english for starters 6 teacher s book

Pupil’s Book, page 8, Exercise 1, Listen and read Pupil’s Book, page 8, Study Box Cassette, Unit 2, Exercise 1, Listen and read Activity Book, page 8, Exercise 1, Read and complete Activ

Trang 1

M Hancock

English for Starters Level 6 aims to stimulate the child’s interest

in learning English and to develop confidence through a range of

enjoyable activities, including games, projects and songs.

The focus at this stage of the course is on all four skills – listening,

speaking, reading and writing An active use of language is promoted

throughout the course, setting the foundation for successful language

learning.

The course consists of:

• A Pupil’s Book, which includes attractive and lively material to

encourage pupils’ interest in the language through a range of listening,

reading and speaking activities, study boxes, songs and games.

• An Activity Book, which provides a range of stimulating reading

and writing activities.

• A Teacher’s Book, which contains step-by-step, easy-to-follow

instructions for each lesson and useful notes on the effective use of

teaching aids.

• A Cassette, which contains all of the listening activities and songs

for the course.

• Flashcards

• Wall charts

Trang 4

322 Old Brompton Road,

London SW5 9JH,

England

Maktabat El Nashr El Tarbawi El Souri

(Syrian Educational Publishers)

may be reproduced, stored in a retrieval system,

or transmitted in any form or by any means, electronic,mechanical, photocopying, recording or otherwise,without the prior written permission of the Publishers

Trang 5

Scope and Sequence

Trang 6

Contents

Trang 7

Unit Topic Language Focus Functions and Learning Activities

1 Salah movesto Aleppo

address, move (v), email, flat, job, next, scientist, spell

Personal details: What’s your family

name/new address? It’s…

Going to future: My dad is going to start his new job next week.

Wh- questions: What is Salah going to do

on Sunday?

Talking about the future Talking about personal details 5 17

2 Making apaper model

fold, material, model, side, line, glue (v), fridge, boil (v), paper, cut

Positive and negative forms of

imperatives/Use of be as an imperative verb: Cut the paper slowly Be careful.

Use of should and shouldn’t for advice: We

should tidy up now.

Describing a process: First, you boil the

water…

Giving instructions Describing a process

8 22

3 Salah campsat the beach

camp (v), fish (v), collect (v), peel (v), delicious

Present simple and present continuous contrasted:

He’s swimming/He often swims when he’s at the beach.

Adverbs of frequency: We usually stay in

Aleppo at the weekend…

Talking about present actions Describing frequency

11 27

4 Ruba finds aring

ring, drop (v), purse, modern, ancient, huge

Use of the past continuous with the

past simple: When we were looking for

the coin, I saw the ring.

Use of at, on, in with time expressions:

I was playing in a football match yesterday, when I scored a goal.

Describing events in the past Describing occurrences 14 32

17 37 Page

Trang 8

Unit Topic Language Focus Functions and Learning

Present perfect with regular verbs: I’ve

cooked some chicken for dinner (Affirmative) Have you talked to Aunt Deema and Uncle Ali, yet? (Interrogative)

Linking the past to the present

A lot of/enough: We’ve got enough fruit for

a fruit salad It’s unhealthy to eat a lot of biscuits Have we got enough ice-cream, Mum?

Yes, we have/No, we haven’t.

Talking about quantity

Too much/too many: Too much fat is bad for

us You shouldn’t eat too many crisps.

Giving advice Discussing the environment 25 54

9 A quiz on the

computer

quiz, spaghetti, wood (wooden), workshop, feather, shell, pick, strings

Present perfect with never and ever: I’ve

never been to another country Have you ever seen an oud?

Talking about indefinite times in the past

Talking about musical instruments

Trang 9

12 An emailabout Salah’s

new school

citadel, high (higher), noisy, ancient, turn off (v)

Comparative form: The playground is

bigger so there’s more space to play

is (adjective) as: My school in Aleppo is about the same size as yours in Damascus.

Asking for permission Making requests Talking about shopping

Order of adjectives: A big chocolate cake

A leather bag A new watch.

change (v), fix (v), roof,

Present perfect with yet: You haven’t

changed your shoes, yet! Have you changed your shirt yet, Hussam?

Talking about completed and incomplete actions

Talking about places to eat

to do this evening, children?

Expressing obligation 50 102

things

horn, photo album, boots, chameleon

Present perfect with for and since: I’ve had

it since I was four years old I’ve had it for four years…

Use of How long…?: How long have you

had the book, Hussam?

Talking about time Describing special things 53 108

Trang 10

Unit Topic Language Focus Functions and Learning Activities

59 119

21 Setting off forthe nature

reserve

binoculars, insect, nest, rare, wing, lapwing

Use of will, won’t and might:

We’ll be there at ten o’clock.

We might see one or two.

There won’t be a lot of them.

Making predictions Talking about probability 61 123

22 At the reserve

cameraman, director, film (v), photographer, mechanic, presenter, programme, repair (v), tailor

Using had to: I had to take the photo very

quickly We had to learn about animals and birds for a school project.

Talking about obligations in the past Giving information about interesting

23 Making namebadges

agree (v), air, calm, classical music, relax (v), shopping mall, traffic

Opinions (use of think, prefer, agree): I think

the brown card is nice Which colour do you prefer, Hussam?

Expressing opinions Comparing and contrasting the city

24 The spellingcompetition

coach, diary, express, parent’s

Comparing the present continuous and

present perfect tense: They’re standing on

the stage They’ve both worked hard this year

Talking about events in the present

Trang 11

Aims of the course

English for Starters 6 has been developed for Primary 6

children and their teachers considering the latest

developments in language teaching methodology in

recent years English for Starters 6 aims to teach pupils

to communicate effectively and to set the groundwork

for successful language learning in the future It aims to

stimulate the child’s interest in learning English and to

develop confidence through a range of activities which

promote an active use of the language Pupils learn to

speak a foreign language most effectively when they

are encouraged to use the language for themselves

English for Starters 6 enables pupils to apply their newly

acquired language through their active participation in

games and other enjoyable activities

The syllabus is carefully graded, presenting language

items through listening and reading exercises and then

offering consolidation and further practice through

games, songs and other activities The focus in English

for Starters 6 is on all of the four skills – listening,

speaking, reading and writing

English for Starters 6 builds further on the vocabulary

and structures taught in the earlier foundation levels

and English for Starters 5 Activities throughout the book

also constantly recycle and revise all new language

items

Components of the course

Pupil's Book

The Pupil’s Book consists of twenty-five units and

provides material for the full academic year There are

twenty main units and a further five revision units, with

every fifth unit being a revision unit The material is

written according to a carefully graded structural and

communicative syllabus, and covers topics which are of

interest to pupils of this age The presentation and

recycling of vocabulary is carefully controlled

Each teaching unit consists of three pages while the

revision units are shorter with two pages Each page in

the Pupil’s Book, in addition to the corresponding page

in the Activity Book, contains enough material for one

and Activity Books along with the Teacher’s Book, theteacher can view exactly how much material is to becovered in a lesson

Listen and read

All of the Pupil’s Book units start with a picture storywhich revolves around the main characters who were

first introduced in English for Starters 6: Ruba and

Hussam, who are eleven-year-old twins and theirmother, father, grandparents, friends and teacher.The character’s dialogue appears in the speech bubblesthat accompany the pictures All of the dialogues fromthe ‘Listen and read’ exercises are recorded on theclass cassette If there is no access to the classcassette, the teacher can read the story out loud forthe pupils so that they are able to complete theexercise

Before listening, it is advisable to introduce the pupils

to the topic by means of a lead-in exercise Suggestionsfor such exercises are detailed in the lesson plans Afterthe presentation of the new vocabulary and structuresintroduced in the story, teachers can then look at thepictures with the class and can ask questions about thecharacters they can see and what they think is

happening in each frame Teachers can also encouragepupils to predict what they think is going to happen inthe story and to ask questions about what they cansee

Pupils listen to the cassette while following the picturesand the text in the speech bubbles and text boxes.After listening to the cassette twice, pupils can thenrepeat some of the sentences after the teacher Thisexercise is beneficial for the improvement of pupils’pronunciation and intonation At this stage, teacherscan ask pupils questions about the story and what theyheard in order to test comprehension Pupils can alsotell you about particular events or characters thatthey like in the story

Study Box

The study boxes enable the teacher to focus on aparticular language point or lexical set which has beenpresented in the ‘Listen and read’ activity Using the

Trang 12

Listen and match

The ‘Listen and match’ exercises further reinforce the

target vocabulary and structures within a particular

unit Pupils listen to a number of short dialogues or

descriptions and match each one to an illustration on

the page These exercises also provide extra listening

practice Before listening, it is a good idea to ask pupils

what they can see in the pictures, as this helps to

prelude what they are likely to hear It is advisable to

allow the class to listen to the material at least twice,

and pupils can also compare their answers in pairs

after they listen before you correct as a class

Ask and answer

The ‘Ask and answer’ exercises enable pupils to

practise the target language in a controlled manner

These exercises are largely based on photograph

prompts Each exercise contains a model of the

question and answer, which is spoken by two of the

main characters in speech bubbles These exercises are

designed for small groups or pair work They allow

pupils to practise the language in a meaningful

interaction with each other, which will help them to

build their confidence Whilst pupils are working in

pairs, you can circulate around the class listening to

pupils and offering help and guidance where necessary

When pupils have completed the exercise, you can ask

one or two pairs to demonstrate their dialogues in

front of the class This is also an opportunity to help

the whole class with any common errors

Look and talk together

These exercises encourage pupils to use the language

they have learned more freely Pupils look at

photographs, illustrations or questions and then discuss

what they see or read with another pupil An example

of a typical exchange is given on the page Before

pupils begin, ask the class what they can see in the

pictures and to read the example dialogue Monitor

whilst pupils work, offering help where necessary

Talk about

These activities allow teachers to personalise the

material for the pupils Pupils use their newly acquired

vocabulary and structures in order to relate the topic

to their own personal experience Pupils may be givenopportunities to talk about the weather, the jobs theywould like to do or the sports they like playing It isadvisable for pupils to work in pairs for this activitywhilst you monitor and give help where necessary

Read and answer

In these exercises, pupils read a text and then answer anumber of comprehension questions related to thecontent of what they have read Give pupils plenty ofpreparation before they attempt to complete the task.Use pre-reading questions and help pupils with

vocabulary as they read

Read and order

In the ‘Read and order’ exercises, pupils order parts of

a text which have been jumbled on the page The firstpart of the text is highlighted as an example The text

is accompanied by pictures, so first ask pupils whatthey can see in each picture as this will help them toorder the text Help pupils with vocabulary andmonitor as they work

Read and choose

These activities ask pupils to choose an appropriatetitle for a text from a choice of four Discuss thecontent of the text with the class before they begin,and help pupils as they read It also helps pupils if theytell you why the extra titles are wrong

Right or wrong?

These exercises are based on a reading text whichprecedes it Pupils read the text, and then thesubsequent statements The statements are either true

or false, based on the information in the text

Encourage pupils to read the questions first and decide

if they think the statements are true or false They canthen return to the text to check their answers

Sing

There are five songs presented in the Pupil’s Bookduring the course of the year in each revision unit.These songs give pupils an excellent opportunity tohave fun whilst learning, and provide an enjoyable way

of consolidating the target language Always

Trang 13

Dictionary

At the end of the Pupil’s Book, there is a simple

dictionary with basic definitions of some of the new

words that pupils have learned during the course

Exercises in the Activity Book help pupils to use this

dictionary correctly Encourage pupils to use this

dictionary in revision classes or even to check the

meaning of new words in class

Picture dictionary

At the end of the Pupil’s Book, there is a picture

dictionary of lexical sets that pupils have learned

during the course Teachers can ask pupils to refer to

these pages at any point in the course in order to

reinforce vocabulary items or for revision before one

of the class tests

Activity Book

The Activity Book contains a range of graded activities

which reinforce the language introduced in the Pupil’s

Book It provides opportunities for writing in cursive in

the new language

Each page in the Activity Book corresponds to the

same page in the Pupil’s Book, and together they form

one lesson

Read and match

The ‘Read and match’ exercises ask pupils to read

several sentences and either match each one to

another corresponding sentence or to a picture Pupils

match the two items by drawing a line

Write

In these exercises, pupils complete sentences with one

word In the majority of cases, this type of exercise

asks pupils to distinguish between different verb forms

language

Read and tick ( 3) or cross (7)

These exercises ask pupils to read a short text andthen decide whether sentences based on the text aretrue, in which case they mark a tick (3), or false,whereupon they mark a cross (7)

Read and circle

In these exercises, pupils read a sentence and thencircle the correct verb form

Read and answer

In these exercises, pupils will read questions and thenwrite answers, helping pupils to practise writing thevarious forms of the target language

Read and correct

These exercises ask pupils to correct false sentenceswritten about a text Pupils read the text and thencorrect the wrong sentences which follow

Project

There are five projects presented in the Activity Bookduring the course of the year and these vary in nature

The projects in English for Starters 6 include completing

class surveys, questionnaires and writing about thelocal area They enable pupils to use the targetlanguage in a meaningful and constructive way inorder to complete a task in pairs, small groups oroccasionally as a class The teacher should always takethe time to explain to pupils exactly what they have to

do and to give an example of the finished piece ofwork if possible

Projects are immensely beneficial in the foreignlanguage classroom as they allow pupils to workautonomously, although the teacher will always beavailable to offer help and guidance where necessary

Trang 14

satisfying and rewarding experience It is always

motivating for pupils if they can see their finished piece

of work displayed in the classroom

Study skills

There are a variety of study skills exercises in the

Activity Book, and these include techniques for

remembering words, how to spell words and

distinguishing between parts of speech

Punctuation

A number of exercises are designed to teach pupils

some basic rules of punctuation These include the use

of capital letters, full stops, question marks, commas

and apostrophes

Spelling

There are a number of exercises to help pupils with

spelling rules in English, such as continuous forms, past

participles and homophones

Dictation

In each revision unit, there is a short dictation exercise

The teacher reads the text aloud slowly, and pupils

listen and write the text in the space provided The

exercise contains vocabulary and structures that have

been taught in the previous units, and also help pupils

to consolidate spelling and punctuation rules

Extra revision activities

In the last five pages of the Activity Book, there are a

number of extra activities which can be used alongside

the material in the five revision units in the course

These exercises are designed to revise the vocabulary

and structures from the preceding four units You can

use these activities in various ways They can be used

in class as part of extra practice before the class tests,

or alternatively they can be set for homework

Handwriting practice

At the end of the Activity Book, there is a sectiondesigned to help pupils with cursive script Theseactivities help in the formation of letters, and givepractice in writing words and sentences in cursive Theycan be assigned either in class or given as homework

Teacher’s Book

The Teacher’s Book contains:

• A scope and sequence chart with a summary of the new vocabulary and structures in every unit

• This general introduction to the course materials

• Detailed, step-by-step notes for every lesson

• Five tests to be used after every revision unit and

a photocopiable assessment chart to record comments on each pupil’s performance

Lesson plans

Each lesson begins with an outline of the aims for thatparticular lesson This section informs the teacher ofthe new vocabulary and structures which will beintroduced in that lesson, along with the languagewhich is to be revised Each aim is followed by anexample of the language that the pupil should be able

to produce at the end of the lesson For example, theaims of Lesson 1 in Unit 2 are as follows:

Aims

To practise giving instructions: First, cut along

that line.

To learn some new words and phrases for

describing a process: First…

To ask for and give advice: You should…; You

shouldn’t…

To learn new vocabulary: fold, glue, line, model,

paper

Trang 15

lesson The example that follows is also from Lesson 1

in Unit 2:

There are then step-by-step instructions for the

teaching of the lesson The lesson will usually begin

with one or two revision exercises These recycle the

vocabulary or structures from preceding lessons and

are usually done in the form of a game or another

such enjoyable activity These exercises are usually

designed to revise language that pupils will be required

to use in the lesson New language is then presented in

the Presentation sections A variety of activities are

suggested in the presentation of new vocabulary and

structures, which may be used alongside visual aids

The instructions for the exercises in the Pupil’s Book

Tests

There are five photocopiable tests in the Teacher’sBook Each test is designed to be used after everyrevision unit in the course Pupils should not feel undulynervous or worried about the results of the test; asupportive atmosphere in class will help to alleviateany such concerns Each test uses types of exercisesthat pupils will be familiar with It is advisable to usethe revision units as a way to detect any commonproblems that the class may be having and to use theclasses to recycle and revise vocabulary and structuresfrom previous units Ensure that pupils feel fully

prepared before taking the test, and this should help tomake pupils feel more confident The answer key foreach test can be found at the end of the correspondingrevision unit

The tests can be used by the teacher to assess eachindividual’s performance The tests are very useful togauge any difficulties that the class may be having as awhole, and as such can be the basis of subsequentclasses

Visual aids Flashcards

There are 62 flashcards for use throughout the course.These are cards that have a picture on the front andthe corresponding word on the back There areflashcards for the majority of new vocabulary taught in

Structures

Imperatives:

First, cut along that line.

Be careful Cut the paper slowly.

Should I glue the paper?

We should tidy up now.

Pupil’s Book, page 8, Exercise 1, Listen and read

Pupil’s Book, page 8, Study Box

Cassette, Unit 2, Exercise 1, Listen and read

Activity Book, page 8, Exercise 1, Read and

complete

Activity Book, page 8, Exercise 2, Look and

write

Flashcards: glue, cut, fold, line, model

Wall chart 3: Activities

Trang 16

Firstly, as is suggested in the lesson plans, flashcards

are very useful in the teaching of new words When

you want to introduce a new word, show the class the

corresponding picture and ask them to identify it

Present the word in the usual way and point to the

flashcard when you do so Show pupils the word at this

point as well

Flashcards can also be used in games to consolidate

vocabulary You can say a word and ask pupils to touch

or point to the corresponding picture Alternatively,

place a selection of flashcards on the board and ask

individual pupils or small groups to tell you what they

can see Such games can work well in teams, should

you wish to do so

As well as being used in the presentation and

consolidation of new vocabulary, flashcards are very

useful when you want to recycle or revise previously

taught words at a later stage of the course It is also

very easy to make your own flashcards if necessary

with a piece of white card and pens or pictures from

magazines, etc

Wall charts

There are 5 wall charts for use alongside English for

Starters 6, covering the following topics: Jobs, Healthy

and unhealthy foods, Activities, Shops and shopping,

Sports As the wall charts cover particular lexical sets,

they are very useful not only in the presentation of

new vocabulary but also, like the flashcards, in the

consolidation and revision of new words at a later

stage of the course It is beneficial if the wall charts

can be seen by the pupils at all times to refer to if

necessary, so you could affix them on the classroom

walls Teachers can point to particular items both to

elicit and recycle words and pupils can also be asked

to point to or touch pictures according to the

teacher’s instructions You can also ask the class

personalised questions based on the wall charts

More specific uses of the wall charts within particular

lessons can be found in the lesson plans

Teaching approaches

English for Starters 6 uses a communicative approach to

language learning This method enables pupils to use

English from the very first day and involves several

stages of learning The first step is usually to elicit thelanguage previously taught in class in order to buildupon pupils’ existing knowledge The teacher will thenpresent the language in context that the pupils will berequired to use in the lesson, which may be eithervocabulary, structures or functions At this point, theteacher can ask the class concept questions in order tohelp pupils comprehend the new language and to workout its use for themselves

In a controlled exercise, pupils will then practise thelanguage in small groups or pairs Such an exercise

is designed to be meaningful for pupils yet also tolimit the use of errors The teacher should alwaysmonitor effectively at this point and use anysubsequent class time in order to help pupils withany mistakes they may have made Furtherconsolidation of the language can be throughreading, listening and writing exercises as well aslinguistic games

At a later stage, pupils will be given the opportunity

to practise newly acquired language in a freerspeaking activity or project In a later section in thisintroduction, there is detailed guidance as to how todeal with correction in the classroom The

communicative method is designed for pupils topractise the language as much as possible Mistakesare perhaps inevitable but are very much a part ofthe learning process Always encourage pupils toparticipate as much as possible and create asupportive learning environment within which pupils

do not feel afraid of making mistakes in their use oflanguage

English for Starters 6 also makes use of the Total

Physical Response (TPR) method TPR is especiallyeffective for young learners and is based upon thetheory that if children are encouraged to associatephysical actions with words in the foreign language,they are more likely to retain and recall this

language at a later stage in the learning process Onthis basis, it is a good idea to encourage learners to

mime or act out new language, for example fold, cut

or glue Similarly, when pupils learn new words, they

can be given the opportunity to point to thecorresponding items on flashcards, on the wall

Trang 17

Classroom management

The classroom can be organised in different ways

according to the nature of the activity Specific

suggestions are included in the lesson plans for each

activity

The whole class

The teacher should face the class when you are

presenting new material, either on the board or by

using the flashcards or wall charts Such a method

should also be used for beginning and ending the class

as well as giving instructions for class activities Ensure

that you wait until you have the pupils’ full attention

before you begin

Group work

Pupils can work in small groups of three, four or five

pupils in order to complete activities in the classroom

Such activities are likely to be projects or speaking

tasks It is advisable to assign all pupils to their groups

before asking pupils to move around the classroom It

is also useful for pupils if they can be given the

opportunity to work with different classmates, rather

than working with the same pupils each time Working

with groups helps to aid cooperation amongst pupils

and gives faster learners the opportunity to share their

knowledge with slower learners Studies have shown

that pupils learn best when they work together and

help each other When pupils work in small groups,

monitor unobtrusively and offer help where it is

required

Pair work

Using pair work in the classroom means that pupils

have more opportunity to practise the target language

than they would if all practice was conducted as a

class and initiated by the teacher Ensure that all pupils

know exactly what they have to do – a good way to

do this is to actually ask pupils to tell you what they

are to do or to demonstrate the activity with one pair

and right as well as sitting behind and in front of them

If pupils are unused to this method of classroommanagement, explain why you want them to work inthis way and monitor throughout to ensure that pupilsare working well together It can also be useful tosurreptitiously note down any consistent errors thatyou hear whilst pupils are working in pairs, which youcan then work on and correct with the class after theactivity has finished It is a good idea to arrange withthe class beforehand a method for when they are tostop talking and return their attention to you and tothe front of the class Such a method could be youclapping your hands or switching the light on and offquickly

Noise

A certain degree of noise in the language classroom isinevitable as there will be periods when all pupils aretalking at the same time However, if the noise levels dobecome too high, establish a method with the classthat you will use in such a situation Examples can beraising your hand or putting your finger to your mouthand saying ‘Sssh’ or ‘Quiet’ gently When pupils

participate in games in the classroom, there will also

be a degree of noise Before pupils begin the activity,you can remind them of the necessity to keep as quiet

as they can It is always good classroom practice tokeep your own voice down in such a situation In fact, ifyou speak quietly, pupils will have to be very quietthemselves in order to hear you

Use of Arabic in the foreign language classroom

It is always recommended to use English with thepupils as a general rule in the classroom and toencourage your pupils to do so as well Establish theclassroom as an English-speaking zone If you start toimplement this policy at the beginning of the academicyear, pupils will accept it very quickly If pupils knowthat they have to use English, they will use phrases andvocabulary that they may well otherwise not use

Trang 18

It is a good idea to revise useful classroom phrases

with the class at the beginning of the academic year

and you could also put such sentences on posters to

display on the classroom walls When you give

instructions for activities, give them in clear and simple

English, only telling pupils what they have to do As

such instructions are likely to be repeated on

numerous occasions throughout the course, pupils will

adapt to hearing them in English very quickly indeed

Games

There are numerous games that can be used as

supplementary activities in the foreign language

classroom Using games in the classroom is beneficial

as pupils will then enjoy themselves while they are

learning It is often the case that if pupils enjoy playing

a particular game, they will ask to play it again and

again, which provides an opportunity to recycle and

revise the language point

There are many basic games which can be adapted

according to the language that you wish to practise

and many are detailed in the lesson plans Examples

are games which recycle vocabulary, such as drawing

and guessing games, or action and mime games, which

can be used to practise particular structures such as

imperatives Using a variety of activities in the

classroom is useful and it is generally a good idea to

follow a game with a quieter, more sedentary activity

Classroom monitoring

When pupils are involved in pair or group work

activities or completing exercises in the Activity

Book, it is necessary to monitor in order to ensure

that pupils are completing the task according to

your instructions and also to give any individual help

where it may be required

The best policy to apply in terms of the correction

of mistakes is to correct mistakes at the time if they

are related to the production of the target language

in the activity Studies show that pupils do remember

their mistake if they are corrected at the time of

committing the error However, if the error is a

matter of pronunciation or a word that the pupils

would not be expected to know or use correctly, use

your judgement as to whether to correct this

mistake or not at the end of the activity It is usually

beneficial to correct mistakes immediately after the

end of the activity Common class errors should be

focused on at this point Another possibility is to ask

pupils to correct common errors at the beginning of

the subsequent class, so that they are aware of

them

Always ensure that along with correction, you givepupils praise for activities and exercises that havebeen completed successfully Young learners willalways feel encouraged if they are given praise bytheir teacher and will often work hard in order toachieve it

Note

The answers to the Extra activities in the Activity Bookcan be found in the Teacher’s Book as follows:

Extra activities in Activity Book

Answers in Teacherʼs Book

Activities 1 and 2, p.75Activities 3 and 4, p.76Activities 5 and 6, p.77Activities 7 and 8, p.78Activities 9 and 10, p.79Activity 11, p.80

pp 40-41

p 69

p 96p.122p.147p.147

Trang 19

Lesson 1

Revision

• Welcome the class back after the holiday If you are

teaching them for the first time, introduce yourself:

‘Good morning, children My name’s…’ Then ask

pupils to introduce themselves in the same way

• Reactivate structures taught in earlier levels of

English for Starters Ask different children: ‘Have you

got any brothers or sisters? How old are they?

What are their names?’

• Reactivate areas of vocabulary by asking questions:

‘What are you good at? What are you interested

in?’

• Reactivate the past tense by asking about their

summer: ‘Where did you go this summer? What did

you do? Did you visit your grandparents?’, etc

Presentation

• Hold up English for Starters 6 Say to the children,

‘This year, we are going to use this book We aregoing to read stories in English We are going tolisten to English We are going to write in English.And you are going to speak in English!’

• Remind pupils about the characters from theprevious level ‘What were their names? What werethey good at?’

• Open the book at page 5 and point to the firstlesson Say, ‘Today, we are going to read about Salah.Salah is going to a new school.’

• Use the flashcard to present flat Present move and explain that Salah is going to move school and move

flat.

• Write an email address on the board and present

email and address Present job and ask pupils if they

can name any jobs, e.g teacher Use the flashcard or

the wall chart to present scientist Ask pupils if they

know any scientists

Pupil’s Book, Exercise 1

Aims

To revise selected structures and vocabulary

from earlier levels of English for Starters

To talk about the future: We’re going to move to

Aleppo

To learn new vocabulary: email, flat, job, move,

next, scientist

Structures

Future with going to:

We’re going to move to Aleppo.

Why are you going to move?

complete

Activity Book, page 5, Exercise 2, Read, match

and write

Flashcards: flat, scientist

Wall chart 1: Jobs

Unit 1

Trang 20

• Say, ‘Open your books at page 5.’ The children look

at the pictures Ask them who they can see and

where these children are

• Tell them that you are going to play the recording

They listen and read and find out where Salah is

going to live

• Play the recording Pause after the recording for the

first picture Ask comprehension questions: ‘Where

is Salah going to move to?’ ‘Why is he going to

move?’ ‘When is his father going to start his new

job?’ Make sure they understand next week.

• Do the same for the second picture Ask, ‘Who is

going to leave the school? When did Salah tell

Hussam?’

• Play the rest of the recording Ask, ‘What does

Hussam want to send Salah? Do they know his

email address? What is Hussam going to do?’

• Play the recording again Pause after each sentence

Ask pupils to repeat what they hear

Tapescript

Salah: We’re going to move to a new flat in Aleppo.

Hussam: Why are you going to move?

Salah: My dad’s a scientist He’s got a new job there.

He’s going to start next week.

Hussam: Salah is going to leave our school, Ruba.

Hussam: Yes, he told me about it this morning.

Hussam: Let’s send him an email later.

Ruba: That’s a good idea! What’s his email address?

Pupil’s Book, Study Box

• Use the sentence in the speech bubble to remind

pupils of the rule for talking about future plans We

use going to with the correct form of to be (am, is,

are) Practise the structure by asking pupils to read

out the sentences

• Ask pupils what they are going to do next week

Activity Book, Exercise 1

• Pupils use the words in the box to complete thesentences The vocabulary is all presented in thefirst lesson

Answers

2 flat 3 address 4 move 5 number 6 email 7 family

8 phone

• Pupils match the beginning and end of eachsentence as in the example

Answers

2 f 3 b 4 d 5 e 6 a

Unit 1

Trang 21

Lesson 2

Revision

• Greet the class Ask them to open their books at

page 5 Ask them to tell you what happened in the

last lesson Play the recording again if necessary Ask

‘Is Salah going to move? Where is he going to

move? What is his father going to do? When did

Salah tell Hussam about this? What are Hussam and

Ruba going to do? Do they know his email

address?’

Presentation

• Present spell Ask a few pupils ‘How do you spell

[their name]?’ Revise the pronunciation of letters if

necessary

• Ask the class to open their books at page 6 Ask

them to say what they can see Salah is now talking

to Hussam on the telephone Ask pupils what they

think Hussam is going to ask him Elicit possibleanswers and put their ideas on the board

• Ask them to say what they can see in the fourpictures Now ask them to listen to the phone call.Tell them they must put the pictures in the sameorder as they hear them on the recording

• Play the recording Pause after the first dialogue.Ask pupils which is the correct picture (picture d)

• Do the same for the remaining dialogues

• Play the cassette again Ask the class if Hussamasked the questions that they thought he was going

to ask at the beginning What different questions did

he ask, if any?

Tapescript

1 Hussam: What’s your family name?

Salah: It’s Mansour.

Hussam: How do you spell Mansour?

Aims

To ask for and give personal details: What’s your

new phone number? What’s your address?

Pupil’s Book, page 6, Exercise 2, Listen and order

Pupil’s Book, page 6, Exercise 3, Ask and answer

Cassette, Unit 1, Exercise 2, Listen and order

Activity Book, page 6, Exercise 3, Read and write

Activity Book, page 6, Exercise 4, Look and write

Trang 22

2 Hussam: What’s your new address?

Salah: It’s Flat 12, Homs Street, Aleppo.

3 Hussam: What’s your new phone number?

Salah: My new number is 285793.

4 Hussam: What’s the name of your new school?

Salah: It’s Aleppo Boys School.

Hussam: Thanks very much.

Answers

1 d 2 b 3 c 4 a

Follow-up

• Ask pupils, ‘How do you spell Mansour? What is

Salah’s new address? What is his new phone

number? What is the name of his new school?’ Play

the recording again if necessary

• Focus on the pictures at the bottom of page 6

Explain that the question in the speech bubble is

for the first photograph Elicit questions for the

other two photographs (‘What is your phone

number? What is the name of your school?’)

• Now put pupils into pairs You could get a pair of

pupils to model the question and answer first for

the class Get one pupil to ask the question for

each picture Their partner answers for themselves

They then swap roles Go round and monitor their

work Get a few pairs to demonstrate their

dialogues to the class at the end

• Pupils read the answers to the questions Then, they

write the questions

Answers

2 What’s your family name?

3 How do you spell Mansour?

4 What’s the name of your school? / What’s your school called?

5 What’s your phone number?

6 What’s your address?

• Ask pupils to look at Salah’s diary The diary shows

his plans for the coming week Pupils look at the

pictures and write sentences indicating his plans

using going to.

Answers

2 Salah is going to fly a kite on Tuesday afternoon.

3 Salah is going to watch TV on Wednesday evening.

4 Salah is going to play football on Thursday afternoon.

Lesson 3

Revision

• Play a question game Tell pupils you will say ananswer to a question They must guess the question.Say, ‘It’s 456 098.’ Pupils guess the question, ‘What’syour phone number?’ Do the same by giving animaginary address, the name of your school andyour name to elicit the questions from the lastlesson: ‘What’s your address? What’s the name ofyour school? What’s your name?’

• Ask pupils about Salah: ‘Where is Salah’s new flat? Is

he going to go to a new school?’ Pupils answer

Aims

To practise reading for specific information

To ask and answer about future plans: What are

you going to do at the weekend?

Structures

Future with going to; questions and answers:

What are you going to do at the weekend?

I’m going to put football pictures on the wall.

Unit 1

Trang 23

• Explain that the text is an email to Hussam from

Salah in his new home Before they read the email,

go over the questions with the class so they know

what information to look for

• Pupils read the email carefully They can discuss the

• Ask pupils ‘When is he going to join his new

school?’ Pupils answer ‘He is going to join on

Sunday.’ Now ask pupils what they are going to do

• Ask pupils to look at the pictures Get them to askyou the questions in the speech bubbles Answerfor yourself

• Now put pupils into pairs They ask and answer thequestions for themselves

• Get a few pairs to demonstrate their dialogues tothe class

• Pupils look at the picture Ask pupils to tell youwhat is happening in the picture

• Pupils complete the sentences according to what ishappening in the picture

• In this study skills exercise, pupils practise spelling

• Pupils divide into pairs; one pupil is ‘Pupil A’ and theother is ‘Pupil B’

• Elicit how to ask the spelling of a word ‘How doyou spell (Hamad)?’ Revise the alphabet

• Pupils A and B work by themselves, putting theletters in order to make words

• Pupils sit opposite each other or, if this is notpossible, ask them to cover the list for the otherpupil’s words with a book

• Pupils ask and answer ‘How do you spell …?’ tocomplete the words

Trang 24

Lesson 1

Revision

• Ask pupils ‘What are you going to do after school

today?’ Pupils answer

• Now ask pupils to open their books at page 8

Introduce the lesson by saying ‘Today, we are going

to look at how to make things.’

Presentation

• Use the flashcards and/or the wall chart to presentthe new vocabulary

• Revise slowly and its opposite quickly.

• Ask the pupils to mime the new words Ask them

to pretend to glue something, to cut something and

to fold something Now ask them to do it againquickly, then slowly

• Now revise imperatives by playing ‘Teacher says.’Ask pupils to do an action, but only if you say

Teacher says first If you ask them to do something

without saying Teacher says first, they are out.

• Say, e.g ‘Teacher says, fold the paper quickly Teachersays, stand up slowly Teacher says, cut somethingslowly Cut something quickly.’ (If pupils do the lastmime, they are out.) Continue like this

• Now, remind pupils how to form the negative with

Don’t Say to pupils ‘Don’t stand up’ or ‘Don’t sit

down.’ Continue as before

• Ask pupils to look at the pictures and to say whatthey can see Ask ‘What are they doing? What arethey saying?’

Aims

To practise giving instructions: First, cut along that

line.

To learn some new words and phrases for

describing a process: First …

To ask for and give advice: You should …; You

First, cut along that line.

Be careful Cut the paper slowly.

Should I glue the paper?

We should tidy up now.

complete

Activity Book, page 8, Exercise 2, Look and write

Flashcards: glue, cut, fold, line, model

2

Unit

Trang 25

• Ask pupils to listen to find out what Hussam is

making Play the cassette Pupils listen and read See

if they can answer (He is making a model boat.)

• Explain any unfamiliar vocabulary (along that line, be

careful, tidy up).

• Play the cassette again Pause after each sentence

and ask pupils to repeat

Tapescript

Hussam: I’m making a model.

Hussam: First, cut along that line.

Ruba: It isn’t difficult.

Hussam: No, but be careful Cut the paper slowly.

Ruba: Should I glue the paper?

Hussam: No Let me fold it first.

Ruba: It looks great!

Hussam: Yes, it does We should tidy up now.

Follow-up

• Ask pupils comprehension questions: ‘What should

Ruba do first? Is it difficult? Should she cut the

paper quickly? Should she glue the paper? What

should they do at the end?’ Remind pupils of the

use of should and shouldn’t to give advice.

• If pupils cannot answer, play the recording again or

read the relevant information as a class

• Use the sentences to remind pupils of the rule for

giving instructions We use the infinitive form of the

verb Practise the structure by asking pupils to read

out the sentences

• Get pupils to read a sentence from the Study Box

Their partner mimes the action – cutting, folding or

cutting slowly They then swap roles

• Explain that Let me is a polite way of asking to do

something, or offering to help someone Try and use

it in the lessons yourself, e.g say to pupils ‘Let me

help you/show you/answer that question’, etc

• Pupils complete the sentences with the correct

word from the box

Answers

• Pupils look at the pictures and write sentences

accordingly with should or shouldn’t.

Answers

2 You should put rubbish in the bin.

3 You shouldn’t miss school.

4 You shouldn’t talk in the library.

Lesson 2

Revision

• Use the flashcards to reactivate language fromLesson 1 Hold up the cards and elicit suitableinstructions, e.g ‘Glue the paper Cut along the line

Aims

To understand instructions: First, clean the knife

and dry it

Next …

To learn more words and phrases for describing

a process: First …, Next …, After that …,Finally …

To practise giving instructions in a sequence

To learn new vocabulary: boil, fridge, material

Flashcards: glue, cut, fold, line, model, fridge

Trang 26

• Ask pupils to look at the pictures on page 9 Get

them to describe the pictures in as much detail as

they can Elicit and revise the vocabulary knife, map,

website and monitor Present boil using a picture on

the board, material from highlighting the clothes you

are wearing and fridge with the flashcard.

• Explain to pupils that they will hear four people

giving instructions They must listen and match the

instructions with the pictures The listening is quite

long – assure pupils that they do not have to

understand everything as long as they can do the

task

• Pause the tape recorder after each speaker to give

pupils time to absorb what they have heard Go

round and check that everyone is pointing to the

correct picture Do not confirm the answer yet

• Play the recording again Pause the tape recorder

after selected sentences and ask pupils to repeat

what they heard Then pause after each speaker and

ask them which picture is described

Tapescript

1 First, clean the knife and dry it.

Next, take the apple and cut it into four.

Don’t forget to cut carefully After that, get some milk from the fridge and …

2 I’m going to show you a new website.

First, find the icon with the radio on it.

Next, click on the icon twice You will see the new picture of the monitor

Finally, write your name and class in the box.

3 Randa, we’re going to make a new blouse

First, draw a line from the top of the material to the bottom.

Next, fold the material along the line and then cut it.

4 Now, we’re going to find the museum.

First, look on the right of the map and listen carefully.

At the cinema, turn left and walk a little.

At the park, turn right The museum is on the left.

Answers

1 a 2 c 3 d 4 b

• Write the following words on the board: first, next,

then, after that, finally Use the sentences in the

tapescript to highlight the meaning Tell pupils thatthese words are used to show a sequence Askpupils to use these words to describe the picturesagain in Exercise 2

• Now, focus their attention on the first picture inExercise 3 and get someone to read the speechbubble Elicit a suitable follow-on sentence with

next, e.g ‘Next, put some coffee in a cup.’ Then ask

pupils to suggest what to do next in the sequence

to make a cup of coffee You may need to help them

with vocabulary, e.g put in/add, stir.

• When pupils have the idea, get them to do thesame with the remaining pictures in pairs or small

groups Help them with any vocabulary, e.g put, add,

Trang 27

• Explain to pupils that they are going to complete

the instructions to make the picture

• First, elicit possible instructions from the pictures

• Pupils then read the instructions and add the

missing words from the box

For the next lesson

• Bring in enough paper for the whole class to make

• Ask different pupils ‘What did you do yesterday?’Ask ‘Why did you […]?’ wherever it is appropriate

Elicit answers beginning Because …

• Using the Jobs wall chart, ask pupils about the jobs

they’d like to do: ‘Would you like to be afootballer?’, etc Ask ‘Why?’ or ‘Why not?’ Inviteindividual pupils to come to the wall chart and asktheir friends about the jobs on the chart, e.g ‘Rasha,would you like to be a vet?’

To use detailed sequence words

To learn new vocabulary: side

Pupil’s Book, page 10, Exercise 4, Read and order

Pupil’s Book, page 10, Exercise 5, Talk together

Activity Book, page 10, Exercise 4, Look and

write

Activity Book, page 10, Exercise 5, Check your

work: Read and write

Wall chart 1: Jobs

Trang 28

• Ask pupils to look at the pictures on page 10 Read

the heading, How to make a paper plane Ask them

to put the pictures in order Now ask them to close

their books and tell you how to do this

• Now ask them to open their books Present the

word side They read the sentences in the correct

order

Follow-up

• Call five pupils to the front and ask them to stand

around your desk Tell them they are going to make

a paper plane Give them each a number from one

to five

• Now tell the pupils who are sitting down to put

their hands up and give an instruction to each pupil,

starting with pupil one They tell them how to make

the paper plane, e.g for pupil one: ‘First, take the

paper and fold it in half [along the line] from A to

B.’ Pupil one does this Then continue with pupil

two, and so on, until the plane is complete

• Pupils now work in pairs to do the same exercise

Make sure they all have a suitable piece of paper to

fold Read the instructions Go round and monitor

their work Make sure they use the correct

instructions, and that their partner follows the

instructions correctly

• At the end, get each pair to show their paper plane

You may want to say ‘Now tidy up please!’

• Pupils look at the pictures and write the correct

word

Answers

2 wing 3 line 4 glue 5 model of a car 6 fold

• Draw pupils’ attention to the capitalisation rules

Then ask them to read the sentences

• Ask pupils to rewrite the sentences using capital

letters where necessary Remind them to end their

sentences with full stops

Answers

2 Be careful, Hussam.

3 Don’t be untidy, Ruba.

4 We live in a flat in Damascus.

5 We start school in September.

• Bring in an apple, an orange and a knife

Unit 2

Trang 29

Lesson 1

Revision and Presentation

• Hold up an apple and a knife and ask pupils ‘How

do I eat this apple?’ Elicit ‘Cut the apple (with the

knife).’ Do the same with the orange and present

peel Reinforce with the flashcard.

• Revise adverbs of frequency Say ‘I eat an orange

with my lunch six days a week I usually eat an

orange with my lunch.’ Write usually on the board

by six days a week Now say ‘I eat an apple with my

lunch four days a week I often eat an apple with my

lunch.’ Write often on the board by four days a

week Then do the same with banana Say ‘I eat a

banana with my lunch two days a week I sometimes

eat a banana with my lunch’ Write sometimes on

bananas They answer with often/sometimes/usually (you may also wish to revise always/never).

• Hold up the banana and mime eating it, and say, ‘Iusually eat an orange What am I doing today?’ andelicit ‘You are eating a banana.’

• Use the flashcards or the wall chart to present

camp and fish Focus on the book Point to the first

picture and say, ‘What is Salah doing?’ Point topicture two and ask ‘What are they doing in thispicture?’ Establish that they are camping Do thesame for the final picture and ask ‘What is Kareemdoing?’

• Before pupils listen and read, write the followingquestions on the board:

Where does Salah usually stay at the weekend? What is his father doing?

What is his mother doing?

• Play the recording Pupils listen, read and answer

Aims

To contrast the present simple and the present

continuous: We usually stay in Aleppo at the

weekend, but this weekend we’re camping by the sea.

To learn new vocabulary: camp, fish (v), peel (v)

Structures

The present simple contrasted with the present

continuous:

We usually stay in Aleppo at the weekend, but this

weekend we’re camping by the sea.

Adverbs of frequency: usually, often, sometimes

Functions

Talking about routines

Talking about present actions

Activity Book, page 11, Exercise 1, Look, read

and complete

Flashcards: camp, fish, peel

Unit 3

Trang 30

Is Salah at home? What is he doing? (He’s at the

beach He’s fishing.)

What is he doing this weekend? (He’s camping by the

sea.)

What is Kareem doing? (He’s swimming.)

What does his father often do at the weekend? (He

often reads.)

Is his mother peeling fruit today? (Yes, she is peeling

some fruit today She is cutting it with a knife.)

Tapescript

Salah: Hello, Hussam.

Hussam: Hello, Salah! Are you at home?

Salah: No, I’m phoning from the beach I’m fishing.

Hussam: That’s wonderful!

Salah: Yes, we usually stay in Aleppo at the weekend,

but this weekend we’re camping by the sea.

My brother Kareem is with us, too He

sometimes swims when he’s at the beach Now

he’s swimming.

Dad’s reading He often reads at the weekend.

Mum is peeling some fruit She is cutting it with

a knife.

• Use the sentences to remind pupils of the

difference between the present simple (what you

usually/often do, etc.) and the present continuous

(what you are doing now) Practise the structure by

asking pupils to read out the sentences

• Pupils look at the pictures and complete the

sentences with the correct form of the verb in each

• Bring in a toy phone, or a mobile phone or apicture of a phone

Lesson 2

Revision

• Hold up the toy phone (or use a mobile ifavailable) Tell pupils you are going to phone them.Now turn away from the pupils Say ‘Hello? Are you

at home?’ Get pupils to respond appropriately, e.g

‘No, we are in the class/at school.’ Ask ‘What areyou doing?’ and elicit, e.g ‘We are learning English.’

• Now ask a pupil to the front He or she turns awayfrom the class and asks similar questions Get thepupils to mime actions They then say what they aredoing, e.g ‘I am swimming/running, etc.’

Aims

To contrast the present simple and the present

continuous: After school, I grow flowers in my dad’s

garden At the moment, I’m playing the piano.

Structures

The present simple contrasted with the present

continuous: After school, I grow flowers in my dad’s

garden At the moment, I’m playing the piano.

Adverbs of frequency: usually, often, sometimes

Activity Book, page 12, Exercise 3, Read andcomplete

Unit 3

Trang 31

• Ask pupils to describe what they can see Help

them with any vocabulary

• Tell pupils they will hear four people describing

their hobbies and interests Before they listen, ask

pupils to guess what these might be, using the

picture prompts

• Play the recording Were pupils correct in their

guesses?

• Play the recording again Pupils listen and match

what they hear to the correct pictures

Tapescript

1 Randa: Hi, I’m Randa When I come home after school,

I often play volleyball with my friends I do other

things as well I listen to classical music I also

like birds and I often watch the birds near my

house At the moment, I’m watching some birds

in my garden.

2 Tala: Hello, my name is Tala I have three hobbies.

After school, I grow flowers in the garden I write

3 Hassan: My name is Hassan I usually do three things

when I come home I live near the sea, so I sometimes sail I also play basketball with friends I have a camera and I often take photos

of my family and friends I’m playing basketball

at the moment.

4 Munzer: My name is Munzer I have three hobbies after

school I play table tennis I also collect coins and sometimes I walk in the park At the moment, I’m playing table tennis.

Answers

1 b 2 a 3 c 4 d

• Look at the photographs with the class Pupilsdescribe what they usually do at the weekend.Pupils can then say what their partner usually does.Pupils can then go on to say what their partner isdoing at the moment, e.g ‘She usually plays thepiano at the weekend At the moment, she islearning English.’

• Get some pairs to demonstrate their questions andanswers to the class Then go over their answers as

a class

Follow-up

• Ask pupils what other words you can use with play,

e.g football, tennis, the piano, etc.

• Ask pupils what their mother or father usually does

on a Monday, for example Then, ask them whatthey think their mother or father is doing now, e.g

‘My mother usually goes to the market on Monday

At the moment, I think she is buying fruit.’

• Look at the picture together with the class Askpupils to tell you what they can see in the picture

• Pupils now read the paragraph and circle thecorrect verbs

Answers

Trang 32

• Pupils choose the correct word from the box to

complete the sentences

Answers

2 doesn’t 3 aren’t 4 isn’t 5 don’t

Lesson 3

• Ask pupils to look at the picture Ask, ‘What are thepeople doing? What do people in this town usuallydo?’ Pupils say what they think people usually do

• See if pupils know where this picture is Tell them

to read about Aleppo to find out two things youcan do there Present the new vocabulary from thecontext of the article

• Pupils read Get them to say what people can do inAleppo Put their answers on the board

• Pupils read again and answer questions 1–5 Theycan discuss their answers in pairs Go over theiranswers as a class

4 You can eat delicious sweets.

5 They go there to walk, sit down and relax

Aims

To understand a description of a town

To describe a town

To write about a town or city

To learn new vocabulary: collect (v), delicious

Structures

The present simple:

There are a lot of things to do here.

You can visit the castle.

Pupil’s Book, page 13, Exercise 5, Talk about you

Activity Book, page 13, Exercise 4, Project: Write

about your town or city

Unit 3

Trang 33

Follow-up

• If you want to check their understanding further,

you can ask the following questions:

Where do many people live? (In modern flats.)

Is the city very old? (Yes, it is/parts of it are very old.)

What is the castle called? (The Citadel of Aleppo.)

What are delicious? (The sweets.)

• Before pupils look at Exercise 5, point to their

sentences on the board about Aleppo Ask them if

they can add any ideas to this list for what you can

do in Aleppo Help them with any vocabulary

• Now read the question in the book Put pupils into

pairs or small groups Get them to talk about their

town (or their nearest town or city if you live in a

small village) Go round and monitor their work

• Pupils now write a description of their town or

city Pupils make notes from the questions and then

write about their town or city Pupils can add

further information if they wish

• Encourage pupils also to write about the history of

their town or city in their work They can also add

photographs or drawings

• When pupils have finished their projects, they can

talk about their work to the class

Trang 34

Lesson 1

Revision

• Ask pupils, ‘What do you usually do at the

weekend? What do you usually do on (the day

today)?’ Elicit suitable answers

• Now say, ‘Today we are going to hear about

something that happened to Ruba.’

Presentation

• Ask pupils to mime an action Their partner says

what they are doing

• Now ask four pupils to come to the front and ask

them to mime another action Then clap your

hands Ask pupils, ‘What were they doing when I

clapped my hands?’ Answer for each pupil, e.g

‘He/She was swimming He/She was playing tennis

He/She was phoning a friend’, etc

• Write the sentences on the board and underline

‘was’ and ‘-ing’ Explain that this is the same as thepresent continuous, but is used to talk about thingsthat were happening in the past

• Use the flashcards to present ring, supermarket and

purse Present drop by miming the action.

• Ask pupils to look at the pictures Who can theysee? What do they think is happening? Ask them tolisten and read to find out what they are going to

do with the ring

• Ask them to listen and read They can answer thequestion (they are going to take it to the museum)

• Play the cassette again Pause after each frame andask the following questions:

When did they find the ring? (They found it when they were shopping.)

Where did they find it? (They found it outside the supermarket.)

What was Mum doing when she dropped a coin? (She was taking money out of her purse.)

What was Ruba doing when she saw something? (She

Aims

To describe events in the past

To contrast the past simple and the past

continuous: Mum was taking money out of her

purse when she dropped a coin.

To learn new vocabulary: drop, purse, ring

Structures

The past simple and past continuous: Mum was

taking money out of her purse when she dropped a

Activity Book, page 14, Exercise 1, Read and tick

Trang 35

was looking for the coin.)

What did she see? (She saw the ring.)

Tapescript

Ruba: Dad, look at this!

Dad: What is it? Where did you find it?

Ruba: It’s a ring We found it when I was shopping with Mum.

It’s quite old!

Ruba: We were outside the supermarket Mum was

taking money out of her purse when she

dropped a coin.

Ruba: When I was looking for it, I saw something It

was the ring Let’s take it to the museum.

• Use the sentence in the speech bubble to remind

pupils of the rule for describing events in the past

We use the past simple to say what happened at

this time, and the past continuous (was/were + -ing)

to describe the action that was continuing at this

time Get pupils to read the sentences aloud

• Pupils look at each picture and the sentence below

Then, they decide if the sentence describes the

picture or not If it does, they write a tick (✓) in

the box If it doesn’t, they mark a cross (✗)

Answers

2 ✓ 3 ✓ 4 ✗

• Pupils circle the correct verb in each sentence

to mime an action When the pupil finds the coin,the class should stop their mimes Ask pupils, ‘Whatwere you doing when he/she found the coin?’ Pupilsanswer using the past continuous, e.g ‘I was playingfootball.’

Aims

To understand and describe events in the past

Structures

The past simple and past continuous: I was

walking in the park yesterday when I saw my uncle.

Activity Book, page 15, Exercise 4, Read andanswer

Trang 36

• Ask pupils to look at the pictures Who can they

see? What do they think was happening? See what

pupils can predict Now play the recording Pupils

listen and match each conversation with the

correct picture

Tapescript

1 Boy 1: I was walking in the park yesterday when I saw

my uncle.

Boy 2: What was he doing there?

Boy 1: He was waiting for me We both went for a

walk.

2 Girl 1: I was sitting on the beach yesterday with my

mother when we saw a man in a boat.

Girl 2: What was he doing?

Girl 1: He was holding a big fish as a large bird flew

above him.

3 Boy 1: I was playing in a football match yesterday

when I scored a goal.

Boy 2: You scored a goal? That’s great.

Boy 1: Yes, it was We won three-one.

4 Girl 1: My dad was driving me to school yesterday

when I saw my friend.

Girl 2: Where did you see her?

Girl 1: She was visiting the dentist.

Answers

1 c 2 d 3 a 4 b

• Read the example in the speech bubble Then, inpairs, pupils make similar sentences for theremaining pictures

• Get some pairs to report back to the class

Suggested answers

When I was going to the station, I saw lots of trains.

When I was having lunch in the restaurant, I saw my friend.

• Pupils look at the pictures and write sentences as

in the example with a verb in the past simple and averb in the past continuous

Answers

2 He was swimming when his friend arrived.

3 They were eating in a restaurant / having lunch when someone took a photo.

4 She was watering the flowers when her mother called her.

5 He was playing a computer game when he received a phone call / when the phone rang.

6 He was fishing when he saw a boat / his friend.

• Pupils answer the questions to make them true forthemselves

Answers

Pupils’ own answers

Unit 4

Trang 37

Lesson 3

Revision

• Ask pupils what time it is now Then ask, ‘What

were you doing at this time yesterday?’ Get pupils

to answer using the past continuous, e.g ‘I was

listening to my teacher.’

• Ask pupils to look at the picture Ask them, ‘What

do you know about camels?’ Put their ideas on theboard Do they know how tall camels are? Present

huge, meaning very big.

• Get pupils to read the four titles at the top of the

page Present ancient and its opposite, modern Now

ask them to read the text and choose the best title

The past simple and the past continuous:

Scientists found the body of an ancient camel when

they were digging in a dry river.

Trang 38

Follow-up

• Ask pupils if they were right in their facts about

camels How tall are they usually?

• Pupils read sentences 1– 4 They then read the text

again and discuss the answers in pairs Go over

their answers as a class Get them to correct the

• Ask pupils what other huge animals they know, e.g

elephants Do they know how tall the animals are?

(They are usually 2–4 metres tall.)

• Ask pupils if they have ever visited El Kowm Elicit

what they know about it Pupils will be familiar with

the town from the reading in the Pupil’s Book

• Pupils read the text and correct the false

information in the sentences

Answers

2 There isn’t any grass now in El Kowm There was grass

there a long time ago.

3 El Kowm isn’t between three mountains It is between two

mountains.

4 El Kowm isn’t 100 kilometres from Palmyra It is 200

kilometres north east from Palmyra.

5 People didn’t want to live in El Kowm because there were

many animals They wanted to live there because there was

water.

• Write the following sentences on the board:

I was (play) tennis yesterday.

My mother was (take) my brother to the dentist.

My cousin was (swim)

• Elicit from pupils how to spell the three pastcontinuous forms Explain to pupils that verbs

either add -ing, or remove the last letter and add

-ing If the verb ends in an ‘e’, pupils remove the ‘e’

and add -ing.

• Look at the exercise in the Activity Book with theclass Read the information box together

• Pupils now complete the sentences, spelling thecontinuous forms correctly

Trang 39

• Ask pupils to mime an action Go round and ask

pupils ‘What are you doing?’ Pupils answer in the

present continuous Ask them to mime a different

action Then clap your hands Ask, ‘What were you

doing when I clapped my hands?’ Pupils answer in

the past continuous

• Revise going to for future plans Ask pupils what

they are going to do after the lesson/after school/at

• Revise imperatives You can play Teacher says, or get

pupils to do a few instructions, e.g ‘Stand up Sitdown Don’t sit down, etc.’ Then mime cutting with

a knife and say, ‘I am cutting bread.’ Pretend to hand

a knife to a pupil and say, ‘Be careful!’ Get pupils torepeat

• Revise the vocabulary from the previous four unitswith the flashcards and/or the wall charts

Presentation

• Hold up your book at page 17 Ask pupils todescribe what they can see Ask them to look atframe 1 and say, ‘What is she making?’ Ask them tolook at frame 2 and ask, ‘What do they do first?’

• Ask pupils to listen and read to find out whatHussam and Ruba are making, and what they andMum are going to do next

• Play the cassette Pupils answer ‘They are making anew dish Mum is going to finish the dish’ ‘Hussam

Aims

To revise language and vocabulary from units

1– 4

Structures

Future with going to:

I’m going to make a new dish.

Imperatives:

First, cut the bread into triangles.

The present and past continuous:

Are you making dinner, Mum?

She was making a new dish.

The present simple:

Now we need some olive oil.

Functions

Talking about future plans

Describing present and past actions

Pupil’s Book, page 17, Exercise 2, Ask and

Flashcards: cut, fold, glue, line, model, paper, flat,

scientist, camp, fish, drop, purse, ring

Wall charts: Activities; Jobs

Trang 40

• Ask pupils why the children say ‘Oh no!’ at the end

(because they are going to do their homework)

Tapescript

Ruba: Are you making dinner, Mum?

Mum: Yes, I’m going to make a new dish.

Ruba &

Mum: First, cut the bread into triangles.

Hussam: Be careful Don’t cut your hand.

Mum: Now we need some olive oil.

Hussam: What are we going to do now?

Mum: You’re going to do your homework I’m going to

finish this dish.

Ruba &

• Get pupils to read the questions Point out that the

questions are about future plans, because they will

happen in the near future Play the cassette again

Get pupils to discuss the answers in pairs Go

round and monitor their work

• Go over their answers as a class Get pupils to read

the questions aloud Other pupils answer

Answers

1 She is going to make a new dish.

2 She is going to cut the bread into triangles.

3 Mum is going to finish the dish

4 The children are going to do their homework at the end.

Follow-up

• Revise words to describe a process: First, Next, Then,

After that, Finally.

• Ask pupils to tell you how to make a favourite dish

using these words

• Pupils match each question with the correct

answer

Answers

2 a 3 e 4 b 5 c 6 f

• This crossword revises some of the new vocabularyfrom the previous four units

• Pupils look at the pictures and write the words inthe spaces in the crossword

6 7

8

m

d

l a

n

r i n

e x t

Định dạng
Số trang	164
Dung lượng	7,39 MB