: This woman is looking for the
A: Are you okay?
museum. She’s asking the man for directions.
B: I think so. But look at the groceries!
Scene 2: The man is using the map to show the
OPTIOn: Students role-play the conversation.
woman how to get to the museum. To get there,
she must walk two blocks, then turn right. The
museum will be on the left.
Games and Activities
Scene 3: The woman is a little confused. She
doesn’t know if she needs to turn right or left. 1. Is It Far? Write the library, Alexandria, your house,
The man tells her to turn right. the chemist on the board. Then write Excuse me. I’m
Scene 4: Now that she has directions, the looking for _____. Is it far? Yes, it is./No, it isn’t.
woman is off to the museum! below the list of words. Divide the class into
pairs, and have each pair practice this part of
2. Ask the following questions while pointing the conversation with their partner, substituting
to or touching the pictures (bold words) and each of the destinations listed on the board.
pantomiming the actions (italicized words).
2. Directions. Divide the class into pairs. Students
Scene 1: (woman) What is she looking for? in each pair practice directing each other (i.e.,
Is it far away? giving directions) to various locations within
Scene 2: How do you get to the museum? and around the classroom. Prompt when
necessary.
Scene 3: (man) What colour is his hair?
What colour is his daughters’ hair? 3. Combine the Conversations. Combine the Unit
2 conversation with the target conversation on
Scene 4: Who is going to the museum?
the board in the following way:
A: I’m so hungry.
Practise the Conversation B: Me, too. Let’s go to a restaurant.
A: Excuse me. We’re looking for the restaurant.
Is it far?
A. Listen and repeat.
C: Not really. Walk four blocks and turn left. It’s
Play the recording (first version of the
on the right.
conversation). Students listen and repeat,
pointing to each speaker in the conversation box. Point to and read each line. Students repeat.
Bring three volunteers to the front of the
1. Woman: Excuse me. I’m looking for the
classroom to role-play the conversation. Students
museum.
then form pairs and role-play the conversation in
Is it far?
the same way. They then change roles and role-
Man: Not really.
play the conversation again.
2. Man: Walk two blocks. Turn right. It’s on
the left.
3. Woman: Did you say turn right or turn left?
Man: Turn right. It’s on the left.
Finish the Lesson
4. Woman: Thank you very much. 1. Quick—Say the Line! (See Game 8, page 140.)
Man: You’re welcome. Have fun! Play the game using the target conversation.
B. Listen and point to the speakers. 2. Explain and assign Workbook page 15. (For
Play the recording (second version of the instruc- tions, see Teacher’s Book pages 152–
conversation) and have students listen and point 153.)
to the speakers. Play the recording as many
times as necessary for students to complete the
task.

C. Role-play the conversation with a


partner.
Students choose a partner and role-play the
conversation. They then change roles and role-
play the conversation again.

Shorouk Press 57
Word Time Word Time
A. Listen and rep
eat.
Language Focus: Actions (see a film, download a video, ride the bus, 1. see a film
2. download
a video
B. Point and say
the words.
C.
visit a friend, buy an ice cream, send an email, get a haircut, take
3. ride the bus
4. visit a friend Listen and poi
nt.
5. buy an ice
cream D. Write the wor
a taxi) 7. get a haircut
6. send an em
ail
ds.
(See pages 32–
34.)
8. take a taxi
Materials Needed (excluding materials for optional activities):
CD/cassette and player; Wall Chart 8; 1 piece of cardboard;
a butterfly clip; Unit 4 Word Time Picture Cards, 1 set per 2
6

students; Unit 4 Word Time Word Cards, 1 set per 2 students 7

For general information on Word Time,


see pages 10 – 11.
2
1

Warm-Up and Review


4

1. Conversation Review: Write the Next Word. 8

(See Game 17, page 141.) Play the recording of


the Unit 4 target conversation. Students listen.
Then play the game using the conversation.
5

2. Check Workbook page 15. (For instructions and 16

answer key, see Teacher’s Book pages 152–153.) Unit 4

Introduce the Words


going to see a film. They have already bought
1. Hold up and name the Unit 4 Word Time Picture
their tickets. This man is getting his hair cut.
Cards one by one. Students listen. Hold up and
name the cards again, and have students repeat. 3. Ask the following questions while pointing
Then give each student a set of Unit 4 Word to or touching the pictures (bold words) and
Time Picture Cards. Hold up each of the cards in pantomiming the actions (italicized words).
random order. Students find the corresponding (woman buying ice cream) What’s she doing?
card, hold it up, and name it. (man downloading videos) What’s he doing?
2. Attach the Unit 4 Word Time Picture Cards in a row (man getting haircut) Does he like getting a
to the board. Stand the Unit 4 Word Time Word haircut?
Cards on the chalk tray under the corresponding (people on bus) Are they taking a taxi? What
picture cards. Point to each picture/word card pair are they doing?
and read the word. Students repeat. Then reposition (someone in front of the computer?) What’s
the word cards so that they are no longer directly he doing?
below the corresponding picture card. Volunteers
come to the board one by one and place a word card
under its corresponding picture card, then point to
Practise the Words
and read the word. Seated students repeat.
A. Listen and repeat.
1. Play the recording. Students listen and repeat,
Talk About the Picture pointing to each word in the vocabulary box.
1. see a film
1. Students open their Student’s Books to page 16. 2. download a video
They look at the large scene and name anything 3. ride the bus
they can. 4. visit a friend
2. Attach Wall Chart 8 to the board or open a 5. buy an ice cream
Student’s Book to page 16. Read the following 6. send an email
“story” while pointing to or touching the 7. get a haircut
pictures (bold words) and pantomiming the 8. take a taxi
actions (italicized words). 2. Say the words in random order. Students point
It’s a very busy day in the neighbourhood. This to them in the vocabulary box.
man is taking a taxi. I think he’s going to work.
This woman is going to take a taxi. I think she B. Point and say the words.
lost her purse. But Sokkara found it! Mmm, this Students point to each of the target vocabulary
ice cream looks good. These two children are items in the large scene and name them.

    58 Unit 4
C. Listen and point. Divide the class into Teams A and B. A
Play the recording. Students listen to the sound student on Team A (S1) begins by spinning the
effects and words. For the vocabulary, students arrow and pantomiming the action for his/
point to the person/people doing that action; for her teammates. His/Her teammates name the
the conversations, they point to the speakers. actions, saying You’re (riding a bus). If the team
(References are shown in parentheses.) Play names the action correctly, that team receives
the recording as many times as necessary for a point. If they do not correctly identify the
students to complete the task. action within 30 seconds, Team B can “steal,”
and identify the action. If they identify it
Get a haircut. correctly, they win a point. A student on Team
Take a taxi. B then takes a turn spinning the arrow and
send an email. pantomiming. Continue in the same way until
Ride the bus. all students have taken a turn. The team with the
See a film. most points at the end wins.
Visit a friend.
Download a video. 3. Verb Tenses. Write each of the target vocabulary
Buy an ice cream. phrases in a column on the board, underlining
each verb. Point to each phrase and have
Now listen and point to the speakers. students read it. Then point to each phrase again
A: I bought the tickets. (children at cinema door) and have students say its simple past tense.
B: Let’s get some popcorn. Prompt when necessary. Once students correctly
A: Okay. Sounds good. say the verb phrase in the past tense, write it on
the board next to its present tense form. Once all
A: How do you like your hair, sir? (hairdresser)
the verb phrases are written on the board in the
B: I like it very short.
past tense, point to each one and have students
A: Okay.
read it. Volunteers then take turns using each
A: Excuse me, is this your shoe? (boy and girl on past tense verb phrase in a sentence.
pavement near the cinema)
4. Option: Personalize the Picture. Divide the class
B: Yes, it is! Thanks so much.
into groups of three to four and give each group
A: You’re welcome.
a large piece of paper and crayons or markers.
D. Write the words. (See pages 32–34.) Members of each group work together to draw
Students turn to page 32 (My Picture Dictionary), a small town. Students draw themselves around
find the picture of each target vocabulary item, town doing the target actions. Groups then take
and write the words next to it. turns holding up their pictures for the rest of the
class to see, and each student names the activity
What Did Sokkara Find? he/she is doing. Display the pictures on the wall
Students determine what Sokkara found. for future review.
Answer Key: Sokkara found a purse.

Extra Vocabulary. Students turn to page 15.


Finish the Lesson
Introduce the extra vocabulary items make 1. Name the Card. Hold up a Unit 4 Word Time
a phone call, read the newspaper, use the ATM. Picture Card and have a volunteer name the
Students then find people doing these actions. card, pantomime the action, and use the verb
phrase in a sentence. Continue in the same way
with the remaining Unit 4 Word Time Picture
Games and Activities Cards.
2. Explain and assign Workbook page 16. (For
1. Concentration: Picture to Word. (See Game 25, instructions, see Teacher’s Book page 153.)
page 142.) Play the game using Unit 4 Word
Time Picture and Word Cards.
2. Spin and Act. Make a spinner board as follows:
cut a piece of cardboard, approximately eight
inches by eight inches (20 cm by 20 cm). Divide
the board into eight equal pie-shaped sections
and write a different target vocabulary phrase
in each section. Cut out a cardboard arrow and
fasten it to the center of the spinner board with a
pin or yellow tac.

Shorouk Press 59
Practice Time Practice Tim
A. e
Listen and rep
eat.
Language Focus: Future with going to, affirmative and I’m

negative statements [(I’m) going to (ride the bus). (I’m) not going
She’s going to rid I’m not
e the bus.
We’re She isn’t
going to tak
to (take a taxi)./(She’s) going to (ride the bus). (She) isn’t going to We aren’t e a taxi.

B.
(take a taxi)./(We’re) going to (ride the bus). (We) aren’t going to Listen and rep
1. She/send
eat. Then pra
ctise with a par
tner.
(take a taxi).]
an email
get a haircut
2. He/get a hair
cut
send an email
Function: Describing future activities
Materials Needed: CD/cassette and player; Unit 4 Word
Time Picture Cards, 1 set; Unit 4 Word Time Word Cards, 3. We/see a film

1 set per 2 students; I’m, You’re, He’s, She’s, We’re, We,


download a vide
o 4. They/down
load a video
see a film

and They’re grammar cards, 2 sets per 2 students; Unit 4


Grammar Cards, 1 set per 2 students
5. You/buy an
ice cream
visit a friend
6. I/visit a frie
nd
For general information on Practice Time,
buy an ice cre
am

see pages 12–13.

C. Look at page
Warm-Up and Review
16. Point to the
picture and pra
D. Listen and cha
ctise with a par
tner.
nt. (See “I’m
Going to Dow
nload a Video”
on page 30.)

1. Vocabulary Review: Guess What’s Missing. (See Unit 4


Game 34, page 144.) Hold up each Unit 4 Word
Time Picture Card and elicit the phrase from the 17

class. Then play the game using the cards.


2. Check Workbook page 16. (For instructions and
gestures from Step 1 to demonstrate
answer key, see Teacher’s Book page 153.)
the pronouns.
4. Practice for Fluency. Place the I, You, We, He,
Introduce the Patterns She, and They grammar cards in one pile, and the
Unit 4 Word Time Picture Cards in another pile.
1. Pronoun Review. Review I, you (singular), he,
Hold up one card from each pile. Students say
she, we, and they. (For detailed instructions, see
the corresponding positive target pattern. Then
page 12.)
shake your head and hold up a different picture
2. (I’m) going to (see a film). Write today’s date card. Students say the corresponding negative
on the board. Point to it and say today. Students target pattern. Continue in
repeat. Then write yesterday’s date on the board. the same way with the remaining cards.
Point to it and say yesterday. Write tomorrow’s
Note: In Time For English , the words going to and
date on the board. Point to it and say tomorrow.
will are used interchangeably to talk about the
Students repeat. Point to yesterday’s date and
future.
say Yesterday I saw a film. Students repeat. Then
point to tomorrow’s date and say Tomorrow
I’m going to see a film. Students repeat. Write I’m
going to see a film. on the board. Point to and read
Practise the Patterns
each word. Students repeat. Do the same with Students open their Student’s Books to page 17.
mail a letter, get a haircut, and take a taxi. Repeat
the entire procedure using You (singular), He, A. Listen and repeat.
She, We, and They and the appropriate gestures 1. Write the text from the pattern boxes on the
from Step 1 to demonstrate the pronouns. board. Play the recording, pointing to each word.
3. (I’m) (not) going to (rent a video). nod your Students listen.
head, point to tomorrow’s date, and say I’m going to ride the bus. I’m not going to take a taxi.
Tomorrow I’m going to see a film. Then shake She’s going to ride the bus. She isn’t going to take
your head and say I’m not going to rent a video, a taxi.
emphasizing not. Students repeat. Write I’m We’re going to ride the bus. We aren’t going to take
not going to rent a video. on the board. Point to a taxi.
and read each word. Students repeat. Do the
same with ride the bus, visit a friend, buy an 2. Play the recording again. Students listen, look
ice cream, mail a letter, get a haircut, and take a at the pattern boxes in their books, and repeat,
taxi, using see a film for each positive statement. pointing to each word.
Repeat the entire procedure using You (singular), 3. Students try to say the patterns on their own
He, She, We, and They and the appropriate while looking at the pattern boxes in their books.

    60 Unit 4
B. Listen and repeat. Then practise 3. Divide the class into groups of three to four.
with a partner. Students in each group work together to write
1. Play the recording. Students listen and repeat, each line of the song on a separate piece of
pointing to each picture in their books. paper. They then shuffle the pieces of paper.
Play the song again. Students in each group
1. She’s going to mail a letter. She isn’t going to place their pieces of paper in the correct order.
get a haircut. Play the song as many times as necessary for
2. He’s going to get a haircut. He isn’t going to students to complete the task.
mail a letter.
3. We’re going to see a film. We aren’t going to
rent a video. Games and Activities
4. They’re going to rent a video. They aren’t going 1. Verb Tense Chart. Divide the class into pairs and
to see a film. write the chart below on the board:
5. You’re going to buy an ice cream. You aren’t have lunch buy an take a see a
ice cream taxi film
going to visit a friend.
She had
6. I’m going to visit a friend. I’m not going to buy Past
lunch.
an ice cream.
2. Students practice numbers 1–6 in pairs. S1 in She’s having
Present
lunch.
each pair says the positive statement, and S2
says the negative statement. They then change She’s going
Future
roles and repeat the procedure. to have lunch.

C. Look at page 16. Point to the picture Each pair copies the chart onto a piece of paper and
and practice with a partner. completes it, using the example sentences as guides.
Students remain in pairs and look at page 16.
2. Talking. Divide the class into pairs and give
They then take turns making statements about
them three to four minutes to talk with their
characters in the large scene using the new
partner about their plans for the upcoming
patterns and vocabulary items. For example: S1
weekend (students can take notes if necessary to
(pointing to the woman at the postbox): She’s
remember what their partner says). Then each
going to mail a letter.
pair joins with another pair and each student
S2: She isn’t going to rent a video. tells the others about his/her partner’s plans.
OPTIOn:Do the activity as above, also having
D. Listen and sing along.
1. Students turn to the I’m Going to Rent a Video students draw pictures to illustrate their
song on page 30. They look at the pictures and partner’s plans.
words and try to read some of the lyrics. Read 3. Make the Sentences. (See Game 49, page 145.)
the lyrics line by line. Students repeat each line. Do the activity using I’m, You’re, He’s, She’s,
Play the recording. Students listen and follow We’re, We, They’re grammar cards, Unit 4 Word
along in their books. Time Word Cards and Grammar Cards.
I’m Going to Rent a Video
(Melody: Good Night, Ladies)
Extra Practice
I’m going to rent a video.
He’s going to rent a video. Explain and assign Worksheet 7, Play a Game,
We’re going to rent a video. page 180. (For instructions and answer key, see
We aren’t going to mail a letter. page 169.)

He’s going to visit a friend.


She’s going to visit a friend.
They’re going to visit a friend. Finish the Lesson
They aren’t going to ride the bus. 1. Describe. Bring six volunteers to the front of the
I’m going to buy an ice cream. classroom and give each of them a Unit 4 Word
He’s going to buy an ice cream. Time Picture Card. Seated students take turns
We’re going to buy an ice cream. pointing to a volunteer, looking at the teacher,
We aren’t going to see a film. and saying (She’s) going to (ride the bus). They
2. Play the recording again. Students listen and then point to a different volunteer and say (He)
sing along, using their books for reference. Play isn’t going to (ride the bus). (He’s) going to (post a
the recording as many times as necessary for letter). Continue for three to four minutes.
students to become familiar with the song. 2. Explain and assign Workbook page 17. (For
instructions, see Teacher’s Book page 153.)

Shorouk Press 61
Phonics Time Phonics Tim
A. e
Listen and rep
eat.
Sound Focus: -le (beetle, bicycle, bottle, candle, puddle, uncle)
Materials Needed: CD/cassette and player; Units 2–3 Phonics
Time Word Cards, 1 set; Unit 4 Phonics Time Picture Cards, 1 -le beetle

set per 3–4 students


bicycle
bottle

candle

For general information on Phonics Time,


puddle
B. Listen and circ
uncle
le.

see pages 14 – 15. 1. Nile


middle
2. saddle 3. bottle
battle 4. bicycle
uncle little 5. puddle
beetle noodle
candle riddle
C. turtle

Warm-Up and Review


Read the sen cattle
tences. Write
1. The beetle the numbers.
is in the middle Then listen.
of a puddle.
2. Her uncle
is on a bicycle.
3. He has a little
1. Pattern Review: Sing Along. Play the Unit 4
turtle.
4. It’s a turtle
for the beetle

song I’m Going to Rent a Video. Students listen.


in the middle
of the puddle.

Play the song again and have students sing


along.
2. Check Workbook page 17. (For instructions and
answer key, see Teacher’s Book page 153.)
3. Phonics Review: End Sounds. Write baked, called, 18
and dusted in a row across the top of the board.
Point to each word and have students read it. Unit 4

Then hold up a Phonics Time Word Card from


Unit 2 or Unit 3. Students read the card, then point
to the word on the board that corresponds to its
end sound. Attach the card to the board under the Practise the Sounds
corresponding word. Continue in the same way
with the remaining Units 2–3 Phonics Time Word Students open their Student’s Books to page 18.
Cards. Once all the cards are on the board, point
to each one and have students read it. A. Listen and repeat.
Focus students’ attention on the -le words at the
top of the page. Play the recording. Students
Introduce the Sounds listen and repeat, pointing to the pictures and
words in their books.
Note: The -le sound is written as . le /i:/
1. Say - . Students repeat. Then hold up the beetle
beetle picture card and say beetle, beetle. Students bicycle
repeat. Attach the card to the board. Do the same bottle
with puddle, bottle, bicycle, candle, and uncle, first candle
saying the target sound. puddle
uncle
2. Write le on the board to the right of the beetle
picture card. Say while pointing to the B. Listen and circle.
letters. Students repeat. Add beet to the left of 1. Play the recording. For each number, students
le. Say beet- , beetle, pointing to the two parts listen and circle the word they hear. Play the
of the word and then the whole word. Students recording as many times as necessary for
repeat. Repeat the entire procedure for puddle, students to complete the task.
bottle, bicycle, candle, and uncle, writing each
word to the right of the corresponding picture 1. Nile, Nile
card. 2. saddle, saddle
3. little, little
3. Remove all the picture cards from the board. 4. turtle, turtle
Point to each word and have students read it. 5. cattle, cattle
When students read a word correctly, attach the
corresponding picture card next to the word in 2. Check answers by saying Number 1 and
order to reinforce word meaning. having a volunteer say and spell the word he/
she circled. Do the same for numbers 2–5.

    62 Unit 4
C. Read the sentences. Write the Finish the Lesson
numbers. Then listen.
1. Is This Your Word? Give each student a Unit
1. Students read the sentences and write the
4 Phonics Time Picture Card. Write one of
number of each line of the rhyme next to the
the target words on the board. The student(s)
corresponding picture. Then play the recording.
with that picture card holds up the card and
Students listen to the rhyme as they follow along
says the word. When all of the words have
in their books.
been said, have students exchange cards and
The beetle is in the middle of a puddle. do the activity again.
Her uncle is on a bicycle.
Option: each students draws a card to use.
He has a little turtle.
It’s a turtle for the beetle in the middle of the puddle. 2. Explain and assign Workbook page 18. (For
instructions, see Teacher’s Book page 153.)
2. Check answers by pointing to each picture and
having students say the corresponding line of
the rhyme.
Answer Key: Assessment
2, 3, 4, 1 Explain and assign the Unit 4 Test, page 211.
(For instructions and answer key, see pages
199–201.)

Games and Activities


1. Dictation. Students write the numbers 1–6 on a
piece of paper. Say bottle. Using their Student’s
Books for reference if necessary, students write
bottle next to Number 1 on their papers. Do the
same with the remaining target phonics words.
Check answers by saying Number 1 and having a
volunteer say and spell the word he/she wrote.
Do the same for numbers 2–6.
2. Sort the Sounds. Divide the class into groups
of three to four and give each group a set of
Unit 4 Phonics Time Picture Cards. Each group
writes dle, tle, and cle, each on a separate piece
of paper. Students in each group then write a
sentence on each picture card, using the word
illustrated on the card. They then place each
picture card next to the piece of paper that
corresponds to its last three letters.
Option: Students can write the sentences on
separate pieces of paper instead of using picture
cards.
3. Go Fish. (See Game 61, page 147.) Play the game
using Unit 4 Phonics Time Picture Cards.

Extra Practice
Explain and assign Worksheet 8, Phonics Fun -le,
page 181. (For instructions and answer key, see
page 169.)

Shorouk Press 63
5 At the Food Festival
Conversation Time At the Food
5 Festival

Language Focus: What are you eating?/Fried rice. Try some. A. Listen and rep
Conversatio
n Time
It’s good./No, thanks./Come on. Just a little./Oh, all right. But
eat.
C. Role-play the B. Listen and poin
conversation t to the speake

not too much./Here you go./Hey! It’s delicious!/I told you so.
with a partne rs.
r.
1.

Function: Asking about and offering food What are you


eating?
2.

Fried rice. Try


Materials Needed: CD/cassette and player; Wall Chart 9; Unit
some. It’s goo
d. No, thanks.

4 Phonics Time Word Cards, 1 set


Come on. just
a little.

For general information on Conversation Time,


see pages 8 – 9. 3.
Oh, all right. 4.
But not too mu
ch.
Hey! It’s deli

Warm-Up and Review


Here you go. cious!
I told you so.

1. Phonics Review: Read It. Write le on the board.


Point to the combination and elicit its sound.
Then hold up a Unit 4 Phonics Time Word Card D. Review. Listen
and repeat.
and have students read it. A volunteer then uses
the word in a sentence. Do the same with the
What did you
buy?
I bought som
remaining Unit 4 Phonics Time Word Cards.
e apples. Do
you want one
Yes, please. ?
Thank you ver
y much.
You’re welcom
OPTiOn: Do the activity as above with picture
e.

cards instead of word cards. 19

2. Check Workbook page 18. (For instructions and


answer key, see Teacher’s Book page 153.)
2. Divide the class into Groups A and B, and model
each line of the conversation again. Group A
Introduce the Conversation repeats the first line of the conversation, Group
B repeats the second line, and so on. Encourage
1. Bring two students to the front of the classroom.
students to copy your facial expressions and
Stand behind each student and model his/her
body language. Groups then change roles and
lines of the conversation with the following
repeat the conversation.
actions (Student B should be sitting down at a
desk): Note: if students need additional support, practice
the conversation using the Step 1 visual prompts
A: What are you eating?
on the board.
Walk up to Student B and point to his/her
“plate of food.” 3. Groups A and B say alternate lines of the
conversation. Groups then change roles and say
B: Fried rice. Try some. It’s good.
the conversation again. Prompt as necessary.
Look up at Student A, smile, and pretend
to hold out a plate of food. OPTiOn: Practice the conversation using any food
items students can name in English.
A: No, thanks.
Sit down beside Student B and shake your
head no.
Talk About the Picture
B: Come on. Just a little.
Hold the “food” up closer to Student A. 1. Attach Wall Chart 9 to the board or open a
Student’s Book to page 19. Read the following
A: Oh, all right. But not too much.
“story” while pointing to or touching the
nod your head slightly.
pictures (bold words) and pantomiming the
B: Here you go. adjectives (italicized words).
Pretend to give a spoonful of rice to
Scene 1: Ola has a burger and some juice. Samir
Student A.
has some rice. Samir wants Ola to try the rice.
A: Hey! It’s delicious!
Scene 2: Ola doesn’t think she likes rice. But
Pretend to taste the food, then smile broadly.
Samir thinks she might like it.
B: I told you so.
Smile and nod your head slightly.

    64 Unit 5
Scene 3: Ola says that she’ll try some, but she Games and Activities
doesn’t want too much. Samir gives her just a little.
1. Tic-Tac-Toe: Conversation. (See Game 13,
Scene 4: Ola likes it—the rice is delicious!
page 141.) Play the game using the target
2. Ask the following questions while pointing to conversation.
or touching the pictures (bold words) and
2. Match the Halves. Divide the class into pairs.
pantomiming the actions (italicized words).
Students in each pair write each line of the
Scene 1: What’s Samir eating? target conversation on a separate piece of paper
What does Ola have? and then cut the sentences into halves. Pairs
Scene 2: Does Ola want some rice? shuffle the pieces of paper and place them face
Does Samir like rice? down. Say Go! Pairs try to be the first to turn
over the pieces of paper, match each half of the
Scene 3: Is Ola going to eat some rice? sentences, and put the complete sentences in the
Scene 4: Does Ola like the rice? correct order. The first pair to do so raises their
Is Samir happy? hands and says the conversation they have put
together. if it is correct, they come to the front of
the classroom and role-play the conversation for
Practise the Conversation the rest of the class. if it is not correct, all pairs
continue to work until one pair has put together
A. Listen and repeat. the correct conversation. Students then change
Play the recording (first version of the partners and do the activity again.
conversation). Students listen and repeat, 3. Combine the Conversations. Combine the Unit
pointing to each speaker. 2 conversation with the target conversation on
1. Ola: What are you eating? the board in the following way:
Samir: Fried rice. Try some. It’s good. A: What kind of juice are you drinking?
2. Ola: No, thanks. B: Orange juice. Try some. It’s good!
Samir: Come on. Just a little. A: Okay. But not too much.
B: Here you are.
3. Ola: Oh, all right. But not too much.
Samir: Here you go. Point to and read each line. Students repeat.
Bring two volunteers to the front of the
4. Ola: Hey! It’s delicious! classroom to role-play the conversation. Students
Samir: I told you so. then form pairs and role-play the conversation in
the same way. They then change roles and role-
B. Listen and point to the speakers. play the conversation again.
Play the recording (second version of the
conversation) and have students listen and point
to the speakers. Play the recording as many Finish the Lesson
times as necessary for students to complete the
task. 1. The Three Directors. (See Game 12, page 141.)
Play the game using the target conversation.
C. Role-play the conversation with a
partner. 2. Explain and assign Workbook page 19. (For
Students choose a partner and role-play the instructions, see Teacher’s Book page 154.)
conversation. They then change roles and role-
play the conversation again.

D. Review. Listen and repeat.


Volunteers try to read or guess the puppets’
conversation. Play the recording. Students
listen and repeat, pointing to each line of the
conversation.
A: What did you buy?
B: I bought some apples. Do you want one?
A: Yes, please. Thank you very much.
B: You’re welcome.
OPTiOn: Students role-play the conversation.

Shorouk Press 65
Word Time Word Time
A. Listen and rep
eat.

Language Focus: Foods (green salad, kebab, french fry/french fries, 1. green sala
3. french fry/
d
2. kebab
B. Point and say
the words.
C.
hamburger /hamburgers, spaghetti, barbecued chicken, lemonade, orange 5. spaghetti
french fries
4. hamburger
/hamburgers
Listen and poi
D. Write the wor
nt.

juice)
6. barbecued ds.
7. orange juic chicken
e (See pages 32–
8. lemonade 34.)

Materials Needed (excluding materials for optional


activities): CD/cassette and player; Wall Chart 10; beanbags, 1
per 3–4 students; Unit 5 Word Time Picture Cards, 1 set per 3–4
students; Unit 5 Word Time Word Cards 1 set per 3–4 students
3

4
1 2
For general information on Word Time,
see pages 10 – 11. 5

Warm-Up and Review


6

1. Conversation Review: Write the Next Word.


(See Game 17, page 141.) Play the recording
8

of the Unit 5 target conversation. Students


7

listen. Then play the game using the target


conversation. 20

2. Check Workbook page 19. (For instructions and


Unit 5

answer key, see Teacher’s Book page 154.)

salad, barbecued chicken, orange juice, and


Introduce the Words lemonade (for example: some spaghetti, a glass of
1. Hold up and name the Unit 5 Word Time lemonade).
Picture Cards one by one. Students listen. Hold
up and name the cards again, and have students
repeat. Hold up the cards in random order and Talk About the Picture
have students name them. Then say spaghetti,
1. Students open their Student’s Books to page 20.
pencil, kabab. Students say the word that does not
They look at the large scene and name anything
belong. Do the same with three to four different
they can.
sets of words (see Suggested Words below).
2. Attach Wall Chart 10 to the board or open a
Suggested Words: spaghetti, lemonade, chair;
Student’s Book to page 20. Read the following
french fry, orange juice, butterfly; shorts, green salad,
“story” while pointing to or touching the
hamburgers; barbecued chicken, crayons, lemonade
pictures (bold words).
2. Attach the Unit 5 Word Time Picture Cards
At the food festival there’s so much good food.
in a row to the board. Stand the Unit 5 Word
There’s some green salad, some spaghetti,
Time Word Cards on the chalktray under the
and here’s some lemonade and orange juice.
corresponding picture cards. Point to each
I can see four hamburgers, some barbecued
picture/word card pair and read the word.
chicken, many french fries, and a lot of Kebab.
Students repeat. Then reposition the word cards
so that they are no longer directly below the 3. Ask the following questions while pointing
corresponding picture card. Volunteers come to or touching the pictures (bold words) and
to the board one by one and place a word card pantomiming the actions (italicized words).
under its corresponding picture card, then point (spaghetti) What’s this?
to and read the word. Seated students repeat. (hamburgers) What are these?
Note: Count nouns can be counted, and they have (orange juice) Is it lemonade?
both singular and plural forms. They can take Can you drink a hamburger?
words such as a, an, or a number before them. Can you eat orange juice?
Count nouns in this lesson are: french fry, and Is there any pizza here?
hamburger (for example: two hamburgers). non- Is there any kebab?
count nouns cannot be counted, and they do Do you like french fries?
not have a plural form. They take words such
as some, a bowl of, and a glass of before them.
non-count nouns in this lesson are: spaghetti,

    66 Unit 5
Practise the Words Extra Vocabulary. Students turn to page 19.
introduce the extra vocabulary items pie, pudding,
A. Listen and repeat. brownies. Students then find these items.
1. Play the recording. Students listen and repeat,
pointing to each word in the vocabulary box.
1. green salad 2. kebab Games and Activities
3. french fry, french fries 4. hamburger, hamburgers
5. spaghetti 6. barbecued chicken 1. Beanbags. (See Game 22, page 142.) Play the game
7. orange juice 8. lemonade using Unit 5 Word Time Picture and Word Cards.
2. Say the words in random order. Students 2. Create Meals. Ask students to name as many
point to them in the vocabulary box. food items as they can. Write the words on the
board. Point to each one and have students read
B. Point and say the words. it. Students then create a meal plan for three
Students point to each of the target vocabulary different meals. Students then form groups of
items in the large scene and name them. three to four. Students in each group place their
meal plans in the middle of the group. One
C. Listen and point. student in each group (S1) asks questions about
Play the recording. Students listen to the another student in the group (S2), asking S3 Does
sound effects and words. For the vocabulary, (he) want (Spaghetti)? S3 looks at S2’s meal plan
students point to the named food items; for and replies. Students in each group change roles
the conversations, they point to the speakers. and continue in the same way until each student
(References are shown in parentheses.) Play has asked and answered questions.
the recording as many times as necessary for
3. Survey. Students create a survey on a sheet of
students to complete the task.
paper by writing Name and Do you like _____?
Kebab. in a row at the top of the paper. Students then
Hamburgers. work in group of five or six and ask their
Green salad. classmates Do you like (kebab)? Students respond
French fries. Yes, I like (Kebab) or No, I don’t like (kebab). i
Lemonade. like (chicken). Students record the answers
Barbecued chicken. they hear on their surveys. Continue until all
Orange juice. students have asked all their colleagues in the
Spaghetti. group. Then ask students questions about the
Now listen and point to the speakers. survey. For example: Ask Does Ali like green salad?
Students who know this information respond
A: Excuse me. I’m looking for the green salad. either Yes, he does. or No, he doesn’t. He likes
(girls at rice) (french fries).
B: They’re over there on the left.
A: Did you say on the left? 4. Option: Personalise the Picture. Write the target
B: Yes, I did. food items on the board. Discuss with students
A: Thanks. what countries they think those foods are most
popular in and write those countries on the
A: I’m going to mail a letter. (Mona and Kareem) board. Then work with students to locate those
B: Okay. I’m going to buy some spaghetti. countries on a map.
A: Okay. See you later.
B: Bye. OPTiOn: Plan and carry out your own food
festival, having students make and bring in
A: Would you like a biscuit? (boy and girl at foods from around the world.
orange juice table)
B: No, thanks.
A: How about some candy? Finish the Lesson
B: No, thank you.
1. I Want a hamburger. I Don’t Want Any chicken.
D. Write the words. (See pages 32–34.) Write I want a ______. and I don’t want any _____.
Students turn to page 32 (My Picture Dictionary), on the board and ask volunteers to take turns
find the picture of each target vocabulary item, reading the sentences and filling in the blanks
and write the words next to it. with different food items. Make sure students
are using the count and non-count nouns as well
What Did Sokkara Find?
as singular and plural forms correctly. Continue
Students determine what Sokkara found. until most students have taken a turn.
Answer Key: Sokkara found a spoon.
2. Explain and assign Workbook page 20. (For
instructions, see Teacher’s Book page 154.)

Shorouk Press 67
Practice Time Practice Tim
A. e
Listen and rep
eat.
Language Focus: Wh- questions with what; future with going to What are you

[What are (you) going to have? (I’m) going to have (a hamburger)./ What’s he I’m
going to hav
What are the e? He’s going to hav a hamburger.
What’s (she) going to have? (She’s) going to have (some spaghetti)./What
y e
They’re some spaghe
tti.
are (they) going to have? (They’re) going to have (some spaghetti).] B. Listen and rep
eat. Then pra
ctise with a par
1. tner.
Function: Asking questions about future meals
You?
kebab 2.
he ?

Materials Needed: CD/cassette and player; Unit 5 Word


spaghetti

Time Picture Cards, 1 set per 3–4 students; Unit 5 Word Time
Word Cards, 1 set per 2 students; you, he, she, they, I’m, He’s, 3.
She’s, We’re, and They’re grammar cards, 1 set per 2 students;
they?
orange juice 4. you?
Unit 5 Grammar Cards, 1 set per 2 students french fries

For general information on Practice Time, 5.


he?

see pages 12–13.


green salad 6. you?
lemonade

Warm-Up and Review C. Look at page


20. Point to the
picture and pra
D. ctise with a par

1. Vocabulary Review: Slow Reveal. (See Game


Listen and sing tner.
along. (See “Wh
at Are You Go
ing to Have?”
41, page 144.) Hold up each Unit 5 Word Time
on page 31.)

Unit 5
Picture Card and have students name it. Then
play the game using the cards. 21

2. Check Workbook page 20. (For instructions and


answer key, see Teacher’s Book page 154.) the entire procedure using they and you (plural)
and the appropriate gestures from Step 1 to
Introduce the Patterns demonstrate the pronouns.
4. What’s (he) going to have? (He’s) going to have
1. Pronoun Review. (For detailed instructions, see (some salad). Do the same as in Step 3 above
page 12.) Review I, you (singular), he, she, we, you using he and she and the appropriate gestures
(plural), and they. from Step 1 to demonstrate the pronouns.
2. (I’m) going to have (a hamburger). Write 5. Practice for Fluency. Divide the class into
tomorrow’s date on the board. Point to it and say Groups A and B. Place the you, he, she, and
tomorrow. Students repeat. Place the Unit 5 Word they grammar cards in one pile, and the Unit 5
Time Picture Cards on the chalktray, then pick Word Time Word Cards in another pile. Hold
up the hamburger card, point to tomorrow’s date, up one card from each pile. Group A asks the
and say Tomorrow I’m going to have a hamburger. question and Group B answers. Continue with
Students repeat. Write i’m going to have a taco. the remaining cards. Groups A and B alternate
on the board. Point to and read each word. between asking and answering questions.
Students repeat. Do the same with the remaining
picture cards. Then repeat the entire procedure Note: in this context, have means eat or drink.
using you (singular), he, she, we, you (plural), and
they and the appropriate gestures from Step 1 to Practise the Patterns
demonstrate the pronouns. Students open their Student’s Books to page 21.
3. What are (you) going to have? (I’m) going to
have (a hamburger). Return the Unit 5 Word A. Listen and repeat.
Time Picture Cards to the chalktray and bring a 1. Write the text from the pattern boxes on the
volunteer to the front of the classroom. Look at board. Play the recording, pointing to each word.
and point to the volunteer and ask What are you Students listen.
going to have? Students repeat. Write What are you A: What are you going to have?
going to have? on the board. Point to and read each B: I’m going to have a hamburger.
word. Students repeat. Prompt the volunteer to
pick up one of the cards and say I’m going to have A: What’s he going to have?
(some spaghetti). Seated students repeat. Write I’m B: He’s going to have some spaghetti.
going to have some spaghetti. on the board to the A: What are they going to have?
right of What are you going to have? Point to and B: They’re going to have some spaghetti.
read each word. Students repeat. Do the same
2. Play the recording again. Students listen,
with the remaining picture cards. Then repeat
look at the pattern boxes in their books, and
repeat, pointing to each word.

    68 Unit 5
3. Students try to say the patterns on their own, 2. Play the recording again. Students listen and
while looking at the pattern boxes in their books. sing along, using their books for reference. Play
the recording as many times as necessary for
B. Listen and repeat. Then practise students to become familiar with the song.
with a partner. 3. Give each student a copy of the song that has
1. Play the recording. Students listen and repeat, one word from each line deleted. Play the song
pointing to each picture in their books. again and have students listen and fill in the
1. What are you going to have? missing words. Play the song as many times as
I’m going to have some kebab. necessary for students to complete the task.
2. What’s he going to have?
He’s going to have some spaghetti. Games and Activities
3. What are they going to have? 1. Interview. Each student writes down three food
They’re going to have some orange juice. items that they are planning to eat within the
4. What are you going to have? next 24 hours. They then work in groups of five
We’re going to have some french fries. or six and ask their classmates What are you going
to have? They write their classmates’ responses
5. What’s he going to have? down. After five to seven minutes, have students
He’s going to some green salad. stop. Point to a student and ask What’s (Mary)
6. What are you going to have? going to have? Students who talked to (Mary) say
I’m going to have some lemonade. (She’s) going to have (some spaghetti), (a hamburger),
2. Students practice numbers 1–6 in pairs. (S1 in and (lemonade). Continue asking the question in
each pair asks the questions, and S2 answers.) the same way for three to four minutes.
They then change roles and repeat the procedure. 2. Place Your Orders, Please. Divide the class into
groups of three to four and give each group a set
C. Look at page 20. Point to the picture of Unit 5 Word Time Picture Cards and Word
and practise with a partner. Cards. Each group will role-play a restaurant
Students remain in pairs and look at page 20. scene, with one student acting as the waiter, one
They then take turns asking and answering student acting as the cook, and the rest acting
questions about characters in the large scene as customers in the restaurant. The customers
using the new patterns and vocabulary items. For lay the word cards face up on a desk to make a
example: S1 (pointing to the girl heading to the menu. The waiter comes to the group and asks
hamburger table): What’s she going to have? S2: She’s each student What are you going to have? Each
going to have a hamburger. customer replies I’m going to have (a) (hamburger).
The waiter then walks to the cook. The cook asks
D. Listen and sing along. What’s (she) going to have? about each customer.
1. Students turn to the What Are You Going to The waiter answers (She’s) going to have (a)
Have? song on page 31. They look at the pictures (hamburger). The cook then finds the Unit 5
and words and try to read some of the lyrics. Word Time Picture Card to fill each order and
Read the lyrics line by line. Students repeat each gives them to the waiter, who “serves” them to
line. Play the recording. Students listen and follow the customers. Students then change roles and
along in their books. do the activity again. Groups continue until each
What Are You Going to Have? student has been both the waiter and the cook.
(Melody: The Farmer in the Dell) option: each group works together to write and draw
What are you going to have? the food items in their restaurant and do as above
What are you going to have? 3. Make the Sentences. (See Game 49, page 145.)
What are you going to have? Do the activity using you, he, she, they, I’m, He’s,
We’re going to have some kebab. She’s, We’re, They’re grammar cards and Unit 5
What’s she going to have? Word Time Word Cards and Grammar Cards.
What’s she going to have?
What’s she going to have?
She’s going to have a hamburger. Extra Practice
Explain and assign Worksheet 9, Bingo, page 182.
What’s he going to have?
(For instructions and answer key, see page 170.)
What’s he going to have?
What’s he going to have?
He’s going to have some chicken. Finish the Lesson
What are they going to have? 1. Memory Chain. (See Game 50, page 145.) Play
What are they going to have? the game using the target patterns.
What are they going to have? 2. Explain and assign Workbook page 21. (For
They’re going to have some french fries. instructions, see Teacher’s Book page 154.)

Shorouk Press 69
Phonics Time Phonics Tim
A. Listen and rep
e
eat.
Sound Focus: -er (blister, butter, dinner, lobster, mother, tiger)
Materials Needed: CD/cassette and player; Unit 4 Phonics
Time Picture Cards, 1 set per 3–4 students; Unit 4 Phonics -er blister
butter

Time Word Cards, 1 card per 2 students; Unit 5 Phonics Time


dinner

Picture Cards, 1 set per 3–4 students; Unit 5 Phonics Time lobster
Word Cards, 1 card per 2 students B. Listen and circ
mother
tiger
le.
1.
sister 2.
swimmer brother 3.
For general information on Phonics Time, Buster bigger 4.
father
blister

see pages 14 – 15.


mother
C. Read the sen
tences. Write
1. Buster the the numbers.
tiger had a blis Then listen.
ter.
2. Mother gav
e Buster lobs
ter for dinner.

Warm-Up and Review


3. “I like lobs
ter,” said Bus
ter.
4. Buster put
butter on the
blister.
5. But the blis
ter got bigger.

1. Pattern Review: Make a Choice. Write


What are you going to have? I’m going to have
a hamburger. Point to the sentences and have
students read them. Then ask each student
What are you going to have? Students answer.
Then have a volunteer take on the teacher’s
role, asking the target questions. 22

2. Check Workbook page 21. (For instructions and Unit 5

answer key, see Teacher’s Book page 154.)


3. Phonics Review: Upside Down. Hold up
a Unit 4 Phonics Time Picture Card upside
down. Elicit the word. Do the same with the Practise the Sounds
remaining Unit 4 Phonics Time Picture Cards.
Students open their Student’s Books to page 22.
When all of the cards have been identified,
write dle, tle, and cle on the board. Hold up A. Listen and repeat.
each card again. Volunteers say the word and Focus students’ attention on the -er words
point to the corresponding ending. Attach the at the top of the page. Play the recording.
card to the board below the correct ending. Students listen and repeat, pointing to the
pictures and words in their books.
Introduce the Sounds er
blister
Note: The -er sound is written as . butter
dinner
1. Say - . Students repeat. Then hold up
lobster
the blister picture card and say blister, blister.
mother
Students repeat. Attach the card to the board.
tiger
Do the same with lobster, mother, dinner, butter,
and tiger, first saying the target sound. B. Listen and circle.
2. Write er on the board to the right of the blister 1. Play the recording. For each number,
picture card. Say while pointing to the students listen and circle the word they hear.
letters. Students repeat. Add blist to the left Play the recording as many times as necessary
of er. Say blist- , blister pointing to the for students
two parts of the word and then the whole to complete the task.
word. Students repeat. Repeat the entire 1. swimmer, swimmer
procedure for lobster, mother, dinner, butter, and 2. brother, brother
tiger, writing each word to the right of the 3. blister, blister
corresponding picture card. 4. mother, mother
3. Remove all the picture cards from the board. 2. Check answers by saying number 1. and
Point to each word and have students read it. having a volunteer say and spell the word he/
When students read a word correctly, attach she circled. Do the same for numbers 2–4.
the corresponding picture card next to the
word in order to reinforce word meaning.

    70 Unit 5
C. Read the sentences. Write the
numbers. Then listen. Extra Practice
1. Students read the sentences and write Explain and assign Worksheet 10, Phonics Fun
the number of each line of the rhyme next -er, page 183. (For instructions and answer key,
to the corresponding picture. Then play the see page 170.)
recording. Students listen to the rhyme as they
follow along in their books.
Buster the tiger had a blister.
Mother gave Buster lobster for dinner. Finish the Lesson
“I like lobster,” said Buster.
1. Which Is It? Place the Unit 5 Phonics Time
Buster put butter on the blister.
Picture Cards on the chalktray. Bring a
But the blister got bigger.
volunteer to the board and have him/her
2. Check answers by pointing to each picture hold up a Unit 5 Phonics Time Word Card
and having students say the corresponding and ask What’s this? Seated students reply and
line of the rhyme. the volunteer places the word card over the
Answer Key: corresponding picture card on the chalktray.
2, 3, 5, 4, 1 The volunteer continues in the same way
with the remaining Unit 5 Phonics Time
Word Cards. Do the activity again with a new
Games and Activities volunteer.
2. Explain and assign Workbook page 22. (For
1. I Can See, One, Two, Three. Students form instructions, see Teacher’s Book pages 154–155.)
a circle. Give each student a Unit 4 or Unit 5
Phonics Time Word Card. Students hold their
cards so everyone can see them. Look at the
student on your left and read his/her card Assessment
aloud, then read your own card and then the
Explain and assign the Unit 5 Test, page 212.
card held by the student on your right. The
(For instructions and answer key, see page 200.)
student on your right then reads your card, his/
her own card, and that of the student on his/
her right. Continue in this way, going around
the circle, with everyone saying three words,
until everyone has taken a turn. Have students
exchange cards and play the game again.
Option: students draw their own cards and do
as above.
2. Find the -er Words. Divide the class into pairs
and write the following three sentences on the
board:
What’s mother going to have?
She’s going to have lobster with butter.
Will your brother Peter bring the tiger to dinner?
3. Spell and Write. Divide the class into groups
of three to four and give each group a set of
Units 4–5 Phonics Time Picture Cards or ask
the group to draw them. A student in each
group (S1) begins by holding up a card. The
other students in the group name the card.
Then a volunteer spells the word and S1
writes it down. Another volunteer uses the
word in a sentence. S2 then holds up a picture
card. Groups continue in the same way with
the remaining picture cards.

Shorouk Press 71
6 During the Year
Conversation Time During the
6 Year

Language Focus: What’s your favourite subject?/I like maths. It’s Conversatio
n Time
A.
fun./Excuse me. Where’s the library?/Go straight on. It’s across from
Listen and rep
eat.
C. Role-play the B. Listen and poin
conversation
the music room./Thanks./Sure./Oh. It’s time for art class./Great. That’s with a partne t to the speake
r. rs.
1. What’s your favo
urite subject?
my favourite. I like maths.
It’s fun.
2. Excuse me.
Where’s the libra
ry? Go straight. It’s

Function: Eliciting and expressing personal opinion; asking


across from the
music room.

for and giving directions


Materials Needed: CD/cassette and player; Wall Chart
11; teacher-made picture cards of different food items, 3–4
different cards 3.
Thanks.
4. Oh. It’s time
for Great. That’s
art class. my
favourite.

For general information on Conversation Time,


see pages 8 – 9.

Warm-Up and Review


Sure.

D. Review. Listen
and repeat.

1. Phonics Review: -er. Write er on the board. I put away the


books.

Point to the letters and elicit their sound. Write And I swept the
floor.

the Unit 5 Phonics Time target words on the Thank you ver
y much!

board. Point to each of the words and have 23


students read them.
2. Check Workbook page 22. (For instructions and
answer key, see Teacher’s Book pages 154–155.)
art: Quickly sketch several framed abstract
pictures on the board. Point to them and say art.
Introduce the Conversation Students repeat. Write art below the pictures.
Point to the word and have students read it.
1. Clarify word meaning.
subject: Point to music, maths, and art and say
favourite: Place three to four picture cards of food These are subjects you study at school. Write subjects
items on the chalktray. Point to the first three on the board. Point to it and have students say it.
cards, smile and say These are good. Then point
to the fourth card, smile even more broadly, lick 2. Bring two students to the front of the classroom.
your lips, and say Favourite. This is my favourite! Stand behind each student and model his/her
Students repeat. Write favourite on the board. lines of the conversation with the following
Point to it and have students say the word. actions:

maths: Write 2+2=4 on the board. Point to the A: What’s your favourite subject?
equation and say maths. Students repeat. Write Look quizzically at Student B.
maths on the board. Point to the word and have B: I like maths. It’s fun.
students read it. Point to yourself and smile.
straight: Draw two lines on the board, one C: Excuse me. Where’s the library?
straight and one wavy. Point to the straight line Walk up to Students A and B, and look at
and say straight. Students repeat. Write straight them quizzically.
on the board. Point to the word and have A: Go straight on. It’s across from the music room.
students read it. Point straight ahead.
across: Point to two students sitting across from C: Thanks.
one another and say Across. (Mark) is across from Smile.
(Ali) as you point to each student and then the
space between them. Students say across. Write A: Sure.
across on the board. Point to the word and have Smile and nod your head.
students read it. B: Oh. It’s time for art class.
music: Draw several musical notes on the board. Look suddenly at your watch.
Point to them and say music. Students repeat. A: Great. That’s my favourite.
Write music below the drawing. Point to the Smile and point to yourself.
word and have students say it.

    72 Unit 6
3. Divide the class into Groups A, B, and C and model B. Listen and point to the speakers.
each line of the conversation again. Group A repeats
Play the recording (second version of the
the first line of the conversation, Group B repeats the
conversation) and have students listen and point
second line, and so on. Encourage students to copy
to the speakers. Play the recording as many times
your facial expressions and body language. Groups
as necessary for students to complete the task.
then change roles and repeat the conversation.
Continue until each group has taken on each role. C. Role-play the conversation with two
Note: If students need additional support, practice other students.
the conversation using the Step 1 visual prompts Divide students into groups of three, and have
on the board. them role-play the conversation. They then change
4. Groups A, B, and C say alternate lines of the roles and role-play the conversation again. Groups
conversation. Groups then change roles and say continue until each student has taken on each role.
the conversation again. Prompt as necessary.
D. Review. Listen and repeat.
Continue until each group has taken on each role.
Volunteers try to read or guess the puppets’
conversation. Play the recording. Students listen and
Talk About the Picture repeat, pointing to each line of the conversation.
A: I put away the books.
1. Attach Wall Chart 11 to the board or open a
B: And I swept the floor.
Student’s Book to page 23. Read the following
C: Thank you very much!
“story” while pointing to or touching the
pictures (bold words) and pantomiming the OPTIOn: Students role-play the conversation.
actions or adjectives (italicized words).
Scene 1: Ramy and Laila are at school. They’re
talking about their favourite subjects. Laila likes
Games and Activities
maths best, because it’s fun. 1. Listen Carefully. Write the following sentences on the
Scene 2: This girl is looking for the library. She board. Play the recording again. Students listen and
can’t find it. Laila tells her that it’s across from write the missing words to complete each sentence:
the music room.
1. The ___ is across from the library.
Scene 3: The younger girl is glad she knows 2. The girl’s favourite subject is ___.
where the library is. 3. Art is Ramy’s favourite ___.
Scene 4: Now Laila and Ramy have to go to art 4. The two children are going to ___ class.
class. Art is Ramy’s favourite subject.
Check answers by saying number 1. A volunteer
2. Ask the following questions while pointing reads the complete sentence. Do the same for
to or touching the pictures (bold words) and numbers 2–4.
pantomiming the adjectives (italicized words).
2. Which Line Doesn’t Belong? (See Game 14,
Scene 1: What’s Laila’s favourite subject? page 141.) Play the game using Units 4–6 target
Scene 2: Where’s the library? conversations.
Where’s the music room? 3. Combine the Conversations. Combine the Unit
Scene 3: Who’s going to the library? 5 conversation with the target conversation on
Scene 4: What’s Ramy’s favourite subject? the board in the following way:
Where are Ramy and Laila going now? A: What are you eating?
B: French fries. They’re good. Try some.
A: Yum. They’re great.
Practise the Conversation
Point to and read each line. Students repeat. Bring
A. Listen and repeat. two volunteers to the front of the classroom to role-
Play the recording (first version of the conversation). play the conversation. Students then form pairs and
Students listen and repeat, pointing to each speaker. role-play the conversation in the same way. They then
1. Ramy: What’s your favourite subject? change roles and role-play the conversation again.
Laila: I like maths. It’s fun.
2. Girl: Excuse me. Where’s the library? Finish the Lesson
Laila: Go straight on. It’s across from the music
room. 1. What’s Your Favourite? Ask a student (S1) What’s
3. Girl: Thanks. your favourite food? S1 responds, and asks
Laila: Sure. another student the same question. Continue in
the same way until all students have taken a turn.
4. Laila: Oh. It’s time for art class.
Ramy: Great. That’s my favourite. 2. Explain and assign Workbook page 23. (For
instructions, see Teacher’s Book page 155.)

Shorouk Press 73
Word Time Word Time
A. Listen and rep
eat.
Language Focus: Seasons and seasonal activities (spring, 1. spring
3. fall 2. summer
B. Point and say
the words.
C.
summer, autumn, winter, plant flowers, pick apples, build a sand 5. plant flow
ers
4. winter
6. pick apples
Listen and poi
D. Write the wor
nt.

castle, go to the beach, play in the leaves, go skiing)


7. build a san ds.
d castle
9. play in the 8. go to the (See pages 32–
leaves beach 34.)
10. go skiing
Materials Needed (excluding materials for optional
activities): CD/cassette and player; Wall Chart 12; Unit 6 Word 1
Time Picture Cards, 1 set; Unit 6 Word Time Word Cards, 1 set 2
3
4

For general information on Word Time,


see pages 10 – 11.
9 6

10 7
8

Warm-Up and Review 5

1. Conversation Review: Who Was That? (See


Game 15, page 141.) Divide the class into two
groups and have students say alternate lines of
the conversation in unison. Then play the game
using the Unit 6 target conversation. 24

2. Check Workbook page 23. (For instructions and Unit 6


answer key, see Teacher’s Book page 155.)

Introduce the Words summer, too. He wants to go to the beach. Samir


likes the spring. He wants to plant flowers.
1. Hold up and name the Unit 6 Word Time
3. Ask the following questions while pointing
Picture Cards one by one. Students listen. Hold
to or touching the pictures (bold words) and
up and name the cards again, and have students
pantomiming the actions (italicized words).
repeat. Hold up each of the cards in random
order. Students name them. Who wants to play in the leaves?
Who wants to pick apples?
2. Attach the Unit 6 Word Time Picture Cards
Does Kareem like the summer?
in a row to the board. Stand the Unit 6 Word
Does Mona like the fall?
Time Word Cards on the chalktray under the
Can you go skiing in the summer?
corresponding picture cards. Point to each
Can you pick apples in the spring?
picture/word card pair and read the word.
Can you go to the beach in the winter?
Students repeat. Then reposition the word
Can you play in the leaves in the fall?
cards so they are no longer directly below the
corresponding picture card. Volunteers come
to the board one by one and place a word card
under its corresponding picture card, then point
Practise the Words
to and read the word. Seated students repeat. A. Listen and repeat.
1. Play the recording. Students listen and repeat,
pointing to each word in the vocabulary box.
Talk About the Picture
1. spring 2. summer
1. Students open their Student’s Books to page 24. 3. fall 4. winter
They look at the large scene and name anything 5. plant flowers 6. pick apples
they can. 7. build a sand castle 8. go to the beach
2. Attach Wall Chart 12 to the board or open a 9. play in the leaves 10. go skiing
Student’s Book to page 24. Read the following 2. Say the words in random order. Students
“story” while pointing to or touching the point to them in the vocabulary box.
pictures (bold words) and pantomiming the
actions (italicized words).
Bill and Mike like the fall. They want to play in
the leaves. Mona likes the fall, too. She wants
to pick apples. Kim likes the winter. She wants
to go skiing. These girls like the summer, they
want to build a sand castle. Kareem likes the

    74 Unit 6
B. Point and say the words. take turns asking each other When do you (play in
Students point to each of the target vocabulary the leaves)? Groups ask and answer questions for
items in the large scene and name them. four to five minutes.
3. Future/Past. Quickly teach or review next and
C. Listen and point. last. Then write Next spring I’m going to plant
Play the recording. Students listen to the sound flowers. and Last autumn I planted flowers. on the
effects and words. For the vocabulary, they board. Point to and read each sentence. Students
point to the person/people doing that action repeat. Then divide the class into pairs and have
or to the corresponding seasonal poster; for students in each pair practice using the target
the conversations, they point to the speakers. vocabulary to say sentences in this way.
(References are shown in parentheses.) Play
the recording as many times as necessary for 4. Option: Personalize the Picture. Divide the
students to complete the task. class into four groups, one for each season.
Students in each group work together to make
Summer. shadow boxes of their season using pictures,
Spring. greeting cards, and photos. Groups stand and
Winter. name various items and actions depicted in
fall. their shadow boxes. Display the shadow boxes
Go to the beach. around the classroom for future reference.
Pick apples.
Build a sand castle.
Plant flowers. Finish the Lesson
Play in the leaves.
Go skiing. 1. What Season? A volunteer comes to the front of
Now listen and point to the speakers. the classroom and pantomimes one of the target
actions. Seated students name the action and say
A: What did you do? (teacher and girl) which season the activity is generally related to.
B: I swept the floor and I took out the garbage. Do the same with three to five volunteers.
A: Wow! Very good.
2. Explain and assign Workbook page 24. (For
A: What are you eating? (boy with Cotton candy instructions, see Teacher’s Book page 155.)
and girl)
B: Cotton candy. Try some. It’s good.
A: No, thanks.
B: Aw, come on. Just a little.
A: What’s wrong? ((girl and boy looking for
glasses)
B: I can’t find my glasses.
A: Don’t worry. I’ll help you look for them.
B: Okay. Thanks.

D. Write the words. (See pages 32–34.)


Students turn to page 32 (My Picture Dictionary),
find the picture of each target vocabulary item,
and write the word(s) next to it.

Extra Vocabulary. Students turn to page 23.


introduce the extra vocabulary items go ice-
skating, go hiking, go camping. Students then
find people doing these actions.

Games and Activities


1. Draw the Picture. (See Game 30, page 143.) Play
the game using the target vocabulary.
2. When Do You...? Write “When do you go to the
beach?” “I go to the beach in the summer”. on the
board. Point to and read each sentence. Students
repeat. Then divide the class into groups of three
to four. Students in each group

Shorouk Press 75
Practice Time Pr
Prac
actic
ticeeTim
A. Timee
Listen and rep
eat.
Language Focus: Future with will, affirmative and negative I’ll plant flow
ers in the spr
statements [(I’ll) (plant flowers) in the (spring). (I) won’t (go
ing.
I’II = I will I won’t go ski
He’ll = He will You’ll = you will ing.
She’ll = She
skiing).]
We’ll = We will will Won’t = will not
They’ll = The
y will

B.
Function: Describing future activities related to seasons
Listen and rep
eat. Then pra
ctise with a par
1. I/go to tner.
the beach/sum

Materials Needed: CD/cassette and player; Unit 6 Word Time


pick apples. mer
2. You
/pick apples/
go to the bea fall

Picture Cards, 1 set; Unit 6 Word Time Word Cards, 1 set per
ch

2 students; i, You, He, She, We, They, i’ll, You’ll, He’ll, She’ll,
We’ll, and They’ll grammar cards, 1 set per 2 students; Unit 6 3. They/build a san
Grammar Cards, 1 set per 2 students plant flowers d castle/sum
mer
4. He/plant flow
ers/
build a sand cas spring
tle

For general information on Practice Time,


see pages 12 – 13. 5. We/pl
ay in the leav
go skiing es/fall
6. She/go
skiing/w
play in the leav inter
es

Warm-Up and Review


1. Vocabulary Review: Slow Reveal. (See Game C. Look at page
24. Point to the

41, page 144.) Hold up each Unit 6 Word Time


picture and pra
ctise with a par
D. Listen and sing tner.
along. (See “He

Picture Card and have students name it. Then


’ll Pick Apples
in the Fall” on
page 31.)

play the game using the cards. Unit 6

2. Check Workbook page 24. (For instructions and 25

answer key, see Teacher’s Book page 155.)

Introduce the Patterns (excluding the season cards) in another pile.


Hold up one card from each pile and point
1. Pronoun Review. (For detailed instructions, see to a season on the board. Students say the
page 12.) Review I, you (singular), he, she, we, and they. corresponding positive target pattern. Then
2. (He’ll) (plant flowers) in the (spring). Write shake your head and hold up a different picture
tomorrow’s date on the board. Point to it and card. Students say the corresponding negative
say tomorrow. Point to tomorrow’s date and say target pattern. Continue in the same way with
Tomorrow I’ll plant flowers. Students repeat. Write the remaining cards.
I’ll plant flowers. on the board. Point to and read Note: in Time For English , the words going to and
each word. Students repeat. Then write a spring will are used interchangeably to talk about the
date on the board, point to it, and say I’ll plant future.
flowers in the spring. Students repeat. Write I’ll plant
flowers in the spring. on the board. Point to and read
each word. Students repeat. Do the same with pick Practise the Patterns
apples/fall, build a sand castle/summer, go to the beach/
summer, play in the leaves/fall, and go skiing/winter. Students open their Student’s Books to page 25.
Repeat the entire procedure using You (singular),
He, She, We, and They and the appropriate gestures A. Listen and repeat.
from Step 1 to demonstrate the pronouns. 1. Write the text from the pattern boxes on the
3. (He) won’t (build a a sand castle ). nod your board. Play the recording, pointing to each word.
head and say I’ll plant flowers in the spring. Then Students listen.
shake your head and say I won’t build a sand castle, He’ll plant flowers in the spring. He won’t go skiing.
emphasizing won’t. Students repeat. Write I won’t 2. Play the recording again. Students listen, look
build a sand castle. on the board. Point to and read at the pattern boxes in their books, and repeat,
each word. Students repeat. Do the same with pointing to each word.
pick apples, go to the beach, play in the leaves, and go
skiing, using plant flowers/ spring for each positive 3. Students try to say the patterns on their own,
statement. Repeat the entire procedure using You while looking at the pattern boxes in their books.
(singular), He, She, We, and They and the appropriate 4. Write the explanation of the contractions on
gestures from Step 1 to demonstrate the pronouns. the board:
4. Practice for Fluency. Write winter, spring, I’ll = I will You’ll = You will
summer, fall on the board. Then place the I, You, He’ll = He will She’ll = She will
We, He, She, and They grammar cards in one We’ll = We will They’ll = They will
pile, and the Unit 6 Word Time Picture Cards won’t = will not

    76 Unit 6
Point to and read each word. Students repeat. the recording as many times as necessary for
Then say each pattern with the full form of the students to become familiar with the song.
contractions. Students repeat. Students practice 3. Get a group of students in front of the
each pattern in the pattern box, using both the classroom distribute the pick apples, fall, build a
contractions and the full form of the contractions. sand castle, plant flowers, spring, and play in the
leaves picture cards so that each student has a
B. Listen and repeat. Then practice card. Play the karaoke version. Students sing
with a partner. along, showing their picture card each time it
1. Play the recording. Students listen and repeat, is named. Then change the group and do the
pointing to each picture in their books. activity again.
1. I’ll go to the beach in the summer. I won’t
pick apples.
2. You’ll pick apples in the fall. You won’t go to Games and Activities
the beach.
1. Talking. Divide the class into pairs and give
3. They’ll build a sand castle in the summer. them three to four minutes to talk with their
They won’t plant flowers. partners about their plans for the upcoming
4. He’ll plant flowers in the spring. He won’t year (students can take notes if necessary to
build a sand castle. remember what their partners say). Then each
pair joins with another pair and each student
5. We’ll play in the leaves in the fall. We won’t
tells the others about his/her partner’s plans.
go skiing.
OPTiOn:Do the activity as above, also having
6. She’ll go skiing in the winter. She won’t play
students draw pictures to illustrate their partner’s
in the leaves.
plans.
2. Students practice numbers 1–6 in pairs. (S1 in
2. Write a Story. Give students eight to ten minutes
each pair says the statement in its affirmative form,
to write a short story about their plans for the
and S2 says the statement in its negative form.)
coming year, writing both a positive and a
They then change roles and repeat the procedure.
negative sentence about each season. Students
C. Look at page 24. Point to the picture may use action vocabulary from other lessons in
and practice with a partner. addition to the Unit 6 vocabulary. When most
Students remain in pairs and look at page 24. They students have finished writing, have volunteers
then take turns making statements about characters take turns reading their stories aloud to the class.
in the large scene using the new patterns and OPTiOn: Divide the class into groups of two
vocabulary items. For example: S1 (pointing to the to three and have students in each group work
boy thinking about planting flowers): He’ll plant together to write a story as above.
flowers in the spring. S2: He won’t play in the leaves. 3. Make the Sentences. (See Game 49, page 145.)
Do the activity using I, You, He, She, We, They,
D. Listen and sing along.
I’ll, You’ll, He’ll, She’ll, We’ll, They’ll grammar
1. Students turn to the She’ll Plant Flowers in the
cards and Unit 6 Word Time Word Cards and
Spring song on page 31. They look at the pictures
Grammar Cards.
and words and try to read some of the lyrics.
Read the lyrics line by line. Students repeat each
line. Play the recording. Students listen and Extra Practice
follow along in their books. Explain and assign Worksheet 11, Seasons, page
186. (For instructions and answer key, see page
He’ll pick Apples in the fall 172.)
(Melody: She’ll Be Coming ‘Round the Mountain)
He’ll pick Apples in the fall, in the fall
He’ll pick Apples in the fall, in the fall Finish the Lesson
He won’t build a sand castle 1. Change the Tense. Say I went to the beach, I
He won’t build a sand castle didn’t go skiing. A volunteer (S1) changes the
He’ll pick Apples in the fall, sentences into the present tense, saying I’m
going to the beach. I’m not going skiing. A second
She’ll plant flowers in the spring, in the spring.
volunteer (S2) changes the sentences into the
She’ll plant flowers in the spring, in the spring.
future tense, saying I’ll go to the beach. I won’t go
She won’t play in the leaves.
skiing. Continue in this way until all of the target
She won’t play in the leaves.
phrases have been changed from past to present
She’ll plant flowers in the spring.
to future.
2. Play the recording again. Students listen and
2. Explain and assign Workbook page 25. (For
sing along, using their books for reference. Play
instructions, see Teacher’s Book pages 155–156.)

Shorouk Press 77
Phonics Time Phonics Tim
e
A. Listen and rep
Sound Focus: al, au, aw (fall, talk, laundry, saucer, crawl, draw)
eat.

Materials Needed: CD/cassette and player; Unit 6 Word aw


Time Picture Cards (excluding the seasons), 1 card per al
fall
au
student; Unit 6 Phonics Time Picture Cards, 1 set per 3–4 laundry
crawl

students; Unit 6 Phonics Time Word Cards, 1 set


talk
saucer
B. Listen and circ draw
le.

For general information on Phonics Time, 1. small 2. law


see pages 14 – 15.
shawl 3.
tall paw 4.
call 5.
wall walk
chalk
jaw
C. Read the sen
tences. Write
1. Adel isn’t the numbers.
tall. He’s sma Then listen.

Warm-Up and Review


ll.
2. Adel can’t
talk. He can’t
walk. He can
3. But Adel can ’t do the laun
crawl. Oh, no! dry.
Adel is in the
4. Adel has cha hall.
lk. Look at the
1. Pattern Review: Future Actions. Write He’ll
wal.ll.He
wal Hecan
candra
dro
w.w.

plant flowers in the spring. He won’t build a sand


castle. on the board. Point to each sentence and
have students read it. Then give each student
a Unit 6 Word Time Picture Card (excluding
the season cards). A volunteer (S1) begins by
standing up, showing the class his/her card, and 26

saying I’ll (build a sand castle) in the (summer).


The student behind him/her stands up, shows
Unit 6

the class his/her card, and says I won’t (build a


sand castle). I’ll pick apples in the (fall). Students
continue in the same way until all students have
taken a turn. and draw, writing each word to the right of the
corresponding picture card.
2. Check Workbook page 25. (For instructions and
answer key, see Teacher’s Book pages 155–156.) 3. Remove all the picture cards from the board.
Point to each word and have students read it.
3. Phonics Review: Read the Sentences. Write le When students read a word correctly, attach the
and er on the board. Point to each combination corresponding picture card next to the word in
and elicit its sound. Then write the following order to reinforce word meaning.
sentences on the board:
1. Peter’s uncle rides his bicycle to dinner.
2. The lobster and the beetle play in the puddle. Practise the Sounds
3. Will you have butter for dinner?
Students open their Student’s Books to page 26.
Point to each word and have the class read. Then
have three to four volunteers take turns reading A. Listen and repeat.
a sentence. Focus students’ attention on the al, au, and aw
words at the top of the page. Play the recording.
Students listen and repeat, pointing to the
Introduce the Sounds pictures and words in their books.
Note: The al, au, and aw sounds are written as . al
fall
1. Say - . Students repeat. Then hold up the
talk
fall picture card and say fall, fall. Students repeat.
Attach the card to the board. Do the same with au
laundry, crawl, talk, saucer, and draw, first saying laundry
the target sound. saucer
2. Write al on the board to the right of the fall aw
picture card. Say while pointing to the crawl
letters. Students repeat. Add l to the right of al. draw
Say -/l/-all pointing to the two parts of the
combination and then the whole combination. B. Listen and circle.
Students repeat. Then write f to the left of all. 1. Play the recording. For each number, students
Say /f/-all, fall, pointing to the two parts of listen and circle the word they hear. Play the
the word and then the whole word. Repeat the recording as many times as necessary for
entire procedure for laundry, crawl, talk, saucer, students to complete the task.

    78 Unit 6
group (S1) begins by choosing a card and using
1. small, small the word in a sentence. S2 in each group repeats
2. law, law that sentence and then chooses a different
3. wall, wall card and creates a related sentence using that
4. chalk, chalk word. Continue in this way, with each student
5. walk, walk repeating the sentence of the student before and
2. Check answers by saying number 1 and creating a new sentence. When all of the target
having a volunteer say and spell the word he/ words have been used in sentences, groups write
she circled. Do the same for numbers 2–5. the string of sentences down. Groups then take
turns reading their “stories” aloud for the class.
C. Read the sentences. Write the Option: students can look at the picture, page 26
numbers. Then listen. instead of using picture cards and do as above.
1. Students read the sentences and write
the number of each line of the rhyme next
to the corresponding picture. Then play the
recording. Students listen to the rhyme as they Extra Practice
follow along in their books. Explain and assign Worksheet 12, Phonics Fun
al, au, and aw, page 185. (For instructions and
Adel isn’t tall. He’s small.
answer key, see page 170.)
Adel can’t talk. He can’t walk. He can’t do the
laundry.
But Adel can crawl. Oh, no! Adel is in the hall.
Adel has chalk. Look at the wall. He can draw. Finish the Lesson
2. Check answers by pointing to each picture and
1. Listen to the Story. Read the following story,
having students say the corresponding line of
and have students raise their hands each time
the rhyme.
they hear the target /O/ sound. Read the story
Answer Key: as many times as necessary for students to
4, 3, 1, 2 complete the task.
Paul will plant flowers in the spring. He won’t go
to the beach. In the autumn, he’ll play in the leaves
Games and Activities and maybe autumn down! Paul likes to draw, so
he’ll buy some chalk and draw a picture.
1. Name It and Claim It. Hold up a Unit 6 Phonics
2. Explain and assign Workbook page 26. (For
Time Word Card. Give the card to the first
instructions, see Teacher’s Book page 156.)
student to correctly read the word, and have
him/her come to the front of the classroom.
Continue in the same way with the remaining
Unit 6 Phonics Time Word Cards. When all of Assessment
the cards have been given out, point to each card Explain and assign the Unit 6 Test, page 213.
held by a student at the front of the classroom. (For instructions and answer key, see pages
The first seated student to correctly read the 200–201.)
card joins the card-holder at the front of the
classroom. Continue in this way for 3 times,
pointing to the cards in random order, until
most students have identified a card and joined
a group at the front of the room. Then have each
group say their word in unison.
2. Say the Word and a Sentence. Divide the class
into groups of four to five and give each group
a set of Unit 6 Phonics Time Picture Cards.
Groups shuffle their cards and place them face
down in the middle of the group. A student in
each group (S1) begins by turning over a card
and naming it. The student on his/her right (S2)
repeats the word and uses it in a sentence. He/
She then turns over another card and names
it. Groups continue in the same way with the
remaining cards.
3. Add-On Story. Divide the class into groups of
three to four and give each group a set of Unit 6
Phonics Time Picture Cards. A student in each

Shorouk Press 79
Review 2
Story Time Review 2
Story Time
Review Focus: Units 4–6 conversations, vocabulary, and A. Listen and rep
eat.
patterns 1
Excuse me. I’m
looking
for the music 2

Materials Needed: CD/cassette and player; Units 4–6 Word


room.
I’m going to
see a show.
What are you
going to do?

Time Picture Cards, 1 set per 4–6 students

Go straight. It’s
on the left.

For general information on Story Time, 3


Excuse me. Wha Mm. It’s good
I’m going to
buy ice cream.

see page 16.


are you eatin
t ! 4
g? What are you
going to have
I’m going to ?
have some keba
some french b,
fries, a hamburg
some salad, and er,
some lemonade
.

Warm-Up Kebab. Try som


It’s delicious
.
e.

1. Check Workbook page 26. (For instructions


5
6 Try some, Sokk

and answer key, see Teacher’s Book page 156.)


Hi, Sokkar. It’s ara. It’s keba
Hey, Sokkara! time b. It’s good.
for the show.
No, thanks.
Sh! Be quiet!

2. Review Units 4–6 Conversations, Vocabulary,


and Patterns. Students turn to each
Conversation Time page (pages 15, 19, and B. Look at A. List
en and point.

23), Word Time page (pages 16, 20, and 24),


C. Listen. Circle
True or False.
1. True Fals
e
and Practice Time page (pages 17, 21, and 25).
2. True Fals
e
D. Role-play the 3. True Fals
e 4. True Fals
se scenes. e 5. True Fals
Elicit each conversation, vocabulary item, and
e

pattern. 27

Work with the Pictures Work with the Text


.Students open their Student’s Books to page 27
1. Point to Sokkara’s speech bubble in Scene 1. A
1. Divide the class into groups of three. Groups volunteer tries to read what Sokkara is saying.
find and name any items or characters they if he/she reads correctly, do the same with
recognize in the six scenes. the principal’s speech bubble. if he/she does
2. Ask each group how many items they found. not read correctly, ask another student.
Encourage groups to name as many items 2. Do the same with all the scenes on this page.
or characters as they can, using complete Encourage students to look back at the Units
sentences when possible. 4–6 Conversation Time, Word Time, and
3. When groups have finished, have each group Practice Time pages for support if necessary.
name one item, and write a sentence with that
item on the board. Once all the sentences have
been written, point to and read each sentence. Practise the Story
Students repeat, pointing to those items in
their books. A. Listen and repeat.
4. Ask the following questions while pointing 1. Play the recording (first version of the
to or touching the pictures (bold words) story). Students listen and follow along in
and pantomiming the actions or adjectives their books.
(italicized words). 1. Sokkara: Excuse me. I’m looking for
Scene 1: What is Sokkar looking for? the music room.
Where is it? Principal: Go straight on. It’s on the
left.
Scene 2: What’s Sokkara going to do? 2. Sokkara: I’m going to see a show.
What’s Sokkar going to do? What are you going to do?
Scene 3: (different puppet) What’s he eating? Sokkar: I’m going to buy an ice
Does Sokkar like kebab? cream.
3. Sokkar: Excuse me. What are you
Scene 4: Is Sokkar hungry?
eating?
Scene 5: What are Sokkar and Sokkara going to do? Young Puppet: Kebab. Try some.
It’s delicious.
Scene 6: Does Sokkara want any kebab?
Sokkar: Mm. It’s good!

    80 Review 2
4. chef puppet: What are you going to have? scenes again. Continue until each group has
Sokkar: I’m going to have some Kebab, taken on each role.
some french fries, a hamburger,
3. Bring a volunteer from each group to the
some salad, and some lemonade.
front of the classroom. Play the recording and
5. Sokkar: Hey, Sokkara! have the volunteers act out the story along
Sokkara: Hi, Sokkar. It’s time for the with the recording. They then role-play the
show. story on their own, without the recording.
6. Sokkar: Try some, Sokkara. It’s Kebab. 4. Students form groups of six and role-
It’s good. play the story. They then change roles and
Sokkara: No, thanks.
role-play the story again. Groups continue
Puppet: Sh! Be quiet!
until each student has taken on each role.
2. Play the recording again. Pause after
each line and have students repeat. Play the
recording as many times as necessary for Games and Activities
students to become familiar with the story.
1. Did You Hear That? Divide the class into
B. Look at A. Listen and point. groups of four to six and give each group a
1. Play the recording (second version of the story). set of Units 1–3 Word Time Picture Cards.
Students listen and follow along in their books. Read the Sokkara’s World story, in which
2. Divide the class into groups of six. Students in the words depicted on the picture cards
each pair take on the role of one of the characters are illustrated. Alternatively, read a simple
(Sokkara, the principal, Sokkar, the young puppet, story from a storybook that includes words
the chef puppet, or the other puppet). Play the depicted on the picture cards. Students
recording again, pausing after each line. Students listen to the story and hold up cards when
repeat their character’s lines. Students in each they hear them named. Check each time to
pair then change roles and do the activity again. determine which groups are holding up the
Play the recording as many times as necessary for correct cards. Read the story again slowly,
students to complete the task. pausing after words for which there are
cards in order to give groups a chance to
C. Listen. Circle True or False. hold up cards they may have missed before.
1. Play the recording. Students listen and,
Option: Students work together to write the
based on the Sokkara’s World story, circle True
words on separate pieces of paper and use
if the statement is correct, and False if it is not.
them as above.
1. Sokkara is looking for the art room.
Sokkara is looking for the art room.
2. Listen Carefully. Play the recording of the
story again. Students listen and write down
2. Sokkar wants an ice cream. three things that Sokkar is going to eat. Then
Sokkar wants an ice cream. divide the class into pairs and have students in
3. Sokkar likes the Kebab. each pair share their lists with their partners.
Sokkar likes the Kebab. 3. Retell the Story. Students take turns
4. Sokkar is going to have a hamburger. retelling the story in their own words.
Sokkar is going to have a hamburger. 4. Make a New Story. Each student divides a
5. Sokkar is a quiet puppet. piece of paper into six equal parts and comes
Sokkar is a quiet puppet. up with his/her own version of the story by
drawing original scenes and new characters.
2. Check answers by saying Number 1. Sokkara
is looking for the art room. Students say True if
Students then take turns standing up and
they circled True, and False if they circled False. describing their story to the rest of the class.
Answer Key: 1. False 2. True 3. True 4. False 5. False
Finish the Lesson
D. Role-play these scenes. 1. Listen and Pantomime. Divide the class
1. Ask students what roles are needed to role- into groups of six, and have students in
play the conversation. List the roles on the
each group take on the role of one of the
board (Sokkara, the principal, Sokkar, the young
puppet, the chef puppet, the other puppet).
characters in the story. Play the recording.
Students listen and pantomime their role.
2. Divide the class into Groups A, B, C, D, E, Students in each pair then change roles and
and F. Group A role-plays Sokkara’s lines, pantomime the story again.
Group B role-plays the principal’s lines, and so
on. Groups then change roles and role-play the 2. Explain and assign Workbook page 27. (For
instructions, see Teacher’s Book page 156.)

Shorouk Press 81
Activity Time Activity Tim
e
A. Listen and writ
Review Focus: Units 4–6 vocabulary patterns and sounds 1. R ____ y
e.
is going to t ___
_ k to a tig ___
Materials Needed (excluding materials for optional 2. Pet ____ _.
is going to dr
____ a bott ___
3. The lobst ___ _.
activities): CD/cassette and player; Units 4–6 Phonics Time 4. My moth ___
_ is going to
_ is going to
cr ____ l in the
pudd ____.

Picture Cards, 1 set per 3–4 students


make dinn ___
_ for my unc
____.

For general information on Activity Time, B. Complete the


puzzle. What’s

see page 17.


Mona going to
1. He’ll plant have?
flowers in the
____________
2. I’m going __.
to rent a ___
___________.
3. We’ll build I’m not going
a _________ to see a show.
_____ castle

Warm-Up
4. I’m hungry on the beach.
. I’ll have chic
ken and rice
5. We’ll play for _________
in the leaves _____.
in the ______
6. They’ll go ________.
to the beach

1. Review Units 4–6 Vocabulary, Patterns, and


in the ______
7. I’ll go skiing ________. f
in the ______ 1.
________.

Sounds. Students turn to each Word Time


8. I’m going
to mail a ___ 2.
___________.

page (pages 16, 20, and 24), Practice Time


3.
4.
I’m going to
page (pages 17, 21, and 25), and Phonics
have
some ______ h
___.

Time page (pages 18, 22, and 26). Elicit each 5.

vocabulary item, pattern, and sound.


6.

7.

2. Check Workbook page 27. (For instructions 8.


s
and answer key, see Teacher’s Book page 156.)
28

Review 2

Review
Students open their Student’s Books to page 28.
Answer Key:
A. Listen and write. 1. He’ll plant flowers in the spring.
1. Play the recording. Students listen and 2. I’m going to download a video. I’m not going
fill in the missing letters to complete each to see a show.
sentence. 3. we’ll build a sand castle on the beach.
1. Ramy is going to talk to a tiger. 4. I’m hungry, I’ll have chicken and rice for
Ramy is going to talk to a tiger. lunch.
5. we’ll play in the leaves in the fall
2. Peter is going to draw a bottle. 6. They’ll go to the beach in the summer.
Peter is going to draw a bottle. 7. I’ll go skiing in the winter.
3. The lobster is going to crawl in the puddle. 8. I’m going to send an email.
The lobster is going to crawl in the puddle. I’m going to have some french fries.
4. My mother is going to make dinner for my uncle.
My mother is going to make dinner for my uncle.
2. Check answers by saying number 1 and
having a volunteer read the entire sentence Games and Activities
and spell the words he/she wrote. Do the
same for numbers 2–4. 1. Verb Tense Chart. Divide the class into pairs
and write the following chart on the board:
Answer Key:
1. Ramy is going to talk to a tiger. get a go to the see a
go skiing
2. Peter is going to draw a bottle. haircut beach film
3. The lobster is going to crawl in the puddle. She went
4. My mother is going to make dinner for my Past
skiing.
uncle.
She’s going
B. Complete the puzzle. What’s Mona Present
skiing.
going to have?
She’ll go skiing
1. Students use the clues to complete the Future
next week.
puzzle. They then write the mystery word in
the space provided. Each pair copies the chart onto a piece of paper
2. Check answers by saying number 1 and and completes it, using the example sentences as
having a volunteer say and spell the word he/she guides.
wrote. Do the same for numbers 2–8.

    82 Review 2
2. Talking. Divide the class into pairs and
give students three to four minutes to talk
with their partners about their plans for the
coming weekend (students can take notes if
necessary to remember what their partners
say). Then each pair joins with another pair
and each student tells the others about his/
her partner’s plans.
OPTiOn:Do the activity as above, and have
students draw pictures to illustrate their
partner’s plans.
3. Spell and Write. Divide the class into groups
of three to four and give each group a set of
Units 4–6 Phonics Time Picture Cards or ask
the groups to draw them. A student in each
group (S1) begins by holding up a card. The
other students in the group name the card.
Then a volunteer spells the word and S1
writes it down. Another volunteer uses the
word in a sentence. S2 then holds up a picture
card. Groups continue in the same way with
the remaining picture cards.
4. Option: Project. Divide the class into groups
of three to four. Students in each group work
together to determine how to make one of the
Unit 6 target food items. Groups then take
turns demonstrating the procedure to the rest
of the class, using pictures, diagrams, and
gestures as necessary to convey the meaning
of unfamiliar words.
5. Option: Project. Students do research at the
library or on the internet to find a country in
which the seasons are not the same as they
are in the student’s locale. For example: in
Australia, Lailauary is hot and July is cold,
while in the United States, Lailauary is cold
and July is hot. Students take turns telling
their classmates about the information they
discovered.

Finish the Lesson


1. Explain and assign Checklist 2 (see Student’s
Book page 36) for students to do at home or in
class.
2. Explain and assign Workbook page 28. (For
instructions and answer key, see Teacher’s
Book
pages 156–157.)

Assessment
Explain and assign the Midterm Test, pages
214–217. (For instructions and answer key, see
pages 201–202.)

Shorouk Press 83
7 At the Aquarium
Conversation Time At the Aqua
7 rium

Language Focus: Which one do you want?/Oh, I don’t know. Conversatio


n Time
A.
They’re all cute./Well, it’s time to go. Please make up your mind./Okay.
Listen and rep
eat.
C. Role-play the B. Listen and poin
conversation
I’ll take this one./Are you sure?/I’m positive./Great. Let’s get it./Dad, with a partne t to the speake
r. rs.
1.
the cashier is over here.
Which one do
you want? Well, it’s time
2. to go. Please
make up you
r mind.

Function: Asking about wants Oh, I don’t kno


They’re all cutew.
.
Materials Needed: CD/cassette and player
Um, okay. I’ll
take this one.

For general information on Conversation Time, 3.

see pages 8 – 9.
Are you sure
?
4.
Great. Let’s get
it.

I’m positive. Dad, the cashier


is over here.

Warm-Up and Review


1. Phonics Review: al, au, aw. Write al, au, and aw on
D.
the board. Point to each combination and elicit its
Review. Listen
and repeat.

sound. Then say one of the Unit 6 Phonics Time Excuse me. I’m
looking for the
bathroom. Is
it far?
Not really. Go
target words. Students repeat, then write the word
straight. It’s
on the left.
Thanks.

in the air with their index finger. Do the same with No problem.

the remaining Unit 6 Phonics Time target words. 1

Introduce the Conversation


A: Well, it’s time to go. Please make up your
1. Clarify word meaning. mind. Make “hurry up” gesture.
cute: Make a cute expression and say cute. B: Um, Okay. I’ll take this one.
Students repeat. Write cute on the board. Point to Point to the pencil you want.
the word and have students read it.
A: Are you sure?
Please make up your mind: Hold out a pen and Tilt your head slightly to one side
a pencil to a volunteer and ask Do you want and look quizzically at the other
this one or this one? Prompt the volunteer not to student.
answer right away. Then make a “hurry up”
gesture and say Please make up your mind. Prompt B: Yes, I am.
the volunteer to choose one. Students repeat. nod your head enthusiastically and smile.
Write Please make up your mind. on the board. A: Great. Let’s get it.
Point to and read each word. Students repeat. Start to walk to the left.
I’m positive: Write I’m positive = yes on the board. B: Dad, the cashier is over there.
Point to and read each word. Students repeat. Point to the right.
cashier: Say cashier. At a store, the cashier takes 3. Divide the class into Groups A and B,
your money. Write cashier on the board. Point to and model each line of the conversation
the word and have students read it. again. Group A repeats the first line of the
2. Bring two students to the front of the conversation, Group B repeats the second line,
classroom. Set several pencils on the chalktray. and so on. Encourage students to copy your
Stand behind each student and model his/her facial expressions and body language. Groups
lines of the conversation with the following then change roles and repeat the conversation.
actions: Note: if students need additional support, practice
A: Which one do you want? the conversation using the Step 1 visual prompts
Point the pencils on the chalktray. on the board.
B: Oh, I don’t know. They’re all cute. 4. Groups A and B say alternate lines of the
Cross your arms. Look carefully at conversation. Groups then change roles
the pencils and shrug your shoulders. and say the conversation again. Prompt as
necessary.

    84 Unit 7
Talk About the Picture D. Review. Listen and repeat.
Volunteers try to read or guess the puppets’
1. Attach Wall Chart 13 to the board or open a conversation. Play the recording. Students
Student’s Book to page 1. Read the following listen and repeat, pointing to each line of the
“story” while pointing to or touching the conversation.
pictures (bold words) and pantomiming the
actions (italicized words). A: Excuse me. I’m looking for the bathroom. Is
it far?
Scene 1: This girl wants to buy a T-shirt,
B: Not really. Go straight . It’s on the left.
but she’s not sure which one she wants.
A: Thanks.
Scene 2: It’s time to go, so her father B: No problem.
wants her to make up her mind. The girl
OPTiOn: Students role-play the conversation.
chooses this T-shirt.
Scene 3: The father wants to make sure
that the girl picked the T-shirt she really Games and Activities
wants, so he asks Are you sure?
Scene 4: The father doesn’t see the cash 1. The Prompter. (See Game 5, page 140.) Play
register, where they’ll pay for the T-shirt, so the game using the target conversation.
the girl says Dad, the cashier is over here. 2. Add On the Next Word. Divide the class
2. Ask the following questions while pointing to into group of four to five. A student in each
or touching the pictures (bold words). groups begins by saying the first word of the
conversation. The next student in the group
Scene 1: (T-shirts) What are these? repeats the first word and then adds the
Who wants to buy one? next word. The next student continues in the
Scene 2: (daughter) What does she want? same manner saying the first two words and
Scene 3: (girl) Does she really want the adding the next word. Groups continue until
T-shirt? they have said the entire conversation twice.

Scene 4: Where is the cashier? 3. Combine the Conversations. Combine the Unit
5 conversation with the target conversation on
the board in the following way:
Practise the Conversation
A: What are you going to eat?
A. Listen and repeat. B: Oh, I don’t know. It all looks good.
Play the recording (first version of the A: Try the spaghetti. It’s great.
conversation). Students listen and repeat. B: Okay. I’ll have some spaghetti and iced tea.
1. Father: Which one do you want? Point to and read each line. Students repeat.
Girl: Oh, I don’t know. They’re all cute. Bring two volunteers to the front of the
classroom to role-play the conversation as if they
2. Father: Well, it’s time to go. Please make up
are in a cafeteria. Students then form pairs and
your mind.
role-play the conversation in the same way. They
Girl: Um, Okay. I’ll take this one.
then change roles and role-play the conversation
3. Father: Are you sure? again. Continue until each student has taken on
Girl: I’m positive. each role.
4. Father: Great. Let’s get it.
Girl: Dad, the cashier is over here.
Finish the Lesson
B. Listen and point to the speakers.
Play the recording (second version of the 1. Pantomime. Bring a volunteer to the front
conversation) and have students listen and of the classroom, and have him/her silently
point to the speakers. Play the recording act out one line of the target conversation.
as many times as necessary for students to Seated students try to guess what line the
complete the task. volunteer is acting out, then say that line of
the conversation. The first student to guess
C. Role-play the conversation with a correctly changes places with the volunteer
partner. and acts out another line of the conversation
Students choose a partner and role-play the in the same way. Continue in the same way
conversation. They then change roles and with five to six new volunteers.
role-play the conversation again. 2. Explain and assign Workbook page 1. (For
instructions, see Teacher’s Book page 157.)

Shorouk Press 85
Word Time Word Time
A. Listen and rep
eat.
Language Focus: Marine animals and adjectives to describe 1. whale
2. dolphin
B. Point and say
the words.
C.
them (whale, dolphin, eel, shark, octopus, crab, big, small, fast, slow)
3. eel
4. shark Listen and poi
nt.
5. octopus D. Write the wor
6. crab ds.
Materials Needed (excluding materials for optional 7. big
8. small
(See pages 32–
34.)

activities): CD/cassette and player; Wall Chart 14; Unit 7


9. fast
10. slow

Word Time Picture Cards, 1 set per 2 students; Unit 7 Word


Time Word Cards, 1 set 1

For general information on Word Time, 9

see pages 10 – 11. 2


10

Warm-Up and Review


4
5

1. Conversation Review: Say Alternate Lines. 3 6

Students open their Student’s Books to page 29.


7
8

Elicit the target conversation. Then have students


on the right and left sides of the classroom say
alternate lines of the conversation. They then
switch roles and say the conversation again.
2. Check Workbook page 1. (For instructions and 2

answer key, see Teacher’s Book page 157.) Unit 7

Introduce the Words Mona and Kareem are on a field trip to


the aquarium. There are lots of different
1. Hold up and name the Unit 7 Word Time Picture kinds of marine animals. Here’s a whale,
Cards one by one. Students listen. Hold up and over there is a dolphin, and there’s an eel.
name the cards again, and have students repeat. There’s a shark near the eel. This fish is
Hold up the cards in random order and have fast. This one is slow. This is an octopus,
students name them. Then say eel, kebab, shark. and this is a crab. The crab is smaller than
Students say the word that does not belong. the octopus.
Do the same with three to four different sets of 3. Ask the following questions while pointing
words (see Suggested Words below). to or touching the pictures (bold words) and
Suggested Words: dolphin, computer, shark; pantomiming the adjectives (italicized words).
crab, octopus, socks; taxi, whale, dolphin; octopus, (whale) What’s this?
camera, eel (dolphin) What’s that?
2. Attach the Unit 7 Word Time Picture Cards (fast fish) Is it slow?
in a row to the board. Stand the Unit 7 Word (slow fish) Is it slow?
Time Word Cards on the chalktray under the (big starfish) Is it small?
corresponding picture cards. Point to each (small starfish) Is it small?
picture/word card pair and read the word. (crab) Is it an octopus?
Students repeat. Then reposition the word cards (eel) Is it a shark?
so that they are no longer directly below the
corresponding picture card. Volunteers come
to the board one by one and place a word card Practise the Words
under its corresponding picture card, then point
to and read the word. Seated students repeat. A. Listen and repeat.
1. Play the recording. Students listen
Talk About the Picture and repeat, pointing to each word in the
vocabulary box.
1. Students open their Student’s Books to page 1. whale
2. They look at the large scene and name 2. dolphin
anything they can. 3. eel
2. Attach Wall Chart 14 to the board or open a 4. shark
Student’s Book to page 2. Read the following 5. octopus
“story” while pointing to or touching the 6. crab
pictures (bold words) and pantomiming the 7. big
adjectives (italicized words). 8. small

    86 Unit 7
9. fast Games and Activities
10. slow
1. Give Her a Shark. Write Do you want an eel? Yes,
2. Say the words in random order. Students
I do./ No, I don’t. I want a whale. on the board.
point to them in the vocabulary box.
Point to the sentences and have students read
B. Point and say the words. them. Quickly review meaning if necessary.
Students point to each of the target vocabulary Divide the class into pairs and give each
items in the large scene and name them. pair a set of Unit 7 Word Time Picture Cards
(excluding the adjective cards). A student in
C. Listen and point. each pair (S1) begins by asking S2 Do you want
Play the recording. Students listen to the a (shark)? if S2 says Yes, I do, S1 gives S2 the
sound effects and words. For the vocabulary, (shark) picture card. if S2 says No, I don’t. I want
they point to the named marine animal or a (dolphin), S1 gives S2 the (dolphin) picture card.
the thing described by the adjective; for the S2 then places the card back on the desk and
conversations, they point to the speakers. asks S1 the question. Pairs continue like this
(References are shown in parentheses.) Play until they have asked and answered the question
the recording as many times as necessary for about each card. Students then change partners
students to complete the task. and do the activity again in the same way.
Dolphin. Option: students do the activity as above but
Shark. looking at the pictures in their books instead
Whale. of cards
Eel. 2. Descriptions. Brainstorm with students to
Crab. come up with a list of adjectives they might
Octopus. use to describe the target animals. Write the
Big. list of adjectives on the board, then divide the
Slow. class into groups of three to four. A student
Fast. in each group (S1) begins by using some of
Small. the adjectives on the board to describe one of
Now listen and point to the speakers. the target animals. For example: It’s small and
it’s red. The other students in the group try
A: Mm. I’m thirsty. (Mona and Kareem) to name the animal S1 is describing. The first
B: What are you going to have? student to correctly name S1’s animal then
A: I’m going to have some orange juice. How takes a turn describing a different animal.
about you? Groups continue until each student has
B: Hm. I don’t know. described two to three animals.
A: Which fish do you like? (boys looking at red 3. Listen Carefully. Students number a piece of
fish and blue fish) paper from 1–5. Read each of the following
B: I like the blue fish. sentences, and have students write down the target
A: Really? I like the red fish. It’s my favourite. vocabulary word(s) they hear in each sentence.
A: Joe! Don’t throw paper. (teacher and boy) 1. The eel swims in the ocean.
B: Pardon me? 2. That whale is very big!
A: Don’t throw paper. 3. I like to watch the dolphin.
B: Sorry. 4. This crab is so cute!
5. An octopus has eight arms.
D. Write the words. (See pages 32–34.)
Students turn to page 32 (My Picture 4. Option: Personalize the Picture. Divide the class
Dictionary), find the picture of each target into groups of four to six and have each group
vocabulary item, and write the word next to it. create a mobile of the target marine animals.
Two groups then join together and tell each
What Did Sokkara Find? other about their mobiles, saying, for example,
Students determine what Sokkara found. This is a whale. It’s grey and it’s big. That’s an eel.
It’s ugly and long. Display the mobiles around the
Answer Key: Sokkara found a camera.
classroom for future reference.
Extra Vocabulary. Students turn to page
1. introduce the extra vocabulary items sea
Finish the Lesson
horse, starfish, seal. Students then find these 1. Guess What’s Missing. (See Game 34, page
animals. 144.) Play the game using Unit 7 Word Time
Word Cards.
2. Explain and assign Workbook page 2. (For
instructions, see Teacher’s Book page 157.)

Shorouk Press 87
Practice Time Practice Tim
e
A. Listen and rep
eat.
Language Focus: Comparatives [The (whale) is (bigger) than The whale is
bigger than
the (dolphin).]
the dolphin. big bigger
fast small smaller
faster
B. Listen and rep
slow slower

Function: Expressing comparisons


eat. Then pra
ctise with a par
1. crab/slow/do tner.
lphin

Materials Needed: CD/cassette and player; Unit 7 song with


2. shark/small/w
hale

one word from each line (either the adjective or than) deleted
from each line, 1 copy per student; Unit 7 Word Time Picture
Cards, 1 card per 4–5 students; Unit 7 Word Time Word Cards,
1 set per 2 students; Unit 7 Grammar Cards, 1 set per 2 students 3. whale/big/
eel
4. octopus/big/
crab

For general information on Practice Time,


see pages 12–13.
5. eel/small/s
har k

Warm-Up and Review


6. dolphin/fast
/octopus

1. Vocabulary Review: Underwater World. Hold


up the Unit 7 Word Time Picture Cards one by
C.
one. Elicit each word. Then hold up one of the
Look at page
2. Point to the
picture and pra
ctise with a par
D.
animal picture cards and ask Is this a (dolphin)? Listen and cha tner.
nt. (See “The Wh
ale Is Bigger Tha
n the Dolphin
Students respond either Yes, it is. or No, it isn’t. It’s
” on page 29.
)
Unit 7

a (whale). Do the same with the remaining animal 3


picture cards. Then hold up the small and dolphin
picture cards. Ask Is the dolphin small? Elicit No, it
isn’t. It’s big. Continue in the same way with the
remaining adjective and animal cards. Practise the Patterns
2. Check Workbook page 2. (For instructions and
answer key, see Teacher’s Book page 157.) Students open their Student’s Books to page 3.

A. Listen and repeat.


Introduce the Patterns 1. Write the text from the pattern boxes on the
board. Play the recording, pointing to each word.
1. The (whale) is (bigger) than the (dolphin). Students listen.
Attach the dolphin and whale picture cards to The whale is bigger than the dolphin.
the board. Point to the dolphin picture card
big , bigger
and say The dolphin is big, pantomiming big
small, smaller
with your hands. Students repeat. Point to the
fast, faster
whale picture card and say The whale is bigger
slow, slower
as you fully extended your arms to show bigger.
Students repeat. Then say The whale is bigger than 2. Play the recording again. Students listen, look
the dolphin. Students repeat. Write The whale at the pattern boxes in their books, and repeat,
is bigger than the dolphin. on the board. Point to pointing to each word.
and read each word. Students repeat. Repeat the 3. Students try to say the pattern on their own,
entire procedure for The dolphin is smaller than while looking at the pattern box in their books.
the whale, The shark is faster than the crab, and The
crab is slower than the shark. B. Listen and repeat. Then practise
2. Practice for Fluency. Say big and have students with a partner.
respond with it’s comparative form, bigger. Do 1. Play the recording. Students listen and repeat,
the same with small, slow, and fast. Then write pointing to each picture in their books.
eel/small/ whale on the board and elicit The eel 1. The crab is slower than the dolphin.
is smaller than the whale. Do the same with crab/ 2. The shark is smaller than the whale.
small/shark, crab/slow/ dolphin, eel/fast/octopus, and 3. The whale is bigger than the eel.
shark/big/eel. 4. The octopus is bigger than the crab.
Note: To form the comparative form of most short 5. The eel is smaller than the shark.
adjectives, add -er. if the vowel before the last 6. The dolphin is faster than the octopus.
consonant is short, double the final consonant to
form the comparative (for example: big › bigger).

    88 Unit 7
2. Students practice numbers 1–6 in pairs. They students make big/small comparisons about
then change partners and repeat the procedure. the two items. Ask two volunteers to say their
birthdays, then have students make old/young
C. Look at page 2. Point to the picture comparisons about the two volunteers. Ask two
and practise with a partner. students to go to the back of the classroom and
Students remain in pairs and look at page 2. then run to the front. Seated students make fast/
They then take turns making statements about slow comparisons about the two volunteers.
animals in the large scene using the new patterns
3. Make the Sentences. (See Game 49, page 145.)
and vocabulary items. For example: S1 (pointing
Do the activity using the Unit 7 Word Time
to the crab and the dolphin): The crab is slower
Word Cards and Grammar Cards.
than the dolphin. S2 (pointing to the whale and
the dolphin): The whale is bigger than the dolphin.
Extra Practice
D. Listen and chant. Explain and assign Worksheet 13, Eels and
1. Students turn to the The Whale Is Bigger Than Sharks, page 186. (For instructions and answer
the Dolphin chant on page 29. They look at the key, see page 171.)
pictures and words and try to read some of
the lyrics. Read the lyrics line by line. Students
repeat each line. Play the recording. Students
listen and follow along in their books. Finish the Lesson
The Whale Is Bigger Than the Dolphin
1. True or False? Say four to five comparative
The whale is bigger than the dolphin. statements about the target animals (see
The dolphin is smaller than the whale. Suggested Sentences below). Students say True if
The octopus is faster than the crab. the statement is true, and False if it is not. if the
The crab is slower than the octopus. sentence is false, choose a volunteer to make it
The dolphin is bigger than the octopus. true. For example: Say The crab is faster than the
The octopus is smaller than the dolphin. eel. A volunteer corrects the statement by saying
The shark is faster than the eel. either The eel is faster then than the crab or The crab
The eel is slower than the shark. is slower than the eel.
2. Play the recording again. Students listen and Suggested Sentences: The whale is bigger than the
chant, using their books for reference. Play crab. The shark is smaller than the crab. The eel is
the recording as many times as necessary for slower than the crab. The octopus is faster the shark.
students to become familiar with the chant. The dolphin is smaller than the eel.
3. Give each student a copy of the chant that has 2. Explain and assign Workbook page 3. (For
one word — either the adjective or than — from instructions, see Teacher’s Book pages 157-158.)
each line deleted. Play the chant again and have
students listen and fill in the missing words.
Play the chant as many times as necessary for
students to complete the task.

Games and Activities


1. Tell Me about It. Divide students into groups of
four to five and give each student a Unit 7 Word
Time Picture Card (excluding the adjectives). A
student in each group (S1) begins by comparing
his/her animal to one of the other animals
shown by saying The (whale) is (bigger) than the
(dolphin). The student on S1’s right then takes
a turn in the same way. Groups continue until
each student has taken a turn. Students exchange
cards and play again.
Option: each student writes or draws the animal
he likes then play as above
2. Real-Life Comparisons. Ask two volunteers to
stand up at their desks. Seated students make
tall/short comparisons about the two volunteers.
Then hold up a book and a pencil and have

Shorouk Press 89
Phonics Time Phonics Tim
A. Listen and rep e
eat.
Sound Focus: ar, or (barn, farm, yard, corn, fork, storm)
Materials Needed: CD/cassette and player; Unit 7 Phonics
ar
Time Picture Cards, 1 card per student barn
farm
yard

For general information on Phonics Time, or


corn
see pages 14 – 15. B. Does it have
ar or or ? List
en and
fork
storm

1. circle.
ar or 2.
ar or 3.
ar or 4.
ar or 5.
C. ar 6.

Warm-Up and Review


Read the sen or ar
tences. Write or
1. Salim had the numbers.
a farm. One day The n listen.
there was a stor
2. The sky was m.
dark, but Salim
was smart.

1. True or False? Say four to five comparative


He put the cor
n in the barn.
3. But the win
d blew very har

statements about various classroom items (see


d.
4. Look at the
corn in the yar
d!

Suggested Sentences below). Students say True


if the statement is true, and False if it is not. if
the sentence is false, choose a volunteer to make
it true. For example, say A pencil is bigger than a
book. A volunteer corrects the statement by saying
either A pencil is smaller than a book or A book is
bigger than a pencil. 4

Suggested Sentences: A pencil case is smaller than Unit 7

a pencil. A ruler is bigger than a rubber. A chair is


smaller than a book. A computer is bigger than a pen.
A desk is smaller than a pencil.
When students read a word correctly, attach the
2. Check Workbook page 3. (For instructions and corresponding picture card next to the word in
answer key, see Teacher’s Book pages 157-158.) order to reinforce word meaning.
3. Phonics Review: Read the Words. Write al, au,
and aw on the board. Point to each combination Practise the Sounds
and elicit its sound. Then write talk, walk, wall,
hall, draw, and crawl on the board. Point to each Students open their Student’s Books to page 32.
word and have students read it. Volunteers then
A. Listen and repeat.
use each word in a sentence.
Focus students’ attention on the ar and or words
at the top of the page. Play the recording.
Students listen and repeat, pointing to the
Introduce the Sounds pictures and words in their books.
Note: The ar sound is written as . ar
The or sound is written as /Or/. barn
1. Say - . Students repeat. Then hold up farm
the barn picture card and say barn, barn. Students yard
repeat. Attach the card to the board. Do the same or
with farm and yard, first saying the target corn
sound. Repeat the procedure for the words fork
corn, fork, and storm. storm
2. Write ar on the board to the right of the barn
picture card. Say while pointing to the B. Does it have ar or or? Listen
letters. Students repeat. Add n to the right of ar. and circle.
Say -/n/-arn pointing to the two parts of the 1. Play the recording. For each number, students
combination and then the whole combination. listen and circle the letters making up the target
Students repeat. Then write b to the left of arn. sound in the word they hear. Play the recording
Say /b/-arn, barn, pointing to the two parts of as many times as necessary for students to
the word and then the whole word. Repeat the complete the task.
entire procedure for farm, yard, corn, fork, and 1. shark, shark
storm, writing each word to the right of the 2. horn, horn
corresponding picture card. 3. fork, fork
3. Remove all the picture cards from the board. 4. dark, dark
Point to each word and have students read it. 5. smart, smart
6. form, form

    90 Unit 7
2. Check answers by saying number 1. shark 3. Draw and Write. (See Game 56, page 146.) Play
and having a volunteer repeat the word and the game using phonics words from the lesson.
say the letters he/she circled. Do the same for
numbers 2–6.
Answer Key: Extra Practice
1. ar 2. or 3. or 4. ar 5. ar 6. or Explain and assign Worksheet 14, Phonics Fun ar
and or, page 187. (For instructions and answer
C. Read the sentences. Write the key, see page 171.)
numbers. Then listen.
1. Students read the sentences and write the
number of each line of the rhyme next to the Finish the Lesson
corresponding picture. Then play the recording.
Students listen to the rhyme as they follow along 1. Read It and Use It. Attach a unit 7 phonics time
in their books. picture cards to the board. Students read it. Get
a volunteer use it in a sentence. Continue in the
Salim had a farm. One day there was a storm. same way until you attach all the picture cards.
The sky was dark, but Salim was smart. He put
the corn in the barn. 2. Explain and assign Workbook page 4. (For
But the wind blew very hard. instructions, see Teacher’s Book page 158.)
Look at the corn in the yard!
2. Check answers by pointing to each picture and
Assessment
having students say the corresponding line of
Explain and assign the Unit 7 Test, page 218.
the rhyme.
(For instructions and answer key, see page 202.)
Answer Key:
3, 2, 1, 4

Games and Activities


1. Dictation. Students write the numbers 1–6 on a
piece of paper. Say storm. Using their Student’s
Books for reference if necessary, students write
storm next to number 1 on their papers. Do the
same with the remaining target phonics words.
Check answers by saying Number 1 and having a
volunteer say and spell the word he/she wrote.
Do the same for numbers 2–6.
2. Make the Shapes. Brainstorm with students to
invent body stances to represent ar and or. For
example: stand with your feet apart and arms
straight up to represent ar, and make a circle
with your arms to represent or. Students stand
and take the appropriate stances as you slowly
say a series of sentences that include both ar and
or words (see Suggested Sentences below). Any
student who takes the wrong stance sits down.
After several sentences, have students all stand
and try again.
Suggested Sentences: The corn is in the yard at the
farm. Put the corn in the barn before the storm. Use a
fork to move the corn to the barn.

Shorouk Press 91
8 At the Safari Park
Conversation Time At the Safa
8 ri Park

Language Focus: Dad! Guess what!/What?/There’s a monkey on the A. Listen and rep
Conversatio
n Time
car!/Quick! Shut the window./Look! There it is./Oh, it’s cute./It’s not cute.
eat.
C. Role-play the B. Listen and poin
conversation t to the speake
It’s scary./Don’t worry. It won’t hurt you./Aw! It’s going away.
with two other rs.
students.
1.
Dad! Guess wha
t!
Function: Expressing excitement; expressing opinions
2.
What?

Materials Needed: CD/cassette and player; Wall Chart 15; There’s a mo


nkey on the car
!
picture of a monkey; a ball

For general information on Conversation Time, 3.


Quick! Shut the
window.

see pages 8 – 9. Look! There it


is. Oh, it’s cute.
4.

It’s not cute.


It’s scary.

Warm-Up and Review Don’t worry.


It won’t hurt
you.

1. Phonics Review: Read the Words. Write ar and Aw! It’s goin
g away.

or on the board. Point to each combination and D. Review. Listen


and repeat.

elicit its sound. Then write six to seven ar and I’m going to
take a picture
or words on the board (see Suggested Words
.
Be very carefu
l!

below). Point to each word and have students Oh, no!

read it. I told you to be


careful.

Suggested Words: card, corn, shark, jar, park, stork, 5

spark, born, scar


2. Check Workbook page 8. (For instructions and
answer key, see Teacher’s Book page 158.)
C: Look! There it is.
Point.
Introduce the Conversation A: Oh, it’s cute.
Smile broadly.
1. Clarify word meaning. C: It’s not cute. It’s scary.
monkey: Hold up a picture of a monkey and say Shake your head with a concerned look on
monkey. Students repeat. Write monkey on the your face.
board. Point to the word and have students read it. B: Don’t worry. It won’t hurt you.
shut the window: Walk to the classroom window Smile reassuringly.
and pretend to shut it. Say shut the window. A: Aw! It’s going away.
Students repeat. Write shut the window on the Look disappointed.
board. Point to the words and have students
read them. 3. Divide the class into Groups A, B, and C and
model each line of the conversation again. Group
scary: Make a scary face and say scary. Students A repeats the first line of the conversation, Group
repeat. Write scary on the board. Point to the B repeats the second line, and so on. Encourage
word and have students read it. students to copy your facial expressions and
2. Bring three students to the front of the body language. Groups then change roles and
classroom. Stand behind each student and repeat the conversation. Continue until each
model his/her lines of the conversation with the group has taken on each role.
following actions: Note: if students need additional support, practice
A: Dad! Guess what! the conversation using the Step 1 visual prompts
Shout and look surprised. on the board.
B: What? 4. Groups A, B, and C say the appropriate lines of
Look at Student A. Raise your eyebrows. the conversation. Groups then change roles and
A: There’s a monkey on the car! say the conversation again. Prompt as necessary.
Point up. Continue until each group has taken on each
role.
C: Quick! Shut the window.
Shout and pantomime rolling up car
windows.

    92 Unit 8
Talk About the Picture change roles and role-play the conversation
again. Groups continue until each student has
1. Attach Wall Chart 15 to the board or open a taken on each role.
Student’s Book to page 5. Read the following
“story” while pointing to or touching the D. Review. Listen and repeat.
pictures (bold words) and pantomiming the Volunteers try to read or guess the puppets’
actions or adjectives (italicized words). conversation. Play the recording. Students
listen and repeat, pointing to each line of the
Scene 1: Oh my! Something is climbing on the
conversation.
car. What could it be?
A: I’m going to take a picture.
Scene 2: Oh! There’s a monkey on the car.
B: Be very careful!
Mona is excited, and Kareem is a little scared.
A: Oh, no!
Scene 3: Mona thinks the monkey is cute. B: I told you to be careful.
Kareem doesn’t.
OPTiOn: Students role-play the conversation.
Scene 4: Mona is sad that the monkey is
leaving. What Did Sokkara Find?
2. Ask the following questions while pointing to or Students determine what Sokkara found.
touching the pictures (bold words) and panto- Answer Key: Sokkara found a butterfly.
miming the actions (italicized words).
Scene 1: Are there any trees?
Whose car is that? Games and Activities
What is Mona’s father doing?
1. Missing Words. (See Game 4, page 140.) Play
Scene 2: (monkey) What’s that? Where is it? the game using the target conversation.
Who’s driving the car?
2. Match the Halves. Divide the class into pairs.
Scene 3: Is there any grass? Students in each pair write each line of the target
Are there any mountains? conversation on a separate piece of paper and
(Kareem) Is he happy? then cut the sentences into halves. Pairs shuffle the
Where’s Sokkara? pieces of paper and place them face down. Say Go!
Scene 4: Where’s the monkey? Pairs try to be the first to turn over the pieces of
paper, match each half of the sentences, and put
the complete sentences in the correct order. The
Practise the Conversation first pair to do so raises their hands and says the
conversation they have put together. if it is correct,
A. Listen and repeat.
they come to the front of the classroom and role-
Play the recording (first version of the
play the conversation for the rest of the class. if it is
conversation). Students listen and repeat,
not correct, all pairs continue to work until one pair
pointing to each speaker in the conversation box.
has put together the correct conversation. Students
1. Mona: Dad! Guess what! then change partners and do the activity again.
Dad: What?
3. Combine the Conversations. Combine previous
2. Mona: There’s a monkey on the car! language with the target conversation on the
Kareem: Quick! Shut the window. board in the following way:
3. Kareem: Look! There it is. A: Kareem! Guess what!
Mona: Oh, it’s cute. B: What?
4. Kareem: It’s not cute. It’s scary. A: I’m going to go to the beach on Saturday!
Dad: Don’t worry. It won’t hurt you. B: Great. Have fun!
Mona: Aw! It’s going away. Point to and read each line. Students repeat.
Bring two volunteers to the front of the
B. Listen and point to the speakers. classroom to role-play the conversation. Students
Play the recording (second version of the then form pairs and role-play the conversation in
conversation) and have students listen and point the same way. They then change roles and role-
to the speakers. Play the recording as many play the conversation again.
times as necessary for students to complete the
task.
Finish the Lesson
C. Role-play the conversation with
two other students. 1. Quick—Say the Line! (See Game 8, page 140.)
Divide students into groups of three, and have Play the game using the target conversation.
them role-play the conversation. They then 2. Explain and assign Workbook page 5. (For
instructions, see Teacher’s Book page 158.)

Shorouk Press 93
Word Time Word Time
A. Listen and rep
eat.
Language Focus: Wild animals and adjectives to describe 1. elephant
3. giraffe
2. cheetah
B. Point and say
the words.
C.
them (elephant, cheetah, giraffe, snake, turtle, chimpanzee, tall, 5. turtle
4. snake
6. chimpanzee
Listen and poi
D. Write the wor
nt.

short, fat, thin)


7. tall ds.
8. short (See pages 32–
9. fat 34.)
10. thin
Materials Needed (excluding materials for optional
activities): CD/cassette and player; Wall Chart 16; Unit 7
Word Time Picture Cards, 1 card per 2 students; Unit 8 Word
Time Picture Cards, 1 set per 2 students; Unit 8 Word Time
Word Cards, 1 set
3 1

For general information on Word Time,


see pages 10 – 11. 2

Warm-Up and Review


1. Conversation Review: Say the Next Word. Play 7

the recording of the Unit 8 target conversation. 8

Students listen. A volunteer says the first word of


10 9
4
the target conversation. The student sitting next to
6

him/her says the next word. Continue around the 6 5


class with each student saying the next word in
the conversation. if a student cannot say the next
Unit 8

word, the next student takes a turn. Continue


until the entire conversation has been said.
2. Check Workbook page 5. (For instructions and 2. Attach Wall Chart 16 to the board or open a
answer key, see Teacher’s Book page 158.) Student’s Book to page 6. Read the following
“story” while pointing to or touching the
Introduce the Words pictures (bold words) and pantomiming the
adjectives (italicized words).
1. Hold up and name the Unit 8 Word Time Picture There are lots of animals all around. Here are
Cards one by one. Students listen. Hold up and some chimpanzees, and here’s a turtle. The turtle
name the cards again, and have students repeat. is smaller than the chimpanzees. Over here, a long
Hold up the cards in random order and have snake is in the tree. This tall giraffe is eating some
students name them. Then say cheetah, bicycle, leaves, and this fat elephant is going to get a drink.
giraffe. Students say the word that does not The cheetah is standing in some grass.
belong. Do the same with three to four different
3. Ask the following questions while pointing
sets of words (see Suggested Words below).
to or touching the pictures (bold words) and
Suggested Words: turtle, arm, chimpanzee; snake, pantomiming the actions or adjectives (italicized
giraffe, book; lemonade, elephant, snake; turtle, words).
mountains, giraffe
Can you point to the snake? Is it short?
2. Attach the Unit 8 Word Time Picture Cards (cheetah) What’s that?
in a row to the board. Stand the Unit 8 Word (chimpanzee) Is it an elephant?
Time Word Cards on the chalktray under the Is the turtle smaller than the elephant?
corresponding picture cards. Point to each Is a cheetah faster than a turtle?
picture/word card pair and read the word. Is the giraffe taller than the elephant?
Students repeat. Then reposition the word cards
so that they are no longer directly below the
corresponding picture cards. Volunteers come Practise the Words
to the board one by one and place a word card
under its corresponding picture card, then point
A. Listen and repeat.
to and read the word. Seated students repeat.
1. Play the recording. Students listen and repeat,
pointing to each word in the vocabulary box.
Talk About the Picture 1. elephant
2. cheetah
1. Students open their Student’s Books to page 6. 3. giraffe
They look at the large scene and name anything 4. snake
they can.

    94 Unit 8
5. turtle Games and Activities
6. chimpanzee
7. tall 1. Create Sentences. Divide the class into pairs and
8. short give each pair a set of Unit 8 Word Time Picture
9. fat Cards. Each pair places the tall, short, fat, and
10. thin thin cards in one pile, and the animal cards in
another pile. A student in each pair (S1) begins
2. Say the words in random order. Students point by choosing a card from each pile, showing
to them in the vocabulary box. them to S2, and asking is the (snake) (fat)? S2
answers either Yes, it is or No, it isn’t. The (snake)
B. Point and say the words.
is (thin). Pairs continue in the same way with
Students point to each of the target vocabulary
the remaining cards. Students in each pair then
items in the large scene and name them.
change roles and do the activity again. (Students
C. Listen and point. can create their own word and picture cards by
Play the recording. Students listen to the sound drawing or writing them).
effects and words. For the vocabulary, they point 2. Comparisons. Say five to six comparative
to the named animal or the animal described statements about the target animals (see
by the adjective; for the conversations, they Suggested Sentences below). Students say True if
point to the speakers. (References are shown in the statement is true, and False if it is not. if the
parentheses.) Play the recording as many times sentence is false, choose a volunteer to make it
as necessary for students to complete the task. true. For example, say The turtle is faster than the
Chimpanzee. cheetah. A volunteer makes the sentence correct
Cheetah. by saying either The turtle is slower than the
Giraffe. cheetah or The cheetah is faster than the turtle.
Snake. Suggested Sentences: The giraffe is taller than the
Turtle. chimpanzee. The snake is fatter than the elephant.
Elephant. The cheetah is thinner than the elephant. The snake is
Fat. shorter than the cheetah. The turtle is faster than the
Thin. cheetah. The turtle is taller than the giraffe.
Tall. 3. Guess the Animal. Attach one of a Unit 7 or Unit
Short. 8 Word Time Picture Card to student’s back. this
Now listen and point to the speakers. student tries to determine which animal is on
A: Hey, Mum! Did you see the chimpanzees? his/ her back by going around the classroom and
(boy and mother in jeep) asking his/ her classmates questions. For example:
B: Yes, I did. Be careful. Please sit down. Is it big? What color is it? How many legs does it have?
A: Sure. Continue until the student knows which picture
card is on his/ her back. Get another volunteer
A: Try some. (driver and friend in jeep) and another card, then do the activity again.
B: All right.
A: Here you go. Option: Get a student sit in front of the
B: Hey! It’s delicious. classroom facing the students. And write the
target word on the board. Continue as above.
A: What are you looking at? (woman and man
standing up in jeep) 4. Option: Personalize the Picture. Divide the
B: I’m looking at the birds. class into groups of five to six. Students in each
A: Are there any airplanes? group take turns telling the group about any of
B: No, there aren’t. the Units 7–8 target animals that they have seen.
They give as many details as possible about their
D. Write the words. (See pages 32–34.) experiences such as when they saw the animal,
Students turn to page 32 (My Picture Dictionary), where they saw it, who they were with, and what
find the picture of each target vocabulary item, the animal was like (tall, short, brown, etc.).
and write the word next to it.
Finish the Lesson
Extra Vocabulary. Students turn to page 5.
introduce the extra vocabulary items zebra, lion, 1. What Animal Is She? A volunteer comes to the
gorilla. Students then find these animals. front of the classroom and pretends to be one of the
wild animals. The first student to correctly name the
animal is next to come to the front of the classroom
and pretend to be a different animal. Continue in
the same way for three to four minutes.
2. Explain and assign Workbook page 6. (For
instructions, see Teacher’s Book page 158.)

Shorouk Press 95
Practice Time Practice Tim
e
A. Listen and rep
Language Focus: Superlatives [Which one is the (tallest)? The
eat.

Which one is
(giraffe) is the (tallest).]
the tallest?
The giraffe
is the tallest
.
Function: Asking questions concerning superlatives
tall tallest
fat short shortest
fattest
fast thin thinnest
fastest

Materials Needed: CD/cassette and player; Units 7–8 Word


slow slowest
B. Listen and rep
Time Picture Cards, 1 set per 4–5 students; Unit 8 Word Time 1. short?
eat. Then pra
ctise with a par
tner.

Word Cards, 1 set per 2 students; Unit 8 Grammar Cards, 1 set chimpanzee 2. tall?
giraffe
per 2 students

For general information on Practice Time,


3. fat?
elephant
4. slow?

see pages 12–13.


turtle

Warm-Up and Review 5. fast?


cheetah
6. thin?
snake

1. Vocabulary Review: Do It! (See Game 28, page


143.) Hold up each Unit 8 Word Time Picture
Card and have students name it. Then play the C. Look at page
6. Point to the

game using the cards.


picture and pra
D. ctise with a par
Listen and sing tner.
along. (See “Wh
ich One Is the
Tallest?” on pag
2. Check Workbook page 6. (For instructions and Unit 8
e 29.)

answer key, see Teacher’s Book page 158.)


7

Introduce the Patterns


Note: To form the superlative form of most short
1. Superlative forms. Draw three vertical lines adjectives, add -est. if a one-syllable word ends
on the board, each line about 8 cm shorter than in consonant, vowel, consonant, double the final
the previous line. Point to the longest line and consonant to form the superlative (for example:
say short. Students repeat, holding their hands
thin thinnest, fat fattest).
out in front of them about a foot apart. Point to
the next line and say shorter. Students repeat,
holding their hands out in front of them about 15
cm apart. Then point to the shortest line and say
Practise the Patterns
shortest. Students repeat, holding their hands out Students open their Student’s Books to page 35.
in front of them about 6 cm apart. Write shortest
on the board. Point to the word and read it. A. Listen and repeat.
Students repeat. Do the same with tall lines, fat 1. Write the text from the pattern boxes on the
circles, and thin circles. board. Play the recording, pointing to each word.
2. Which one is the (tallest)? The (giraffe) is the Students listen.
(tallest). Attach the giraffe, cheetah, elephant, and A: Which one is the tallest?
turtle picture cards to the board. Point to the cards B: The giraffe is the tallest.
and ask Which one is the tallest? Students repeat.
Write Which one is the tallest? on the board. Point tall, tallest
to and read each word. Students repeat. Then ask short, shortest
the question again, point to the giraffe card, and fat, fattest
say The giraffe is the tallest. Students repeat. Write thin, thinnest
The giraffe is the tallest. on the board to the right of fast, fastest
the question. Do the same with fast/cheetah, slow/ slow, slowest
turtle, short/turtle, fat/elephant. 2. Play the recording again. Students listen, look
3. Practice for Fluency. Say tall and have students at the pattern boxes in their books, and repeat,
respond with its superlative form, tallest. Do the pointing to each word.
same with short, fat, and thin. Then divide the 3. Students try to say the patterns on their own,
class into Groups A and B. Write fat/elephant on while looking at the pattern boxes in their books.
the board. Group A asks Which one is the fattest?
Group B answers The elephant is the fattest. Do the B. Listen and repeat. Then practice
same with thin/snake, short/turtle, and tall/giraffe, with a partner.
having groups take turns asking and answering 1. Play the recording. Students listen and repeat,
the questions. pointing to each picture in their books.

    96 Unit 8
1. Which one is the shortest? Games and Activities
The chimpanzee is the shortest.
1. Drill. Say tall. Students say its comparative and
2. Which one is the tallest?
superlative forms, taller, tallest. Do the same with
The giraffe is the tallest.
short, fat, and thin. Then do the activity again,
3. Which one is the fattest? having a contest to see who can first correctly
The elephant is the fattest. say and spell the comparative and superlative
4. Which one is the slowest? forms of the adjectives.
The turtle is the slowest. 2. Solve the Riddle. Divide the class into groups
5. Which one is the fastest? of four to five, and give each group a set of
The cheetah is the fastest. Units 7–8 Word Time Picture Cards. Ask Which
animal is the slowest? Students in each group
6. Which one is the thinnest? work together to find the slowest animal. Call
The snake is the thinnest. on one group to say The (turtle) is the slowest. if
2. Students practice numbers 1–6 in pairs. (S1 in some groups have different answers, discuss and
each pair asks the questions, and S2 answers.) then come to a consensus as a class as to which
They then change roles and repeat the procedure. animal is the slowest. Do the same with tallest,
shortest, fattest, thinnest, and fastest.
C. Look at page 6. Point to the picture
Option: students look at the pictures page 34 and do
and practise with a partner.
as above.
Students remain in pairs and look at page 6.
They then take turns asking and answering 3. Make the Sentences. (See Game 49, page 145.)
questions about animals in the large scene using Do the activity using the Unit 8 Word Time
the new patterns and vocabulary items. For Word Cards and Grammar Cards.
example: S1: Which one is the tallest? S2 (pointing
to the giraffe): The giraffe is the tallest.
Extra Practice
D. Listen and sing along. Explain and assign Worksheet 15, Cheetahs and
1. Students turn to the Which One Is the Tallest? Turtles, page 188. (For instructions and answer
song on page 29. They look at the pictures and key, see page 171.)
words and try to read some of the lyrics. Read
the lyrics line by line. Students repeat each line.
Play the recording. Students listen and follow Finish the Lesson
along in their books.
1. Make the Motion. Work together with students
Which One Is the Tallest? to develop a set of body motions to represent
(Melody: Did You Ever See a Lassie?) tallest, shortest, fattest, thinnest, fastest, and slowest.
Which one is the tallest, the tallest, the tallest? Then divide the class into Groups A and B, and
Which one is the tallest, the tallest you see? have the two groups look at each other hold up
The giraffe is the tallest, the tallest, the tallest. the giraffe picture card so that the students in
The giraffe is the tallest, the tallest I see. Group B only can see it, and make the motion
for tallest. Group B students make the motion
Which one is the shortest, the shortest, the shortest? for tallest and ask Which animal is the tallest?
Which one is the shortest, the shortest you see? Group A responds The giraffe is the tallest. Then
The turtle is the shortest, the shortest, the shortest. hold up an animal picture for Group A to see.
The turtle is the shortest, the shortest I see. Make the motion and ask the question. Continue
Which one is the thinnest, the thinnest, the thinnest? in this way for four to five minutes.
Which one is the thinnest, the thinnest you see? 2. Explain and assign Workbook page 7. (For
The snake is the thinnest, the thinnest, the thinnest. instructions, see Teacher’s Book page 159.)
The snake is the thinnest, the thinnest I see.
2. Play the recording again. Students listen
and sing along, using their books for
reference. Play the recording as many times as
necessary for students to become familiar with
the song.
3. Play the karaoke version. Students sing along,
pantomiming each adjective as they sing it.

Shorouk Press 97
Phonics Time Phonics Tim
A. e
Listen and rep
Sound Focus: ou, ow (house, mouse, mouth, brown,
eat.

gown, town)
Materials Needed: CD/cassette and player; Unit 8 Word ou
house
Time Picture Cards, 1 set; Unit 8 Phonics Time Picture
mouse
mouth

Cards, 1 set; Unit 8 Phonics Time Word Cards, 1 set


ow
brown

For general information on Phonics Time,


gown
B. Do they both town
have the sam
e vowel sound?
1. cloud Listen and circ
see pages 14 – 15.
2. cow le ✓ or ✗.
mouse 3. out
snow 4. couch
owl 5. clown
✓ ✗ home 6. down
✓ ✗ town
✓ ✗ shout
✓ ✗
C. Read the sen
✓ ✗ ✓

Warm-Up and Review


tences. Write ✗
1. A silly little the numbers.
mouse lived in Then listen.
a big house.
2. She went to
town in an eve
ning gown.
3. She met a

1. Pattern Review: Comparatives and


brown trout and
started to sho
4. “Please don ut.
’t shout, little
mouse,” said
Superlatives. Hold your hand out, palm down
the trout.

at about shoulder height, and say short. Then


hold your hand lower and elicit shorter. Lower
your hand still further and elicit shortest. Do the
same with tall, fat, thin, fast, slow, big, and small.
Attach three Unit 8 Word Time Picture Cards
(excluding the adjectives) to the board. Point to 8

them and ask Which one is the tallest? Students Unit 8

respond The (elephant) is the tallest, identifying


the tallest of the animals included in the group
of three. Do the same with another set of three
cards and a different adjective. Continue in the 3. Remove all the picture cards from the board.
same way for three to four minutes. Point to each word and have students read it.
2. Check Workbook page 7. (For instructions and When students read a word correctly, attach the
answer key, see Teacher’s Book page 159.) corresponding picture card next to the word in
3. Phonics Review: Read the Sentences. Write the order to reinforce word meaning.
following sentences on the board:
1. Is there a barn in the yard at the farm? Practise the Sounds
2. She’ll talk to Paul in the autumn.
3. Do you want some corn? Students open their Student’s Books to page 36.
Point to each word and have the class read. Then
A. Listen and repeat.
have three to four volunteers take turns reading
Focus students’ attention on the ou and ow
a sentence.
words at the top of the page. Play the recording.
Students listen and repeat, pointing to the
pictures and words in their books.
Introduce the Sounds
ou
Note: The ou and ow sounds are written as . house
1. Say - . Students repeat. Then hold mouse
up the house picture card and say house, house. mouth
Students repeat. Attach the card to the board. Do ow
the same with mouse, mouth, brown, gown, and brown
town, first saying the target sound. gown
2. Write ou on the board to the right of the house town
picture card. Say while pointing to the
letters. Students repeat. Add (se) to the right B. Do they both have the same
of (ou). Say -/s/-ouse pointing to the two vowel sound? Listen and circle 3 or 7.
parts of the combination and then the whole 1. Play the recording. For each number, students
combination. Students repeat. Then write h to listen and circle 3 if both words they hear have
the left of ouse. Say /h/(-ouse), house, pointing the same vowel sound. if the words do not have
to the two parts of the word and then the whole the same vowel sound, students circle 7. Play
word. Repeat the entire procedure for mouse, the recording as many times as necessary for
mouth, brown, gown, and town, writing each word students to complete the task.
to the right of the corresponding picture card.

    98 Unit 8
1. cloud, mouse 2. Do You Hear It? Read the following paragraph
cloud, mouse aloud. Students raise their hands when they hear
a word that contains the /aÜU/ sound. Read
2. cow, snow the paragraph several times, until students have
cow, snow identified each word with the /aÜU/ sound.
3. out, owl Then read it again, sentence by sentence, slowly.
At the end of each sentence, volunteers come
out, owl
to the board and write the /aÜU/ words they
4. couch, home heard in the sentence. Help with spelling as
couch, home necessary.
5. clown, town The clown jumped up and down. She looked
clown, town around on the ground. Her mouth was red. Her
voice was loud. The clown began to shout to the
6. down, shout crowd. “Where is my mouse, my small brown
down, shout mouse? It must be found. I have my cow. I have
2. Check answers by saying number 1. cloud, my owl. I want my small brown mouse!”
mouse. A volunteer repeats the words then says
yes if he/she circled 3 and no if he/she circled 7. 3. Write a Story. Divide the class into groups of
Do the same for numbers 2–6. three to four. Students in each group work
Answer Key: together for seven to ten minutes to write a
1. 3 short story using Units 6–8 Phonics Time words.
2. 7 Students may refer to their Student’s Books as
necessary for help with spelling. Groups then
3. 3 exchange stories and take turns reading the story
4. 7 they receive aloud to the rest of the class.
5. 3
6. 3

C. Read the sentences. Write the Extra Practice


numbers. Then listen. Explain and assign Worksheet 16, Phonics Fun
1. Students read the sentences and write the ou and ow, page 189. (For instructions and
number of each line of the rhyme next to the answer key, see page 171.)
corresponding picture. Then play the recording.
Students listen to the rhyme as they follow along
in their books.
Finish the Lesson
A silly little mouse lived in a big house.
She went to town in an evening gown. 1. Chant. Place the Unit 8 Phonics Time Word
She met a brown trout and started to shout. Cards on the chalktray facing the class. Establish
“Please don’t shout, little mouse,” said the trout. a 4-beat rhythm. Point to the gown card and, on
2. Check answers by pointing to each picture and beats 1 and 2, say What’s that? On beats 3 and
having students say the corresponding line of 4, say it’s gown. Then touch the house card,
the rhyme. ask What’s this? again on the first 2 beats of the
4-beat rhythm, and elicit It’s house on beats 3 and
Answer Key: 4. Do the same with the remaining cards. Then
2, 4, 1, 3 do the activity again in the same way, having
a volunteer play the teacher’s role and ask the
questions.
Games and Activities 2. Explain and assign Workbook page 8. (For
instructions, see Teacher’s Book page 159.)
1. Spell and Sort. Students make two columns on
a piece of paper and label one column ou and
the other ow. Say mouse. Students write mouse in
the ou column. Do the same with the remaining Assessment
target phonics words. Say each word again Explain and assign the Unit 8 Test, page 219.
and have students repeat and spell the target (For instructions and answer key, see page 203.)
sound. Check answers by writing ou and ow on
the board, then having a volunteer come to the
board and write the words he/she wrote in each
column.

Shorouk Press 99
9 By the Seashore
Conversation Time By the Seas
9 hore

Language Focus: Oh! I missed the ball./We won! We won!/ Conversatio


n Time
A.
Congratulations./ Nice game. It was close./Yeah, it was./Do you Listen and rep
eat.
B.
C. Role-play the Listen and poin
want to play again?/Sure./This time we’ll win./We’ll see. 1.
conversation
with three oth
er students.
t to the speake
rs.

Function: Expressing excitement; congratulating others Oh! I missed


the ball.
2.

Materials Needed: CD/cassette and player; Wall Chart 17;


Congratulation
s.
We won! We Nice game.
Unit 8 Phonics Time Picture Cards, 1 set
won!
It was close.
Yeah, it was.

For general information on Conversation Time, 3.


see pages 8 – 9. Do you want
to play again?
4.
This time we’
ll win.
Sure. We’ll see.

Warm-Up and Review


1. Phonics Review: Categorize. Write ou and ow
in a row on the board. Point to each combination D. Review. Listen
and elicit its sound. Then hold up a Unit 8
and repeat.

Phonics Time Picture Card. Students name the Guess what!


What?
card, then a volunteer places the card on the There’s a but
terfly on your

chalktray under the letters that correspond to its


head!
Oh, no!
Don’t worry. It’s
/aU/ sound. Continue in the same way with the cute. It won’t
hurt you.

remaining Unit 8 Phonics Time Picture Cards. 9

2. Check Workbook page 8. (For instructions and


answer key, see Teacher’s Book page 159.)
A: Congratulations.
Shake hands with Students B and D.
Introduce the Conversation B: Nice game. It was close.
Smile.
1. Clarify word meaning.
C: Yeah, it was.
I missed: Crumple a piece of paper, and toss it up in Smile and nod your head.
the air. Try to catch it, but miss and let it fall to the
floor. Look sad and say I missed. Students repeat. D: Do you want to play again?
Look quizzically at Students A and C.
congratulations: Write congratulations = good job on the
board. Point to and read each word. Students repeat. A: Sure.
nod your head.
nice game: Explain that nice game is a sportsmanlike
way to tell people on the opposing team that you D: This time we’ll win.
enjoyed playing with them, whether you won or Enthusiastically point to yourself.
lost the game. it shows respect for the other players. B: We’ll see.
it was close: Say I played football with my friends. Smile and look slightly skeptical.
My team won 7–6. it was close. Write 7–6 on 3. Divide the class into Groups A, B, C, and
the board. Point to the score and say It was close. D and model each line of the conversation
Students repeat. again. Group A repeats the first line of the
we’ll see: Stand with your arms folded and with conversation, Group B repeats the second line,
a skeptical look on your face and say we’ll see. and so on. Encourage students to copy your
Students repeat. facial expressions and body language. Groups
then change roles and repeat the conversation.
2. Bring four students to the front of the classroom. Continue until each group has played each role.
Stand behind each student and model his/her lines
of the conversation with the following actions: Note: if students need additional support, practice
the conversation using the Step 1 visual prompts
A: Oh! I missed the ball. on the board.
Look upset.
4. Groups A, B, C, and D say the appropriate
B: We won! We won! lines of the conversation. Groups then change
Jump up and down and raise your arms in roles and say the conversation again. Prompt as
the air. necessary. Continue until each group has played
each role.

    100 Unit 9
Talk About the Picture listen and repeat, pointing to each line of the
conversation.
1. Attach Wall Chart 17 to the board or open a A: Guess what!
Student’s Book to page 9. Read the following B: What?
“story” while pointing to or touching the A: There’s a butterfly on your head!
pictures (bold words) and pantomiming the B: Oh, no!
actions or adjectives (italicized words). A: Don’t worry. It’s cute. It won’t hurt you.
Scene 1: Mona and Kareem are playing volleyball OPTiOn: Students role-play the conversation.
with friends. Mona and Kareem lost the game and
they’re sad. What Did Sokkara Find?
Scene 2: Mona and Kareem are congratulating the Students determine what Sokkara found.
other team. They are shaking hands. Answer Key: Sokkara found some sunscreen.
Scene 3: The kids are all sitting on the pier and
they’re talking.
Scene 4: The kids are going to play another game
Games and Activities
of volleyball. 1. Say It Together. (See Game 10, page 140.)
2. Ask the following questions while pointing to or Divide the class into groups of five and play the
touching the pictures (bold words) and pantomiming game using the target conversation.
the actions or adjectives (italicized words). 2. Which Conversation? Divide the class into
Scene 1: Who won? groups of three to four. Students in each group
Scene 2: Was it close? work together to write each line of the Units
8–9 target conversations on a separate piece
Scene 3: (kids) What did they do? of paper. Groups shuffle the papers and place
Did they play cards? them face down. Say Go! Groups try to be the
Scene 4: (kids) What are they going to do? first to turn over the cards, divide them into
the two conversations, and then put them
in the correct order. The first group to do so
Practise the Conversation says the two conversations they have put
together. if they are correct, they come to the
A. Listen and repeat. front of the classroom and role-play one of
Play the recording (first version of the the conversations. if they are not correct, all
conversation). Students listen and repeat. groups continue to work until one group has
1. Kareem: Oh! I missed the ball. put together the correct conversations. Students
Sarah: We won! We won! then change groups and do the activity again.

2. Kareem: Congratulations. 3. Combine the Conversations. Combine the Unit


Sarah: Nice game. It was close. 2 conversation with the target conversation on
Bill: Yeah, it was. the board in the following way:

3. Bill: Do you want to play again? A: Nice game. That was close.
Kareem: Sure. B: Yeah, it was. Now I’m so hot.
A: Me, too. I’m really thirsty.
4. Mona: This time we’ll win. B: Let’s get some juice.
Sarah: We’ll see.
Point to and read each line. Students repeat.
B. Listen and point to the speakers. Bring two volunteers to the front of the
Play the recording (second version of the classroom to role-play the conversation as if they
conversation) and have students listen and point have just finished a hard game of basketball.
to the speakers. Play the recording as many times Students then form pairs and role-play the
as necessary for students to complete the task. conversation in the same way. They then change
roles and role-play the conversation again.
C. Role-play the conversation with three
other students.
Divide the class into groups of four and Finish the Lesson
have students in each group role-play the
conversation. They then change roles and role- 1. Conversation Review: The Three Directors. (See
play the conversation again. Groups continue Game 12, page 141.) Play the game using the
until each student has taken on each role. target conversation.
D. Review. Listen and repeat. 2. Explain and assign Workbook page 9. (For
instructions, see Teacher’s Book page 159.)
Volunteers try to read or guess the puppets’
conversation. Play the recording. Students

Shorouk Press 101


Word Time Word Time
A. Listen and rep
eat.
Language Focus: Outdoor activities (play ping-pong, play 1. play ping-p
3. snorkel
ong
2. play volleyb
all
B. Point and say
the words.
C.
volleyball, snorkel, go fishing, go horseback riding, go sailing, in-line 5. go horseb
ack riding
4. go fishing
6. go sailing
Listen and poi
D. Write the wor
nt.

skate, listen to music)


7. in-line skate ds.
8. listen to mu (See pages 32–
sic 34.)

Materials Needed (excluding materials for optional


activities): CD/cassette and player; Wall Chart 18; Unit 9
Word Time Picture Cards, 1 set; Unit 9 Word Time Word Cards,
1 set 3
6
4

For general information on Word Time, see 2

pages 10–11.

Warm-Up and Review


5

1. Say Alternate Lines. (See Game 9, page


140.) Play the recording of the Unit 9 target 7

conversation and have students listen. Then play


the game using the conversation.
1

2. Check Workbook page 9. (For instructions and


answer key, see Teacher’s Book page 159.) 10
8
Unit 9

Introduce the Words


1. Hold up and name the Unit 9 Word Time 3. Ask the following questions while pointing
Picture Cards one by one. Students listen. Hold to or touching the pictures (bold words) and
up and name the cards again, and have students pantomiming the actions (italicized words).
repeat. Hold up each of the cards in random
(horse) What’s this?
order. Students and name it.
(boat) What’s this?
2. Attach the Unit 9 Word Time Picture Cards (people going fishing) Are they going to play
in a row to the board. Stand the Unit 9 Word volleyball?
Time Word Cards on the chalktray under the (boy listening to music) Does he like to listen
corresponding picture cards. Point to each to music?
picture/word card pair and read the word. Do you like to in-line skate?
Students repeat. Then reposition the word cards Can you play volleyball?
so that they are no longer directly below the Will you go sailing in the winter?
corresponding picture card. Volunteers come
to the board one by one and place a word card
under its corresponding picture card, then point Practise the Words
to and read the word. Seated students repeat.
A. Listen and repeat.
1. Play the recording. Students listen and repeat,
Talk About the Picture pointing to each word in the vocabulary box.
1. Students open their Student’s Books to page 1. play ping-pong
10. They then look at the large scene and name 2. play volleyball
anything they can. 3. snorkel
2. Attach Wall Chart 18 to the board or open a 4. go fishing
Student’s Book to page 10. Read the following 5. go horseback riding
“story” while pointing to or touching the 6. go sailing
pictures (bold words) and pantomiming the 7. in-line skate
actions (italicized words). 8. listen to music
It’s a busy day at the beach! These two kids are 2. Say the words in random order. Students point
playing ping-pong. Can you see the ball? Over to them in the vocabulary box.
here, they’re playing volleyball. Over near the
water, people are going sailing and snorkelling.
This man is going horseback riding. His horse
looks very pretty!

    102 Unit 9
B. Point and say the words. 3. Verb Tense Chart. Divide the class into pairs and
Students point to each of the target vocabulary write on the board the chart below:
items in the large scene and name them.
play listen to
snorkel go sailing
volleyball music
C. Listen and point.
Play the recording. Students listen to the sound She
Past
effects and words. For the vocabulary, they snorkelled.
point to the person/people doing that action; She’s
for the conversations, they point to the speakers. Present
snorkelling.
(References are shown in parentheses.) Play
the recording as many times as necessary for Future
She’ll
students to complete the task. snorkel.

Go sailing.
Go fishing. Each pair copies the chart onto a piece of paper
Play ping-pong. and completes it, using the example sentences as
Play volleyball. guides.
Listen to music.
4. Option: Personalize the Picture. Students make
In-line skate.
a postcard of a place where they spent (or would
Snorkel.
like to have spent) their holiday, making sure
Go horseback riding.
that people on the postcard are engaged in a
Now listen and point to the speakers. variety of activities that students can name in
A: Which one do you want? (children with ice English. They also write several sentences on
cream) the back of the postcard about what they did
B: I don’t know. on holiday. Then divide the class into pairs and
A: Please make up your mind. have each student tell his/her partner about his/
B: Okay. I’ll take this one. her postcard. Display the postcards around the
classroom for future reference.
A: Go faster! Go faster! (children in-line skating)
B: Are you sure? OPTiOn: Students address their postcards to them-
A: Positive! selves and send them to their homes. When
the postcard arrives, students tell their families
D. Write the words. (See pages 32–34.) about the postcard.
Students turn to page 32 (My Picture Dictionary),
find the picture of each target vocabulary item,
and write the word(s) next to it. Finish the Lesson
Extra Vocabulary. Students turn to page 9.
introduce the extra vocabulary items surf, jog, 1. Name the Card. Hold up a Unit 9 Word Time
ride a skateboard. Students then find people Picture Card and have a volunteer name the
doing these actions. card, pantomime the action, and use the action
word(s) in a sentence. Continue in the same way
with the remaining Unit 9 Word Time Picture
Cards.
Games and Activities 2. Explain and assign Workbook page 10. (For
instructions, see Teacher’s Book pages 159-160.)
1. Dance of the Ostriches. (See Game 27, page
143.) Play the game using Unit 9 Word Time
Picture Cards.
2. Pantomime and Describe. Bring six volunteers
to the front of the classroom. Whisper a Unit
9 vocabulary word to one of them. He/She
pantomimes the action, stops, and says I (played
ping-pong). I didn’t (snorkel). Seated students then
point to the volunteer, look at the teacher, and
say (She) (played ping-pong). (She) didn’t (snorkel).
Then whisper a different action word to another
volunteer, and continue the activity in the same
way with the remaining volunteers.

Shorouk Press 103


Practice Time Practice Tim
e
A. Listen and rep
eat.
Language Focus: Wh- questions with what; affirmative What do you
statements with like + infinitive [What do (you) like to do? (I) like does he like to do? I like
to listen to
He likes
to (listen to music)./What does (he) like to do? (He) likes to (listen to
music.
B. Listen and rep
eat. Then pra
music).]
ctise with a par
1. she tner.
?
go fishing 2. the
Function: Asking about what someone likes to do
y?
go sailing

Materials Needed: CD/cassette and player; Unit 9 Word Time


Picture Cards, 1 set; Unit 9 Word Time Word Cards, 1 set per 2
students; i, He, She, We, They, you, he, she, and they grammar 3. you?

cards, 1 set per 2 students; Unit 9 Grammar Cards, 1 set per 2


snorkel
4. you?
play volleyball
students

For general information on Practice Time, 5. he?

see pages 12 – 13. in-line skate 6. they?


play ping-pong

Warm-Up and Review


C.
1. Vocabulary Review: Slow Reveal. (See Game
Look at page
10. Point to the
picture and pra
D. ctise with a par
tner.
41, page 144.) Hold up each Unit 9 Word Time
Listen and cha
nt. (See “What
Do You Like To
Do?” on page

Picture Card and have students name it. Then


30.)
Unit 9

play the game using the cards. 11

2. Check Workbook page 10. (For instructions and


answer key, see Teacher’s Book pages 159-160.)

and Group B answers. For example: Hold up the


Introduce the Patterns she and go sailing cards. Group A asks What does
she like to do? Group B says She likes to go sailing.
1. Pronoun Review. (For detailed instructions, see Continue in the same way with the remaining
page 12.) Review I, you (singular), he, she, we, you cards. Groups A and B alternate between asking
(plural), and they. and answering questions.
2. What do (you) like to do? (I) like to (listen to
music). Place the Unit 9 Word Time Picture Practise the Patterns
Cards on the chalktray. Bring a volunteer to the
Students open their Student’s Books to page 39.
front of the classroom. Pick up the play ping-pong
card, smile happily, and say I like to play ping- A. Listen and repeat.
pong. Students repeat. Write I like to play ping- 1. Write the text from the pattern boxes on the
pong on the board. Point to and read each word. board. Play the recording, pointing to each word.
Students repeat. Then turn to the volunteer, Students listen.
gesture to the cards on the chalktray, and ask
What do you like to do? Students repeat. Write A: What do you like to do?
What do you like to do? on the board to the left of B: I like to listen to music.
i like to play ping-pong. Point to and read each A: What does he like to do?
word. Students repeat. Ask the question again B: He likes to listen to music.
and prompt the volunteer to pick up a picture
card and say I like to (go fishing). Do the same 2. Play the recording again. Students listen, look
with the remaining picture cards. Repeat the at the pattern boxes in their books, and repeat,
entire procedure using they and the appropriate pointing to each word.
gestures from Step 1 to demonstrate the pronoun. 3. Students try to say the patterns on their own,
3. What does (he) like to do? (He) likes to (listen while looking at the pattern boxes in their books.
to music). Do the same as in Step 2 using he and
B. Listen and repeat. Then practice
she and the appropriate gestures from Step 1 to
with a partner.
demonstrate the pronouns.
1. Play the recording. Students listen and repeat,
4. Practice for Fluency. Divide the class into pointing to each picture in their books.
Groups A and B. Place the you, he, she, and they
1. What does she like to do?
grammar cards in one pile, and the Unit 9 Word
She likes to go fishing.
Time Word Cards in another pile. Hold up one
card from each pile. Group A asks the question 2. What do they like to do?
They like to go sailing.

    104 Unit 9
3. What do you like to do? Games and Activities
I like to snorkel.
1. Memory Chain. (See Game 50, page 145.) Play
4. What do you like to do? the game using the target patterns.
We like to play volleyball.
2. Survey. Students create a survey on a sheet of
5. What does he like to do? paper by writing Name and What do you like to
He likes to in-line skate. do? in a row at the top of the paper. Students
6. What do they like to do? then work in groups of five to six and ask their
They like to play ping-pong. classmates What do you like to do? Students
2. Students practice numbers 1–6 in pairs. (S1 in respond I like to (in-line skate). Students record
each pair asks the questions, and S2 answers.) the answers they hear on their surveys. Continue
They then change roles and repeat the procedure. until all students have asked at least six other
students the question. Students sit down. Then
C. Look at page 10. Point to the picture ask students questions about the survey. For
and practise with a partner. example: Ask What does Bill like to do? Students
Students remain in pairs and look at page 10. who know this information respond Bill likes to
They then take turns asking and answering (go horseback riding).
questions about the characters in the large scene 3. Make the Sentences. (See Game 49, page 145.)
using the new patterns and vocabulary items. Do the activity using I, He, She, We, They, you, he,
For example: S1 (pointing to the woman fishing): she, they grammar cards and Unit 9 Word Time
What does she like to do? S2: She likes to go Word Cards and Grammar Cards.
fishing.

D. Listen and chant. Extra Practice


1. Students turn to the What Do You Like to Do? Explain and assign Worksheet 17, Survey, page
chant on page 30. They look at the pictures and 190. (For instructions and answer key, see page
words and try to read some of the lyrics. Read 172.)
the lyrics line by line. Students repeat each line.
Play the recording. Students listen and follow
along in their books.
What Do You Like to Do? Finish the Lesson
What do you like to do? 1. Ask and Answer. Go around the classroom and
I like to play ping-pong. ask students What do you like to do? Students take
What does he like to do? notes on their classmates’ answers. Then point
He likes to go fishing. to various students and ask the rest of the class
What does she like to do? What does (she) like to do? Students consult their
She likes to go sailing. notes and answer the question. Continue in the
What do they like to do? same way for four to five minutes.
They like to play volleyball.
2. Explain and assign Workbook page 11. (For
What do you like to do? instructions, see Teacher’s Book page 160.)
I like to listen to music.
What does he like to do?
He likes to snorkel.
What does she like to do?
She likes to in-line skate.
What do they like to do?
They like to go horseback riding.
2. Play the recording again. Students listen and
chant, using their books for reference. Play
the recording as many times as necessary for
students to become familiar with the chant.
3. Divide the class into groups of three to four.
Students in each group work together to write
each line of the chant on a separate piece of
paper. They then shuffle the pieces of paper. Play
the chant again. Students in each group place
their pieces of paper in the correct order. Play the
chant as many times as necessary for students to
complete the task.

Shorouk Press 105


Phonics Time Phonics Tim
A. Listen and rep
e
eat.
Sound Focus: oo (cook, look, wood, broom, moon, noodle)
Materials Needed: CD/cassette and player; Unit 8 Phonics
oo
Time Picture Cards, 1 card per 2 students; Unit 9 Phonics Time cook
look
Picture Cards, 1 card per 2 students (see Picture and Word wood

Card Book pages 33 and 37)


oo
broom
moon
B. Which word has noodle

For general information on Phonics Time,


a different oo
sound? Listen
1. and circle.
book

see pages 14 – 15.


2. kangaroo
boot 3. moose
moon 4. scooter
cook school 5. rooster
foot hook
hood took
C. Read the sen
zoo
wood
tences. Write

Warm-Up and Review


1. Ms. Hood the numbers.
and her poodle Then listen.
went to the zoo
2. They saw .
a red rooster
and a kangar
3. They looked oo.
at a moose, and

1. Pattern Review: Chant. Play the Unit 9 chant


they looked at
4. And then the the moon.
y went to sch
ool on a scoote
r.
What Do You Like To Do? Students listen. Play the
chant again and have students chant along.
2. Check Workbook page 11. (For instructions and
answer key, see Teacher’s Book page 160.)
3. Phonics Review: Write ar, or, ou, and ow on the
board. Point to each combination and elicit its 12

sound. Then say seven to eight , , and Unit 9

words (see Suggested Words below). When


students hear an /ar/ word, they say and
clap their hands. When they hear an word,
they say and stomp their feet. When they 3. Remove all the picture cards from the board.
hear an word they say and raise their Point to each word and have students read it.
hands. Draw pictures of these actions on the When students read a word correctly, attach the
board if students need help remembering what corresponding picture card next to the word in
to do. order to reinforce word meaning.
Suggested Words: brown, town, yard, storm, farm,
corn, mouth, fork, mouse Practise the Sounds
Students open their Student’s Books to page 40.
Introduce the Sounds A. Listen and repeat.
Note: The oo sound in words such as cook is written Focus students’ attention on the oo words at the
as . top of the page. Play the recording. Students
The oo sound in words such as moon is listen and repeat, pointing to the pictures and
written as /u:/. words in their books.
The c sound is written as /k/. oo
1. Say - . Students repeat. Then hold up the cook
cook picture card and say cook, cook. Students look
repeat. Attach the card to the board. Do the same wood
with look and wood, first saying the target oo
sound. Repeat the procedure for the words broom
broom, moon, and noodle. moon
2. Write oo on the board to the right of the cook noodle
picture card. Say while pointing to the
letters. Students repeat. Add k to the right of oo. B. Which word has a different oo
Say -/k/-ook pointing to the two parts of the sound? Listen and circle.
combination and then the whole combination. 1. Play the recording. For each number, students
Students repeat. Then write c to the left of ook. listen and circle the word with a different oo
Say /k/-ook, cook, pointing to the two parts of sound. Play the recording as many times as
the word and then the whole word. Repeat the necessary for students to complete the task.
entire procedure for look, wood, broom, moon, 1. book, boot, cook
and noodle, writing each word to the right of the book, boot, cook
corresponding picture card. 2. kangaroo, moon, foot
kangaroo, moon, foot

    106 Unit 9
3. moose, school, hood again. Students then take turns reading their
moose, school, hood sentences out loud. For example:
4. scooter, hook, zoo (S1) Look at the moon.
scooter, hook, zoo (S2) The moon is bigger than the broom.
(S3) She is sweeping the room with the broom.
5. rooster, took, wood
(S4) There is a cook in the room.
rooster, took, wood
2. Check answers by saying number 1 and
Extra Practice
having a volunteer say and spell the word he/
she circled. Do the same for numbers 2–5. Explain and assign Worksheet 18, Phonics Fun
oo, page 191. (For instructions and answer key,
Answer Key: see page 172.)
1. boot
2. foot
3. hood
4. hook
5. rooster Finish the Lesson
C. Read the sentences. Write the 1. Do You Hear It? Read the following paragraph
numbers. Then listen. aloud. Students raise their hands when they
1. Students read the sentences and write the hear a word that contains either the /U/ or /U/
number of each line of the rhyme next to the sound. Read the para- graph several times, until
corresponding picture. Then play the recording. students have identified each word with /U/
Students listen to the rhyme as they follow along or /U/ sounds. Then read it again, sentence by
in their books. sentence, slowly. At the end of each sentence
volunteers come to the board and write the /U/
Ms. Hood and her poodle went to the zoo.
and /U/ words they heard in the sentence. Help
They saw a red rooster and a kangaroo.
with spelling as necessary.
They looked at a moose, and they looked at the moon.
And then they went to school on a scooter. The poodle went to school. It hid under the stool in
the room. The cook saw its foot. That is not good.
2. Check answers by pointing to each picture and
The cook used a spoon to stir the batter. She made
having students say the corresponding line of
a cookie to give to the poodle. The poodle liked
the rhyme.
the cookie. It went out of the room and out of the
Answer Key: school.
4, 3, 2, 1
2. Explain and assign Workbook page 12. (For
instructions, see Teacher’s Book page 160.)

Games and Activities


1. Pass It On. Students work in a group of 5 to 6. Assessment
Spell one of the target words aloud (for example: Explain and assign the Unit 9 Test, page 220.
m-o-o-n). The student on your right (S1) says (For instructions and answer key, see page 203.)
the word (moon). The student on S1’s right (S2)
uses the word in a sentence. Then S1 spells a
different target word. S2 says the word, and the
student on his/her right (S3) uses that word in a
sentence. Continue in this way around the group
until every student has spelled, spoken, and
made a sentence.
3. Continuous Story. Divide the class into groups
of three to four. A student in each group (S1)
begins by writing a sentence that includes
two oo words at the top of a piece of paper.
S1 then passes the paper to another student in
the group (S2). S2 writes a sentence under the
first that includes one of the oo words from the
first sentence, and one new oo word. Groups
continue in this way, with each student writing a
sentence on the paper and passing it on until the
writer of the original sentence receives the paper

Shorouk Press 107


Review 1
Story Time Review 1
Story Time
Review Focus: Units 7–9 conversations, vocabulary, and A. Listen and rep
Let’s play a gam
eat.

patterns dog, a giraffe, e. There’s a


and
1 Which one is the an elephant.
tallest?

Materials Needed: CD/cassette and player; copies of Student’s


2

Book page 41, 1 per 6 students; Units 7–9 Word Time Picture
Cards, 1 set per 4–6 students
Hmm. I don’t Hurry, Sokkar.
know. Make up you
r mind.
I know! The gira
3 ffe is the talle

For general information on Story Time,


st.
You’re right!
Congratulations 4A
Do you want ! dog, a whale, and
to play again?

see page 16.


Which one is the a turtle.
biggest?

Warm-Up Sure! This is


fun. I
like to play gam
es. The whale is the
5 biggest. Righ
t?
Right! Do you

1. Check Workbook page 12. (For instructions and


want to play aga
in? 6
No, Sokkara! I don’t know, Guess what,
This time you Sokkara!

answer key, see Teacher’s Book page 160.)


Which puppet play. Sokkar You’re the cute
is the cutest? st!

2. Review Units 7–9 Conversations, Vocabulary,


and Patterns. Students turn to each B.
Conversation Time page (pages 1, 5, and 9),
Look at A. List
en and point.
C. Listen. Circle

Word Time page (pages 2, 6, and 10), and


True or False.
1. True Fals
e 2. True Fals
e 3. True Fals
D. Role-play the
Practice Time page (pages 3, 7, and 11). Elicit
e 4. True Fals
se scenes. e 5. True Fals
e

each conversation, vocabulary item, and pattern.


13

3. Vocabulary Review: Please. Give various


commands, using Unit 9 Word Time action
words, some of which are preceded by Please.
Students pantomime the action only if the Scene 1: Who’s playing a game?
language is preceded by Please. For example: say
Please snorkel. Students pantomime snorkeling. Scene 2: Which one is the tallest?
Say go fishing. Students do not pantomime going Scene 3: Does Sokkar like to play games?
fishing. if a student pantomimes an action that
Scene 4: Which one is the biggest?
was not preceded by Please, or pantomimes the
Is Sokkar right?
wrong action, he/she is “out” and must wait
until the next round to play again. Continue Scene 5: Does Sokkar want to play again?
until only one student is still “in” the game. Scene 6: Which puppet is the cutest?
Then play again, having a volunteer play the
teacher’s role and give the commands.
Work with the Text
Work with the Pictures 1. Point to Sokkara’s speech bubble in Scene 1. A
volunteer tries to read what Sokkara is saying.
Students open their Student’s Books to page 13. if he/she reads correctly, do the same with
1. Divide the class into groups of three. Groups Sokkar’s speech bubble. if he/she does not read
find and name any items or characters they correctly, ask another student.
recognize in the six scenes. 2. Do the same with all the scenes on this page.
2. Ask each group how many items they found. Encourage students to look back at the Units
Encourage groups to name as many items or 7–9 Conversation Time, Word Time, and Practice
characters as they can, using complete sentences Time pages for support if necessary.
when possible.
3. When groups have finished, have each group
name one item, and write a sentence with that item
Practise the Story
on the board. Once all the sentences have been
written, point to and read each sentence. Students A. Listen and repeat.
repeat, pointing to those items in their books. 1. Play the recording (first version of the story).
Students listen and follow along in their books.
4. Ask the following questions while pointing
to or touching the pictures (bold words) and
pantomiming the adjectives (italicized words).

    108 Review 1
1. Sokkara: Let’s play a game. There’s a dog, a D. Role-play these scenes.
giraffe, and an elephant. Which one 1. Ask students what roles are needed to role-
is the tallest? play the conversation. List the roles on the board
Sokkar: Hmm. I don’t know. (Sokkar, Sokkara).
2. Sokkara: Hurry, Sokkar. Make up your mind. 2. Divide the class into Groups A and B. Group
Sokkar: I know! The giraffe is the tallest. A role-plays Sokkara’s lines, and Group B role-
3. Sokkara: You’re right! Congratulations! Do plays Sokkar’s lines. Groups then change roles
you want to play again? and role-play the scenes again.
Sokkar: Sure! This is fun. I like to play games. 3. Bring a volunteer from each group to the front
4. Sokkara: A dog, a whale, and a turtle. Which of the classroom. Play the recording and have
one is the biggest? the volunteers act out the story along with the
Sokkar: The whale is the biggest. Right? recording. They then role-play the story on their
own, without the recording.
5. Sokkara: Right! Do you want to play again?
Sokkar: No, Sokkara! This time you play. 4. Students choose a partner and role-play the story.
Which puppet is the cutest? They then change roles and role-play the story again.

6. Sokkara: I don’t know, Sokkar. Games and Activities


Sokkar: Guess what, Sokkara! You’re the cutest!
2. Play the recording again. Pause after each line 1. Did You Hear That? Divide the class into groups
and have students repeat. Play the recording as of four to six and give each group a set of Units 7–9
many times as necessary for students to become Word Time Picture Cards. Read the Sokkara’s World
familiar with the story. story in which the words depicted on the picture
cards are illustrated. Alternatively, read a simple
B. Look at A. Listen and point. story from a storybook that includes words depicted
1. Play the recording (second version of the story). on the picture cards. Students listen to the story and
Students listen and follow along in their books. hold up cards when they hear them named. Check
each time to determine which groups are and are
2. Divide the class into pairs. Students in each
not holding up the correct cards. Read the story
pair take on the role of one of the characters
again slowly, pausing after words for which there
(Sokkara or Sokkar). Play the recording again,
are cards in order to give groups a chance to hold up
pausing after each line. Students repeat their
cards they may have missed before.
character’s lines. Students in each pair then
Option: students work together to write the words
change roles and do the activity again. Play
on separate pieces of paper and use them as above
the recording as many times as necessary for
2. Living Story. Divide the class into groups of six
students to complete the task.
and give each group a copy of Student’s Book
C. Listen. Circle True or False. page 41. Students in each group cut out the scenes,
1. Play the recording. Students listen and, based so that they have six different cards. Students in
on the Sokkara’s World story, circle True if the each group then shuffle the cards and place them
statement is correct, and False if it is not. face down. Say Go! Each student picks up one
of the cards, then they all stand up and arrange
1. Sokkara wants to play a game. themselves in the order of the story. Each student
Sokkara wants to play a game. then reads the scene that he/she is holding.
2. The elephant is taller than the giraffe. Option: Do as above but with one group
The elephant is taller than the giraffe. modelling in front of the class and then reshuffle
3. Sokkar doesn’t like to play this game. the cards and change the group.
Sokkar doesn’t like to play this game. 3. Puppets. Each student performs the entire story
for the class using the Sokkar and Sokkara
4. The whale is the smallest.
puppets they made in Review 1 (see page 53).
The whale is the smallest.
5. Sokkar says, “You’re the cutest.” 4. Make a New Story. Each student divides a piece
Sokkar says, “You’re the cutest.” of paper into six equal parts and comes up with
his/her own version of the story by drawing
2. Check answers by saying Number 1. Sokkara original scenes and new characters. Students
wants to play a game. Students say True if they then take turns standing up and describing their
circled True, and False if they circled False. stories to the rest of the class.
Answer Key:
1. True Finish the Lesson
2. False
3. False 1. Retell the Story. Students take turns retelling
4. False the story in their own words.
5. True 2. Explain and assign Workbook page 13. (For
instructions, see Teacher’s Book page 160.)

Shorouk Press 109


Activity Time Activity Tim
e
A. Listen and writ
Review Focus: Units 7–9 vocabulary, patterns, and sounds
e.
1.

Materials Needed (excluding materials for optional


activities): CD/cassette and player; Units 7–8 Word Time
The _________
2. and _________
are on the ___
______.
Picture Cards, 1 set
The _________
and _________
3. are in the ___
______.

For general information on Activity Time,


see page 17. can a ______
___ _________
B. Read and circ _________?
le True or Fals
e.
1. The whale
is bigger than
the elephant.

Warm-Up 2. The chimpan True False


zee is taller tha
n the giraffe.
3. The turtle True False
is the shortes
t.
True False

1. Review Units 7–9 Vocabulary, Patterns, and


Sounds. Students turn to each Word Time
page (pages 2, 6, and 10), Practice Time page
(pages 3, 7 and 11), and Phonics Time page
(pages 4, 8, and 12). Elicit each vocabulary item, C. What do you
pattern, and sound.
like to do? Ask
your classma
___________ tes. Write the
likes to play ping ir names.
-pong.
___________ ___________
2. Create Sentences. Hold up the snake and fat
likes to in-line likes to go fish
skate. ing.
___________ ___________
likes to snorke likes to listen
picture cards and ask is the (snake) (fat)? A
l. to music.
14 ___________
likes to play voll
eyball.
volunteer answers either Yes, it is. or No, it Review 1
isn’t. The (snake) is (thin). Continue in the same
way with the remaining Units 7–8 Word Time
Picture Cards.
3. Check Workbook page 13. (For instructions
2. Check answers by saying Number 1. The
and answer key, see Teacher’s Book page 160.)
whale is bigger than the elephant. Students say
True or False. Do the same for numbers 2–3.
Review Answer Key:
1. True
Students open their Student’s Books to page 14. 2. False
3. True
A. Listen and write.
1. Play the recording. Students listen and C. What do you like to do? Ask your
write the missing words to complete each classmates. Write their names.
sentence. Play the recording as many times as Students ask their classmates What do you like
necessary for students to complete the task. to do? They record their classmates’ answers
1. The house and barn are on the farm. in the space provided.
The house and barn are on the farm. Answer Key:
2. The fork and broom are in the yard. Answers will vary.
The fork and broom are in the yard.
3. Can a poodle cook corn?
Can a poodle cook corn? Games and Activities
2. Check answers by saying Number 1 and
having a volunteer read the sentence, spelling 1. Descriptions. Brainstorm with students to
each word he/she wrote. Do the same for come up with a list of adjectives they might
numbers 2–3. use to describe the animals learned in Units
7–8 Word Time. Write the list of adjectives on
Answer Key: the board, then divide the class into groups
1. The house and barn are on the farm. of three to four. A student in each group (S1)
2. The fork and broom are in the yard. begins by using some of the adjectives on the
3. Can a poodle cook corn? board to describe one of the target animals.
For example: It’s smaller than the shark. It’s slow
B. Read and circle True or False. and red. The other students in the group try
1. Students read each sentence and, based on to name the animal S1 is describing. The first
the picture, circle True or False. student to correctly name S1’s animal then
takes a turn describing a different animal.
Groups continue until each student has
described two to three animals.

    110 Review 1
2. Real-Life Comparisons. Ask two volunteers
to stand up at their desks. Seated students
make tall/short comparisons about the two
volunteers. Then hold up a book and a pencil
and have students make big/small comparisons
about the two items. Ask two volunteers
to say their birthdays, then have students
make old/young comparisons about the two
volunteers. Ask two students to go to the back
of the classroom and then run to the front.
Seated students make fast/slow comparisons
about the two volunteers. Do the entire
activity again, this time with three volunteers
or objects each time, to elicit superlatives.
3. Write a Story. Divide the class into groups of
three to four. Students in each group work
together for seven to ten minutes to write
a short story using Units 7–9 Phonics Time
words. Students may refer to their Student’s
Books as necessary for help with spelling.
Groups then exchange stories and take turns
reading the story they receive aloud to the rest
of the class.
4. Option: Project. Take students to a local zoo
or aquarium and talk in English about the
animals they see.

Finish the Lesson


1. Explain and assign Checklist 3 (see Student’s
Book page 69) for students to do at home or in
class.
2. Explain and assign Workbook page 42. (For
instructions and answer key, see Teacher’s
Book page 161.)

Shorouk Press 111


10 At The Summer Camp
Conversation Time At The Sum
mer Camp
10
Language Focus: Wow! What a cool kite!/Thanks. I made it Conversatio
n Time
A.
myself./You’re kidding!/No, it’s true. I made it./Was it hard?/No, it Listen and rep
C. Role-play the
eat.
B. Listen and poin
was easy. I’ll show you./Great! What do we need?/Paper and string.
conversation t to the speake
with a partne rs.
r.
1.
Let’s get some. Wow! What a
cool kite! 2.
You’re kidding!

Function: Expressing enthusiasm; expressing and accepting


Thanks. I mad
e it myself.
No, it’s true.
I made it.
compliments
Materials Needed: CD/cassette and player; Wall Chart 19; a
piece of string
3. Was it hard?

For general information on Conversation Time,


No, it was eas 4.
y, I’ll show you Great! What
. do we need?

see pages 8 – 9. Paper and strin


Let’s get som g.
e.

Warm-Up and Review


D.
1. Phonics Review: Chant. Write cook, foot, wood,
Review. Listen
and repeat.

moon, pool, and tooth on the board. Point to each What do you
like to do?

word and have students read it. Then establish


I like to play
Ping-Pong.
Do you want
a 4-beat rhythm. Point to the cook card and, on
to play?
Sure.

beats 1 and 2, say What’s that? On beats 3 and


4, say it’s cook. Then touch the foot card, ask 15

What’s this? again on the first 2 beats, and elicit


It’s foot on beats 3 and 4. Do the same with the
remaining words. Then do the activity again in
the same way, having a volunteer take on the A: You’re kidding!
teacher’s role and ask the questions. Look amazed.
2. Check Workbook page 14. (For instructions and B: No, it’s true. I made it.
answer key, see Teacher’s Book page 161.) nod your head. Point to yourself.
A: Was it hard?
Look quizzically at the other student.
Introduce the Conversation
1. Clarify word meaning. B: No, it was easy. I’ll show you.
Shake your head and point to the other
you’re kidding: Explain to students that one says student.
you’re kidding when asking for confirmation of
a previously spoken statement. Write you’re A: Great! What do we need?
kidding on the board. Point to the words and Clap your hands once excitedly.
have students read them. B: Paper and string. Let’s get some.
string: Hold up a piece of string and say string. Start to walk away and gesture for the other
Students repeat. Write string on the board. Point student to come with you.
to the word and have students read it. 3. Divide the class into Groups A and B, and model
2. Bring two students to the front of the classroom. each line of the conversation again. Group A
Student B should pretend to be holding a kite. repeats the first line of the conversation, Group
Stand behind each student and model his/her B repeats the second line, and so on. Encourage
lines of the conversation with the following students to copy your facial expressions and
actions: body language. Groups then change roles and
repeat the conversation.
A: Wow! What a cool kite!
Smile broadly, and point to Student B’s Note: if students need additional support, practice
“kite.” the conversation using the Step 1 visual prompts
on the board.
B: Thanks. I made it myself.
Smile, pretend to hold up a kite, and 4. Groups A and B say alternate lines of the
proudly point to yourself. conversation. Groups then change roles and say
the conversation again. Prompt as necessary.

112 Unit 10
Talk About the Picture listen and repeat, pointing to each line of the
conversation.
1. Attach Wall Chart 19 to the board or open a
Student’s Book to page 15. Read the following A: What do you like to do?
“story” while pointing to or touching the B: I like to play ping-pong.
pictures (bold words) and pantomiming the A: Do you want to play?
actions or adjectives (italicized words). B: Sure.
Scene 1: Mike and Laila are at an after school OPTiOn: Students role-play the conversation.
activity centre. Laila made a beautiful kite. It
has a butterfly on it. She’s very proud of her kite.
Scene 2: Those two children are playing a game Games and Activities
of chess.
1. Which Line Doesn’t Belong? (See Game 14,
Scene 3: There’s a girl knitting a sweater. page 141.) Play the game using Units 7–10 target
Scene 4: There’s some paper and string. There conversations.
isn’t any paint. That boy is playing the trumpet. 2. Substitution. Write fried rice and sandwich on the
2. Ask the following questions while pointing to or board, and divide the class into pairs. Each pair
touching the pictures (bold words). practices the conversation using the two new
Scene 1: What did Laila make? items. For example:

Scene 2: Whose kite is that? A: Wow! What a cool sandwich!


(butterfly) Is it a beetle? B: Thanks. I made it myself.
A: You’re kidding.
Scene 3: Was it hard to make the kite? B: No, it’s true. I made it.
Scene 4: What are Mike and Laila going to do? A: Was it hard?
Is there any paper? Is there any B: No, it was easy. I’ll show you.
string? Are there any crayons? A: Great! What do we need?
B: Bread, tomatoes, and cheese. Let’s get some.
3. Combine the Conversations. Combine the
Practise the Conversation Units 1 and 5 conversations with the target
conversation on the board in the following way.
A. Listen and repeat.
A: Smells good. What’s for breakfast?
Play the recording (first version of the
B: We’re having beans and eggs.
conversation). Students listen and repeat,
A: Yum! They’re delicious!
pointing to each speaker in the conversation box.
B: Thanks. I made them myself.
1. Mike: Wow! What a cool kite!
Point to and read each line. Students repeat.
Laila: Thanks. I made it myself.
Bring two volunteers to the front of the
2. Mike: You’re kidding! classroom to role-play the conversation. Students
Laila: No, it’s true. I made it. then form pairs and role-play the conversation in
3. Mike: Was it hard? the same way. They then change roles and role-
Laila: No, it was easy. I’ll show you. play the conversation again.
4. Mike: Great! What do we need?
Laila: Paper and string. Let’s get some. Finish the Lesson
B. Listen and point to the speakers. 1. Set the Timer. (See Game 11, page 141.) Play the
Play the recording (second version of the game using the target conversation.
conversation) and have students listen and point
to the speakers. Play the recording as many times 2. Explain and assign Workbook page 15. (For
as necessary for students to complete the task. instructions, see Teacher’s Book page 161.)

C. Role-play the conversation with a


partner.
Students choose a partner and role-play the
conversation. They then change roles and role-
play the conversation again.

D. Review. Listen and repeat.


Volunteers try to read or guess the puppets’
conversation. Play the recording. Students

Shorouk Press 113


Word Time Word Time
A. Listen and rep
eat.
Language Focus: Fun activities (collect stickers, sing, build a 1. collect stic
kers
2. sing
B. Point and say
the words.
3. build a mo C.
model, take a nap, read a comic book, make a video, paint, cycle) 5. read a com
del
4. take a nap Listen and poi
D. Write the wor
nt.
ic book ds.
6. make a vide
Materials Needed (excluding materials for optional 7. paint
8. cycle
o (See pages 32–
34.)

activities): CD/cassette and player; Wall Chart 20; Unit 10


Word Time Picture Cards, 1 set; Unit 10 Word Time Word
2
Cards, 1 set 6
8

For general information on Word Time,


see pages 10 – 11.
7

Warm-Up and Review 3

1. Say Alternate Lines. (See Game 9, page 1

140.) Play the recording of the Unit 10 target


4 5

conversation and have students listen. Then play


the game using the Unit 10 target conversation.
2. Check Workbook page 15. (For instructions and
answer key, see Teacher’s Book page 161.) 16

Unit 10

Introduce the Words


1. Hold up and name the Unit 10 Word Time
3. Ask the following questions while pointing to or
Picture Cards one by one. Students listen. Hold
touching the pictures (bold words).
up and name the cards again, and have students
repeat. Hold up the cards in random order and (Mona) What’s she doing?
have students name them. Is the man sleeping?
(girl painting picture) Is she building models?
2. Attach the Unit 10 Word Time Picture Cards
(boy reading comic books) What does he like to do?
in a row to the board. Stand the Unit 10 Word
(girls collecting stickers) What do they like to do?
Time Word Cards on the chalktray under the
What do you like to do?
corresponding picture cards. Point to each
picture/word card pair and read the word.
Students repeat. Then reposition the word cards
so that they are no longer directly below the
Practise the Words
corresponding picture cards. Volunteers come
to the board one by one and place a word card A. Listen and repeat.
under its corresponding picture card, then point 1. Play the recording. Students listen and repeat,
to and read the word. Seated students repeat. pointing to each word in the vocabulary box.
1. collect stickers
2. sing
Talk About the Picture 3. build a model
4. take a nap
1. Students open their Student’s Books to page 16. 5. read a comic book
They look at the large scene and name anything 6. make a video
they can. 7. paint
2. Attach Wall Chart 20 to the board or open a 8. cycle
Student’s Book to page 16. Read the following 2. Say the words in random order. Students point
“story” while pointing to or touching the to them in the vocabulary box.
pictures (bold words) and pantomiming the
actions or adjectives (italicized words).
This man is tired. He’s taking a nap. Ramy is
reading comic books. This girl is building models,
and the triplets are busy collecting stickers. Mona
is making a video of Kim singing. Hoda is painting,
and this girl is cycling. She’s wearing a helmet.

Unit 10
    114
B. Point and say the words. OPTiOn: Do the activity as above, having
Students point to each of the target vocabulary students draw pictures to illustrate their
items in the large scene and name them. partner’s likes.
3. Survey. Write Did you take a nap? Yes, I did./No, I
C. Listen and point.
didn’t. on the board. Point to each sentence and
Play the recording. Students listen to the sound
have students read it. Quickly review meaning
effects and words. For the vocabulary, they point
if necessary. Then have students create a survey
to the person/people doing that action; for
on a sheet of paper by writing Name and Did you
the conversations, they point to the speakers.
_____? in a row at the top of the paper. Students
(References are shown in parentheses.) Play
then work in group of five or six and ask their
the recording as many times as necessary for
classmates about their actions in the last month,
students to complete the task.
asking Did you (collect stickers)? Students respond
Sing. Yes, I did or No, I didn’t. Students record the
Cycle. answers they hear on their surveys. Continue
Paint. until all students have asked at least four other
Take a nap. students the question. Students sit down. Then
Make a video. ask students questions about the survey. For
Build a model. example, ask Did Bill collect stickers? Students
Read a comic book. who have this information respond either Yes, he
Collect stickers. did or No, he didn’t.
Now listen and point to the speakers. 4. Option: Personalize the Picture. Each student
A: I won! I won! (girls playing video games) draws a picture of himself/herself doing three
B: Congratulations! Do you want to play again? actions that he/she likes to do. When students
A: Sure. have finished drawing, go around the classroom
and ask each student What do you like to do?
A: Which one do you want? (girls with stickers) Students show their picture to the class and say
B: Oh, I don’t know. They’re all cute. I like to make videos. I like to listen to music. I like to
A: Are you finished? (boy and girl at easel) collect stickers.
B: No, not yet.
A: Please hurry.
Finish the Lesson
D. Write the words. (See pages 32–34.)
Students turn to page 32 (My Picture Dictionary), 1. Pantomime Chain. A volunteer (S1) comes to
find the picture of each target vocabulary item, the front of the classroom and pantomimes one
and write the word(s) next to it. of the target actions. Students try to identify the
action, saying You’re (building a model). S1 says
What Did Sokkara Find? either Yes, I’m (building a model) or No, I’m not
Students determine what Sokkara found. (building a model). The first student to correctly
name the action is next to come to the front of
Answer Key: Sokkara found a book.
the classroom and pantomime. Continue in the
Extra Vocabulary. Students turn to page 15. same way with six to eight volunteers.
introduce the extra vocabulary items knit, play 2. Explain and assign Workbook page 16. (For
chess, play the trumpet. Students then find people instruc- tions, see Teacher’s Book page 161.)
doing these actions.

Games and Activities


1. Verb Relay. (See Game 44, page 145.) Play the
game using the target vocabulary.
2. What Do You Like to Do? Write What do you
like to do? on the board. Point to the sentence
and have students read it. Then divide the class
into pairs. Students in each pair ask their partner
What do you
like to do? (students can take notes if necessary
to remember what their partner says). Then each
pair joins with another pair and each student
tells the others about what his/her partner likes
to do.

Shorouk Press
115
Practice Time Practice Tim
e
A. Listen and rep
eat.
Language Focus: Affirmative and negative statements with We like
singing, but we don’t
like + gerund; conjunctions (but) [(We) like (singing), but (we)
She likes
she doesn’t like building
models.
don’t like (building models)./(She) likes (singing), but (she) doesn’t collect
read
collecting
reading
sing singing
build
build a model
building mod
els

like (building models).]


make making building
paint take taking
painting
B. Listen and rep
cycle cycling

Function: Expressing likes and dislikes


eat. Then pra
ctise with a par
1. I/make tner.
videos/ collect sticker
s
Materials Needed: CD/cassette and player; Unit 10 Word
2. They/c
ollect stickers/make
videos

Time Picture Cards, 1 card per student; Unit 10 Word Time


Word Cards, 1 set per 2 students; i, You, He, She, They, i, you,
he, she, and they grammar cards, 1 set per 2 students; Unit 10 3. She/cycle/tak
e a nap
Grammar Cards, 1 set per 2 students 4. He/take a nap
/cycle

For general information on Practice Time,


see pages 12–13.
5. You/read
com ic books/paint
6. She/paint/
rea d comic books

Warm-Up and Review


C. Look at page
16. Point to the
1. Vocabulary Review: What Do You Like? Hold
picture and pra
ctise with a par
D. Listen and cha tner.
nt. (See “I Like
up each Unit 10 Word Time Picture Card and
Painting” on pag
e 30.)

have students name it. Then ask six to seven


Unit 10

students What do you like to do? 17

2. Check Workbook page 16. (For instructions and


answer key, see Teacher’s Book page 161.)
Practise the Patterns
Introduce the Patterns Students open their Student’s Books to page 17.
1. Pronoun Review. (For detailed instructions, see A. Listen and repeat.
page 12.) Review I, you (singular), he, she, and they. 1. Write the text from the pattern boxes on the
2. (I) like (singing), but (I) don’t like (cycling). board. Play the recording, pointing to each word.
Pantomime singing, point to yourself, smile, and Students listen.
say I like singing. Students repeat. Then pantomime We like singing, but we don’t like building models.
cycling, point to yourself, frown, shake your head, She likes singing, but she doesn’t like building
and say I don’t like cycling. Students repeat. Then models.
say I like singing, but I don’t like cycling. Students
repeat. Write I like singing, but I don’t like cycling. on collect, collecting
the board. Point to and read each word. Students sing, singing
repeat. Do the same with taking naps, making videos, build, building
and painting, using cycling for each don’t like take, taking
phrase. Repeat the entire procedure using You read, reading
(singular) and They and the appropriate gestures make, making
from Step 1 to demonstrate the pronouns. paint, painting
cycle, cycling
3. (She) likes (singing), but (she) doesn’t like
(cycling). Do the same as in Step 2 above, using 2. Play the recording again. Students listen, look
She and He and the appropriate gestures from at the pattern boxes in their books, and repeat,
Step 1 to demonstrate the pronouns. pointing to each word.
4. Practice for Fluency. Bring four volunteers to 3. Students try to say the patterns on their own,
the front of the classroom, and give each of them while looking at the pattern boxes in their books.
two Unit 10 Word Time Picture Cards. One of the
B. Listen and repeat. Then practise
volunteers (S1) begins by holding up one of his/
with a partner.
her cards, panto- miming like, then holding up
1. Play the recording. Students listen and repeat,
his/her other card and pantomiming don’t like.
pointing to each picture in their books.
He/She then says I like (reading comic books), but I
don’t like (singing). Seated students point to S1, look 1. I like making videos, but I don’t like collecting
at the teacher, and say (She) likes (reading comic stickers.
books), but (she) doesn’t like (singing). Continue in 2. They like collecting stickers, but they don’t like
the same way with the remaining volunteers. making videos.

    116 Unit 10
3. She likes cycling, but she doesn’t like taking naps. Games and Activities
4. He likes taking naps, but he doesn’t like cycling. 1. Drill. Say collect. Students say its gerund form,
5. You like reading comic books, but you don’t like collecting. Do the same with the remaining target
painting. verbs. Then write the following sentences on the
6. She likes painting, but she doesn’t like reading board:
comic books. 1. I like singing. I don’t like cycling.
2. Students practice numbers 1–6 in pairs. They 2. He likes making videos. He doesn’t like
then change partners and repeat the procedure. painting.
3. They like playing volleyball. They don’t like
C. Look at page 16. Point to the picture snorkelling.
and practise with a partner.
4. She likes going sailing. She doesn’t like
Students remain in pairs and look at page 44.
taking naps.
They then take turns making statements about
5. You like singing. You don’t like in-line skating.
characters in the large scene using the new
patterns and vocabulary items. For example: Divide the class into pairs and have students
S1 (pointing to the man taking a nap): He in each pair work together to make each pair
likes taking a nap, but he doesn’t like singing. S2 of sentences into one sentence using but. Check
(pointing to the girl painting): She likes painting, answers by having pairs take turns reading their
but she doesn’t like cycling. sentences to the class.
2. Talking. Divide the class into pairs and give
D. Listen and chant. students three to four minutes to talk with their
1. Students turn to the i Like Painting chant on partner about their likes and dislikes (students
page 30. They look at the pictures and words can take notes if necessary to remember what
and try to read some of the lyrics. Read the their partner says). Then each pair joins with
lyrics line by line. Students repeat each line. another pair and each student tells the others
Play the recording. Students listen and follow about his/her partner’s likes and dislikes.
along in their books.
OPTiOn:Do the activity as above, having
I Like Painting students draw pictures to illustrate their
I like painting, partner’s likes and dislikes.
but I don’t like making videos. 3. Make the Sentences. (See Game 49, page 145.)
She likes making videos, Do the activity using I, You, He, She, They, I, you,
but she doesn’t like painting. he, she, they grammar cards and Unit 10 Word
I like singing, Time Word Cards and Grammar Cards.
but I don’t like building models.
He likes building models,
but he doesn’t like singing. Extra Practice
I like collecting stickers, Explain and assign Worksheet 19, Play a Game,
but I don’t like taking naps. page 192. (For instructions and answer key, see
They like taking naps, page 172.)
but they don’t like collecting stickers.
We like cycling,
but we don’t like reading comic books. Finish the Lesson
They like reading comic books,
but they don’t like cycling. 1. Memory Chain. (See Game 50, page 145.) Play
the game using the target patterns.
2. Play the recording again. Students listen and
chant, using their books for reference. Play the 2. Explain and assign Workbook page 17. (For
recording as many times as necessary for students instructions, see Teacher’s Book page 162.)
to become familiar with the chant.
3. Give each student a Unit 10 Word Time Picture
Card. Play the karaoke version. Students chant,
standing up and showing their picture card each
time it is named.

Shorouk Press 117


Phonics Time Phonics Tim
A. e
Listen and rep
Sound Focus: er, ir, ur (clerk, dessert, bird, shirt, curry, purse)
eat.

Materials Needed: CD/cassette and player; Unit 10 Phonics ur


Time Picture Cards, 1 set er
clerk
ir bird
curry

For general information on Phonics Time, dessert


shirt
see pages 14 – 15. B. Listen and ma
tch.
purse

1
2
3
4
5
6

Warm-Up and Review


dirt
hurt
clerk
skirt
hurry
C. Read the sen
nurse
tences. Write
the numbers.

1. Pattern Review: Chant. Play the Unit 10 chant I


1. Kamal the Then listen.
clerk was in a
hurry.
2. He ripped

Like Singing. Students listen. Play the chant again


his shirt. He bur
ned the curry.
3. He hurt his
foot. He called

and have students chant along.


a nurse.
4. And then he
ate a big des
sert.

2. Check Workbook page 17. (For instructions and


answer key, see Teacher’s Book page 162.)
3. Phonics Review: Read the Sentences. Write the
following sentences on the board:
1. The cook looked and looked for the 18

brown gown. Unit 10

2. Do the poodle and the tiger like Peter?


3. Look for the mouse’s house in town.
Point to each word and have the class read. Then
have three to four volunteers take turns reading Practise the Sounds
a sentence.
Students open their Student’s Books to page 46.

Introduce the Sounds A. Listen and repeat.


Focus students’ attention on the er, ir, and ur
Note: The er, ir, and ur sounds are written as . words at the top of the page. Play the recording.
1. Say - . Students repeat. Then hold up the Students listen and repeat, pointing to the
clerc picture card and say clerk, clerk. Students pictures and words in their books.
repeat. Attach the card to the board. Do the same er
with dessert, bird, shirt, curry, and purse, first clerk
saying the target /З/ sound. dessert
2. Write er on the board to the right of the clerk ir
picture card. Say /З/ while pointing to the bird
letters. Students repeat. Add K to the right shirt
of er. Say -/Kl/-erk, pointing to the two ur
parts of the combination and then the whole curry
combination. Students repeat. Then write B to purse
the left of ert. Say /K/-erk, clerk, pointing to the
two parts of the word and then the whole word. B. Listen and match.
Repeat the entire procedure for dessert, bird, shirt, 1. Play the recording. Students match each
curry, and purse, writing each word to the right number to the word they hear. Play the recording
of the corresponding picture card. as many times as necessary for students to
3. Remove all the picture cards from the board. complete the task.
Point to each word and have students read it. 1. nurse, nurse
When students read a word correctly, attach the 2. hurt, hurt
corresponding picture card next to the word in 3. dirt, dirt
order to reinforce word meaning. 4. clerk, clerk
5. hurry, hurry
6. skirt, skirt

    118 Unit 10
2. Check answers by saying number 1 and
having a volunteer say and spell the word he/ Extra Practice
she matched it to. Do the same for numbers 2–6. Explain and assign Worksheet 20, Phonics Fun
er, ir, and ur, page 193. (For instructions and
C. Read the sentences. Write the
answer key, see page 172.)
numbers. Then listen.
1. Students read the sentences and write the
number of each line of the rhyme next to the
corresponding picture. Then play the recording. Finish the Lesson
Students listen to the rhyme as they follow along
in their books. 1. Turn It Around. Write each of the Unit 10
Phonics Time words on the board backwards
Kamal the clerk was in a hurry.
(for example: tressed). Hold up the dessert
He ripped his shirt. He burned the curry.
picture card and elicit the word. A volunteer
He hurt his foot. He called a nurse.
then finds tressed on the board and writes dessert
And then he ate a big dessert.
below it. Continue in the same way with the
2. Check answers by pointing to each picture and remaining Unit 10 Phonics Time Picture Cards.
having students say the corresponding line of the
2. Explain and assign Workbook page 18. (For
rhyme.
instructions, see Teacher’s Book page 162.)
Answer Key:
2, 4, 3, 1

Games and Activities Assessment


Explain and assign the Unit 10 Test, page 221.
1. Complete the Sentences. Divide the class into (For instructions and answer key, see page 204.)
groups of three to four, and write the following
sentences on the board:
1. Does B_ _t like to swim?
2. The b_ _d likes singing.
3. My sh_ _t is green.
4. The money is in my p_ _se.
5. Did you eat c_ _ry?
Students in each group work together to
complete the sentences. Groups then take turns
standing up and reading a sentence to the class.
2. Find the Word in the Sentence. Say My shirt is
blue. Students listen and write down the / /
word they hear. Continue in the same way with
five to six different sentences in which one word
has the / / sound (see Suggested Sentences
below). Read the sentences as many times as
necessary for students to complete the task. Then
check answers by having a volunteer come to the
board and write his/her list of words.
Suggested Sentences: Do you want some dessert?
That bird is the fastest. Are you going to have curry?
Turn right at the museum. Does his leg hurt? I’m
going to eat a burger. She had dirt on her book.
3. Write a Story. Divide the class into groups
of three to four. Students in each group work
together for seven to ten minutes to write a short
story using Units 8–10 Phonics Time words.
Students may refer to their Student’s Books as
necessary for help with spelling. Groups then
exchange stories and take turns reading the story
they receive aloud to the whole class.

Shorouk Press 119


11 At the Planetarium
Conversation Time At the Plan
11 etariu m
Language Focus: Wow! Did you see all the planets and stars?/Yeah! Conversatio
n Time
A.
That was a great show./Miss Nadia, can we go to the snack bar?/Can we Listen and rep
C. Role-play the
eat.
B. Listen and poin
go to the gift shop?/No, kids. We don’t have time./Aw. But I want to buy a
conversation t to the speake
with two other rs.
students.
1.
gift for my dad./And I’m thirsty./Please, Miss Nadia. We’ll hurry./Sorry, 2.
Miss Nadia, can
kids. We have to catch the bus. Wow! Did you go to the sna we
see all ck bar?
the planets and
stars?

Function: Requesting permission; denying requests


Can we go to
Yeah! That was the gift shop?
a great show.

Materials Needed: CD/cassette and player; Wall Chart 21;


Unit 10 Phonics Time Word Cards, 1 set
No, kids. We
don’t have time
.
3.
For general information on Conversation Time, Aw. But I wan
t
a gift for my dadto buy
4.

see pages 8 – 9. .
Please, Miss
Nadia. We’ll hurry.
And I’m thirsty.

Warm-Up and Review


1. Phonics Review: Read It. Write er, ir, and ur Sorry, kids. We
catch the bus have to
.
on the board. Point to each combination and D. Review. Listen
and repeat.

elicit its sound. Then hold up a Unit 10 Phonics I saw a film at

Time Word Card and have students read it. A


the museum
today.
Did you have
lunch at the mu

volunteer then uses the word in a sentence. Do


seum?
No, I didn’t.
I’m hungry.

the same with the remaining Unit 10 Phonics


Let’s have som
e dinner.

Time Word Cards. 19

2. Check Workbook page 18. (For instructions and


answer key, see Teacher’s Book page 162.) A: Miss Nadia, can we go to the snack bar?
Look quizzically at Student C.
Introduce the Conversation B: Can we go to the gift shop?