1 A Typical Day?

A Typical Day?1This unit is about people’s daily routines.

In this unit, the students will learn New Words, parts of speech and the Present Simple so that they:

Objective can dO statements: GlObal, Operative sectiOn in Unit

can read about unusual ways children get to school

Written reception:

Can understand texts on familiar matters of a concrete type which consist of Bands I and II vocabulary (adapted CEFR A2)

can understand texts describing people, places, everyday life, and culture (adapted ceFr A2)

reading 1pages 14-16

can read about the life of a chef

Written reception:



reading 2pages 22-23

can discuss ways students can study and see friends when there is no school

Spoken production:

Can describe everyday aspects of his / her environment (e.g. people, places, a job or study experience), events and activities (adapted CEFR A2)

can give a description of family, people, school, living or working conditions, daily routines, likes / dislikes, etc. as a series of simple phrases and sentences (adapted ceFr A2)

teamworkpage 17

can talk about school subjects

Spoken production:

Can describe everyday aspects of his / her environment (e.g. people, places, a job or study experience), events and activities (adapted CEFR A2)

can say what he / she is good at and not so good at (e.g. sports, games, skills, subjects) (ceFr A2)

teamworkpage 25

can listen to a conversation between two friends

Spoken reception:

Can follow and understand conversations, discussions and dialogues (new A2)

can understand basic personal information (e.g. someone’s hobbies and interests) in dialogues, especially if spoken clearly and guided by written prompts (adapted GSe)

Listeningpage 28

can open a conversation with someone new

Spoken interAction:

Can interact with reasonable ease in structured situations, short social exchanges and conversations using vocabulary from Bands I and II. Can generally understand clear, standard speech provided he/she can ask for repetition, reformulation or clarification from time to time (adapted CEFR A2)

can initiate, maintain and close simple, face-to-face conversations, and indicate whether he/she needs further clarification (adapted ceFr A2)

Speakingpage 29

16

can write a blog about their week

Written production:

Can plan and write conventional texts, for example informative and descriptive texts, showing an awareness of established text conventions, sequencing information for specific text types, and using vocabulary from Bands I and II (adapted AUS-FL)

can write about everyday aspects of his/her environment (e.g. family, people, places, or study experience) in linked sentences (adapted ceFr A2)

Writingpages 30-31

At the end of the unit, the students will be able to make a poster of a famous person.

Written reception:



MediAtion:

Can convey, in writing, the main point(s) involved in simple, clearly structured spoken and written texts (adapted CEFR A2)

can relay in writing (in Language B) specific information contained in simple informational texts (written in Language A) (adapted ceFr A2)

Can collaborate with others to construct meaning and facilitate collaborative interaction (adapted CEFR A2)

can collaborate in simple, practical tasks, asking what others think, making suggestions and understanding responses (ceFr A2)

taskpage 33

new words

Nouns Verbs Nouns and Verbs Adjectives Other

activity meal amaze brush amazing according to

band mountain continue color careful across

bowl nation depend on comb certain any

bridge office fall (fell) in love drive dangerous anybody

choice oil feed help foreign around here

club pepper fill in love interested (in) directly

danger physics fix pay lovely i’d love to

english river follow point main next to

form salt imagine sleep possible nice to meet you.

geography science join travel typical What about … ?

guide team open work unusual would you like … ?

history theater prefer usual

job variety realize warm

journey village receive wide

lemon world serve

list writing shake hands

math welcome

these words are reviewed at least three times in this unit of the Student’s Book and Workbook.

they are also recycled at least three times in later units of the Student’s Book and Workbook as well as numerous times in the digital extra component, Wordlist plus and Vocabulary Booster.

17

1

Activities for the students to monitor and assess their own vocabulary acquisition:

• Stop and Check (Student’s Book, pages 19 and 27)

• Vocabulary Tracker (Workbook, page 232)

• Word Review (Student’s Book, page 32)

• Review of Unit 1 (Workbook, pages 27-29)

• Digital Extra Component: Wordlist plus and Vocabulary Booster

Pages 10-11

unit 1 is entitled “A typical day?” and centers on the daily routines of different people – the students themselves, other students around the world, and people in different jobs, including a famous chef. discuss the title with the class, explaining that it is an expression we can use to describe our day.

Share the objectives on the side of the page with the students. point out that by the end of the unit, they will have learned the skills to make a poster about a famous person of their choice.

A this scaffolded activity introduces the topic of daily routines. Have the students look at the pictures of the people and the list of activities. First, elicit who they see in each picture and write the words on the board: 1. doctors, 2. chefs, 3. a teacher, 4 and 6. students, and 5. a pilot. Make sure they know what the activities mean: this is a review of Band i vocabulary. Have the students talk about which people do each of the various activities in their lives. Have the students use the names of the activities listed in order to answer in english.

PoSSIBLE ANSWERS

1. doctors – ask and answer questions, help people, wake up very early, go to a hospital

2. chefs – wake up very early, serve food to lots of people

3. teachers – ask and answer questions, help people, enjoy writing

4. Students – walk to school, ask and answer questions, get together with friends, play computer games, learn new things

5. pilots – meet new people, fly to other places

6. Students – walk to school, ask and answer questions, get together with friends, play computer games, learn new things

b the students now compare the different people to see which of them do the same things. the purpose of this exercise is to encourage discussion in english while giving the students an opportunity to think creatively: any of these people can also get together with friends, play computer games, learn new things and so on. encourage discussion, and point out that there is overlap. Accept all answers that the students can justify.

Suggestions for more-advanced students: they can justify their answers in english: Sometimes students help people after school.

Suggestions for less-advanced students: they can justify their answers in their own language.

Pages 12-13

Get Ready 1this pre-reading section presents the new Words and introduces the students to the topic of the text they are about to read. the students practice recognition of all the new Words alone and in context.

18

new wordsexplain that the new Words for this section are listed by part of speech, and in alphabetical order within each part of speech. the parts of speech are taught in this unit, so students will soon learn what nouns, verbs and adjectives are. Words and expressions that are not nouns, verbs or adjectives appear under the heading Other.

See Teaching Suggestions for Vocabulary in the introduction to this teachers Guide.

read and spellthe purpose of this tip is to raise awareness of basic orthographic patterns in english in order to help the students read and spell more fluently.

this feature, which appears at the bottom of the new Words list, presents the rule for how to read and spell the hard and soft g sound. explain that knowing this rule will help them read better, speak better, understand other people better and write correctly.

Go over the rule with the students, explaining that the letter g has two different sounds: g and j. the sound of the letter g depends on how the word is spelled. point out to the students that the rule appears in Hebrew and Arabic on page 200 at the back of the book for easy review.

Learn new wordsin this flipped classroom approach, the students go to their Workbook before the lesson. the advantage of a flipped classroom is that the students become independent learners and work at their own pace. Have the students match the words to their meanings on page 4 of the Workbook. the students have the option of learning and practicing the new Words in the digital extra component called Wordlist Plus. they can access the interactive wordlists and activities on their cellphones or computers giving them the ability to practice anywhere and at any time they choose. this will familiarize them with the words and their meanings before the lesson.

A the students are introduced to the topic of the article they are about to read. point out that the new Words all appear in the article.

this categorizing activity familiarizes them with the meanings of the words. in this activity, the students are asked to focus on the new Words and decide which of them they could use to talk about people, and which they could use to talk about places.

PoSSIBLE ANSWERS

to talk about people – depend on, careful, unusual, anybody to talk about places – bridge, journey, mountain, river, village, imagine, dangerous, wide, across

b 1 this activity focuses on reviewing how to read and spell words that the students learned on Band i that have a hard or soft g sound. the students are asked to complete the chart which has two columns, classifying the words according to those with the hard g as in big, and those with the soft g (the sound of the letter j) as in village.

ANSWERS

big: grow, agree, single, glass village: strange, message, giraffe

2 the students look back at the list of new Words to find at least two words with a g that have the j sound.

ANSWERS

bridge, danger, village, imagine, dangerous

Suggestion for additional activities: Bring poems or tongue twisters to the class or ask the students to find signs or menus in english with words that have the letter g and list how they are pronounced: g or j.

19

1

c in this recognition activity, the students read about a problem and several possible solutions. the problem foreshadows the situation they are going to read about in the article: how do you get to school on the other side of a river when there’s no bridge? the students work in pairs or small groups to select the solutions they think are the best.

Suggestion: Ask the students to share their answer/s with the class and see what the most popular solution is.

D the students read sentences with the new Words in context and choose the correct answer to complete at least four sentences.

ANSWERS

1. careful 5. directly

2. journey 6. bridge

3. fix 7. unusual

4. mountain 8. depend on

Suggestion for more-advanced students: Have the students write sentences with any six of the words not chosen.

Suggestion for less-advanced students: do the activity as a class. Go over the meanings of both options in the sentences, writing them on the board, before the students choose the answer.

e the survey introduces the topic of how students get to school by asking questions about the students’ own lives and routines, while incorporating the new Words which appear in the article. the students answer the questions in the class survey.

Teamwork the purpose of this collaborative activity is to give the students the opportunity to speak with a partner or in a group. they ask and answer the questions in the survey. they find out what they have in common with the other student/s. As this is the first lesson, they will also have the opportunity to get to know each other.

Workbook, page 5: Read and Spell and NEW WORDS refer the students to their Workbook, page 5, for more practice on the read and Spell focus and for further recognition activities with the new Words.

Pages 14-16

ReadinG 1in this section, the students read about the topic and demonstrate understanding of the main idea and basic details.

See Teaching Suggestions for Reading in the introduction to this teacher’s Guide.

A explain to the students that in order to understand the main idea, it always helps to read the title and the headings in bold before reading. tell the students to look at the article and specifically the headings as this will show what countries they are going to read about. to answer the question in this exercise, point out to the students that they can look at the four headings in green in the article on pages 14-16.

ANSWERS

india, china, the philippines, colombia

b the students read the first paragraph of the article “on the Way to School” (and india) and answer the questions to ensure they understand the main idea and specific details. Have the students answer the questions in their notebooks. Questions 1-3 cover paragraphs 1-3 respectively. in question 4, make sure the students copy the information from the article that helped them answer.

20

ANSWERS

1. c

2. the bridge broke.

3. … the journey was so dangerous / some children almost drowned.

4. 1. False – “to get to school and back” (lines 8-9) means twice a day.

2. False – “they made boats out of plastic drums.” (line 13)

3. False – “nobody realized that it would take over eight years.” (line 19)

c the students now read about at least two more countries on pages 15-16 and answer the questions. For each country, discuss how the students get to school.

ANSWERS

China

1. their school is in the middle of a mountain.

2. … the road is only 50 centimeters wide / the danger is so great

The Philippines

1. they put their books in plastic bags and carried them on their head.

2. the boats take the children across the lake. / the boats are safe. / the children don’t have to swim.

Colombia

1. False. “the only way the children can go across the river …” (lines 17-18) / “… the children don’t have any choice.” (line 22)

2. … the children travel up to 50 kilometers an hour (on a zip line over the river)

D in this activity, the students work in pairs or groups to answer questions about the part/s they read. put the students into groups with a “fast finisher” so that everyone contributes to answering the questions. the questions focus on what problem the students in all of the countries have in common and what is different in each country, requiring inference and integration. explain that to answer these questions they have to look back at all parts of the article.

point out that in question 1, all of the possible answers are correct for one or two countries, but only one of them answers the question about what all of the children have in common.

ANSWERS

1. d

2. 1. india, the philippines

2. india, the philippines, colombia

3. colombia

4. the philippines, colombia

e in this exercise, the students are asked to discuss their personal response in pairs or small groups. read the speech bubbles provided to guide them, pointing out the new Words in bold. remind the students to use the words in the recycling box in their answers.

PoSSIBLE ANSWERS

i think that swimming is the most dangerous way. not everybody can swim well.

i think the boat is very dangerous. Some kids almost died.

i think it’s dangerous to climb a mountain. You can fall!

i think the zip line over the river is dangerous. it goes too fast.

21

1

Page 17

WoRds 1in this section, the students practice recognition and production of the new Words in a variety of contexts.

A this exercise focuses on how words collocate to show deeper understanding of how they can be used in context. For example, a journey can be dangerous or unusual; it cannot be wide.

ANSWERS

1. a, b 2. b, c 3. a, c

b to show that they understand the meaning of the new Words, the students are asked to give at least two examples of their own for the words in blue. Accept any logical answers.

PoSSIBLE ANSWERS (at least two for each)

1. Hermon, everest, tavor, kilimanjaro, Arbel

2. my mom, dad, teacher, brother, grandmother, grandfather, aunt, uncle

3. when they cross a busy street, when they swim in deep water, in a war

4. fly to eilat, visit the Golan, swim in the ocean, go overseas, go to europe

5. the color of your hair, where you put your bed, what you eat for breakfast

6. a bike, a toy, a box

7. eat, sleep, talk to friends, read

Suggestion for more- and less-advanced students: Have the students work in groups, so that the more-advanced students can mediate by translating answers given in Hebrew or Arabic by less-advanced students.

Suggestion: You can have a competition to see which student or pair / group of students can give the most correct examples for each word.

c the students demonstrate understanding of the new Words by completing sentences. they are asked to complete at least four. point out that there could be more than one correct answer.

PoSSIBLE ANSWERS

1. school 5. home / to the library

2. talk / work 6. food / cookies / sandwiches / fruit

3. ice cream / fruit 7. street / bridge / river

4. a bottle of water / a phone

Teamwork the purpose of this collaborative activity is to give the students the opportunity to speak with a partner or in a group about a topic of interest using new and recycled words.

the students exchange opinions about the topic, using new Words.

1 this activity will resonate with the students’ recent experience during the coronavirus when schools were closed for long periods of time. encourage the students to relate not only to the text they read, but to their own experiences.

Suggestion for less-advanced students: You can first have a discussion with the class and write helpful sentences on the board for them to use when they get into pairs or groups.

2 the groups now share their ideas with the class. the teacher can write all the ideas on the board and see which are the most popular, the most unusual, etc.

22

Workbook, page 8 refer the students to their Workbook, page 8, for further practice with the new Words.

Page 18

GRammaR 1 Parts of sPeechthe students are introduced to parts of speech and practice recognizing and using parts of speech in a variety of meaningful contexts.

Go over the teaching box with the class. explain that every sentence in english has a noun and a verb. For example, He is a boy. Ask the class to say the sentence in their own language. in many languages, there is no verb; this is the source of mistakes when speaking and writing in english. read the definitions and examples of nouns, verbs and adjectives together.

read the explanation of pronouns. elicit that the pronoun They in the example sentence replaces the words The children in the sentence above.

A in this exercise, the students identify the parts of speech of the words in bold. remind them that they can check some of their answers on page 12, in the list of new Words, where all words are listed by parts of speech. reinforce the fact that a sentence begins with a noun or a pronoun, that a verb shows action (or thought) and that an adjective describes a noun.

ANSWERS

1. village (noun), wide (adjective)

2. children (noun), walk (verb)

3. they (pronoun), go (verb), river (noun)

4. bridge (noun), dangerous (adjective)

5. it (noun / pronoun), breaks (verb)

b 1 Have the students make a chart in their notebooks with three columns: noun, verb and adjective. they write the words in the correct columns.

ANSWERS

noun: cake, games, activities, bridge, party

verb: eat, walk, meet, play

adjective: unusual, fun, exciting

2 Working in pairs or groups, the students complete the sentences with the correct part of speech given in brackets. they can use the chart they created in B1 to provide answers.

PoSSIBLE ANSWERS

1. party

2. unusual / fun / exciting

3. meet; bridge; walk

4. play / eat; games / cake; fun / exciting; activities

Workbook, page 11 refer the students to their Workbook, page 11, for further practice.

Page 19

word Power

this feature explores vocabulary depth, focusing on the new parts of speech for words that the students have learned on Band i.

23

1


Go over the Word Power teaching box with the class, explaining that some words that they learned before can be both verbs and nouns. in these cases, the students learned one part of speech on Band i; they are now learning the second part of speech on Band ii. the words don’t change, but their place and meaning in the sentences do.

See Teaching Suggestions for Vocabulary in the introduction to this teacher’s Guide.

c 1 this exercise offers a review of the verbs the students learned on Band i. the students match the verbs to a picture that illustrates its meaning.

ANSWERS

1. d 2. f 3. c 4. a 5. b 6. e

2 the students now translate at least three sentences containing each word as both noun and verb, in order to be able to determine how the word is used.

ANSWERS

1. verb, noun

אליאןמברישהאתשערהשלושפעמיםביום.ישלהמברשתמיוחדתלשיערמתולתל. تفرشإليانشعرهاثلاثمراتفياليوم.توجدلهافرشاةخاصةللشعرالمجعد. 2. noun, verb

הילהלאאוהבתלהשתמשבמברשת.היאמשתמשתבמסרקכדילסרקאתשערה. لاتفضلهيلااستعمالالفرشاة.هيتستعملالمشطلتمشطشعرها. 3. noun, verb

הצבעהמועדףעלעידןהואכתום.כאשרהואמציירעץ,הואצובעאותובכתום. اللونالمفضلعلىعيدانهواللونالبرتقالي.عندمايرسمشجرة،فيلونهاباللونالبرتقالي. 4. verb, noun

תמירעובדקשהמאודבקיץ.העבודהשלומתחילהבשעה6בבוקר.

افيالصيف.يبدأبعملهفيالساعة6صباحا. يعملتاميرعملاشاق 5. noun, verb

הואשבראתהחודשלהעיפרוןשלוכאשרהואהשתמשבוכדילהצביעעלהתשובההנכונהבעמוד. هوكسرطرفقلمالرصاصخاصتهعندمااستعملهليشيرإلىالإجابةالصحيحةفيالصفحة.

Workbook, page 13: NEW WORDS refer the students to their Workbook, page 13, for further practice of the new Words taught in Word power.

stoP and checkthis activity encourages the students to take responsibility for their learning by giving them the tools to monitor their progress and assess how many new Words they remember.

1 the students look back at the list of new Words on pages 12 and 19 to see how many they remember. they write sentences with at least five of the new Words in their notebooks.

2 Students go to the Vocabulary tracker section on pages 232-233 of the Workbook. in writing the meanings of the words in english, they are recalling meanings productively. tell them to check their answers in the Glossary and then list the words they need to practice. the students can use the digital extra component, Wordlist Plus, to review the words that they don’t know by creating their own personal wordlist.

24

Pages 20-21

Get Ready 2this pre-reading section presents the new Words and introduces the students to the topic of the text they are about to read. the students practice recognition of the new Words alone and in context.

new wordsthe new Words for this section are listed by part of speech, and in alphabetical order. Words and expressions that are not nouns, verbs or adjectives appear under the heading Other.


read and spellthe purpose of this tip is to raise awareness of basic orthographic patterns in english in order to help the students read and spell more fluently.

Go over the rule with the students, explaining that the letter c has two different sounds: k and s. the sound of the letter c depends on how the word is spelled. remind the students that the rule appears in Hebrew and Arabic on page 200 at the back of the book for easy review.


A the students are introduced to the topic of the article they are about to read. they then look at the list of new Words and decide which of them they can use to talk about food.

PoSSIBLE ANSWERS

bowl, lemon, meal, oil, pepper, salt, feed, serve, amazing, main, warm

b this activity focuses on the read and Spell rule regarding the letter c. Have the students read the sentences out loud to hear how the letter c is pronounced. they can record themselves on their phones.

Have the students make a chart in their notebooks and list the c words in two columns: k / s.

ANSWERS

k: (1) according, article, cats, cake, cream (2) welcome (3) can (4) typical

c: (1) ice (2) city (3) certain (4) receives, cellphone

c to practice recognizing the meaning of new Words, the students answer questions with new Words. tell them to find a new Word to answer each question. point out or elicit which part of speech they should look at in order to answer each question.

ANSWERS

1. history 4. fall in love

2. salt 5. shake hands

3. meals

25

1

D in this activity, the students give at least two examples of the words in blue to demonstrate understanding of their meanings. encourage them to answer in english.

PoSSIBLE ANSWERS

1. a bottle, a jar, a door, an email

2. salad, frying, cooking

3. fruit, apples, bananas, salad

4. 1948, 1973

5. a book, a bike, a shirt, a game

6. my neighbor, someone new

7. a dog, a cat, a bird

8. Accept all logical answers.

9. Accept all logical answers.

e in this activity, the students demonstrate their understanding of the new Words in context. they read sentences about the routines of people in different professions and match what they say to the pictures below. point out that there may be more than one answer. Ask students to explain their choices.

PoSSIBLE ANSWERS

1. pilot 5. pilot

2. pilot, chef, nurse 6. pilot, chef, nurse

3. nurse 7. chef

4. chef 8. pilot, chef, nurse

f the students select the correct new word to complete at least three sentences, demonstrating understanding of the word and how it works in a sentence.

ANSWERS

1. salt 5. lemon

2. pepper 6. guide

3. shake hands 7. feed

4. According to

Workbook, page 15: Read and Spell and NEW WORDS refer the students to their Workbook, page 15, for more practice on the read and Spell focus and for further recognition activities with the new Words.

Pages 22-23

ReadinG 2in this section, the students read about a famous chef and demonstrate understanding of the main idea and basic details.

A the students read at least part one of the article about the famous chef, Moshik roth and look for the main idea, namely: is he a typical chef?

See Teaching Suggestions for Reading in the introduction to this teacher’s Guide.

ANSWER

no, he is not a typical chef. He didn't study in a cooking school. He taught himself how to cook.

b to demonstrate basic comprehension of the article, the students answer questions for the part/s they read.

26

ANSWERS

1. no. “A chef’s job is much more than just preparing meals and feeding people.” (lines 2-3) / “A typical day for a chef is a lot of hard work.” (lines 4-5)

2. Accept any two: He plans the menu. / He goes to the market to buy the food. / He oversees other cooks. / He prepares the main dishes.

3. … warm smile and big hugs

4. Moshik began cooking when he was seven years old.

5. in 2012.

6. Moshik returned to israel in 2020.

7. the Michelin Guide is a (the oldest and most famous) european restaurant guide.

8. Accept any two of the following: these restaurants have the best food. / the food will amaze you. / they are very good restaurants. / the cooking is excellent. / the food is amazing.

c the students get into pairs or small groups to answer questions that require sequencing and integration. point out that they have to look throughout the whole text to find the answers to these questions.

ANSWERS

1. d, a, c, b

2. Accept any two of the following: Most chefs go to cooking school for years, but Moshik taught himself how to cook. / He is the first israeli to receive a Michelin star. / He is the only israeli chef to receive two Michelin stars.

D in this personal response question, the students express their opinions in writing. point out the example sentence, with the new Word in bold. tell the students to use the words in the recycling box, which includes words learned in the unit so far.

Page 24

WoRds 2in this section, the students practice recognition and production of the new Words in a variety of contexts.

A this exercise focuses on how words collocate. explain to the students that it is important to know which words can follow a new Word. For example, you can cross a bridge, but not a computer. point out that the new Words are in blue and remind them to look for two correct answers.

ANSWERS

1. day, student 5. a teacher, a friend

2. your dream, a schedule 6. a child, a pet

3. a door, a book 7. a meal, coffee

4. home, to school 8. with a friend, with a chef

Suggestion for more-advanced students: they can write more words that can follow each word in blue.

b 1 this exercise presents the new Words in the context of statements that different people might say. the students complete at least four of the sentences with the words provided.

ANSWERS

1. world 5. oil, lemon

2. According to 6. fell in love, warm

3. typical, bowls 7. history

4. certain, meals 8. guide, lovely

27

1

2 the students decide which of the people listed may say the sentences in B1. point out that there may be more than one correct answer. Have the students justify their answers.

PoSSIBLE ANSWERS

1. a guide 5. a mother or father, a chef

2. a student 6. a father

3. a student 7. a guide, a mother or father

4. a chef 8. a guide

c 1 the students complete at least four sentences so they are true for them. Make sure they pay attention to the new Words in blue. Accept all logical answers.

2 the students interact to compare their answers and see if any were the same.

Workbook, page 17 refer the students to their Workbook, page 17, for further practice of the new Words.

Page 25

word Power

this feature explores vocabulary depth, presenting a group of words from Band ii that demonstrate a common linguistic feature.


this section teaches the most common school subjects so that the students can talk and write about their school schedules. read the teaching box with the class. Ask which of the subjects sound similar in their language. point out that the g in foreign is silent and that the ph in geography and physics is pronounced f.


D 1 the students choose the name of the school subject for each picture.

ANSWERS

a. geography c. physics

b. science d. math

2 the students read the sample exercises and decide which school subject they relate to.

ANSWERS

1. math (8) 4. geography (a.)

2. english (go) 5. foreign language (c.)

3. history (1945)

28

Teamwork the purpose of this collaborative activity is to give the students the opportunity to speak with a partner or in a group about a topic of interest using new and recycled words.

Go over the speech bubbles as model answers and point out the use of new Words. remind the students to use the new Words and the words in the recycling box in their answers.

Workbook, page 19: NEW WORDS refer the students to their Workbook, page 19, for further practice with the words taught in Word power.

Pages 26-27

GRammaR 2 Present simPle: Positivethe students review the present Simple, positive and practice recognizing and using it in a variety of meaningful contexts. Go over the teaching box with the class.

Ask the students to find examples of the present Simple in the text about Moshik roth. this includes: facts, habits and everyday actions.

read the example sentences together. the students are familiar with the present Simple, so elicit when we add s to the verb. then go over the Spelling rules to clarify when we add s, es or ies to the verbs.

refer the students to the Grammar Help on page 202 for explanations in Hebrew and Arabic, as well as a full paradigm of the present Simple for review.

A the students read sentences in the present Simple and match them to the pictures. elicit that these are in the present Simple because they are facts.

ANSWERS

1. e 2. b 3. c 4. a 5. d

Suggestion for more-advanced students: Have the students choose five more objects and write clues for the rest of the class to guess.

b the students read posts from Lisa that describe a typical day in her life in preparation for the activities on page 27.

1 the students complete sentences in their notebooks about Lisa’s day, based on her posts. explain that they first put the verb into the present Simple form and then complete the missing information.

ANSWERS

1. Lisa gets up at 6:30 on school days.

2. Her mother makes pancakes for breakfast.

3. Lisa and her friend go to school at 7:30.

4. At Lisa’s school they eat lunch at 12:30.

5. She does her homework at 18:30.

2 the students complete the chart in their notebook about Lisa’s day and their own.

ANSWERS (for first column)

She gets up: 6:30

She eats breakfast: 7:00

She and her friend go to school: 7:30

She eats lunch: 12:30

She does homework: 18:30

29

1

3 the students now get into pairs or small groups to talk about their days. they compare their days to each other’s and to Lisa’s to find out in what ways they are the same or different. Go over the speech bubbles with the class as model answers. encourage them to discuss all the details about Lisa’s day.

Suggestion for more-advanced students: encourage the students to add more details of their own to describe their typical day.

c 1 this exercise offers practice in written production. the students read the daily timetables of two students. the timetables re-enter the names of the school subjects that the students have learned. they match what the student says to his or her timetable.

ANSWERS

Tim: timetable 2

Ella: timetable 1

2 the students now write at least two sentences of their own about tim’s and ella’s timetables. remind them to use the sentences about tim and ella as model sentences.

PoSSIBLE ANSWERS

tim has music at 8:30. / tim has english after music. / tim has science before lunch.

ella’s day starts with english. / ella has history after english.

Workbook, page 20 refer the students to their Workbook, page 20, for further practice with the present Simple, positive.

stoP and checkthis activity encourages the students to take responsibility for their learning by giving them the tools to monitor their progress and assess how many new Words they remember.

1 the students look back at the list of new Words on pages 20 and 25 to see how many they remember, quizzing each other on the meaning of at least five words each. in this peer assessment activity, each student assesses the other, checking to see if they spelled the words correctly and wrote the correct meaning for each one.

Suggestion for more-advanced students: they should quiz each other on all of the new Words.

2 Students go to the Vocabulary tracker section on pages 233-234 of the Workbook. in writing the meanings of the words in english, they are recalling meanings productively. tell them to check their answers in the Glossary and then list the words they need to practice. the students can use the digital extra component, Wordlist Plus, to review the words that they don’t know by creating their own personal wordlist.

Pages 28-29

ListeninG and speakinG meeting someone newthis section integrates the skills of spoken reception and spoken interaction and production. the students first listen to and follow a conversation in which two new students meet for the first time, with the help of new Words and expressions. they then practice a dialogue where two new students open a conversation. Finally, they substitute new information in the dialogue to create and present one of their own.

30

new wordsthe new Words for this section are listed by part of speech, and in alphabetical order. Words and expressions that are not nouns, verbs or adjectives appear under the heading Other.



A this activity introduces the topic of starting a new school and meeting new people. the students discuss how they felt when they started their new school. Accept all logical answers and encourage participation.

b the students are introduced to the new Words. point out the words and expressions that they will hear and make sure they know what they mean. Ask which new Words can be used when meeting someone new.

PoSSIBLE ANSWERS

nice to meet you.

would you like … ?

c the students listen to the conversation for the main idea. in the chart on page 22 in their Workbook, they tick at least two topics that Alon and Michael talk about.

See Teaching Suggestions for Listening in the introduction to this teacher’s Guide.

ANSWERS

1, 2, 3

Listening Script

Alon: Hi! You’re new in our school, right?

Michael: Yes. i’m from england. My name is Michael. What’s yours?

Alon: i’m Alon. nice to meet you. How do you like our new school?

Michael: oh, i really like it. everyone’s so friendly and i heard that there are a lot of clubs i can join.

Alon: Yes, let’s look at the list of clubs on the notice board. there’s a lot of variety! i joined the soccer team. Which clubs would you like to join?

Michael: At my old school i was in all the sports clubs, but i wanted to try something different. Maybe theater or writing.

Alon: oh, we don’t have those. But what about music? Are you interested in playing a guitar?

Michael: Sure! i love music. do you study music?

Alon: Yes, i’m in the music club, too. We meet every Monday at four o’clock. You just need to fill in your name on a form in the school office and the teacher will call you.

Michael: thanks, i will! tell me, what else do you do around here for fun?

Alon: We usually meet at each other’s houses to do homework and play computer games. Would you like to come over?

Michael: i’d love to. thanks!

31

1

D the students look at the notice board to see which clubs are available. With the help of these visuals, they listen to the conversation a second time to find out specific details in order to complete the chart on page 23 of their Workbook. they tick which clubs Alon joins and which clubs Michael would like to join.

ANSWERS

Alon: music, soccer

Michael: music

e in this personal response activity, the students write sentences about which clubs on the notice board they would like to join and explain why, using at least four of the new Words on page 28. point out the example sentences, which the students can use as a model for their answers.

f 1 the students read a conversation between two students meeting for the first time. then they read the dialogue in pairs and swap roles to read it again so everyone gets a chance to be each character.

2 the students now make a new dialogue by replacing the words in color in exercise F1 with the color-coded words. the activity caters to heterogeneous classes, since the less-advanced students choose their answers from the color-coded words, while the more-advanced students can use words of their own.

3 Have the students perform their dialogues in class or record them and present their recordings.

Workbook, page 23: NEW WORDS refer the students to their Workbook, page 23, for further practice with the new Words.

Workbook, page 234: Vocabulary Tracker refer the students to the Vocabulary tracker, page 234 of their Workbook to review the new Words and to make a personal wordlist of words they would like to practice more.

Pages 30-31

WRitinG a Blogin this section, the students learn and practice a useful writing skill and create their own written product by following a series of activities, scaffolded step-by-step to ensure success. they learn to refer to a checklist to guide them and to edit their work.

the students write a blog about their week. they also learn correct capitalization and punctuation using new Words and the present Simple.

A the students read a model blog written by a student, Yoav, and answer the question about the activities he likes to do after school.

ANSWER

Yoav likes to play basketball and have guitar lessons.

Punctuation

Go over the teaching box about punctuation with the class, reading the examples for each point. Go over the rules for capital letters. explain that in english, unlike in Hebrew and Arabic, sentences always begin with a capital letter, and so do names of people, cities and places.

b the students complete the sentences with information about Yoav, using capital letters and correct punctuation. in completing these sentences, they have created their own model for a blog in the first person.

32

ANSWERS AND PoSSIBLE ANSWERS

1. I live in Afula.

2. Every morning, i get up at 7:00.

3. I study English, math, history and science.

4. My favorite day is Thursday because we have sports class.

5. After school, i usually do my homework.

6. I play basketball twice a week.

c WRITING TASK this exercise introduces the writing task. the students write a blog about their week by following the steps listed.

step 1 the students complete the chart about their week. Words are provided to help them. Have them write the answers in their notebook.

step 2 the students write their blog, completing sentences from exercise B about their week, using the model and the information in their chart. read the example sentence together.

step 3 A checklist is provided so that the students know exactly what is expected of them. Go over each point in the checklist so each one is clear. the students tick the checklist on page 224 of their Workbook. point out that this is the stage where they should edit their work if they see that anything is missing or incorrect.

Suggestion: Students can share their blogs on the bulletin boards in class or on a class / school online forum.

Workbook, page 26 refer the students to the Workbook, page 26, for further writing practice.

A photocopiable assessment chart appears on page 154 of this teacher’s Guide.

Page 32

WoRd RevieWthis section presents a list of the new Words taught in the unit and reviews the vocabulary and grammar.

the students review the new Words. in the Vocabulary tracker section at the back of the Workbook, they write the meaning of each word in english. they also list words which they would like to practice further.

A 1 to review nouns and their meanings, the students look at the list of new Words to find at least three nouns that go with the topics listed.

PoSSIBLE ANSWERS

1. school: band, club, geography, help, office, physics, science, team, theater

2. a party: activity, choice, variety, help

3. a trip: bridge, drive, geography, guide, journey, mountain, nation, river, sleep, travel, village, world

2 the students find at least two adjectives that can describe a person, a room or an animal. point out that there may be overlap.

PoSSIBLE ANSWERS

1. a person: careful, foreign, lovely, unusual, warm

2. a room: lovely, typical, wide

3. an animal: dangerous, unusual

33

1

b the students use the words provided to write a list of five things people do every day.

PoSSIBLE ANSWERS

comb / brush your hair; go to sleep; open a window; drive to work; get a lot of sleep; serve food; join a club; study science / history / english / math

c this activity integrates vocabulary and grammar. the students look at the pictures of Adam and tina’s day and read the sentences below. Have them correct the mistakes in the sentences by writing correct sentences in their notebook.

ANSWERS

1. on a typical day, tina eats breakfast at 7:30. 4. Adam and tina watch TV at 17:00.

2. At 8:00, tina and Adam arrive at school. 5. tina is asleep at 22:00.

3. At 15:00, Adam comes home from school.

REVIEW, Workbook, page 27 refer the students to the Workbook, page 27 for a review of the unit.

READ ON, Workbook, page 30 refer the students to the Workbook, page 30 for three read on passages at three levels of difficulty.

the students are referred to the digital extra component, Vocabulary Booster. the Vocabulary Booster offers reinforcement and assessment. interactive activities include speaking activities and games.

Page 33

task make a Poster of a famous Personthe students collaborate to produce a task that integrates the topic, skills and new Words from the unit.

the students create a poster of a famous person. they can work in pairs or small groups. Students can create a poster online or in print. the students can use a digital tool such as Glogster to create their poster.

Go over the instructions in class, explaining that the students need to follow each step in order to succeed.

step 1 the students read the model poster about daniel radcliffe and complete the fact file in their notebooks.

step 2 the students collaborate to do their project, deciding on a person for their poster, and using the internet to access information and pictures. the fact file acts as a model for the information they need. they create the poster with the information and pictures they found.

step 3 the students present their poster to the class. those who prefer can create an online poster using templates available on the internet.

Workbook, page 227: Checklist the students tick the checklist on page 227 of their Workbook. point out that this is the stage where they should edit their work if they see that anything is missing or incorrect.

A photocopiable assessment chart appears on page 157 of this teacher’s Guide.

further readingMartin Luther King by Alan c. McLean (oxford Bookworms, Factfiles, level 3)

Ghandi by Jane rollason (pearson english readers, level 2)

Princess Diana by cherry Gilchrist (penguin readers, level 3)

Mother Teresa by d’Arcy Adrian-Vallance (pearson english readers, level 1)

Mary, Queen of Scots by tim Vicary (oxford Bookworms, level 1)

The Extraordinary Life of Malala Yousafzai by Ladybird (penguin readers, level 2)

34

Documents

1 A Typical Day?