Macmillan Educational Materials-Get Ready Series Files-Get Ready

7/25/2019 Macmillan Educational Materials-Get Ready Series Files-Get Ready

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2 Introduction

Get Readyis a six-level English language course forGrades 4, 5 and Grade 6 of the elementary stage ofSaudi Arabias public school system. Each level of

Get Ready covers one semester of the Saudi Arabianacademic year and contains the components as listedbelow. An outline of the structure and methodologyfollows.

Course components

The Students Book including WorkbookGet ReadyLevel 3 consists of a Students Book andWorkbook combined.

There are twelve units in the Students Book,consisting of eight presentation units and four revisionunits. The language in each presentation unit followsa theme, allowing the new language to be taught incontext. Themes include My family, My clothes,My classroom and The weather today. Themeshave been chosen to meet the needs and interests ofchildren at this level.

The workbook section consists of three pages foreach of the eight presentation units and four two-page revision units. These activities are designed forchildren to do as homework. The main focus is onwriting practice and recycling the language presented

in the Students Book pages.The Students Book at each level of the course has thefollowing features:

Presentation units:Each of the eight presentationunits in the Students Book provides enough materialfor two lessons. These units present new vocabularyand structures, expose the children to the Englishalphabet and basic phonics, and ensure oral andliteracy development and teach the four languageskills. The four revision units each have enoughmaterial for a lesson.

Presentation units contain language activitiesin all

four language skills to contextualise, practise andactivate new language, topics and skills; phonicsexercisesto practise the 44 sounds of English anddemonstrate how these sounds are most commonlyrepresented in English spelling; Phrase banks whichlist the most important words and phrases of aunit; Grammar focuswhich lists the most importantstructures of a unit.

Revision units: Each of the four revision unitsreview and reinforce the previously taught language.They provide material for one lesson which revises

language taught in the previous two units. TheRevision units are located after presentation units 2, 4,6 and 8.

Saudi Stars:There are four sets of Saudi Starspages, consisting of two pages each, located afterRevision units 1, 2, 3 and 4. Saudi Starspagesare designed as extension material that recaps thelinguistic contents of the previous two input units.Saudi Starspages contain stories, chants, puzzlesand projects.

Progress Check:Each level of Get Readycontainstwo Progress Checkpages, each consisting of 2

Students Book pages. Progress Check 1coverspresentation units 14 and is located after Saudi Stars2.Progress Check 2covers presentation units 58and is located after Saudi Stars 4.

Progress Checkfocuses on vocabulary, grammar,reading and literacy. It can help teachers to carry outtheir duties of on-going formative assessment andserve as a model for assessments which teachersmight compile.

The Teachers BookThe Teachers Book contains an Introduction toGetReady course materials and includes comprehensivelesson notes covering each unit.

Each Teachers Book unit starts with a table thatlists the materials needed for each lesson, enablingteachers to prepare lessons in advance. The tableat the beginning of each unit also lists the targetstructures to be presented or revised, unit vocabularyand literacy activities thus making the precise aims ofeach unit clear.

The teachers notes give point-by-point instructions asto how the activities should be completed and, whereappropriate, notes are included for teachers to model

examples. The notes ensure that the lessons are aseffective as possible and that teaching time is usedefficiently. They also contain Teaching Tipson usefulteaching techniques.

Introduction

9780230434912-Get Ready TB 3 Text 05.indd 2 10/09/20


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3Introduction

The FlashcardsThe flashcards can be used to present, practise orrevise all the target vocabulary items. Suggestionsfor using the flashcards and wordcards appear in theteachers notes for each lesson.

The PostersThere is a set of 10 posters which help tocontextualise and reinforce language taught in theStudents Book. The posters can be used in a varietyof ways. They can be used at the beginning of thelesson to pre-teach some of the target vocabularyfor that lesson, or they can be used at the end of thelesson to consolidate what the children have learnt.Where appropriate, the posters can also be usedduring the lesson, notes for which have been includedthroughout the Teachers Book. After the lesson theycan be displayed in the classroom as a reminder tothe children of the language they have learnt.

The Audio CDThe audio CD includes native-speaker audio for allthe listening texts and dialogues for the activities inthe Students Book. This ensures that each languagestructure is presented and modelled, giving childrenpractice in listening and pronunciation. New languageis presented in this way giving children the opportunityto hear a variety of voices.

The Websitewww.macmillanenglish.com/GRSA

Get ReadyLevel 3 is supported by its own website,full of valuable information and resources to supportteachers using the course. As well as informationabout the course in general and the main principlesbehind it, teachers can view the teacher trainingvideos online.

MethodologyAll four language skills are covered in the course, withoral skills taking precedence at this early stage. Whenthere is limited teaching time available, it is important

to use the time well. Here are some suggestions asto how to structure effective English lessons, whereteaching time is limited.

1 Oral skillsChildren should be given every possible opportunityto hear English spoken and to speak it themselves.The aim of any English course should be to producelearners who are both fluentand accuratespeakers ofthe language.

Fluency activities: Fluencyrefers to the ability to geta message across without the message necessarilybeing error-free. Try to find opportunities for informalinteraction in English with the children, so that theybegin to understand that the language is used forgenuine communication and not just for Lessons.For example, when you come into the classroom,fan yourself with your hand and say, Phew! Hot! Thechildren will understand what you say because of yourgesture. Very soon, the children will be telling you,Phew! Hot!You can then answer by saying,Yes, itsvery hot today. In this way you will be extending thechildrens repertoire of English in a subtle way andhelping them to become fluent in the language.

Todevelop fluency in the children, it is necessary togive them the opportunity to display what they know.Not all of the vocabulary which you present to thechildren will be new to them. Some of the childrenwill hear English spoken at home by parents or oldersiblings, and they will have picked up some wordsor phrases in English. Before you formally presentvocabulary, first allow the children to tell you the wordif they know it. At this stage, it does not matter if theydont pronounce the word accurately, or they get theword wrong. Find ways to praise their efforts and youwill find that they want to speak English more andmore. They will get used to speaking English andtheir confidence in their ability to use the language willgrow.

Accuracy activities:Accuracy activities will helpchildren to produce error-free English. Each unit in thecourse contains accuracy activities which are grammarand/or vocabulary focused. At the presentation stageof the lesson, it is important that you provide a goodmodel of accurate English and that you make sure thechildren produce accurate English in reply. It is at thisstage that you should correct their errors if possible.

The audio scripts on the CD expose the children togood, accurate English, so it is important, if the taskrequires them to Listen and say, that they repeatexactly what they have heard as far as possible. Agood English lesson will provide opportunities for bothfluency and accuracy.



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Patterns of oral interaction in the classroom:Itis important to vary the pattern of interaction in theclassroom. If you constantly address the whole class,you may find that the more confident children aredoing all the talking, whilst the quieter children staysilent. Remember to address questions and commentsto individual children from time to time, or to small

groups of children. Make sure that the rest of the classkeeps quiet at this time.

Children should also be encouraged to speak to eachother in English, so it is important to do pairworkactivities during the lesson. (See Drillingbelow.)

Drilling: a central part of the methodology usedthroughout the Students Book is drilling. The mainpurpose of drilling is to make sure that all the childrenhave the opportunity to speak English and that theyare saying the words correctly. There are severaldifferent types of drilling.

Choral drilling: this involves all the children being

asked to repeat a word or phrase together. This typeof drilling allows children who are less confident topractise the word in a way which is relatively stress-free.

50/50 drilling: this is where the class is divided in halfand the teacher asks one half of the class to repeatthe word or phrase whilst the other half of the classstays quiet. The other half of the class then producesthe language. This type of drilling allows the teacherto hear more clearly whether children are producingaccurate English.

Individual drilling: choose individual children to say

the word or phrase. It is a good idea to first choose achild who you know is likely to pronounce the wordcorrectly, as this then gives a good example to theother children.

Pairwork:shy children who normally stay quiet duringwhole class activities can often be persuaded tospeak to a partner or a friend during pairwork. Duringpairwork activities, the teacher should go round theclass making sure that the children are speaking inaccurate English and performing the task properly.

Pronunciation: some of the sounds of English will bedifficult for Arabic children to pronounce. They shouldbe exposed to good models of spoken English so thatthey have information about the way words shouldbe pronounced. Try to get the children to copy thepronunciation of the speakers on the CD. They maynot get it right the first time, but they should aim for a

close approximation.Sometimes the children will have difficulty hearing thedifference between one sound and another, e.g., /k/as in catand/g/as in goat. You may want to try someminimal pairs activities. These involve two wordswhere the only difference is a single phoneme, e.g.,goatand coat, pinand bin, fanand van, etc. You couldplay games where the children have to listen to pairsof words and decide which sound is which.

2 Reading skillsThe reading skills part of the course includes Phonics

and Whole word activities.Phonics: phonics takes, as its starting point, thesounds (or phonemes) of the language, looks at theways in which these phonemes are blended togetherto make words, and how the words are spelled. It isimportant that pupils also learn correct pronunciationand become familiar with the different sounds thatletters or groups of letters can make.

Phonics activities focus on the phonemes (sounds)that pupils have already learned, in the current unit orin a previous part of the course. Activities introduce thephonemes on their own, then in words which contain

the phonemes. Pupils learn to recognize, isolate andproduce initial phonemes in target vocabulary. Atlater stages, they are taught to segment and blendphonemes to decode and produce three letter CVC(consonant-vowel-consonant) words. This is animportant word attack skill which children will beable to apply at later stages when they encounterunfamiliar words in their reading, or when they want towrite words themselves. You can use three fingers torepresent a three-letter CVC word, e.g., bed. Say eachsound,/b/-/e/-/d/and point to your three fingers asyou do this. Then draw your fingers together to showthe children that you are blending the three sounds

together and say bed.Get ReadyLevels 1 and 2 cover 27 of the phonemesin standard English. These are:



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// apple, bank/b/ ball, baby/k/ cat, black/d/ doll, add/e/ egg, bell/f/ fat, elephant/g/ get, anger/h/ hat, unhappy// it, little/d/ jam, agile/l/

leg, hello/m/ man, him/n/ not, uncle// orange, not

/p/ pan, upper/r/ rabbit, around/s/ sit, bus/t/ top, butter// up, run/v/

van, even/w/ wet, away/y/

you, yellow/z/ zoo// chin, achieve,// shop, wash// this, mother// think

In Get Readylevels 3 to 6, pupils learn more singlephonemes and also groups of phonemes that oftenblend together, for example

/i/ bee, meat

/u:/ moon//

nurse

// forty, floor/a/ bike, lion /e/ play, date/a/ now // rose// book /e/ where, chair// oil // car//

as in brother // thing/kl/ class /gl/ glass/br/ brown /dr/ dress/sm/ small /sn/ snake

Pupils also learn the letters and letter groups which

most commonly represent different sounds, e.g. c(cat/k/, city/s/) and ow(how/a/, slow//)

Whole word: sometimes it is not possible to soundout words in English. The vocabulary exercisesin this course include picture and word matchingactivities, where the children match the whole wordto the picture. This helps the children to see not justindividual letters, as they do in phonics activities, butto look at the shape and pattern of the whole word.Building up an extensive sight vocabulary, i.e., a listof words which the children can read quickly withoutsounding out, will help them to become good, fluentreaders.

3 Writing skillsIn Get ReadyLevel 3, the children practise writingall the letters of the alphabet. In the later units, theybegin to write sentences. Developing good habits at

this stage will help the children when they move on towriting sentences. It will be particularly helpful whenthey start to learn how to join letters. The Workbookprovides children with plenty of opportunity toconsolidate what they have learnt and to practise theirwriting skills.

4 RevisingTo ensure teaching is effective, it is essential that newlanguage items are revised on a regular basis. For thisreason there are plenty of opportunities to revise thematerial using the revision units and the workbook. It isoften useful to include some revision work at the startof a lesson, going back over what children learnt in theprevious lesson.

5 Covering the syllabus of Get ReadyHow fast should you teach?

There are twoGet Readybooks for each of the

academic year in Elementary stage, Grade 4, Grade5 and Grade 6. EachGet Readybook should becovered in a semester.

In order to ensure that you cover all the teachingmaterial, please use a calendar to check how manyteaching weeks there are in that particular semester.Then carry out this calculation:

Number of weeks x 2(the number of class lessons per week)

8 (the number of units in each Get Readybook)

The result of the calculation will tell you how manyclass lessons you can devote to each unit of GetReadyin order to cover all eight units of the combinedStudents Book in the first semester (your studentsshould do most or all of the workbook activities ashomework).

What should you do if you work more slowly thanyou intended?

You should aim to cover all parts of the materials.However, in some circumstances, for example, if youwork with a slower than average class, you might findyou are short of time. If this is the case, please consult

the chart below. It will help you choose the mostimportant parts of the book to cover (Core materials)and show you which parts are not so important(Desirable materials) and (Extension materials).



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Students

Book

Workbook Revision Progress

pages

Saudi

Stars

Unit one

Unit two

Unit one

Unit two

Revision 1 Saudi

Stars 1

Unit three

Unit four

Unit three

Unit four

Revision 2 Saudi

Stars 2

Progress

Check 1

Unit five

Unit six

Unit five

Unit six

Revision 3 Saudi

Stars 3

Unit seven

Unit eight

Unit seven

Unit eight

Revision 4 SaudiStars 4

Progress

Check 2

Core material Desirable material

Extension material

What should you do when some students workfaster than others?

The abilities, interest and motivation of pupils in anyclass will always vary. One outcome of this varietycan be that some students work faster than othersand are capable of doing more work or doing morechallenging work.

The Teachers Book features two ways of addressingthese individual differences between students. Thefirst feature is the Extra Activity note which sometimessuggests extra work for students to do after theycomplete a basic activity in the Students Book.

The second feature is the classification of exercisesin the Students Books and Workbooks into Core,Desirable and Extension activities. Core activities arethe most important activities are should be done byall students. These activities are unmarked. Desirableactivities (marked D) and Extension activities (markedE) can be set for students who work most quickly.

6 Making lessons enjoyable and effectiveTo make the best use of the limited time available,each lesson should be as effective as possible. Thereare several ways in which this can be achieved:

Activating schema: schemais our total knowledgeof a particular thing. In order for learning to beeffective, we need to build on existing knowledge. Ifwe activate particular areas of existing knowledge,it makes us more receptive to additional informationin that same area. It is very easy to take advantageof this with young children. Before you start a new

unit, tell the children the name of the unit, but dont letthem see their books at first. For example, if you aregoing to introduce Unit 3, ask the children what theythink would be featured in a unit entitled My house,ask them where they think the house will be, howmany rooms, etc. When the children finally open theirbooks, they will have a very good idea of what the unitcontains.

Use of visual material:there is a large amount ofvisual material in the Students Book which can beexploited in a number of ways. The most obvious wayis to use a picture to give a concrete example of a newvocabulary item. Visuals can also be used before an

activity to orientate the children, to activate schema,to get them thinking about the situation or the activity,and to provide an opportunity for the pre-teachingof vocabulary. During the activity, visual materialprovides clues about important language and, after theactivity, pictures will remind children of the languagethey have learnt and will help them to revise it.

Monitoring and feedback:teachers, especiallythose working in large classes, need to check that thechildren are performing the correct task, in the correctway. They also need to know which language needsto be covered again, and if it needs to be covered with

the whole class or just with particular children.At the end of each activity there should be a feedbackstage, during which the correct answers are given,alternative correct answers (if any) are accepted andwrong answers are discussed. Learning does not takeplace only when a child gets something right. Learningcan also take place after a child has got somethingwrong, and begins to understand why it is wrong. Theway you monitor the children and provide feedbackto them will have a profound effect on their levels ofmotivation.

Language games:language games are an enjoyable

way of revising and reinforcing new language. Theyhelp to motivate children, especially when there is anelement of competition involved. The following gamesare particularly useful.

1 Simon Says

The teacher says a short phrase, e.g. Simon saystouch your nose. Simon says point to something



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yellow.(The name Simoncan be replaced by theteachers or childrens names). The children listenand do the action or follow the instruction. However,if the teacher just says, Touch your nose, but NOTSimon says touch your nose, then the childrendont do the action or follow the instruction. Youcan make it harder by saying the instructions very

quickly one after the other. You can also make itcompetitive if the children who do the action withouthearing, Simon says have to sit down and areout of the game. The winner is the child remainingafter all the others are out.

2 I spy

The teacher says I spy something yellow, or I spysomething beginning with /w/. The children have tolook round the room and guess what the thing is,i.e., a yellow ball, a window, etc. Once children arefamiliar with the game they can take turns saying Ispy . They can then play the game in groups or

pairs. This is a good game for practising speakingand vocabulary.

3 Anagrams

Choose a word and write the letters up on theboard, but jumbled up, e.g.o l n i. Children look atthe letters and try to work out the word, i.e., lion.Later on, children can try writing anagrams for eachother. This is a good game for practising readingand spelling. There are a number of anagramactivities in the workbook.

4 Shark attack

This is similar to Hangman. Draw a person on the

board, next to a shark with its jaws wide open. Thendraw lines, one for each letter of a word, e.g. _ _ _(for the word cat). Children then guess letters andtry to work out what the word is, e.g. Child:Is therea c. Teacher: Yes, there is. Child: Is there an o.Teacher:No, there isnt.For each guessed letter,write in the correct space in the word and leavethe person intact. For each letter guessed wrongly,write up the letter and rub out part of the person,e.g. a foot. If you rub out the whole person beforethe word is guessed, then the children lose. This isa good game for revising the names and sounds ofletters and also for spelling.

1

2

3 4

5

67

Figure 1

The numbers = parts of the body = wrong letters.Draw this first and then the shark.

8 12

11

9

10

Figure 2

5 Pelmanism

This is essentially a game of visual memory. Youcould play Pelmanism using flashcards, wordcardsor both flashcards and wordcards. For example,you could use the wordcards and flashcards ofdifferent animals. To play the game, take, e.g. fivewordcards fortiger, lion, elephant, fishand birdand the five flashcards showing these animals.Mix them up and then put them face down on a

table. Turn each card over and show to the childrenbefore turning them face down again and placingeach one in the same position. Get children tocome and stand around the table. Divide them intotwo teams. Get a child from one team to come upand turn two cards over if they match, i.e. a wordand a picture of the same animal then they keepthe cards. If not, they turn them over and put them

Introduction



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8 Introduction

back in the same place. You could have a doubleset of wordcards of vocabulary from one of theunits and ask the children to find the same word,or you could jumble the flashcards from two units,e.g. My classroomand Toms house and see ifthe children can match things which belong in thesame place. You can provide the opportunity for

additional language practice by only allowing thechildren to keep the words they find if they can sayboth words.

6 Kims game

Using a set of flashcards and wordcards, placethem on the board or face up on your desk. Tellchildren to look at the words/pictures and givethem a time limit to try to remember them all. Tellchildren to close their eyes. Secretly remove oneof the cards. The children have to try to rememberwhich card has been removed. Alternatively,remove all the cards and get children to write

down the names of as many cards as they canremember. They can do this individually or in pairsor small groups.

7 Whats missing?

Display flashcards or wordcards from a unit. Gothrough each card, one by one, getting the childrento call out the name. Take the cards off the boardand replace in a different order, but leave one out.Say Whats missing?Get the children to identifywhich word/picture is missing.

8 What sound do you hear? (similar tominimal pairs)

Using flashcards identify sounds in a word, e.g./e/as in egg. Get children to say the sound so thatthey know what they are listening out for. Tell themto stand up if they hear the sound in the words youcall out. They should keep sitting if they dont hearthe sound. Call out words with the sound at thebeginning or middle of the word, e.g.

pen (p e n) he

two tea

three lemon (l e m o n)

ten (t e n) yellow (y e ll o w)

The words which have been segmented (dividedup into individual sounds) are the correct ones. Itsimportant that children understand that they shouldnot just focus on the spelling because sometimesthe letters have different sounds.

9 Wordcards

Put the class into groups of 45 children. Give eachgroup a template to write wordcards. Get eachgroup to agree on a sentence or question to write.Remind them about the use of capital letters, fullstops and question marks. Each group writes theirsentence or question in their best handwriting. Put

two groups together and get them to play constructmy sentence/question game. One group are theteachers the other group are the pupils. Theteachers give out their wordcards to the pupils.The pupils have to work out the order of the wordsand stand in the correct order. The teachers tellthem if they are right or wrong.

NOTE: if you wanted to get the children to make allthe wordcards you need for other units, you givethe sentences/questions out to the children to write.

10 Numbers

Get children to work in pairs or small groups of 45.

They take it in turns to count from 1 to 10 (or 1 to20) or from 10 down to 1 (or 20 down to 1), e.g.

Pairwork:Person A says,1, 2, 3, 4; Person Bsays, 20, 19, 18,etc.

Groupwork: Children go around the circleclockwise taking it in turns to add the next number,e.g. 1, 2, 3, 4, 5, etc. Children go around thecircle clockwise saying the numbers from 1 to20 and when teacher calls out Change. Theygo anticlockwise and count down from whatevernumber they got to, e.g. 8, 7, 6, 5, 4, 3, 2, 1.

Variations: Children can go up and down inmultiples of 2s, e.g. 2, 4, 6, 8, 10, etc. Children cango up and down in multiples of 3s, e.g. 3, 6, 9, 12,15, etc. Children can go up and down in multiplesof 5s, e.g. 5, 10, 15, 20, etc.

Teaching tipAll of these games make the children THINK.Every child will make meaning in their own way.You cannot force them to memorise informationthat they do not understand. They need to makemeaning of the language themselves.



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5 RevisingTo ensure teaching is effective, it is essential that newlanguage items are revised on a regular basis. For thisreason there are plenty of opportunities to revise thematerial using the revision units and the workbook. It isoften useful to include some revision work at the startof a lesson, going back over what children learnt in the

previous lesson.

6 Teachers signsIt is generally a good idea for the teacher to speakEnglish rather than Arabic during the English lessons,although at the beginning you may want to use someArabic to reassure the children as necessary. But,in order to avoid a lot of organisational languagein English or Arabic, e.g., Now, I want you to openyour books and listen to the tape and point to eachof the items as you hear it , we suggest that youteach a number of signs which stand for instructions.

Mostly these are universal mime symbols, e.g., ahand cupped to the ear for listen. You should thenget children into the habit of looking at you, as anorchestra looks at a conductor, for the next sign whichwill tell them what they have to do.

Listen

Trace/Draw

Find

Read

Say

Copy/Write

Look

Open book

Count/Number

Repeat/Again

Dont speak

You do it/You speak

Match

All together

Think

Tick

Audio track listTrack 1, Copyright information

Track 2, Unit 1, Welcome! Listen and find

Track 4, Unit 1, Lesson 1, Activity 1





Track 9, Unit 1, Lesson 2, Activity 5a

Track 10, Unit 1, Lesson 2, Activity 5b

Track 11, Unit 1, Vocabulary, Listen and say







Track 18, Revision 1, Activity 1

Track 19, Saudi Stars, Activity 2

Introduction



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Track 35, Unit 4, Vocabulary, Listen and sayTrack 36, Revision 2, Activity 1



Track 39, Saudi Stars, Activity 2,

Track 40, Unit 5, Toms house, Lesson 1, Activity 1














Track 54, Unit 6, Lesson 2, Activity 3Track 55, Unit 6, Lesson 2, Activity 4a




















Track 75, Unit 8, Vocabulary, Listen and sayTrack 76, Revision 4, Activity 1




Introduction



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11Welcome!

Welcome!

Before activity D

1 Do the open your book sign. Say Open your

books.2 Show page 4 and page 5 to the children.3 Point to the Saudi family. Ask Where are they

from? Elicit the answer Saudi Arabia. Use Arabic ifnecessary.

4 Repeat with the English family.5 Point to each person in the Saudi family. Help the

children to read the names. The children repeat thenames chorally.

6 Repeat with the English family.

Activity1 Point to Alis speech bubble. Read the speech

bubble (Im Ali. This is my family.) Point to thefamily in the picture.

2 Repeat with the other speech bubbles on page 4.Make sure the children understand each speechbubble. Use Arabic if necessary.

3 Do the listen and find signs. Point to the familyof people on page 4. Make sure the childrenunderstand that they are only going to look on thatpage. Say Listen and find.

4 Play Track 2. Pause after each person speaks. Thechildren find the person.

Track 2

Narrator Unit 1 Welcome!

Listen and find. Look at page 4.

Ali Im Ali. This is my family.

Abdullah Im from Saudi Arabia.

Mohammed My name is Mohammed.

Nader Im 13.

Yasser How are you?

Majid Hi! Im Majid.

Fatimah Good morning.

Sarah Hello.

1 Check the answers orally.

Answers: Ali, Abdullah, Mohammed, Nader, Yasser,Majid, Fatimah, Sarah

2 Repeat with the people on page 5. Start withPeters speech bubble (Whats your name?)

3 Play Track 3. Pause after each person speaks.The children find the person.

Materials needed

3 Students book pages 453 CD

Language

Grammar/FunctionGrammar and functions from previous levelsSnapshot of the new book

VocabularyCharacters and vocabulary from previous levelsSnapshot of the new book



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12 Welcome!

Track 3

Narrator Look at page 5.

Peter Whats your name?

Tom Im from England.

Badriah How old are you?

Aunt Maha Where are you from? Anna This is my family.

Mary Do you like English?

Helen Shes my sister.

Aseel Are you from Saudi Arabia?

1 Check the answers orally.

Answers: Peter, Tom, Badriah, Aunt Maha, Anna,Mary, Helen, Aseel

2 Make sure the children understand that the maincharacters in the Saudi family are:Mohammed the fatherFatimah the motherAli the oldest boyMajid Alis brotherSarah Alis sisterUse Arabic if necessary.

3 Make sure the children understand who are themain characters in the English family:Peter the fatherMary the motherTom the brother

Helen the younger sisterAnna the older sister

Explain that Peter, Mary, Tom and Helen are livingin Saudi Arabia. Anna isnt with them; she is atschool in England.Use Arabic if necessary.

After activity1 Point to the people in the pictures at random. Ask

Whats his name?or Whats her name?2 Elicit the answers from the children. If necessary,

help the children to read the names.

3 Point to all the people again. The children read thenames chorally.



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13Unit 1 Lesson 1

Greetings

Materials needed

3 Students Book pages 693 Workbook pages 59613 Flashcards: Ali, Tom, 110, Majid, Helen,

Sarah3 CD3 Materials: straws/wooden lollipop sticks

for each child; scraps of fabric, wool formaking clothes/hair

3 Make wordcards: Whats / your / name / ?/ How / are / you / ? / Im / fine / , / thanks/ . / My / names / How / old / are / you / ? /

Language

Grammar/FunctionWhats your name?My names How are you?Fine, thanks.How old are you? Im

Vocabulary110greetings

LiteracyReading and writing numbers 110 as figuresReading and writing names

Reading and writing greetingsReading and writing questions and answers about names

Phonics and spellingSounds /a/and /u/Spellings i / i_e and ooExamples:tiger, nine, room, zoo

Lesson 1

1 Listen and find. Listen and read.

Before activity1 Say, Hello classand wave to the children.

Encourage the children to respond by waving backand saying, Hello. Point towards yourself and say,My names .

2 Remind children of the say sign and say, Whatsyour name? Get the children to respond by saying,My names .

3 Ask which other signs from the course children canremember. Remind them of the most useful ones.(For a full list, see page 9 in the Introduction.)

4 Show the children the flashcard of Ali. Ask, Whatshis name? Get children to respond by saying, Hisnames Ali.

5 Show the children the flashcard of Tom and say,Whats his name?At this point, children wontknow. Remind children of the phrase, I dont know.

6 Hold up the flashcard of Tom again and repeat thequestion. Get the children to respond by saying,Idont know.

7 Point to the flashcard and say, His names Tom.Get the children to repeat.

Activity

1 Remind children of the open book sign and say,Open your books at page 6.2 Remind children of the dont speak and listen and

find signs. Say, Listen and find. Listen and read.3 Play Track 4. Encourage children to follow the

dialogue in their books, using their reading fingersto help them read each sentence. Make sure thatchildren are following the dialogue in their books.

Track 4

Narrator Unit 1. Greetings. Lesson 1.Activity 1.

Listen and find. Listen and read. Ali Hi, Im Ali. Whats your name?

Tom My names Tom.

Ali Hi, Tom. How are you?

Tom Im fine, thanks.

1



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Unit 1 Lesson 1

4 Do the listen and say signs. Play audio track4 again, pausing after each phrase so that thechildren have time to repeat.

After activity1 Ask, How are you? Choose a confident child and

get him/her to respond by saying,Im fine, thanks.

2 Drill the phrases starting with choral, then50/50 and finally individual (see page 4 in theIntroduction).

Teaching tipSome children will be shy and wont want tospeak. To decrease anxiety and increase risk-taking you can get children to make puppetsusing wooden lollipop sticks and scraps ofpaper/wool/glue or other materials. Alternatively,use a pen to draw facial features (eyes, nose,

mouth) on the inside of your forefinger to makea finger puppet. The children can think of aspecial voice for their puppets and answer as ifits the puppet talking. This takes attention awayfrom the child.

2 Listen and say in pairs.

Before activity1 Do the listen and say signs. Say Listen and read.

2 Get whole class to read the dialogue bubbles. Stopat the gaps and say What word can we put in here?

3 Get the children to look at the spelling in activity 1and write in the gaps.

4 Get the children to check their answers in pairs.5 Get the whole class to read through the dialogue

bubbles again.6 Model what you want the children to do by inviting

two children to the front of the class. Tell them theyare going to pretend to be Tom and Ali.

7 Ask children to read out their dialogue bubbles, e.g.Ali: Hi, Im Ali. Whats your name?Tom: My names Tom.

Ali: Hi Tom. How are you?Tom: Im fine, thanks.

Activity1 Do the listen and say signs. Say, Say in pairs.2 Play Track 5, pausing after each line so that

children have time to repeat.

Track 5

Narrator Unit 1. Lesson 1. Activity 2.Listen and say in pairs.

Ali Hi, Im Ali. Whats your name?

Tom My names Tom.

Ali Hi Tom. How are you? Tom Im fine, thanks.

3 Listen and match.

Before activity1 Start by saying, Hi, Im (your name).2 Ask a child,Whats your name? Get him/her to

respond by saying, My names .3 Choose another child and say,How are you? Get

him/her to respond by saying,Im fine, thanks.How are you?

4 Drill all the phrases, as a dialogue, starting withchoral, then 50/50 and finally individual (see page 4in the Introduction).

Activity1 Remind the children of the listen and match

signs. Say, Listen and match.2 Play Track 6, pausing after the first phrase. Ask

the children which word completes the sentence(name) and get them to write it in the first speechbubble, or in their copy books.

3 Check that children understand that they choosethe words/phrases at the top to complete each gap.

4 Make sure that the children have written the wordnamein the correct place.

Track 6

Narrator Unit 1. Lesson 1. Activity 3.Listen and match.

Sarah Hi, Im Sarah. Whats your name?

Helen My names Helen.

Sarah How are you?

Helen Im fine, thanks.

5 Play audio track 6 again, pausing after each phraseso that the children have time to find the words inthe correct speech bubbles.

6 Do the listen and say signs. Say, Listen and say.



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After activity1 Get the children to practise asking and answering

greetings either between themselves, or by usingtheir puppets. You might like to try this with differentvoices, e.g. funny, laughing, very slowly, very fast,etc. By using different voices you are reducing theanxiety and making the activity more effective.

4 Read and say in pairs. D

Before activity1 Distribute the wordcards How are you?, Im fine,

thanks.to nine children and ask them to line up inorder at the front of the class. Say How are you?Im fine thanks. Get the rest of the class to help byputting their hands up with suggestions.

2 Drill the whole class with How are you? Im fine,thanks. How are you?

3 Divide the class in half. Drill 50/50. One half asksthe question, the other half answers.

4 Invite a child on one side of the class to ask aquestion and a child on the other side of the classto answer.

5 Invite two children to the front of the class and getone to ask the question and the other to answer.Then take turns to ask and answer questions.

Activity1 Say Get into pairs.2 Say Read and say in pairs.3 Get the children to practise greeting each other.

Phrase bank E1 Get the children to look at the phrases in the

phrase bank. Point to the phrase bank.2 Say Read and say. Get children to read out the

phrases.

Closure1 At the end of the lesson get the children to stand

up. Say, Goodbye class and wave.2 Do the all together sign and get the children to

say, Goodbye, Mr/Mrs and wave.

Lesson 2

1 Listen and say.

Before activity1 Greet the children as in the previous lesson.

2 Do the open book sign and say, Open your booksat page 8.

3 Ask, Who can you see?Get children to respond bysaying, Ali, Majid and Tom.

4 Ask, What do you think they are saying to eachother? Listen to the childrens answers and praisethem if they suggest an appropriate response, e.g.Hi. Im (name). How are you?

Activity1 Do the listen and say signs. Say, Listen and say.2 Play Track 7, pausing after each phrase so that the

children have time to repeat.

Track 7

Narrator Unit 1. Lesson 2. Activity 1.Listen and say.

Ali Hi, Tom. Good morning. How areyou?

Tom Hi, Ali. Im fine thanks. How areyou?

Majid Hi! Im Majid.

3 Play the track again, pausing after each phrase sothat the children have time to repeat.

After activity1 Drill the question and answer, How are you? Im

starting with choral, then 50/50, then a circledrill and finally individual (see page 4 in theIntroduction).

2 Get the children to draw a sketch of two charactersspeaking to each other with speech bubbles. Getthem to write a dialogue in the speech bubbles,using the dialogue on page 8 as a model. They can

make up the characters names.

2 Listen and number. Read and say. D

Before activity1 Draw the number 2 in the air and say What am I

writing? Get children to respond by saying, two.

Unit 1 Lesson 1



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Unit 1 Lesson 2

2 Repeat with numbers 3, 5, 8, and 103 Write the numbers 110 on the board. Make sure

that the children are watching where you startwriting each number.

4 Display flashcards of the characters and elicit theirnames, e.g. Tom, Sarah, Helen, Ali, Majid.

Activity1 Do the listen and number signs. SayListen andnumber.

2 Model what you want the children to do with anexample. Play Track 8 and pause after the firstintroduction. Get the children to write the number 9under the character Ali.

3 Continue playing the track and get the children tolisten and number.

4 Elicit feedback by playing Track 8 again andpausing after each introduction.

5 Invite a child to write the number they heard next toeach character.

6 Get children to check their work and makecorrections.

7 Say Read and say.Get the children to read outtext, Im Tom, Im Sarah, etc.

Track 8

Narrator Unit 1. Lesson 2. Activity 2.Listen and number. Read and say.

9

Ali Hi, Im Ali.

7

Sarah Hi, Im Sarah.

2

Majid Hi, Im Majid.

10

Tom Hi, Im Tom.

5

Helen Hi, Im Helen.

After activity1 Get the children to work in pairs, using their fingers

to write numbers on their partners back. Theirpartners guess the numbers they are writing.

3 Read, write and say.

Before activity1 Say to a child Im . Whats your name? Elicit: My

names . How are you? Respond:Im fine thanks.How are you?

2 If you feel the children need more practice on thesegreetings, use the wordcards or write on the board.Invite the same number of children as there arewordcards (20) to the front of the class.

3 Distribute all the wordcards (which include thequestion mark and full stop).

4 Say Whats your name? and get the children tolook at their wordcards and stand in line (left toright) with the correct cards. The rest of the classcan make suggestions.

5 Continue with My names How are you? Im finethanks. How about you?

6 Display the questions on the left hand side of the

board (Whats your name? How are you? Howabout you?) and the answers on the right hand sideof the board (My names Im fine thanks.)

7 Drill the whole class, then 50/50, open and closedpairs.

Activity1 Take out the words name, you, thanks, how, fine,

Im, myfrom the questions and answer wordcardsdisplayed. Display wordcards along the top of theboard.

2 Point to each wordcard in turn and get the childrento read after you. When you get to a blank space

get children to guess what word should go inspace.

3 Say Read and write.Model what you want thechildren to do with an example. Point to a dialoguebubble and get the children to read along with you.Hi, Im say What do you write here? Elicit: theirown name. Continue reading Whats your ? Elicit:name.

4 Get the children to complete the activity and checktheir answers with a partner.

5 Give feedback by getting the children to call outcompleted dialogues and invite individuals to usewordcards/write on the board to complete questionsand responses.

6 Get the children to check and correct their ownwork.



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Unit 1 Lesson 2

After activity1 Get the children to work in pairs.2 Say Read and say.Model what you want the

children to do by inviting two children to stand upand read the dialogue bubbles to each other.

Grammar Focus D

Activity1 Point to the Grammar Focus box on page 9.2 Use the wordcards/write on the board to show the

following phrases:________ Tom.Whats ___________ name?How are _________?_________ fine, thanks.

3 Get the whole class to read out the words one at atime. Say Whats missing?Elicit the missing wordsorally.

4 Say Read and write.5 Get the children to check their answers with a

partner.6 Give feedback by inviting a child to use wordcards/

write on the board to complete phrases on theboard.


Phonics

4a Look, listen and say.1 Write the letter sounds for the lesson on the board:

i / i_e/ai/and oo/u/.2 Point to each letter/letter group in turn and say the

sound. Ensure the students note the position ofyour lips and tongue when making each sound.

3 Play Track 9. Pause after each sound and aftereach word and allow time for the students torepeat. Remind them to check the position of theirlips and tongue when making each sound.

Track 9

Narrator Unit 1. Lesson 2. Phonics.Activity 4a Look, listen and say.

i /a/ i /a/ i /ai/

tiger tiger tiger

oo /u:/ oo /u:/ oo /u:/ room room room

4b Listen and match.1 Write tiger, fineand roomon the board.2 Point toi/i_eon the board and say the sound for

the letteri/i_e.3 Ask a student to come up to the front and choose

the word(s) that matches that letter sound. Askthem to underline the letter(s) in the word that

match the sound (tiger/fine).4 Play Track 10. Pause after each word to allowtime for the students to draw the line matching thepicture to the correct letter(s) above.

Track 10

Narrator Unit 1. Lesson 2. Phonics.Activity 4b Listen and match.

1 zoo zoo

2 nine nine

3 lion lion

4 moon moon

5 Repeat the track if necessary until you are happythat the students are all able to pronounce thesounds correctly.

Answers: These to be matched with i/ i_e2 nine, 3 lionThese to be matched with oo1 zoo, 4 moon

Optional

Ask students if they can think of other words thatcontain the same sounds.


up. Say, Goodbye class and wave.2 Do the all together sign and get the children to

say, Goodbye, Mr/Mrs and wave.



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Unit 1 Lesson 2

Workbook

Page 59

1 Look and read. Match. Children look at the four pictures of the people

talking. They read through each of the greetings. They match each person with the correct

greeting by drawing a line joining the two.

Answers: 1 Hi. My names Tom. 2 Hi, Im Ali.Whats your name? 3 My names Helen. Whatsyour name? 4 Hi, Im Sarah.

2 Choose and write. Children read the words in the box.

They choose the most appropriate word tocomplete each sentence and write it in thespaces provided.

Answers: 1 name 2 Im 3 Hi 4 your 5 are6 Fine

Page 60

3 Trace and copy.

Children trace over the first line of numbers. They then write the numbers 110 by

themselves in the spaces provided.

4 Read and complete. D Children look at the mixed up letters of the

alphabet. They chant the order of the alphabet. They write the letters in the correct order.

Answers: a, b, c, d, e, f, g, h, i, j, k, l, m, n, o, p, q,r, s, t, u, v, w, x, y, z

5 Find, circle and write. D Children look at the pictures. They find the words

in the wordsearch and circle them. Children write the name of each item under the

pictures. Get the children to check their answers with a

partner.

Give feedback by asking the children to call outthe words they found. Write them on the boardand get the children to check their spelling.

Answers: 1 bus 2 horse 3 juice 4 arm5 finger 6 cold 7 egg

Page 61

6 Read and write. Children read the words in the box. They look at the picture of Helen and Sarah talking

and choose the most appropriate word to completeeach sentence of the dialogue.

They write it in the spaces provided.

Answers: you/thanks

Phonics

7a Circle the correct sound.1 Children look at the sounds, i/a/ and oo/u/.2 They look at the pictures and circle the sound that

appears in that word.

Answers: 2 i/i_e 3 oo 4i/i_e 5 oo

7b Match and write.

1 Children look at the soundsi/i_e and oo.2 They look at the gapped words then match the

correct sound to each gap.3 They write the letters to complete the words.

Answers: 2 too, 3 fine, 4 afternoon



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Vocabulary for Unit 11 Say Listen and sayand use the signs.2 Play Track 11 and get the students to repeat

the words or phrases as a class, in groups andindividually.

Track 11

Narrator Unit 1 Vocabulary. Listen and say.

How are you?Im fine, thanks.Whats your name?onetwothreefourfivesixseven

eightnineten

Unit 1 Lesson 2



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My family

Materials needed

3 Students Book pages 10133 Workbook pages 62643 Flashcards: 1120, aunt, cousin (Aseel

and Nader), grandfather, grandmother,mother, father, Sarah, uncle

3 CD3 Make wordcards: aunt / cousin /

grandfather / grandmother / mother /father / uncle / How / old /is / she / he /? / Hes / Shes / . /

Lesson 1

1 Listen and find.

Before activity1 Greet the children as in previous lessons.2 Hold up the flashcard of Ali and say, Whats his

name? Get children to respond by saying,Hisnames Ali.

3 Using flashcards of Alis family ask, Whos this?Children should be able to tell you Alis brother(Majid), father (Mohammed),grandfather (Yasser)and uncle (Abdullah). They may know the words forauntand cousinand grandfather. If not, encouragethem to say, I dont know.

4 Using the family flashcards, teach the words cousin(Nader)andgrandfather (Yasser).

5 Hold up the grandfatherflashcard and say, Whosthis? Get children to respond by saying, Its Alisgrandfather. Drill the dialogue starting chorally,then 50/50 and finally individually (see page 4 inthe Introduction).

6 Repeat with other family members. Use thepeoples names, but tell children that it doesntmatter if they cant remember them all.

7 Distribute wordcards How old are you? Im to sixchildren.

8 Say, How old are you? ImAsk them to get intoorder and the rest of the class can help them.

9 Display the question on the left side of the boardand the answer on the right side.

10 Point to the wordcards/write on the board and say,How old are you?Encourage children to respondwithIm+ their age.

Activity1 Do the open book sign and say, Open your books

at page 10.2 Do the listen and find signs. Say, Listen and find.3 Play Track 12. Pause after the first sentence and

ask the children to repeat. Ask the children to pointto the family. Ensure they are pointing to everyone.

2

Language

Grammar/FunctionHow old are you?Im How old is he/she?Hes/Shes His names Her names

Vocabulary1120aunt, cousin, grandfather, grandmotherRecycled: brother, sister, mother, father, uncle, family

Literacy

Reading and writing numbers 1120 as figuresReading and writing names and family wordsReading and writing questions withHow old ? and answers

Phonics and spellingSounds // and //Spellings uand o / o_eExamples: umbrella, uncle, thobe, yo-yo

Unit 2 Lesson 1



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Track 12

Narrator Unit 2. My family. Lesson 1.Activity 1.Listen and find.

Ali This is my family.This is my father. His name is

Mohammed.This is my brother. His namesMajid.This is my cousin. His name isNader.

Tom How old is he?

Ali Hes 13. How old are you, Tom?

Tom Im 10.

Ali And this is my grandfather.

4 Continue the track, pausing after each sentence,giving children time to find each correct familymember.

5 Ask Whos 10?Elicit: Tom.6 Ask Whos 13?Elicit: Nader.

After activity1 Point to the flashcards of the individual members

of the family and say, Whos this?Get children torespond by saying, Its Alis .

2 Get the children to match the flashcards andwordcards of Alis family.

3 Get the children to draw a picture of their own

family and label the different members of theirfamily. This helps children link the idea of family totheir own family.

2 Read and complete.

Before activity1 Get children to read out the dialogue in Activity 1 as

a class.2 Divide the class in half. One half is Tom and the

other is Ali.3 Get the children to read out the dialogue in their

groups.

Activity1 Say Read and complete.Model what you want

the children to do with an example. Read the firstspeech bubble This is my . His is Nader.

2 Say Whats missing? Elicit: This is my cousin. Hisname is Nader.

3 Get the children to complete the dialogue andcheck their answers with a partner.

4 Give feedback by asking students to read out theircompleted speech bubbles. Write the phrases onthe board and invite a child to complete them.


After activity1 The children role play the dialogue in pairs.

3 Listen and say.

Before activity1 Point to the flashcards of the individual members

of the family and say Whos this?Get children torespond with Its Sarahs

2 Show the flashcard of the grandfather, say This isAlis grandfather (Yasser). Show the flashcard of Ali

and Sarahs grandmother, say This is Sarahs/Alisgrandmother (Badriah).

3 Repeat with the flashcard of Alis father Mohammedand Alis mother, say This is Sarahs/Alis mother(Fatimah).

4 Get the children to match the flashcards andwordcards of Sarahs family.

5 Repeat with Helens family.

Activity1 Do the listen and find signs. Say, Listen, read and

say.2 Play Track 13, pausing after each item so the

children have time to find the correct familymember.

Track 13


Sarah This is my family. This is mymother. Her name is Fatimah. Thisis my grandmother. Her name isBadriah.

Helen This is my family in England. This

is my grandfather and grandmother.And this is my uncle and aunt.These are my cousins.

Unit 2 Lesson 1



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2

After activity1 Point to Sarah and say, Whos this?Get children to

respond and say, Its Sarahs 2 Repeat with other family members.3 Repeat with Helens family members.

4 Read and say in pairs.Before activity1 Display the wordcards/write on the board out of

order. Invite individual children to put the words intothe questions and answers.

2 Display the question wordcards/write on the boardon the left side of the board and the answers on theright side of the board.

3 Get the whole class to read the questions andanswers. Divide the class in half and drill questionand answers. Repeat with open and closed pairs.

Activity1 Say Read and say in pairs.Get the children to take

it in turns to ask the questions and answers.

After activity1 Point to the wordcards/write on the board, take

away one word at a time. Get the children to readthe dialogue filling in the missing words, e.g.How old are you?__ old are you?__ __ are you?__ __ __ you?

__ __ __ __?

Phrase bank E1 Get the children to look at the phrases in the

phrase bank. Point to the phrase bank.2 Say Read and say. Get children to read out the

phrases.3 Get the children to focus on the use of he/she. Say

When do you use he? Elicit: for boys4 Repeat When do you use she?Elicit: for girls.

Closure

1 At the end of the lesson get the children to standup. Say, Goodbye classand wave.2 Do the all together sign and get children to say,

Goodbye, Mr/Mrs and wave.

Lesson 2

1 Read and match.

Before activity

1 Greet the children as in previous lessons.2 Using the family flashcards and wordcards get thechildren to match the words and pictures.


at page 12.2 Do the read and match signs. Say, Read and

match.3 Children read the family words in the box and

match them to the correct family member. Checkthat children are finding the correct person/peopleeach time.

4 Read the words aloud and get students to repeatthem.

After activity1 Hold up the flashcard of Ali and say, Whos this?

Get children to respond by saying, Ali.2 Repeat with the other family members. If the

children say grandfather, accept this, it can be thepersons name or who they are.

2 Read and complete. D

Before activity1 Get the children to look at the picture in Activity 1.

Point to each character and say Whos this? Elicit:Alis father, Alis grandfather, Alis uncle, Aliscousin/Nader, Alis brother/Majid.

2 Say Who can help me spell the word father?Encourage the children to focus on the sounds ofthe word, if the children get stuck then draw lines,e.g.f _ _ _ _ _

3 Say father. Get the children to repeat the wordwith you. Segment the word, e.g. f a th er

4 Write in the sounds as the children give them toyou.

5 Say the word father again. Clap the syllablesfa ther.

Unit 2 Lesson 2



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2

Activity1 Say Read and complete.Model what you want the

children to do with an example. SayWhat wordstarts with the sound f?Elicit: father.

2 Get the children to complete and check their workwith a partners.

3 Write numbers 15 on the board in a column.

Elicit answers and invite a child to write next to thenumber.


Answers: father uncle grandfather cousinbrother

After activity1 Display flashcards of characters. Invite individual

children to match them to the words on the board.

3 Listen and number. Read and say.

Before activity1 Revise the names of family members using the

flashcards and wordcards.2 Revise numbers using the flashcards and

wordcards.

Activity1 Do the read and say signs. Say, Read and say.2 Say Listen and number.Play Track 14, pausing

after each item so that the children have time to

repeat.

Track 14

Narrator Unit 2. Lesson 2. Activity 3.Listen and number. Read and say.

1 This is Alis family.2 This is my father.3 This is my mother.4 This is my brother.5 This is my sister.6 This is my grandfather.7 This is my grandmother.

8 This is my uncle.9 This is my aunt.10 These are my cousins.

3 Do the listen sign. Say, Listen and number.

4 Play the track again, pausing after the word family.Give the children time to find the correct picture andwrite the corresponding number.

5 Continue with the other phrases, pausing to givethe children time to find the correct picture and writethe corresponding number.

6 Check the answers with the class.

Answers: see Track 14.

After activity1 Say, (for example) number 4. The children look for

number four and say brother.2 Repeat with the other numbers from 110 in

random order.3 Now say, (for example) grandmother. Children look

for the picture of the grandmother and say, numberseven.

Grammar Focus D1 Get the children to look at the Grammar Focus box.2 Point to the characters one by one and say Whos

this?Elicit: This is ___________.3 Put two characters together. SayWho are these?

Elicit: These are ___________.4 Say Read and write. Model what you want the

children to do with an example, e.g.___________ ___________ my uncle.Elicit: This is my uncle.

5 Get the children to complete the sentences andcheck their answers with a partner.

6 Give feedback and write the answers on the board.

7 Get the children to notice that This is is used withone person and These are is used with two ormore people.

Phonics

4a Look, listen and say.1 Write the letters for the lesson on the board: u //

and o/o_e //.2 Point to each letter in turn and say the sound.

Ensure the students note the position of your lipsand tongue when making each sound.3 Play Track 15. Pause after each sound and after

each word and allow time for the students torepeat. Remind them to check the position of theirlips and tongue when making each sound.

Unit 2 Lesson 2



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2

Track 15

Narrator Unit 2. Lesson 2. Phonics.Activity 4a Look, listen and say.

u// u // u //

umbrella umbrella umbrella

o // o/ / o//thobe thobe thobe

4b Listen and tick. Say the words.1 Write noseand bookon the board.2 Point to o/o_e on the board and say the sound for

the letter o/o_e//.3 Ask a student to come up to the front and choose

the word that matches that letter sound. Ask themto underline the letter(s) in the word that match the

sound (nose).4 Play Track 16. Pause after each sound to allow

time for the students to tick the correct picture.

Track 16

Narrator Unit 2. Lesson 2. Phonics.Activity 4b Listen and tick. Say thewords.

1 o// o // o //

trousers yo-yo

2 u // u// u //

brother aunt

5 Say the words yo-yoand brother. Ask studentsto repeat several times until you are happy thatthe students are all able to pronounce the wordscorrectly.

Answers: These to be ticked: 1 picture of yo-yo2 picture of brother

OptionalWrite some of the exemplars from the preceding two

units on the board. Point to the words at random andask the students to say the sound they have learnedfor this word.


up. Say, Goodbye classand wave.

2 Do the all together sign and get children to say,Goodbye, Mr/Mrs and wave.

Workbook

Page 62

1 Write and match. Children look at the pictures of the family

members. They complete each word by writing the correct

letter in the spaces.

Answers: 1 grandmother (Badriah)2 grandfather (Yassar) 3 mother (Fatimah)4 father (Mohammed) 5 brother (Majid)

6 sister (Sarah)

2 Trace and copy. Answer. D Children trace over the first row of numbers. They then write the numbers 1120 by

themselves in the spaces provided. They then look at the pictures and complete the

two sentences below by writing the correct ages.

Answers: 1 13 2 19

Page 63

3 Read and complete. Children read the model question. They look at

the picture of Majid with his age in the thoughtbubble and complete the answer by writing in thespace provided.

For questions 24, children also have tocomplete the question by writing the missingwords in the spaces provided.

Answers: 2 you/10; 3 are you/8;

4 How old are you/7

4 Read and write. Children read the words in the box. They look at the picture and choose the most

appropriate word to complete each sentence. They write each word in the spaces provided.

Unit 2 Lesson 2



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2Answers: 1 uncle 2 Her 3 grandmother4 These/cousins 5 This/Maha

Page 64

5 Read. Draw and write. Children look at the sample picture and

sentences. They use them as models to draw a picture and

write sentences about their own family.

Answers: Childrens own sentences.

Phonics

6a Read and circle the words with the u

sound as in up.1 Children look at the sound u//.2 They read the words and circle the ones that

contain the u// sound.

Answers: The circled words are: 2 umbrella 4 uncle

6b Read and circle the words with the o

sound as in go.1 Children look at the sound o/o_e.

2 They read the words and circle the words thatcontain the o/o_e// sound.

Answers: The circled words are: 3 thobe 4 no6 phone

Vocabulary for Unit 21 Say Listen and sayand use the signs.2 Play Track 17 and get the students to repeat

the words or phrases as a class, in groups andindividually.

Track 17

Narrator Unit 2 Vocabulary. Listen and say.

familyauntunclecousin

grandfathergrandmother

Unit 2 Lesson 2



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Revision 1

1 Read, listen and number. D

Before activity1 Show the flashcards of Tom, Ali, Majid, Helen and

Sarah and ask Whos this?Elicit the names.2 Read the first part of each dialogue to the children.

Help the children to say suitable replies (Im finethanks. / My names [Majid]. / Im [Helen].)

Activity1 Do the read, listen and number signs. Say Read,

listen and number.2 Play Track 18. Pause after each item; the children

write the number in the correct speech bubble.

Track 18

Narrator Revision 1. Activity 1.Read, listen and number.

1 My names Majid.

2 Im fine thanks.

3 Im Helen.

3 Play the audio track again. Pause after each line;

the children check their answers.

After activity1 Get the children to check their answers with their

partners.2 Go through the answers with the whole class.3 Choose pairs of children to read the dialogues to

the class.

Answers: 1 1 (My names Majid.), 2 1 (Im fine,

thanks.) 3 3 (Im Helen.)

2 Write and say.

Before activity1 Say to a child Im Whats your name? ElicitMy

names .2 SayHi How are you? Elicit Im fine thanks.

Activity1 Do write and say signs. Say Write and say.2 Read the first sentences (Hi. Im Majid.) Write them

on the board.3 Read the words at the end to the children (name,

Whats, your). Elicit the question.4 The children complete the dialogue in their books.5 Choose pairs of children to read the dialogue to the

class.

Answers: Whats your name? My names Tom.How are you? Im fine, thanks.

After activity1 Choose a pair of children: help them to say the

dialogue with their own names.2 Repeat with other pairs of children.3 All the children work in pairs, saying the dialogue

with their own names.

Materials3 Students book pages 14153 Workbook pages 65663 Flashcards: Units 123 Posters 123 CD

Note:Do not use the phonic symbols with thechildren. These are for your purposes only.

LanguageGrammar/FunctionRevision of grammar from Units 12

VocabularyRevision of vocabulary from Units 12

Phonics and spellingRevision of sounds /a/, /u/, //and //Revision of spellings i / i_e, oo, u ando / o_e



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27Revision 1

3 Read and write. Say.

Before activity1 Ask individual children Whats your name?and

How are you?Elicit the answers.2 Add Hi and Good morning to your questions: Hi.

Whats your name? and Good morning. How areyou?

3 Choose children to say the different combinationsof greetings and questions, for example,Goodmorning. Whats your name?

4 Choose other children to reply.

Activity1 Do read, write and say signs. Say Read and

write. Say in pairs.2 Choose children to read the sentences in the box.3 Read the beginning of the dialogue (Hello, good

morning. / Hi. ) Ask What is next?Elicit the correct

option from the box.4 The children write the dialogue in their books.5 Choose pairs of children to read the dialogue

aloud.

Answers: Whats your name? My names Helen.How are you? Im fine, thanks.

After activity1 Choose a pair of children. Help them to say the

dialogue with their own names.2 Repeat with other pairs of children.3 All the children practice in pairs, saying the

dialogue with their own names.

4 Write.

Before activity1 Revise family words with the children: using photos

or whiteboard drawings, show the children differentpeople in your family. Talk about each one like this:This is my mother. Her name is Fatimah.

2 Point to one of the photos / drawings; help oneof the children to make a sentence (This is yourmother. Her name is Fatimah.).

3 Repeat with other children and other photos /drawings.

Activity1 Point to the picture for number 1. Ask Who are

they? (Tom and his sister).2 Help the children to complete the first sentence.

The children write the missing words in their books.

3 Repeat with the other sentences.4 Put the children into pairs and get them to check

their answers with their partners.

After activity1 Choose one of the children; get the child to point

to one of the pictures in Activity 4 and make a

sentence. For example, the child points to Number2 and says This is his brother. His name is Majid.

2 Repeat with other children and other pictures

Answers: 1 sister, Her 2 is, brother, His, name

5 Write and match. D

Before activity1 Revise family words: say the first syllable of the

word, and elicit the whole word. For example:Teacher: mo

Students: mother2 For grandmotherand grandfather, you will need

to say the first two syllables: grandmo andgrandfa

Activity1 Do write and match signs. Say Write and match.2 Point to each of the people in the picture. Help

the children to identify them as grandmother,grandfather, aunt, uncleand two cousins.

3 Point to each of the cousins and ask How old is he/ she? Help the children to answer correctly:Hes14.and Shes 12.

4 Point to the first sentence. Help the children tocomplete it and match with the correct picture.

5 Repeat with the other sentences.

After activity1 Point to one of the pictures. Ask Who is this? Help

the children to answer correctly, for example, Sheis his grandmother.

2 Where appropriate, ask about the age as well (Howold is he / she? Hes / Shes 14 / 12).

3 Choose children to point and ask questions.Choose other children to answer.

4 In pairs, the children point, ask and answer.Answers: 1 This, b 2 How, f 3 These, e and f4 is, a 5 old, e 6 my, c 7 This, d



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28 Revision 1

Phonics

6 Match.1 Explain to the students that the letters in the

exercise are the ones they learned in Units 1 and 2.

2 Ask them to look at the letters and to think aboutthe sound each one represents. Ask them to readthe words silently to themselves and to match eachof the sounds with the correct symbol by drawinglines.

Answers: The following letters and words should bematched: o/o_ethobe, ubrother, oomoon,i/i_e nine

Workbook

Page 65

Revision 1

1 Count and write. D1 The children look at each picture and count the

number of objects.2 The children write the numbers on the answer lines.

Answers: 1 5 2 7 3 10 4 3 5 9

2 Write.1 The children read the dialogue between Nader and

the English boy.2 They write the missing words in the dialogue.

Answers: Whats, names, How, are, Im, thanks, old,How, are, Im

3 Answer Toms questions.1 The children read the questions.

2 They write the answers to the questions.

Example answers: My names Omer. Im fine,thanks. Im 10.

Page 66

4 Write and match. D 1 The children count the stars.2 They read the numbers. They write the missing

numbers.

3 They match the numbers with the pictures.

Answers: 11 c 13 d 15 b 17 e 19 a

5 Write this isor these are.1 The children read the sentences.2 They complete each sentence with This is or These

are.

Answers: 1 This is 2 These are 3 These are4 This is 5 This is

Phonics

6 Match and write the words.1 Children look at the sound then read the words.2 They match the words with the sounds they

contain.3 They write the words on the lines under the correct

sounds.

Answers: i/i_e nine, lion ooroom, moono/o_e thobe, phone uuncle, umbrella



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29Saudi Stars 1

1 Read and find. Write. D

Before activity1 Look at the pictures with the children.2 Ask a question about each picture: you and the

children can use Arabic where necessary.Picture 1: Who is the man in the picture? Hisgrandfather.Picture 2: Who is she? His grandmother.Picture 3: Who are they? His family.Picture 4: Why is the boys friend surprised? Hisfamily is very big.

Activity1 Do the read, find and write signs. Say Read andfind. Write.

2 Read the story to the children. Use appropriateintonation to make the story fun.

3 Read the family words in the box. Say Look inpicture 3. Where is his sister?

4 The children find his sister in the picture 3.5 Repeat with the other family words in the box.6 Children write the correct words in picture 3 from

the box.

Answers: 1 his grandmother 2 his grandfather

3 his father 4 his sister

After activity1 Read the story to the children again. Use

appropriate intonation to make the story fun.2 Read the story again. After each picture, the

children repeat chorally. Encourage them to useappropriate intonation.

3 Read the whole story chorally.

Chant

2 Listen. Read and say. E

Before activity1 Play Shark attackwith family words (see

Introduction page 7).

2 At the end of the game, circle the words the

children found difficult. The children copy thesewords in their notebooks and study them at home.

Activity1 Say Listen and read. Play Track 19 so that children

get the rhythm of the chant.

Track 19

Narrator Saudi Stars. Activity 2. Chant.Listen, read and say.

Hello, good morning.How are you?

Im fine thanks.How about you?

Hi, good afternoon.How are you?Im fine thanks.How about you?

2 Say Read and chant.Get the whole class to chantout together.

3 Divide the class in half. Get one half to read thequestions in the chant and the other half theresponses.

4 Say Read and chant.Get the children to read thechant without the audio recording. Focus on thestress and intonation.

3 Write. E

Before activity1 Point to the people in the pictures on page 10.

AskWhos this? Elicit the name and the familyrelationship: Hes Mohammed. Hes Alis father.

2 Repeat with the picture on page 11.

Activity1 Point to clue number 1. Ask Who is it?Help the

children to answer Hes Alis uncle.2 Show the children how to write unclein the

crossword.3 Repeat with the other clues.

Saudi Stars 1



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30 Saudi Stars 1

Answers: 1 uncle 2 cousin 3 father 4 aunt5 brother 6 grandmother 7 mother

After activity1 Choose six family words. Do a dictation of family

words like this:Say each word for the first time: the children listen

Say each word for the second time: the childrenlisten and writeSay each word for the third time: the children checktheir answers.

2 The children swap their notebooks and check eachothers work.

Project

4 Draw and write. D

Before activity1 Revise family words: write words without vowels,

like this:gr__ndm__th__r__ __ nt , etc.

2 Call children to the front to complete the words.

Activity1 Do the draw and write signs. Say Draw and write.2 Draw a picture of a person in your family. Write

a description under it, for example, This is mybrother. His name is Yusif.

3 Explain that the children are going to draw twopictures and write descriptions of them.

4 The children write and draw.

After activity1 Choose children to show their pictures to the class

and read the descriptions.2 Encourage the other children to ask questions,

such as How old is he / she?



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Good morning!

Materials needed

3 Students Book pages 18213 Workbook pages 67693 Flashcards: lemon, a cup of tea,

a bowl of oranges, egg, glass ofjuice

3 Poster 13 CD3 Make wordcards: Whats / this / ? /

Its / . / tea / a lemon / an orange /a bowl of oranges /

Lesson 1

1 Listen and find.

Before activity1 Greet the children as in previous lessons.2 Use Poster 1, the flashcards and wordcards to

introduce/revise items of food and drink. Childrenshould remember some of them from Level 2.

3 Teach a bowl of , a cup of and a glass of .Ask the children to give you suggestions for a glassof e.g. water, and a bowl of , e.g. rice.

4 Draw some items of food on the board. Ask, Whatsthis? Get the children to respond by saying, Its a/an If they dont know they should say, I dont know.


at page 18.

2 Do the listen and find signs. Say, Listen and find.3 Play Track 20. Check that the children are following

in their books and finding the correct pictures.

Track 20

Narrator Unit 3. Lesson 1. Activity 1.Listen and find.

Mohammed Good morning.

Peter Good morning, Mohammed.

Ali Good morning, Tom.

Tom Good morning, Ali. Mmm,breakfast.

Ali Whats this in English?

Tom Its an egg.

Ali An egg. And whats this?

Tom Its a lemon.

3

Language

Grammar/Functiona/anWhats this?Its a/anIs it a ?Yes, it is./No, it isnt

Vocabularyan egga glass of juicea cup of teaa lemona bowl of oranges

LiteracyReading and writing about objects with aand anReading and writing questions and answers with Whats this?and Is it / this a ?

Phonics and spellingSounds /i/ and/e/Spellingsee/ea and eExamples:three, read, egg, bed

Unit 3 Lesson 1



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3

After activity1 Point to poster 1 or flashcards of individual food

items and say, Whats this?Get the children torespond by saying,Its a/an/a bowl/cup/glass of .

2 Repeat this procedure with other food items.

Teaching tipAsk children to draw a picture of other fooditems which can be found in a container, e.g.a glass of water, a bowl of soup, etc.

2 Listen, point and say. D

Before activity1 PlayI spy something begins with sound/o/ Elicit:

orange and anything reasonable.2 Repeat with sounds /t/ (tea, teacher), /e/ (egg), /j/

(juice) and /l/ (lemon).

Activity1 Say Listen and point. Play Track 21, pausing after

each item so that the children understand the textand can find the item.

2 Say Listen, point and say. Play the audio recordingagain, pausing after each item so that the childrencan find the item, point it out and repeat its name.

Track 21

Narrator Unit 3. Lesson 1. Activity 2.Listen, point and say.

a lemonteaan orangean egga glass of orange juice

After activity

1 Display the flashcards. Point to each one and getchildren repeat its name.

2 Take one flashcard down and shuffle the rest on theboard. Say Whats missing?

3 Listen and say.1 Children listen to Track 22 and find the people who

are speaking and the items.2 Say Whos talking?Encourage the children to say,

Sarah and Helen.3 Say Whats Sarah talking about? Encourage the

children to say, a lemon. If a child says something

more complicated (in English or Arabic), e.g. Shewants to know what a lemon is in English, praisethem!

Track 22


Sarah Good morning, Helen.

Helen Good morning, Sarah.

Sarah Whats this in English?Is it a lemon?

Helen Yes, it is.

4 Listen and find. Read and match.

Before activity1 Say to the children, Name a food beginning with

the letter e. Encourage children to respond withegg.

2 Repeat with letters t, o,jand l, making sure you

ask for items of food and drink as appropriate, e.g.Name a drink beginning with the letter t.

Activity1 Do the listen, find, read and match signs. Say,

Listen and find. Read and match.2 Play Track 23, pausing after each item so that the

children have enough time to draw lines from thewords to the pictures

Track 23

Narrator Unit 3. Lesson 1. Activity 4.

Listen and find. Read and match. a cup of tea

a bowl of orangesa glass of orange juicea lemonan egg

Unit 3 Lesson 1



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3

After activity1 Draw a cup, a glass and a bowl on the board. Ask

the children to name them.2 Name an item of food or drink and get the children

to say whether it would go in the cup, glassorbowl, e.g. tea cup, water glass, rice bowl, etc.

5 Read in pairs. Ask and answer. D

Before activity1 Hold up three flashcards and say, Whats this? Get

children to respond by saying, Its a/an .2 Ask, Is this a ? Get the children to respond by

saying, Yes, it is, or No, it isnt.Its a/an .

Before activity1 Display the units flashcards. Point to each one in

Documents

Macmillan Educational Materials-Get Ready Series Files-Get Ready